HONOURS BACHELOR OF ENGINEERING JANUARY 2020

Application for Ministerial Consent to the Postsecondary Education Quality Assessment Board

Honours Bachelor of Engineering

Submitted by: Humber College Institute of Technology and Advanced Learning

www.humber.ca

JANUARY 2020

205 Humber College Boulevard Toronto, Ontario Canada M9W 5L7

HONOURS BACHELOR OFENGINEERING TABLE OF CONTENTS

TABLE OF CONTENTS ...... I SECTION 1: INTRODUCTION ...... 4

1.1 COLLEGE AND PROGRAM INFORMATION ...... 4 1.2 EXECUTIVE SUMMARY ...... 5 1.2.1 Program Abstract ...... 5 1.2.2 Institutional and Community Considerations ...... 5 i. Differentiation ...... 6 ii. Inter-Institutional Collaboration: Removing Barriers and Improving Access ...... 6 iii. Social and Economic Need ...... 8 iv. Capacity to Deliver ...... 9 v. Institutional Backgrounder ...... 9 vi. Overview of the Academic Faculty: Faculty of Applied Sciences and Technology ...... 10 1.2.3 Conceptual Program Overview ...... 11 i. Program Design ...... 11 ii. Experiential and Interdisciplinary Learning ...... 12 iii. Opportunities for applied research projects through the Barrett Centre for Technology Innovation (BCTI) ...... 12 iv. Advanced Standing and Degree Completion ...... 13 v. Regulation and Accreditation ...... 14 vi. Program Learning Outcomes ...... 14 vii. Degree Level Summary ...... 19 viii. Depth and Breadth of Knowledge Summary ...... 19 1.3 PROGRAM OVERVIEW ...... 20 SECTION 2: STANDARD 1—DEGREE LEVEL ...... 23

2.1 DEPTH AND BREADTH OF KNOWLEDGE ...... 23 2.2 CONCEPTUAL & METHODOLOGICAL AWARENESS/RESEARCH AND SCHOLARSHIP ...... 25 2.3 COMMUNICATION SKILLS ...... 26 2.4 APPLICATION OF KNOWLEDGE ...... 26 2.5 PROFESSIONAL CAPACITY/AUTONOMY ...... 27 2.6 AWARENESS OF LIMITS OF KNOWLEDGE...... 28 SECTION 3: STANDARD 2—ADMISSION, PROMOTION, AND GRADUATION ...... 30

3.1 ADMISSIONS ...... 30 3.1.1 Direct Entry ...... 30 3.1.2 Mature Students ...... 30 3.2 ADVANCED STANDING AND DEGREE COMPLETION ...... 30 3.2.1 Gap Analysis ...... 32 i. Breadth Gap ...... 33 ii. Degree of Difficulty Gap ...... 34 3.2.2 Degree Completion Pathways ...... 35 i. Bridge ...... 36 ii. Transfer pathways ...... 37 3.3 PRIOR LEARNING ASSESSMENT ...... 37 3.3.1 PLAR: Administrative Procedures ...... 38 3.4 PROMOTION AND GRADUATION ...... 39 SECTION 4: STANDARD 3—PROGRAM CONTENT...... 41

HONOURS BACHELOR OFENGINEERING i 4.1 PROGRAM ADVISORY COMMITTEE ...... 41 4.1.1 PAC Meetings ...... 41 4.2 WORK-INTEGRATED LEARNING ...... 42 i. Support for Work-Integrated Learning ...... 43 ii. The Co-operative Education Model ...... 44 iii. Requirements/Options for Work-Integrated Learning Experiences ...... 44 iv. Types of Work Experiences and Plans to Develop Co-op Opportunities ...... 45 v. Roles and Responsibilities in Support of Successful Work Experiences ...... 47 vi. Evaluation and Assessment of the Work Experiences ...... 49 vii. Outcomes of Work-Integrated Learning Experiences ...... 51 viii. CEAB Credits for Pregraduation Experience- Obtaining the P.Eng. Designation ...... 55 4.3 PROGRAM LEARNING OUTCOMES ...... 56 4.4 COURSE SCHEDULES ...... 56 4.5 COURSE DESCRIPTIONS ...... 57 4.5.1 Core Courses ...... 57 4.5.2 Non-Core Courses ...... 63 4.5.3 List of Courses ...... 65 i. Courses: Common Platform ...... 65 ii. Courses: Honours Bachelor of Engineering—Information and Communications Technology ...... 66 iii. Courses: Honours Bachelor of Engineering—Mechatronics ...... 67 iv. Courses: Honours Bachelor of Engineering—The Built Environment ...... 68 v. Bridging Courses: Honours Bachelor of Engineering—Information and Communications Technology ...... 70 vi. Bridging Courses: Honours Bachelor of Engineering—Mechatronics ...... 70 vii. Bridging Courses: Honours Bachelor of Engineering—The Built Environment ...... 70 4.6 COURSE OUTLINES/TEACHING AND LEARNING PLANS ...... 71 SECTION 5: STANDARD 4—PROGRAM DELIVERY ...... 72

5. PROGRAM DELIVERY STANDARDS ...... 72 5.1.1 Institutional Inquiry, Strategies and Processes ...... 72 5.1.2 Delivery Methods ...... 74 5.1.3 Training and Support ...... 76 5.2 QUALITY ASSURANCE OF DELIVERY ...... 77 5.3 STUDENT FEEDBACK ...... 78 SECTION 6: STANDARD 5—CAPACITY TO DELIVER ...... 79

6.1 LEARNING AND INFORMATION RESOURCES ...... 80 6.1.1 Learning Resources ...... 80 i. Databases and Journals ...... 80 ii. Humber Libraries General Collection ...... 84 6.1.2 Program Support and Research Skills Instruction ...... 85 Program Librarian ...... 85  Research Guide for Engineering ...... 85 6.1.3 General Library Services ...... 85 Research Support ...... 85  Research Instruction ...... 85  Library Website ...... 86  Course Resource Pages ...... 86  Video Tutorials ...... 86  Technology Lending ...... 86  Interlibrary Loan ...... 86  Accessible Content ePortal (ACE) ...... 87

HONOURS BACHELOR OFENGINEERING ii  Copyright Services ...... 87  Library Orientation & Outreach ...... 87 6.1.4 The Library Team ...... 88 Staffing ...... 88  Professional Development ...... 88 6.1.5 Spaces and Technology ...... 88 North Campus Library & Learning Commons ...... 88 6.1.6 Quality Assurance ...... 89 6.1.7 Physical Resources (IT, facilities and classroom space) ...... 90 6.2 RESOURCE RENEWAL AND UPGRADING ...... 93 6.3 SUPPORT SERVICES ...... 94 6.4 FACULTY QUALIFICATIONS ...... 99 6.4.1 Faculty Recruitment and Development Plan ...... 102 6.5 CURRICULUM VITAE RELEASE ...... 103 6.6 CURRICULUM VITAE OF FACULTY ASSIGNED TO CORE COURSES ...... 103 6.7 CURRICULUM VITAE OF FACULTY ASSIGNED TO NON-CORE COURSES ...... 104 SECTION 7: STANDARD 6—CREDENTIAL RECOGNITION ...... 105

7.1 LETTERS OF SUPPORT ...... 107 7.2 STUDENT INTEREST SURVEYS ...... 108 SECTION 8: STANDARD 7—REGULATION AND ACCREDITATION ...... 110

8.1 REQUIREMENTS OF LICENSING AND REGULATORY BODIES ...... 110 SECTION 9: STANDARD 8—NOMENCLATURE ...... 111 SECTION 10: STANDARD 9—INTERNAL QUALITY ASSURANCE AND DEVELOPMENT ...... 112 SECTION 11: STANDARD 10—ACADEMIC FREEDOM AND INTEGRITY ...... 115

11.1 ACADEMIC FREEDOM AND INTEGRITY ...... 115 11.2 E-LEARNING COMPONENTS ...... 115 SECTION 12: STANDARD 11—STUDENT PROTECTION ...... 118 SECTION 13: APPENDICES/ OPTIONAL MATERIAL ...... 119 SECTION 14: POLICIES ...... 121 ADMISSION, PROMOTION, AND GRADUATION ...... 121 PROGRAM DELIVERY ...... 122 CAPACITY TO DELIVER ...... 123 INTERNAL QUALITY ASSURANCE AND DEVELOPMENT ...... 124 ACADEMIC FREEDOM AND INTEGRITY ...... 124 STUDENT PROTECTION ...... 125

HONOURS BACHELOR OFENGINEERING iii SECTION 1: INTRODUCTION

1.1 College and Program Information

Full Legal Name of Organization Humber College Institute of Technology and Advanced Learning

Operating Name of Organization Humber College

URL www.humber.ca

Proposed Program Nomenclature

Honours Bachelor of Engineering — Information and Communications Technology Honours Bachelor of Engineering — Mechatronics Honours Bachelor of Engineering — The Built Environment

Proposed Program Location(s) Humber College North Campus 205 Humber College Blvd., Toronto, ON, Canada M9W 5L7

Sault College 443 Northern Avenue Sault Ste. Marie, ON, Canada P6B 4J3

Contact Information Primary Contact: Kelly O’Neill, Dean Program Planning, Development & Renewal Humber College 205 Humber College Blvd., Toronto, ON, Canada M9W 5L7 416.675.6622 x 5142 [email protected]

Site Visit Coordinator: Barbara Martin, Program Consultant [email protected]

Date of Submission January 2020

Anticipated Start Date September 2021

HONOURS BACHELOR OF ENGINEERING 4 1.2 Executive Summary

Proposed Program Credential: Honours Bachelor of Engineering

Proposed Program Name: i. Information and Communications Technology ii. Mechatronics iii. The Built Environment

Anticipated Start Date: September 2021

1.2.1 Program Abstract

Humber College is proposing to offer a four-year Honours Bachelor of Engineering in three discipline areas: (i) Information and Communications Technology, (ii) Mechatronics, and (iii) The Built Environment. Interdisciplinary learning is a keystone of this program. The program is designed to provide early exposure to inter-professional practice by virtue of a common platform of first year courses. While students will move into their discipline areas of study in second year, they will all study together in the first year common platform and build on this interdisciplinary experience in upper year capstone courses. Project-based learning, applied research, and work-integrated learning activities will be core features and differentiators for this program. Each discipline includes two technical options which create a designated space to tackle leading-edge research and technological advancements, as well as the emerging needs of each discipline. An environmental scan of industry reports indicate that there is a significant and increasing need to replace retiring engineers, particularly in the areas of civil, mechanical, electrical/electronic and computer engineering. Humber aspires to be a receiving institution for students from across Ontario, acting as a provincial access hub by offering opportunities to students interested in accessing pathways to degree completion. To that end, Humber will offer diploma-to-degree transfer opportunities for qualified applicants providing several pathway options for students to access this engineering degree. This program will also provide a point of access for eligible students at Sault College to pursue an engineering degree while remaining in their home community.

1.2.2 Institutional and Community Considerations

Humber College is requesting approval to offer an Honours Bachelor of Engineering program with three distinct discipline areas in: • Information and Communications Technology • Mechatronics • The Built Environment

The program will align directly with Humber’s Strategic Mandate Agreement objectives and priorities, and will further support career-focused baccalaureate level education and academic learning for students.

HONOURS BACHELOR OF ENGINEERING 5 i. Differentiation

Humber’s 2018 – 2023 Strategic Plan is guided by three goals: Lead, Transform, and Differentiate. A key differentiator for this Engineering program is early exposure to inter- professional practice by virtue of a common platform of first year courses. While students will move into their discipline areas of study in second year, they will all study together in the first year common platform and build on this interdisciplinary experience in upper year capstone courses. Early in the program students will engage with guest speakers who represent the myriad of technical options available later in the program. Upper year technical options will allow students to choose a stream of courses in a key area of their discipline. As their studies progress and they gain opportunities to engage in collegiate activities, applied research, and collaborative capstones projects, students will be better prepared for inter-professional practice as engineers.

Other characteristics that differentiate this program include: • A multi-disciplinary approach to experiential learning with industry partners; • Work integrated learning through multiple co-op work terms; • The development of pathways for current diploma students to enter the degree with advanced standing; • Opportunities for interdisciplinary applied research projects through the Barrett Centre for Technology Innovation (BCTI).

A table of comparable programs across Ontario colleges and universities for the Honours Bachelor of Engineering — Information and Communications Technology can be referenced in section 15, appendix 1A, of the application.

A table of comparable programs across Ontario colleges and universities for the Honours Bachelor of Engineering — Mechatronics can be referenced in section 15, appendix 1B, of the application.

A table of comparable programs across Ontario colleges and universities for the Honours Bachelor of Engineering — The Built Environment can be referenced in section 15, appendix 1C, of the application. ii. Inter-Institutional Collaboration: Removing Barriers and Improving Access

Humber has developed a partnership with Sault College to co-deliver the proposed Honours Bachelor of Engineering—Mechatronics discipline. Postsecondary institutions in Northern Ontario face unique challenges, including vast distances between communities and specific labour market demands.

This collaborative partnership between the two institutions will: • Facilitate and increase access to and student mobility in quality post-secondary education;

HONOURS BACHELOR OF ENGINEERING 6 • Streamline Time-to-Degree, so that students from eligible programs can pathway into the degree through both institutions and streamline degree completion; • Achieve economies of scale by co-delivering programming; • Allow students to stay in their home communities.

Humber believes this collaborative undertaking will produce a positive experience for both faculty and students. Collaboration and cooperation will be modelled not only by the professors through a team-teaching approach, but by the students, as well. They will be required to engage in collaborative, in-class exercises and capstone projects. Group projects will empower students to become active learners and equip them with the skills to excel in self-directed work.

The Honours Bachelor of Engineering—Mechatronics program will be delivered through a blended learning model -- in this case a mix of in-person classroom learning combined with videoconferencing and supported by an on-line Learning Management System. Students will be supported at both Sault and Humber North locations with access to program coordinators, student success services and technical support. Further information about this delivery model is provided in section 11.2.

Opportunities for professors from both locations to participate in collaborative pedagogical activities will help to develop a sense of academic community through distributed learning. Professors will be provided with training designed to foster a culture that supports a focus on teaching and learning while nurturing a sense of connectedness and collegiality.

Both Humber and Sault College recognize the importance of comprehensive quality assurance measures to ensure academic and service excellence for students. The Colleges have developed cross-institutional relationships for aligning processes to ensure consistency and access for students at both institutions. These include the development of common admission requirements, program policies and procedures, standards of course delivery, the monitoring of student progress and achievement, and the assurance of data integrity and student privacy.

Refer to the following sections of the application for more detailed information: section 6 (Capacity to Deliver), section 10 (Internal Quality Assurance and Development), and section 11.2 (E-learning).

For details regarding the provisions of the inter-institutional agreement between Humber and Sault College, refer to appendix 2 in section 15 of the application.

HONOURS BACHELOR OF ENGINEERING 7 iii. Social and Economic Need

As reported in the Engineers Canada Report, Engineering Labour Market in Canada: Projections to 20251, the need for engineers in Canada has been steadily increasing and growth is expected to continue in the coming years. This report, as well as a presentation published by the Ontario Society of Professional Engineers (OSPE)2, shine light on the fact that employers have difficulty finding qualified people with adequate real-world, sector- specific experience to fill vacant engineering positions. Between 2011 and 2020, approximately 182,000 engineers will have entered the work force in Canada but many may not have the sector-specific experience industry requires. Conventional university engineering programs have historically focused on delivering broad theory-based preparation. This Honours Bachelor of Engineering program is designed to provide the sector-specific, real-world application needed in the current and future employment climate.

The OSPE presentation referenced above calls upon governments to partner with industry to provide sector specific training and investments in research and development, and to stimulate the creation of highly skilled jobs. Humber’s engineering degree will leverage the College’s strengths in industry partnerships and applied research to advance its mission of “developing broadly educated, highly skilled and adaptable citizens to be successful in careers that significantly contribute to the communities they serve3.”

The Engineers Canada report indicates that there is a significant and increasing need to replace retiring engineers, particularly in the areas of civil, mechanical, electrical/electronic and computer engineering. A deeper look at the data, which compares demand between 2015 - 2019 and 2020 - 2025 broken down by the sectors associated with each area, forecasts an increased or steady need in all areas associated with manufacturing, particularly in Ontario (table 4.2 and 7.2). The same data source for the area of civil engineering shows steady numbers in construction-related sectors, with growth in the architectural, engineering and related sectors in Ontario, as well as in provinces west of Ontario (table 3.2). Finally, the same report forecasts growth in all ICT sectors, with notable growth in Ontario (table 13.2).

Refer to section 7 (Credential Recognition) of the application for more detailed information.

1 Engineers Canada. (2015). Engineering labour market in Canada: Projections to 2025 [PDF document]. Retrieved from https://engineerscanada.ca/sites/default/files/Labour-Market-2015-e.pdf 2 Ontario Society of Professional Engineers. (2015). Crisis in Canada’s engineering labour market: OSPE labour market seminar [PDF document]. Retrieved from https://www.ospe.on.ca/public/documents/presentations/crisis- canada-engineering-labour-market.pdf 3 2017-20 Strategic Mandate Agreement: Humber College Institute of Technology and Advanced Learning [Government of Ontario page]. (2018). Retrieved November 25, 2019, from https://www.ontario.ca/page/2017- 20-strategic-mandate-agreement-humber-college-institute-technology-and-advanced-learning

HONOURS BACHELOR OF ENGINEERING 8 iv. Capacity to Deliver

The proposed program is consistent with Humber’s commitment to providing polytechnic leadership in the Ontario postsecondary system. By leveraging existing strengths, this Engineering program adds significantly to Humber’s credential and program mix, and provides pathways and transfer partnerships. The program aligns with the College’s Strategic Plan by maintaining academic excellence through the integration of experiential learning, work integrated learning experiences, opportunities for applied research with industry, and a curriculum that meets employer needs for highly skilled, career-ready citizens.

The addition of this degree will add depth to Humber’s existing network of programs that serve the engineering field. Through cross-disciplinary capstone projects, in which students research and work together and industry led applied research activities, this program will support convergence among the respective engineering disciplines. It will expand awareness of engineering degrees delivered by the college system and increase the capacity to provide local industry with career ready citizens.

Students will benefit from the latest technology integrated in the project based learning environment, the capstone projects, and the applied research and co-op opportunities. The focus on technology-enhanced learning that connects theory, research and practice ensures that students will be well prepared for work in the industry, as well as further education at the Masters level. Humber’s commitment to student success includes a full range of support and advising services provided to them throughout their studies.

Refer to section 6 (Capacity to Deliver) of the application for more detailed information.

v. Institutional Backgrounder

Since its inception in 1967, Humber has grown from a small local college serving the western region of the Greater Toronto Area into a major postsecondary institution that has impacts worldwide. Over 250,000 students have graduated from Humber and gone on to be business and industry leaders, famous actors and musicians, world-renowned journalists and authors, celebrity chefs, and health industry professionals. Humber has two campuses: the North Campus in north Etobicoke and the Lakeshore Campus in south Etobicoke. Humber is one of only five colleges named as an Institute of Technology and Advanced Learning (ITAL) by the Ontario Government. As an ITAL, Humber is permitted to offer 15% of its programming as baccalaureate degrees (non-ITAL colleges are capped at 5%).

Humber is one of the largest colleges in Canada with approximately 33-thousand full-time students, 23-thousand part-time and continuing education students, and more than 6,000 international students from 125 countries. The College offers close to 200 full-time post- secondary programs in a wide variety of disciplines. The credentials offered include apprenticeship training, certificates, diplomas, advanced diplomas, baccalaureate degrees, and graduate certificates.

HONOURS BACHELOR OF ENGINEERING 9 Programs are offered through six academic faculties: • Faculty of Applied Sciences and Technology • Faculty of Business • Faculty of Health Sciences and Wellness • Faculty of Liberal Arts and Sciences and Innovative Learning • Faculty of Media and Creative Arts • Faculty of Social and Community Services

The College ensures its programs are relevant through Program Advisory Committees which are composed of industry and academic partners who offer co-op and work integrated learning activities, internships and apprenticeships, clinical practice, community alliances, and applied research projects.

The College also has a close, historical partnership with the University of Guelph which resulted in the 2002 opening of the University of Guelph-Humber. More than 5,000 students are enrolled in seven programs in an adjacent building to Humber’s north campus. These students, upon graduation, are conferred both a degree from the University of Guelph and a Humber diploma. Unlike many collaborative programs, UGH students experience an education that combines diploma and degree outcomes within a single program structure rather than sequentially. In addition, through a partnership with the University of New Brunswick, Humber delivers a four-year Honours Bachelor of Nursing degree – the largest nursing program of any college in Ontario.

The College’s polytechnic approach offers students clear learning pathways and with that, the opportunity to build on previous academic achievements and experiences. Humber’s mandate is to provide a comprehensive and balanced mix of educational programs and services to assist students in their pursuit of educational, career and life goals. Humber’s mission is to develop broadly educated, highly skilled and adaptable citizens who significantly contribute to the educational, economic and social development of their communities.

The prestigious League for Innovation, an organization representing 20 leading colleges in North America, has named Humber as one of 12 Vanguard Learning Colleges on the basis of excellence in education and training. Humber is the League’s only Canadian board member. Humber is also a founding member of Polytechnics Canada, an association committed to producing career-ready graduates who combine critical thinking with theoretical understanding and practical skills. vi. Overview of the Academic Faculty: Faculty of Applied Sciences and Technology

The Faculty of Applied Sciences and Technology (FAST) offers comprehensive programs in design, engineering technologies and skilled trades. With 36 programs (plus seven apprenticeships programs) offered across a span of applied technology industries, FAST prepares students for careers of the future. Academic theory blended with applied learning provides a strong educational foundation, while state-of-the-art facilities, work integrated learning, and apprenticeships provide experiential learning in the classroom, and in industry.

HONOURS BACHELOR OF ENGINEERING 10 Students graduate with the critical-thinking and hands-on skills needed to find employment in traditional and emerging careers.

1.2.3 Conceptual Program Overview

i. Program Design

Humber’s Honours Bachelor of Engineering program will begin with a common platform of first year courses that will expose students to inter-professional practice through professors and guest speakers who represent a cross-section of industry sectors. Common platform courses provide the foundational knowledge and skills for the discipline-specific courses that follow. After the common first year, the curriculum branches into three different discipline areas: Information and Communications Technology, Mechatronics, and The Built Environment.

Beginning in the third year, two courses per semester (a total of 8 courses) will be dedicated to a technical option stream that allows for further specialization within each discipline area. The proposed technical option streams are:

• Honours Bachelor of Engineering – Information and Communications Technology: o Data Networking and Security o Internet of Things

• Honours Bachelor of Engineering -- Mechatronics: o Robotics o Embedded Systems

• Honours Bachelor of Engineering – The Built Environment: o Sustainable Building o Built Environment Information Systems

A co-op work program (3 work terms, 420 hour each) for students ensures that work- integrated learning experiences will be woven into the curriculum. This will provide them with a contextual understanding of the industry and specific sectors they are training for, as well as recognition of the importance of hands-on experience.

A capstone project in year 4 is a requirement for all students, and the program has been designed to enable industry-led, cross-disciplinary projects that involve student teams working together from all three discipline areas.

Students will take two breadth courses per year providing the breadth of knowledge demanded of a workforce that will need to employ systems thinking with a global outlook.

Refer to section 4 (Program Content) of the application for more detailed information.

HONOURS BACHELOR OF ENGINEERING 11 ii. Experiential and Interdisciplinary Learning Interdisciplinary project-based learning, applied research, and work-integrated learning activities will be core features of this Engineering program.

The field of engineering is rapidly changing; technology has given rise to an increased interdependence of engineering disciplines. This convergence necessitates the ability to solve complex problems from a variety of perspectives. The program is designed to create early and on-going opportunities to cultivate interprofessional learning and empathy. The common first year has students from all three disciplines working together to lay this foundation and is strengthened in upper year capstone courses. The disciplines of Information and Communications Technology, Mechatronics, and The Built Environment are becoming increasingly complementary and innovations such as AI, autonomous systems and virtual reality are impacting all areas of the engineering field.

The Honours Bachelor of Engineering schedule of studies will consist of foundational learning in math, natural science and engineering science, which lays the groundwork for engineering design courses, capstone projects, competitions, or industry-led applied research. The areas of study are trans-disciplinary by nature and learning may involve technology innovation, health and wellness, creative business innovation, social innovation and entrepreneurship as key elements. As well, the program will feature co-op opportunities allowing students to apply what they have learned in an industry setting. Active learning allows students to apply theory to practice during their studies and results in a graduate who is better prepared for work in the engineering field.

Refer to section 4 (Program Content) of the application for more detailed information. iii. Opportunities for applied research projects through the Barrett Centre for Technology Innovation (BCTI)

The Barrett Centre for Technology Innovation (Barrett CTI) is a vibrant addition to Humber’s innovation ecosystem. It is an exemplar of polytechnic education as interdisciplinary teams from diverse programs and perspectives work with industry partners and community organizations to challenge traditional thinking, pursue innovations and solve actual business challenges. Interdisciplinary teams of faculty, students and technicians working in a resource-rich environment provide creative, solutions-based thinking, insight and support that businesses need to embrace technological progress, respond to new markets and be globally competitive.

Building on Humber’s expertise in design, automation and robotics, systems integration, augmented and virtual reality, and user experience testing, the Barrett CTI is a centre of technological innovation. Rather than traditional classrooms, the 93,000-square-foot facility features digital activity and media zones, interactive demonstration areas, flexible, open- concept gathering spaces, prototyping labs, makerspaces and applied research and development areas, all tied directly to academic programs.

HONOURS BACHELOR OF ENGINEERING 12 Students studying at Sault College will have access to similar spaces and opportunities for involvement in real-world projects. Sault College has industry-standard automation and robotics labs and equipment, as well as a strong network of industry contacts.

Through their involvement in real-world projects, students gain valuable skills – resilience, innovation literacy, communication, entrepreneurial thinking, accountability, adaptability, team-work, collaboration and problem-solving – that prepare them to become the innovators, risk-takers and change leaders that businesses need to stay ahead of the innovation curve. The Barret CTI also includes a dedicated outreach program to increase STEM literacy and career awareness in high school students and other youth. iv. Advanced Standing and Degree Completion

Humber aspires to be a receiving institution for students from across Ontario, acting as a provincial access hub by offering educational pathways to degree completion. To that end, Humber will offer diploma-to-degree transfer opportunities for qualified applicants providing several pathway options for students to continue their education.

It is Humber’s intention to develop degree completion arrangements for students in the following programs:

Honours Bachelor of Engineering—Information and Communications Technology: • Computer Engineering Technology Advanced Diploma.

Honours Bachelor of Engineering—Mechatronics: • Electromechanical Engineering Technology Advanced Diploma. • Mechanical Engineering Technology Advanced Diploma. • Electrical Engineering Technology Advanced Diploma. • Electronics Engineering Technology Advanced Diploma.

Honours Bachelor of Engineering—The Built Environment: • Civil Engineering Technology Advanced Diploma. • Architectural Technology Advanced Diploma. • Sustainable Energy and Building Technology Advanced Diploma.

Where required, degree completion will be supported by bridging courses to remediate any skills and knowledge gaps that may exist. Post-degree, when considering pathways to further education, graduates will have the same access to Master’s programs as those from accredited university engineering programs.

Refer to section 3 (Admission, Promotion and Graduation) of the application for more detailed information.

HONOURS BACHELOR OF ENGINEERING 13 v. Regulation and Accreditation

The proposed program, and each of the discipline areas, have been developed to meet the accreditation standards of the Canadian Engineering Accreditation Board (CEAB), a body within Engineers Canada. This Board has the mandate of ensuring the quality of all professional engineering programs by each Provincial or Territorial Professional Engineering Association. In order to be eligible for accreditation there are 12 Graduate Attributes that a program must demonstrate and a minimum number of Academic Unit (AU) hours that a program must meet. The program learning outcomes for Humber’s proposed Engineering degree were developed to fully align with the requirements of the CEAB. Accreditation of programs by CEAB occurs during the graduating (4th) year of the first cohort. In this case, accreditation is targeted for the 2025 - 2026 academic cycle.

Other CEAB requirements that Humber meets include: • modern classroom and laboratory facilities; • faculty who are professionally current and are involved in research/scholarship activities; • adequate institutional policies and quality assurance/improvement processes; • student completion of course content related directly to safety, including testing their knowledge of safety during examinations; • student access to engineering societies and professional development.

Refer to section 8 (Regulation and Accreditation) of the application for more detailed information. vi. Program Learning Outcomes

The following table lists the program learning outcomes for the Honours Bachelor of Engineering Degree in relationship to PEQAB Degree Level Standards and the Canadian Engineering Accreditation Board Graduate Attributes.

HONOURS BACHELOR OF ENGINEERING 14 Honours Bachelor of Honours Bachelor of Honours Bachelor of Engineering Engineering – The Built Engineers Canada Engineering – ICT – Mechatronics Environment PEQAB’s Degree Level Standards Graduate Attributes Program Learning Outcomes Program Learning Outcomes Program Learning Outcomes Depth and Breadth of Knowledge 1. A knowledge base for Create sustainable Create sustainable Create sustainable a) A developed knowledge and engineering information and mechatronics engineering engineering solutions for the critical understanding of the key Demonstrated competence communications solutions through applications built environment through concepts, methodologies, current in university level technology (ICT) solutions of mathematical, scientific applications of mathematical, advances, theoretical approaches mathematics, natural through applications of and fundamental engineering scientific and fundamental and assumptions in a discipline sciences, engineering mathematical, scientific concepts, methods and engineering concepts, overall, as well as in a specialized fundamentals, and and fundamental techniques. methods and techniques. area of a discipline; specialized engineering engineering concepts, knowledge appropriate to the methods and techniques. b) A developed understanding of program. many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines; Application of Knowledge 2. Problem Analysis Apply appropriate Apply appropriate knowledge Apply appropriate knowledge a. The ability to review, present An ability to use appropriate knowledge and skills to and skills to identify, and skills to identify, and critically evaluate qualitative knowledge and skills to identify, formulate, formulate, analyze, and solve formulate, analyze, and solve and quantitative identify, formulate, analyze, analyze, and solve complex complex engineering complex engineering information to: and solve complex engineering problems for problems for mechatronics problems for the built i. develop lines of argument; engineering problems in information and engineering systems. environment. ii. make sound judgments in order to reach substantiated communication systems. accordance with the major conclusions. theories, concepts and 3. Investigation Validate conclusions Validate conclusions through Validate conclusions through methods of the subject(s) of An ability to conduct through investigations of investigations of complex investigations of complex study; investigations of complex complex engineering engineering problems that engineering problems that iii. apply underlying concepts, problems by methods that problems that include include relevant include relevant principles and techniques of include appropriate relevant experimentation, experimentation, data experimentation, data analysis, both within experiments, analysis and data collection, analysis, collection, analysis, collection, analysis, and outside the discipline; interpretation of data, and interpretation and interpretation and synthesis. interpretation and synthesis. iv. where appropriate use this synthesis of information in synthesis. knowledge in the creative process order to reach valid The ability to make use of conclusions. scholarly reviews and primary 4. Design Design an ICT system, Design a mechatronics Design sustainable building or sources. An ability to design solutions component, or process that system, component, or infrastructures that meet for complex, open-ended

HONOURS BACHELOR OF ENGINEERING 15 Honours Bachelor of Honours Bachelor of Honours Bachelor of Engineering Engineering – The Built Engineers Canada Engineering – ICT – Mechatronics Environment PEQAB’s Degree Level Standards Graduate Attributes Program Learning Outcomes Program Learning Outcomes Program Learning Outcomes engineering problems and to meets regulatory and process that meets regulatory regulatory and industry design systems, components industry standards and and industry standards and standards and considers, or processes that meet considers, health and considers, health and safety health and safety risks, specified needs with safety risks, economic, risks, economic, economic, environmental, appropriate attention to environmental, cultural and environmental, cultural and cultural and social impacts. health and safety risks, applicable standards, social impacts. social impacts. economic, environmental, cultural and societal considerations. b) The ability to use a basic range 5. Use of engineering tools Apply appropriate Apply appropriate engineering Apply appropriate engineering of established techniques to: An ability to create, select, engineering techniques techniques and tools to techniques and tools to v. initiate and undertake critical apply, adapt, and extend and tools to identify, identify, formulate, analyze, identify, formulate, analyze, evaluation of arguments, appropriate techniques, formulate, analyze, and and solve complex and solve complex assumptions, abstract concepts resources, and modern solve complex engineering engineering problems in engineering problems in the and information; engineering tools to a range problems in information mechatronics engineering. built environment. vi. propose solutions; of engineering activities, and communications vii. frame appropriate questions from simple to complex, with technology. for the purpose of solving a an understanding of the problem; associated limitations. viii. solve a problem or create a new work; Professional Capacity/Autonomy 6. Individual and team work Perform as an effective Perform as an effective Perform as an effective a) The qualities and transferable An ability to work effectively member and leader on a member and leader on a team member and leader on a skills necessary for further study, as a member and leader in team in multidisciplinary in multidisciplinary settings, team in multidisciplinary employment, community teams, preferably in a multi- settings, displaying displaying responsibility, settings, displaying involvement and other activities disciplinary setting. responsibility, critical initiative, integrity, and responsibility, critical requiring: thinking, integrity, and cultural and social sensitivity. thinking, integrity, and i. the exercise of initiative, cultural and social cultural and social sensitivity. personal responsibility and sensitivity. accountability in both personal and group contexts; ii. working reflectively with others; iii. decision-making in complex contexts; Communication Skills 7. Communication skills Communicate complex Communicate complex Communicate complex engineering concepts and engineering concepts and engineering concepts and

HONOURS BACHELOR OF ENGINEERING 16 Honours Bachelor of Honours Bachelor of Honours Bachelor of Engineering Engineering – The Built Engineers Canada Engineering – ICT – Mechatronics Environment PEQAB’s Degree Level Standards Graduate Attributes Program Learning Outcomes Program Learning Outcomes Program Learning Outcomes The ability to communicate An ability to communicate solutions accurately and solutions accurately and solutions accurately and information, arguments and complex engineering effectively using digital effectively using digital tools, effectively using digital tools, analyze accurately and reliably, concepts within the tools, written technical written technical documents written technical documents orally and in writing, to specialist profession and with society documents and oral and oral presentations to a and oral presentations to a and non-specialist audiences at large. Such abilities presentations to a wide wide audience. wide audience. using structured and coherent include reading, writing, audience. arguments, and, where speaking and listening, and appropriate, informed by key the ability to comprehend concepts and techniques of the and write effective reports discipline. and design documentation, and to give and effectively respond to clear instructions. Professional Capacity/Autonomy 8. Professionalism Explain the role and Explain the role and Explain the role and a. Qualities and transferable skills An understanding of the responsibilities of the responsibilities of the responsibilities of the necessary for further study, roles and responsibilities of professional engineer in professional engineer in professional engineer in employment, community the professional engineer in society, particularly the society, particularly the role of society, particularly the role of involvement and other activities society, especially the role of protection of the protection of the public and protection of the public and requiring: primary role of protection of public and public interest. public interest. public interest. the public and the public i. the exercise of initiative, interest. personal responsibility and 9. Impact of Engineering on Analyze the impact of Analyze the impact of Analyze the impact of the accountability in both personal society and the environment engineering activities in engineering activities in legal, engineering activities in legal, and group contexts: An ability to analyse social legal, economic, social, economic, social, health, economic, social, health, ii. working effectively with others and environmental aspects health, safety, and cultural safety, and cultural contexts, safety, and cultural contexts, iii. decision-making in complex of engineering activities. contexts, with the concepts with the concepts of with the concepts of contexts Such abilities include an of sustainable design and sustainable design and sustainable design and understanding of the environmental environmental stewardship. environmental stewardship. b. The ability to manage their own interactions that engineering stewardship. learning in changing has with the economic, circumstances, both within and social, health, safety, legal, outside the discipline and to and cultural aspects of select an appropriate program of society; the uncertainties in further study. the prediction of such interactions; and the c. Behaviour consistent with concepts of sustainable academic integrity and social design and development and responsibility environmental stewardship.

HONOURS BACHELOR OF ENGINEERING 17 Honours Bachelor of Honours Bachelor of Honours Bachelor of Engineering Engineering – The Built Engineers Canada Engineering – ICT – Mechatronics Environment PEQAB’s Degree Level Standards Graduate Attributes Program Learning Outcomes Program Learning Outcomes Program Learning Outcomes 10. Ethics and Equity Demonstrate ethical Demonstrate ethical conduct, Demonstrate ethical conduct, An ability to apply conduct, accountability accountability and equity, accountability and equity, professional ethics, and equity, consistent with consistent with the consistent with the accountability, and equity. the requirement of the requirement of the requirement of the engineering profession. engineering profession. engineering profession. 11. Economics and project Incorporate economics, Incorporate economics, Incorporate economics, management business practices, business practices, business practices, An ability to appropriately entrepreneurship and entrepreneurship and project entrepreneurship and project incorporate economics and project management into management into the practice management into the business practices including the practice of engineering of engineering given their practice of engineering given project, risk and change given their limitations. limitations. their limitations. management into the practice of engineering, and to understand their limitations. 12. Life-long learning Develop self-leadership Develop self-leadership Develop self-leadership An ability to identify and to strategies to enhance strategies to enhance strategies to enhance address their own personal competence and personal competence and personal competence and educational needs in a professional effectiveness professional effectiveness in professional effectiveness in changing world, sufficiently in response to a rapidly response to a rapidly response to a rapidly to maintain their changing world. changing world. changing world. competence and contribute to the advancement of knowledge.

HONOURS BACHELOR OF ENGINEERING 18 vii. Degree Level Summary

Graduates of the Honours Bachelor of Engineering will acquire the necessary skills to enter the engineering field. The program was developed in collaboration with academic, industry, and community partners to comply with the degree level standards and the Canadian Engineering Accreditation Board (CEAB) requirements. The program achieves PEQAB’s degree level standards, through:

• An experiential learning approach, where students will apply systems and design thinking to solve engineering problems holistically in the framework of a collaborative project in each academic term of the program. • Project courses will allow for the integration of learning across varied subject matters. The scaffolding of knowledge will enable incremental development of complex skills throughout the program. • Engineering courses build upon mathematics, physics and engineering fundamentals combined with specialized skills development providing graduates with the competencies and experience necessary to solve complex problems. • A focus on critical and creative thinking, where students will conceptualize problems, define the requirements and constraints, research appropriate solutions, apply engineering problem solving methodology, create the engineering solution and finally reflect, optimize and document. • Work integrated learning experiences that will provide students with the opportunity to apply knowledge and skills in a real work environment. viii. Depth and Breadth of Knowledge Summary

Competencies for each of the Engineering discipline areas will build upon foundational principles acquired during a common first year of studies, leveraging advanced concepts in mathematics and physical sciences to approach complex engineering problems. Courses in each year will include a mix of lectures, labs, and active learning experiences designed to enhance and deepen understanding. Upper year technical option streams are designed to enrich discipline knowledge depth and breadth.

Students will also take eight non-core courses. Aligned with PEQAB’s requirement for depth and breadth of non-core offerings, Humber's Degree Breadth curriculum for baccalaureate programs is designed to contribute to the development of critical thinking, quantitative reasoning, written and oral communication skills, and to allow students to engage in more than an introductory level knowledge of the distinctive assumptions and modes of analysis in the following fields of study: Society, Culture and Commerce; Science and Technology; Arts and Humanities.

Refer to section 2 (Degree Level) of the application for more detailed information.

HONOURS BACHELOR OF ENGINEERING 19 1.3 Program Overview

The Faculty of Applied Sciences and Technology at Humber College is proposing to offer a four-year Honours Bachelor of Engineering in three discipline areas: (i) Information and Communications Technology, (ii) Mechatronics, and (iii) The Built Environment. Interdisciplinary learning is a keystone of this program. The program is designed to provide early exposure to inter-professional practice by virtue of a common platform of first year courses. While students will move into their discipline areas of study in second year, they will all study together in the first year common platform and build on this interdisciplinary experience in upper year capstone courses. Project-based learning, applied research, and work-integrated learning activities will be core features and differentiators for this program. Each discipline includes two technical options. These technical options create a designated space to tackle leading-edge research and technological advancements as well as the emerging needs of each discipline. An environmental scan of industry reports indicate that there is a significant and increasing need to replace retiring engineers, particularly in the areas of civil, mechanical, electrical/electronic and computer engineering. Humber aspires to be a receiving institution for students from across Ontario, acting as a provincial access hub by offering opportunities to students interested in accessing pathways to degree completion. To that end, Humber will offer diploma-to-degree transfer opportunities for qualified applicants providing several pathway options for students to access this engineering degree. This program will also provide a point of access for eligible students at Sault College to pursue an engineering degree while remaining in their home community.

Honours Bachelor of Engineering—Information and Communications Technology

The Honours Bachelor of Engineering – Information and Communications Technology discipline will give students hands-on experience with industry-standard advanced technology. In upper years they will choose from focused study in either the Internet of Things or Data Network and Security. They will solve real industry and community problems and gain knowledge and skills in information management, data networking, integrated systems technology, software engineering, and web and mobile systems. These abilities are in high demand as industry explores the use of innovative and resilient technologies and processes for information management and communication through human-to-machine and machine-to-machine application platforms. Students will use digital infrastructure such as computing systems, operating systems, software platforms, and data network and storage.

No matter which technical option students elect to study, they will acquire solid broad-based foundational skills. Choosing a technical option allows them to focus on leading topics within the discipline area.

On-going interprofessional exposure, project-based learning, applied research, and work- integrated learning activities will be core features and differentiators for this program. Integrated learning will be achieved through applying the foundational concepts in math, natural science and engineering science to engineering design courses, capstone projects, competitions, or industry-led applied research.

HONOURS BACHELOR OF ENGINEERING 20 Humber aspires to be a receiving institution for students from across Ontario, acting as a provincial access hub by offering opportunities to students interested in degree completion. To that end, Humber will offer diploma-to-degree transfer opportunities for qualified applicants providing several pathway options for students to continue their education. In addition to the planned pathways listed in 1.2.2 (iv) above, Humber will institute transfer opportunities for eligible graduates of the following Humber College programs: Computer and Network Support Technician, Computer Programming, Computer Programming and Analysis, Enterprise Software Development, Information Technology Solutions, and Wireless Telecommunications.

Graduates of this engineering degree discipline will find careers in computer and network engineering in a variety of areas including computer and information systems, software design, data centre design, network security, embedded system, and IoT development, as well as in other emerging areas related to the industry.

Honours Bachelor of Engineering—Mechatronics

The Honours Bachelor of Engineering – Mechatronics discipline will give students hands-on experience with industry-standard advanced technology. They will choose from focused study in either Robotics or Embedded Systems. They will solve real industry and community problems and gain knowledge and skills in mechanical, electronics and computer engineering. These abilities are in high demand, as industry explores the use of innovative and resilient technologies and processes.

Students will use the emerging and industry-standard technologies in robotics, control, electronics and Virtual Augmented Reality, Artificial Intelligence, modelling and simulation software to complement design thinking in approaching real world problems.

No matter which technical option students select, they will acquire foundational skills while getting valuable and enhanced exposure to their chosen discipline.

On-going interprofessional exposure, project-based learning, applied research, and work- integrated learning activities will be core features and differentiators for this program. Integrated learning will be achieved through applying the foundational concepts in math, natural science and engineering science to engineering design courses, capstone projects, competitions, or industry-led applied research.

Humber aspires to be a receiving institution for students from across Ontario, acting as a provincial access hub by offering opportunities to students interested in degree completion. To that end, Humber will offer diploma-to-degree transfer opportunities for qualified applicants providing several pathway options for students to continue their education. In addition to the planned pathways listed in 1.2.2 (iv) above, Humber will institute transfer opportunities for graduates of Electrical Engineering Technology, Electronics Engineering Technology Computer Engineering Technology, Mechanical Engineering Technology and Industrial Design programs.

HONOURS BACHELOR OF ENGINEERING 21 Graduates of this engineering degree discipline will find careers in advanced manufacturing, energy, health care, food and pharmaceutical packaging, consulting, as well as in other emerging areas related to the industry.

Honours Bachelor of Engineering—The Built Environment

The Honours Bachelor of Engineering – The Built Environment discipline will give students hands-on experience with industry-standard advanced technology. In upper years they will choose from focused study in either Sustainable Building or Built Environment Information Systems. They will solve real industry and community problems and gain knowledge and skills in civil, architectural, structural, and environmental engineering. These abilities are in high demand as industry explores the use of innovative and resilient technologies and processes to make the construction of buildings and communities safer, more efficient, and sustainable.

Students will use digital design applications and data capture technologies such as 3D scanning and mapping to integrate new and sustainable elements of the built environment into existing buildings communities and cities. Virtual and augmented reality will complement design thinking in approaching real world problems.

No matter which technical option students select, they will acquire foundational skills while getting valuable exposure to a leading area of their chosen discipline.

On-going interprofessional exposure, project-based learning, applied research, and work- integrated learning activities will be core features and differentiators for this program. Integrated learning will be achieved through applying the foundational concepts in math, natural science and engineering science to engineering design courses, capstone projects, competitions, or industry-led applied research.

Humber aspires to be a receiving institution for students from across Ontario, acting as a provincial access hub by offering opportunities to students interested in degree completion. To that end, Humber will offer diploma-to-degree transfer opportunities for qualified applicants providing several pathway options for students to continue their education. In addition to the planned pathways listed in 1.2.2 (iv) above, Humber will institute transfer opportunities for graduates of the following Humber College programs: Project Management and Supply Chain Management.

Graduates of this engineering discipline will find careers in construction, architecture and urban design as project managers, estimators, BIM designers and coordinators, and geomatics and infrastructure specialists, as well as in other emerging areas related to the industry.

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HONOURS BACHELOR OF ENGINEERING 22 SECTION 2: STANDARD 1—DEGREE LEVEL

STANDARD: The college program meets or exceeds the Board’s Baccalaureate/Bachelor Honours Degree Standard.

This section will outline the program’s unique features and how they align with PEQAB’s Baccalaureate/Bachelor Honours degree standard. To ensure that each standard has been attained in each course and across the program, the program framework and courses were: • benchmarked against comparable programs and courses; • developed by faculty members who are familiar with degree-level study in the field of practice; • mapped against program learning outcomes and the Ontario Qualifications Framework (OQF); • reviewed and approved by the Ad Hoc Program Advisory Committee which includes members with academic qualifications and experience in the fields of ICT engineering, mechatronics engineering, and engineering of the built environment; • developed in consultation with Humber’s Program Planning, Development and Renewal (PPDR) office which manages the development and approval processes of all of Humber’s degree level programs.

2.1 Depth and Breadth of Knowledge

This program develops foundational and advanced knowledge and skills in engineering studies in the three discipline areas of Information and Communications Technology, Mechatronics, and The Built Environment. Core courses develop technical and critical concepts, methodologies, and theoretical frameworks in the overall field of engineering. In keeping with Humber’s mission of developing global citizens with the knowledge and skills to lead and innovate, experiential and project-based learning models are critical components of this program and will ensure that learning remains current and relevant to industry and community needs. Theoretical learning is combined with experiential components to help students conceive of and implement ideas and solutions across engineering disciplines. Project activities reach across multiple courses, enabling student learning to be applied in “real time” to meet the demands of a given project. Knowledge gained from foundational engineering courses, as well as practical, discipline-specific skills, work together to meet course and project learning outcomes.

The inherent multidisciplinary nature of industry and community-led projects ensures that these activities are relevant to peripheral courses, providing a broader and more holistic perspective across the curricula. Students will engage in a variety of independent learning activities and applied research under the guidance of the academic team.

This combination of theory and practice ensures that the Honours Bachelor of Engineering curriculum will address students’ breadth and depth of knowledge by building upon and

HONOURS BACHELOR OF ENGINEERING 23 applying previous learning. Through foundation core courses in first year, students will gain the knowledge needed to support the acquisition of technical expertise. The courses Introduction to Engineering and Engineering in Society will provide the necessary context for an appreciation of engineering ethics and cross-disciplinary collaboration. Core courses will be designed to achieve experiential, project-based learning.

In their second year, students will focus on their chosen discipline area: Information and Communications Technology, Mechatronics, or The Built Environment. To further develop their depth and breadth of knowledge, they will apply foundational technical engineering skills and contextual knowledge to discipline-specific projects and problems.

In their third year, students will apply design and systems thinking to solve problems and complete increasingly difficult projects. They will also concentrate their focus further through the selection of a technical option. Each technical option includes 8 designated courses of study in the third and fourth years.

In their final year, students will continue to pursue their chosen discipline area while also engaging in an industry or community-informed capstone project. This project will require them to select topics for applied research and design of the solution to a complex problem in consultation with the professors and industry or community partners.

The breadth component of the curriculum requires students to take courses from the humanities, social sciences, liberal arts and sciences and other fields of study, providing them with knowledge of the historical, cultural, political and economic factors that shape the contemporary world, and help to increase their visual and information literacy. These courses offer a perspective that encourages self-reflection and critique, and provide new opportunities for a rigorous exploration of the relationships between self and others, social and political institutions, ethics and action, art and culture, and science and the natural world. More than 100 breadth courses are available to Humber students to provide graduates with the skills, knowledge and awareness needed for future roles as professionals, citizens and members of the global community.

The Canadian Engineering Accreditation Board (CEAB) requires a minimum of 225 Accreditation Unit of complementary studies as follows:

“Complementary studies include humanities, social sciences, arts, management, engineering economics and communications that complement the technical content of the curriculum.

3.4.5.1 While considerable latitude is provided in the choice of suitable content for the complementary studies component of the curriculum, some areas of study are essential in the education of an engineer. Accordingly, the curriculum must include studies in the following:

HONOURS BACHELOR OF ENGINEERING 24 a. Subject matter that deals with the humanities and social sciences b. Oral and written communications c. Professionalism, ethics, equity and law d. The impact of engineering on society e. Health and safety f. Sustainable development and environmental stewardship g. Engineering economics and project management”

To meet accreditation requirements, the program must also show that it has met the graduate attributes defined by CEAB.

Student learning will be acquired through various means including lectures, laboratories, tutorials, collaborative projects, industry and community guests, site visits, and other methods of engagement with industry partners. Professors will reinforce and support student learning through the project-based and experiential activities that span multiple courses throughout the four years of study. Each semester of the program will build upon previous learning. Higher-level courses build upon previous courses and require students to leverage that learning to engage in design and systems thinking and higher levels of mathematics and technical skill.

Students will read and analyze works by reputed practitioners and researchers. Critical thinking and analytic skills will be developed in both lectures and experiential learning courses, as students make connections between theory and practice. Guided technical courses support students in applying learning and ideas from other disciplines and their own growing awareness of contemporary issues in industry and society.

2.2 Conceptual & Methodological Awareness/Research and Scholarship

Humber’s Institutional Learning Outcomes framework identifies three mindsets that each Humber student should possess upon graduation: Sustainability, Systems Thinking, and Equity, Diversity and Inclusion. The curriculum, with its experiential learning models, and assessment methods are designed to ensure that students approach tasks with these mindsets. This approach inspires a broader, context-driven understanding of research methods and data assessment and a holistic and critical thinking approach that is appropriate for the engineering profession.

The program will provide students with opportunities to analyze and apply various methods of approaching a given problem, to think creatively and critically, and apply systems-thinking to develop solutions that meet industry and community needs. Project courses will empower students to challenge existing paradigms using a systems approach and data-informed research. Students will be challenged to develop a range of design-driven solutions and to test them, based on objective and subjective criteria. Project results will be presented in a variety of formats and subject to review by peers as well as industry and community audiences. Each course will have a list of required and supplemental readings that students

HONOURS BACHELOR OF ENGINEERING 25 will discuss in class. They will engage in scholarly inquiry and discourse regarding current research and practice. They will investigate primary and secondary research and qualitative and quantitative research methodologies in various courses throughout the program.

2.3 Communication Skills

Effective communication skills are essential in the engineering field, and are often cited by employers as being crucial for differentiating prospects in hiring decisions. The Honours Bachelor of Engineering curriculum will reinforce clear written and presentation skills in several core courses. Students will develop their verbal, written and visual communication skills throughout the program, including the use of vocabulary, language and paradigms central to the study of engineering theory and the acquisition of technical skills. They will be required to clearly communicate a point of view appropriate to their intended audience. They will demonstrate research and technical skills in their analyses of research and technical concepts. Courses will include communications in written form through technical reports and papers, or in oral form through presentations, and group work.

Students will be expected to prepare for classes by reading and responding to textbooks, journal articles and websites, and to write journals, essays, critiques and annotations. Further, students will be required to effectively communicate complex narratives and conduct analyses appropriate to the intended audience.

A core competency to be demonstrated by graduates is to present ideas and information effectively using written, oral, audio-visual and web-based formats. Courses are sequenced to support students’ learning and to gradually raise expectations for communication demanding higher levels of complexity and creativity over the four years of the proposed programs.

The ability to communicate effectively with the level of sophistication required for sustained employment and life-long learning is a core outcome for all Humber baccalaureate programs. The focus on learning and developing effective communication skills will facilitate engagement and interaction with people across engineering disciplines, and help graduates to become effective communicators with a variety of professionals in their field.

2.4 Application of Knowledge

During co-op work terms, students will apply their knowledge and skills in an actual workplace setting. They will incorporate the theoretical and applied knowledge gained from their academic studies to the professional community. Additionally, students will apply and gain new essential skills and an appreciation for the complexity of the paid workplace. Upon completion of their co-op work term, students will reflect on their engineering work experience through an engineering report modelled on the Professional Engineers Ontario (PEO) Work Experience Report which will be evaluated by professors.

HONOURS BACHELOR OF ENGINEERING 26 Students will complete three (3) mandatory work terms totaling 1260 hours in an industry setting where they will be able to practice the skills and apply the knowledge that they have acquired.

Students will also be expected to interpret and apply theoretical and ethical frameworks to identify and address engineering problems in a variety of contexts. Many individual courses will require case analyses, presentations, and research essays, additionally each year students will complete an engineering project increasing in complexity as they move through the program. These will provide increasingly sophisticated practice-based exercises that prepare students for senior level applications required in the capstone project.

In addition, the Honours Bachelor of Engineering program will align with current directions of Humber’s Barrett Centre for Technology Innovation (BCTI). Touch-points between the program and the BCTI include the use of industry partners who will support the degree, Program Advisory Committee members, and student capstone projects. Humber’s BCTI is an integral part of a Humber network that includes the Centre for Innovation in Health and Wellness, the Centre for Creative Business Innovation, the Centre for Entrepreneurship and the Centre for Social Innovation. Together, these Centres of Innovation will tackle problems from varying perspectives, leverage their diverse connections and industry expertise to disrupt traditional thinking and design creative, user-centred solutions.

2.5 Professional Capacity/Autonomy

The Honours Bachelor of Engineering program has been developed to address specific foundational skills which provide a basis for students’ professional and personal success. These include initiative, personal responsibility, accountability, teamwork, decision-making, management of learning, and behaviour consistent with academic integrity and ethical and social responsibility. Graduates will enter the workforce with enhanced interpersonal skills derived from group assignments, collaborative projects, interactions with faculty, student peers, and industry representatives, and through relevant work experience. In-depth problem solving and decision-making strategies will have been developed through industry- informed projects and case analyses, while teamwork and negotiation skills will have been developed through the interactions resulting from these team-based activities. Graduates will have relied on their time management and project management skills to successfully execute a variety of projects and assignments. They will also possess the necessary self- awareness, openness and sensitivity to diversity and through rigorous reflection, critique and analysis throughout the program.

The program will emphasize and promote the need for independent and continuous learning. Its structure has been developed with this in mind, by allowing students to strategically define areas of interest and expertise through the selection of a technical option stream of courses in the third and fourth years of the program. The program will produce highly competent engineering professionals with extensive knowledge of

HONOURS BACHELOR OF ENGINEERING 27 fundamental concepts and distinct areas of skill through specialized courses, assignments, presentations, project choices and work experience.

In the program’s curriculum, there are a number of common courses that all students will take. This includes an entirely common first year of courses and upper year capstone courses. This interdisciplinary exposure will prepare them to work across disciplines. Students will take increasing responsibility for their work. Courses have been designed to support individual development by promoting the value of additional reading and research into areas of discussion, and through the use of increasingly complex projects in the final years of the program.

Each course demands academic integrity, critical reflection and social responsibility from students. They will work together on problem solving, case studies, conflict resolution, and the sharing of ideas in creative teams. The need for continual updating of knowledge from the field will be emphasized in all core courses. Throughout the program, students will be made aware of opportunities to further their knowledge in the field, both through programs offered by professional associations as well as through graduate study at the Master’s level.

2.6 Awareness of Limits of Knowledge

As students gain proficiency and acquire theoretical knowledge and practical skills, they will become increasingly aware of the limits to their knowledge. This awareness will be fostered intentionally through the mindsets of sustainability and systems thinking, along with an emphasis on reflective practice, critique, and the analysis of new and emerging trends.

Throughout the degree, current professional standards of practice as well as legal and ethical issues will be emphasized. Students will be made aware as new issues arise beyond current knowledge in the field. For example, students will be kept current in their understanding of engineering standards and codes of practice and changes to safety regulations and requirements. They will also be encouraged to visit building and manufacturing sites, association and government websites and to review periodicals and academic journals in order to recognize new developments in the engineering field.

The program has been intentionally developed to foster an awareness of how the problems faced by industry are rapidly evolving, and how the advancement of technology can mean that the assumptions and limitations of today will not necessarily apply in the future. Case studies will demonstrate how changes in methodology and refinement of engineering models can influence engineering solutions significantly. Students will develop essential independent learning skills to help them keep pace with industry developments and recognize opportunities for improvements to engineering solutions as well as the limitations of their own knowledge and influence. They will be required to demonstrate an appreciation for the complex and evolving nature of knowledge and practices in the field of engineering.

HONOURS BACHELOR OF ENGINEERING 28

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HONOURS BACHELOR OF ENGINEERING 29 SECTION 3: STANDARD 2—ADMISSION, PROMOTION, AND GRADUATION

STANDARD: Admission, promotion, and graduation requirements are consistent with the Ontario Qualifications Framework and the postsecondary character of degree granting organizations.

The following outlines the PEQAB benchmarks related to admission, promotion and graduation and how they are met through Humber’s Academic Regulations:

3.1 Admissions

3.1.1 Direct Entry

As per Academic Regulations Section 5.1, applicants must possess: • an Ontario Secondary School Diploma (OSSD) or equivalent; • a minimum average of 65% including; and • the following six Grade 12 University or University/College (U or M) courses: o Grade 12 English (ENG4U) or OAC English 1, or equivalent, o Grade 12 Physics (SPH4U), o Grade 12 Calculus and Vectors (MCV4U). o One (1) Grade 12 Mathematics course from the following: Advanced Functions (MHF4U) OR Mathematics of Data Management (MDM4U). o Two (2) other Grade 12 U or M course. • a final grade of not less than 65% in each of the published subject requirements for the applicant’s program of interest; The applicant may not previously attempted any postsecondary studies.

3.1.2 Mature Students

As per Academic Regulations Section 5.1, applicants must: • be at least 21 years of age on the first day of classes; • not have graduated from secondary school; • have been away from secondary school studies for at least two (2) years; • not have previously attempted any postsecondary studies; • possess the published secondary school subject requirements, or equivalents, and meet the minimum admission average of 65% based on these subjects; • submit official copies of transcripts for her/his secondary school grades, or any other academic work

3.2 Advanced Standing and Degree Completion

According to Humber’s 2017-2020 Strategic Mandate Agreement and the 2018-2023 Strategic Plan, the College aspires to be a receiving institution for students from across

HONOURS BACHELOR OF ENGINEERING 30 Ontario, acting as an access hub by offering pathways to degree and graduate certificate completion.

To that end, degree pathways have been articulated through detailed gap analyses (section 3.2.1). Focusing on the academic integrity of the program, the analyses ensure that the degree level standard and program learning outcomes will be met by students admitted with advanced standing. Consideration of the Canadian Engineering Accreditation Board (CEAB) requirements is also necessary as the program will seek accreditation in year four of the program.

The pathways were developed with faculty members and subject matter experts to determine a gap analysis, and then create bridging modules, where necessary.

The transfer opportunities will be for qualified applicants of high affinity programs. A gap analysis has been completed for the following advanced diploma programs:

• Humber’s Computer Engineering Technology Advanced Diploma (MTCU 60509) to the Honours Bachelor of Engineering- Information and Communications Technology. • Humber’s Electromechanical Engineering Technology Advanced Diploma (MTCU 61021) to the Honours Bachelor of Engineering- Mechatronics. • Humber’s Architectural Technology Advanced Diploma (MTCU 60600) to the Honours Bachelor of Engineering- The Built Environment.

As expressed in section 1.2.2 (iv) it is Humber’s intention to develop degree completion arrangements for students across numerous programs.

The table below summarizes the institutions that offer programs within the same MTCU code as Humber. CEAB’s accreditation requires applicants to be evaluated on a case-by-case basis to ensure that CEAB graduate attributes and Academic Unit requirements are met by the transfer students. There is also a requirement that a portion of Academic Units are taught by faculty with the Professional Engineering credential. As a result, the completed gap analyses provide typical pathways for eligible graduates of advanced diploma programs to the Honours Bachelor of Engineering program, but each will need to be assessed individually.

Humber Program Title Credential MTCU Other Offering Institutions Program Code Computer Engineering Advanced 60509 Algonquin, Centennial, Conestoga, Mohawk, Technology Diploma Standard Niagara, Sault, Seneca, Sheridan, Fleming Electromechanical Advanced 61021 Cambrian, Centennial, Durham, George Brown, Engineering Diploma Standard Sheridan Technology

HONOURS BACHELOR OF ENGINEERING 31 Mechanical Advanced 61007 Algonquin, Canadore, Centennial, Confederation, Engineering Diploma Standard Conestoga, Durham, Fanshawe, Georgian, Technology Mohawk, Niagara, Northern, Sault, Seneca, Sheridan, St.Clair Electrical Engineering Advanced 65613 Algonquin, Cambrian, Centennial, Confederation, Technology Diploma Standard Conestoga, Fanshawe, Georgian, Mohawk, Niagara, Northern, Sault Electronics Advanced 65203 Centennial, Conestoga, Durham, Fanshawe, Engineering Diploma Standard Mohawk, Niagara, Seneca, Sheridan, St.Clair Technology Civil Engineering Advanced 61003 Algonquin, Cambrian, Canadore, Confederation, Technology Diploma Standard Conestoga, Durham, Fanshawe, Georgian, George (lower Brown, Loyalist, Mohawk, Northern, Seneca, St- affinity) Lawrence, St.Clair Architectural Advanced 60600 Algonquin, Centennial, Confederation, Durham, Technology Diploma Standard Fanshawe, Georgian, George Brown, Loyalist, Mohawk, Sheridan, St.Clair Sustainable Energy Advanced 65503 Cambrian, Centennial, Conestoga, Durham, and Building Diploma Description Mohawk, St-Lawrence, St.Clair Technology (lower affinity)

Graduates of low affinity programs may be considered for transfer credit on an individual basis through a review of transcripts and course outlines as needed to meet PEQAB standards and CEAB accreditation requirements.

Humber also recognizes that a number of colleges offer diplomas, advanced diplomas and graduate certificate programs focused on engineering. In the event of a request for transfer credit or PLAR, Humber will assess each application on a case-by-case basis, considering previous education and work experience in accordance with the college’s Academic Regulations.

Applicants who have undertaken previous full-time postsecondary studies in a degree, diploma or certificate level program will be considered as Transfer Student applicants. Criteria for consideration for admission of Transfer Students are determined by level of previous study and are outlined in Section 5.1 of the Academic Regulations.

Specific guidelines for articulation and the awarding of transfer credit are outlined in Section 6.0 of the Academic Regulations.

3.2.1 Gap Analysis

The Honours Bachelor of Engineering program has been carefully sequenced to allow graduates of the following programs delivered at Humber and other Ontario colleges to be granted transfer credits with a minimal disruption to the flow of courses. An outcomes-based gap analysis of the following Humber advanced diploma programs has been completed:

HONOURS BACHELOR OF ENGINEERING 32

Honours Bachelor of Engineering—Information and Communications Technology Computer Engineering Technology (Advanced Diploma) - MTCU code 60509.

Honours Bachelor of Engineering—Mechatronics Electromechanical Engineering Technology (Advanced Diploma) - MTCU code 61021.

Honours Bachelor of Engineering—The Built Environment Architectural Technology (Advanced Diploma) - MTCU code 60600.

Humber requests consent to continue to build pathways to support student mobility into the Honours Bachelor of Engineering program in accordance with the College’s academic regulations, and the standards outlined by the Postsecondary Education Quality Assessment Board (PEQAB) in order to facilitate further advanced standing recruitment opportunities over the period of consent.

i. Breadth Gap

Aligned with PEQAB’s requirement for depth and breadth of non-core offerings, Humber's Degree Breadth curriculum for baccalaureate programs is designed to contribute to the development of critical thinking, quantitative reasoning, written and oral communication skills and to allow students to engage in more than an introductory level knowledge of the distinctive assumptions and modes of analysis in the following fields of study: Society, Culture and Commerce; Science and Technology; Arts and Humanities.

To be eligible for Block Transfer of credits toward Degree Breadth, General Education courses must be assigned a minimum of 3.0 credit hours per course and not used for credit consideration toward core degree programs of study.

For diploma to degree block transfer students, students whose General Education courses meet the criteria above, will be required to successfully complete 1 degree breadth course per semester for the remaining semesters in the program, Humber anticipates that these students, having completed a post-secondary level credential, will have achieved the learning outcomes articulated by the program and in compliance with the Ontario Qualifications Framework.

The following table represents the breadth requirements for Block Transfer students:

For Block Transfer Non-Core Breadth Requirements Students Who Need to Complete Number of Courses Level Categories 4 Semesters of Study Minimum of 4 non-core Lower Level – in (excluding work courses* at least two placement) categories

HONOURS BACHELOR OF ENGINEERING 33 5 Semesters of Study Minimum of 5 non-core No more than 2 Upper level – in (excluding work courses* lower level at least two placement) breadth categories 6 Semesters of Study Minimum of 6 non-core (excluding work courses* placement) * The majority of Humber’s baccalaureate degree programs require that students complete 8 breadth courses (20% of the program hours) over the 4 years of study

An exception to the above stated non-core breadth requirements are graduates who pathway from Humber’s General Arts and Sciences – University Transfer diploma to the Honours Bachelor of Engineering program, these students would receive recognition for six degree non-core elective courses.

All other students who enter the program with previous post-secondary level credits, will be required to complete the balance of total breadth requirements.

ii. Degree of Difficulty Gap

The gap analyses demonstrate mapping of the program learning outcomes to the degree program learning outcomes and the degree level standards. Gaps in both knowledge and skills are outlined, and appropriate courses to address the gaps have been listed. The analysis provided the foundation for the proposed pathways, and informed the recommended bridge courses (section 3.2.2).

Honours Bachelor of Engineering—Information and Communications Technology

Computer Engineering Technology (MTCU 60509) The analysis has identified learning outcome gaps between the 3-year advanced diploma program and the first two years of the Engineering degree – Information and Communications Technology discipline. Students who have successfully completed the Computer Engineering Technology advanced diploma program with a minimum CGPA of 70% will be granted transfer credits for up to 9 courses and the equivalent of 3 more courses. This group will have to complete 8 courses over two bridge semesters prior to Year 3 of the degree program. It is expected that graduates of the advanced diploma program MTCU code 60509 from other CAAT’s will have a similar pathway as program learning outcomes are consistent across institutions.

For the detailed gap analysis, refer to appendix 3A in section 15 of the application.

HONOURS BACHELOR OF ENGINEERING 34 Honours Bachelor of Engineering—Mechatronics

Electromechanical Engineering Technology (MTCU 61021) The analysis has identified learning outcomes gaps between the 3-year advanced diploma program and the first two years of the Engineering degree – Mechatronics discipline. Students who have successfully completed the Electromechanical Engineering Technology advanced diploma program with a minimum CGPA of 70% will be granted transfer credit for up to 1 course, and will have achieved the equivalent of up to an additional 7 courses. This group will have to complete 12 courses over two bridge semesters prior to entering Year 3 of the degree program. It is expected that graduates of the advanced diploma program MTCU code 61021 from other CAAT’s will have a similar pathway as program learning outcomes are consistent across institutions.

For the detailed gap analysis, refer to appendix 3B in section 15 of the application.

Bachelor Engineering—The Built Environment

Preliminary gap analyses were undertaken for the following programs for the Honours Bachelor of Engineering – The Built Environment degree, the findings are listed: Civil Engineering Technology (MTCU 61003) – 7 transfer credits* Architectural Technology (MTCU 60600) – 7 to 10 transfer credits* (depending on selection of advanced diploma electives) Sustainable Energy and Building Technology (MTCU 65503) – 11 transfer credits*

In all cases it was determined that eligible students would need to begin the degree in year one but would be qualified to receive transfer credit (amounts indicated in the list above). The transfer credits would grant course exclusions at various times during the degree, which could reduce the time to completion by a semester or, at least, provide a lighter course load over the course of the degree. Additionally, in order to be eligible for admission, these students would need to complete the 12U math courses (or equivalent) required for admission to the degree.

*these calculations include a 1:1 transfer credit determination for General Education courses to Degree Breadth Electives.

3.2.2 Degree Completion Pathways

Humber has provided completed pathway designs for all of the programs mentioned above. These programs have been proposed because they are high affinity and could be immediately used to recruit into the Honours Bachelor of Engineering program upon consent to deliver.

Humber’s process to determine the eligibility for admission with advanced standing included:

HONOURS BACHELOR OF ENGINEERING 35 1. Conducting a gap analysis between the knowledge, skills and abilities articulated in the learning outcomes of each program and the requisite knowledge, skills and abilities expected of students at an identified entry point into the Engineering degree program in consultation with Program Teams and subject matter experts; 2. Developing bridge courses to address identified gaps for each identified program, as appropriate; 3. Determining a minimum CGPA and other relevant eligibility standards for students seeking admission to the proposed programs via the pathways; and, 4. Identifying the courses/credits for which transfer credit will be granted to students entering the Honours Bachelor of Engineering program via the pathway, as well as the remaining credits/courses to be completed at Humber.

Entrance Requirements for Diploma to Degree Completion Pathways are: • Completion of one of the following three-year diploma programs, with a 70% CGPA; o Honours Bachelor of Engineering - Information and Communications Technology for Computer Engineering Technology o Honours Bachelor of Engineering - Mechatronics for Electromechanical Engineering Technology o Honours Bachelor of Engineering – The Built Environment for Architectural Technology

i. Bridge

It is Humber’s intention to utilize a pathway design that facilitates degree completion within three (3) years from applicable three (3) year advanced diplomas. A bridge has been determined based on the gaps identified as part of the comprehensive analysis previously described.

For the Honours Bachelor of Engineering - Mechatronics and the Honours Bachelor of Engineering - Information and Communications Technology, two bridge semesters are required to provide students with the foundational learning in mathematics and natural sciences. Upon successful completion of the bridge, students will enter into year three (3) of the proposed programs. This is the most efficient pathway allowable under the CEAB accreditation requirements, and therefore will not be exceeded.

For resulting pathways and bridging details from the Computer Engineering Technology program, refer to appendix 4A in section 15 of the application.

For resulting pathways and bridging details from the Electromechanical Engineering Technology program, refer to appendix 4B in section 15 of the application.

HONOURS BACHELOR OF ENGINEERING 36 ii. Transfer pathways

While a bridge will not be possible for graduates of the Architectural Technology advanced diploma entering into the Honours Bachelor of Engineering - The Built Environment. Instead, students will receive transfer credits for 4 courses from years three (3) and four (4) of the degree plus exemptions for 3 degree breadth electives. Students will enter into year one (1) of the program. As a result of the transfer credits, graduates will have the opportunity to graduate earlier by taking both year three (3) and four (4) courses in the third (3rd) year of the program.

For details about the Architectural Technology program pathway, refer to appendix 5 in section 15 of the application.

3.3 Prior Learning Assessment

Humber’s Academic Regulations, Section 6.11, Prior Learning Assessment and Recognition (PLAR), contains key policies and procedures for PLAR:

Humber strives to support the development of pathways for students and maximize student mobility. The primary purpose of recognizing previous post-secondary learning is to increase student access to post-secondary education at Humber by facilitating mobility within and between other recognized institutions and Humber. When possible, Humber will maximize a student’s ability to satisfy program requirements through transfer credit and prior learning.

Applicants who can demonstrate knowledge and skills gained outside a formal education environment through work, volunteer, or other life experiences, may apply for Prior Learning Assessment and Recognition (PLAR), provided that the knowledge and skills correspond to a specific Humber degree program. The determination of competency and credits granted are determined by the Program Coordinator.

Generally applicants and students will be required to demonstrate skills and knowledge in one or more of the following ways:

o development of a portfolio (a collection of materials that documents skills and knowledge) o demonstration of skills through role-playing or simulations o written tests, oral tests, and/or structured interviews o completion of assignment(s) or development of product(s) designed to demonstrate specific knowledge and skills in action o challenge exam

Failed courses are not eligible for PLAR challenge. Humber reserves the right to determine the PLAR assessment method for a particular course. Credit for courses obtained through

HONOURS BACHELOR OF ENGINEERING 37 PLAR may normally replace no more than 50% of the course credits required for any degree program. Applicants who wish to apply for PLAR must submit a PLAR Application along with the required documentation and assessment fees. Applications are kept secure and confidential. Students are able to discuss the results of the PLAR assessment directly with their Program Coordinator. All information regarding PLAR and the application process is available to students through Humber's transfer options webpage.

The institution:

• does not offer any credits for “life experience”, unless that experience is assessed for its appropriate learning value to the specific degree program. • does not waive comprehensive examinations, academic reports, research projects, and/or theses, if these are standard requirements of the program. • does not award advanced standing for more than 50% of the total number of the credits of the program based on prior learning assessment. • requires that at least 50% of the individuals enrolled in a program at any given time are actively taking required elements of that program. • requires students to complete required elements of a program that are not granted course credits through a prior learning assessment.

3.3.1 PLAR: Administrative Procedures

Advanced standing decisions are regularly monitored, reviewed, and evaluated to ensure their ongoing validity for the degree program.

The Registrar’s Office maintains the authority and responsibility to record all transfer credit decisions and appropriate grades in each student’s permanent student record. Duplicate transfer credits will not be awarded.

Transfer credit decisions are normally considered final. Requests for an additional review will only be considered if the student submits additional relevant information along with a written request and rationale for a second review. Humber’s Academic Regulations are reviewed on annual basis and are made publicly accessible through humber.ca.

Staff have access to resources available through the Canadian Association for Prior Learning Assessment (CAPLA). In addition, a PLAR working group is in the process of developing and collecting resources for faculty and Program Coordinators.

The Registrar’s Office maintains responsibility to monitor, review and evaluate advanced standing decisions.

HONOURS BACHELOR OF ENGINEERING 38 3.4 Promotion and Graduation

As per Humber’s Academic Regulations, Section 11.0, Continuation of Study (Promotion and Progression) and Section 13.0 Graduation and Convocation, students must meet the requirements in order to graduate from the proposed programs.

Bachelors of Engineering—Program Requirements Level of Achievement Promotion Graduation Non-core Courses 60% All passed Core Courses 60% All passed Work-integrated Learning (Co-op work terms) Pass All passed Overall Achievement 65% (CPGPA) 65% (CPGPA)

Promotion and graduation requirements are consistent with the learning outcome goals of the proposed degree the degree-level standard, and include:

• Appropriate academic regulations governing academic remediation, sanctions, and suspension for students who do not meet minimum achievement requirements; • A grading system that is easily understandable, meaningful and convertible to students, other post-secondary institutions, and potential employers, whether expressed as letter grades, percentages or grade points; • Promotion and progression requirements are based on the principle that students must achieve a cumulative program grade point average (CPGPA) of 65% to be eligible to graduate. Continuation of full-time study within a program is permitted provided the standards of academic performance. Students who fail to achieve the minimum grades may be subject to probation or withdrawal from the program; • Acceptable performance for clear progression of each semester in the program and student evaluation rubrics are specified in each approved course outline; • Regardless of the grading scheme used (letter grade, grade point average, and/or percentage), and as appropriate to the introductory, medial, or terminal stages of the program, acceptable performance corresponds to student work demonstrating the degree level standard such as: o knowledge and/or critical understanding of: the principal assumptions, methods and applications of the discipline/field of practice; the main fields within the discipline and the discipline’s relationship and interaction with other disciplines. o an ability to: interpret and to critically evaluate new material relevant to the discipline/field of practice; devise and sustain arguments, and/or to solve discipline-related problems using the methods of the discipline/field of practice; review, present, and critically evaluate design ideas based on appropriate research and experimentation; frame appropriate questions to solve problems or research questions; communicate clearly and effectively. o an appreciation of the uncertainty, ambiguity and limits of the students’ knowledge and/or of knowledge itself, and how this might influence analyses and interpretations based on that knowledge.

HONOURS BACHELOR OF ENGINEERING 39

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HONOURS BACHELOR OF ENGINEERING 40 SECTION 4: STANDARD 3—PROGRAM CONTENT

STANDARD: The program offers current knowledge in the field of sufficient rigour, breadth, and depth to achieve the knowledge and skills identified in the Degree Level Standard.

The Honours Bachelor of Engineering program was designed through consultation with engineering professionals (representing both the public and private sector) and academic partners, through the assemblage of ad-hoc Program Advisory Committees. The program consists of a common first year of courses and common capstone courses. Program structure is shared across the three discipline areas. Resulting in a unique conceptual framework based on interdisciplinary, project-based learning. Graduates will be eligible to enter the certification process to become professional engineers with the designation of P.Eng. This designation is granted by Professional Engineers Ontario (PEO).

4.1 Program Advisory Committee

An ad-hoc Program Advisory Committee (PAC) for each of the program disciplines was struck in order to gather expert opinion and direction from academic and industry professionals working in each discipline. The ad-hoc PACs include experts external to the college, employers, and representatives from related associations and societies. The PAC members have been instrumental in the development of the program design and discipline-specific curriculum, ensuring its currency and relevance to the fields of practice. The PAC members were asked to provide insight regarding current and future industry needs, desired graduate characteristics specific to knowledge, skills and attitudes and existing gaps in the readiness and aptitude of recent hires. Upon degree approval, the ad hoc committee will convert to a permanent Program Advisory Committee.

For details of the Honours Bachelor of Engineering—Information and Communications Technology Adhoc Program Advisory Committee membership, refer to appendix 6A in section 15 of the application.

For details of the Honours Bachelor of Engineering—Mechatronics Adhoc Program Advisory Committee membership, refer to appendix 6B in section 15 of the application.

For details of the Bachelor Engineering—The Built Environment Adhoc Program Advisory Committee membership, refer to appendix 6C in section 15 of the application.

4.1.1 PAC Meetings

The ad-hoc Program Advisory Committee (PAC) for each of the respective discipline areas met twice in the fall of 2018. These groups unanimously endorsed a motion of support for the program learning outcomes, the curriculum, the course schedule, and the course descriptions. A recommendation was made for Humber to seek approval from its Board of Governors. The internal approval process included endorsement from the Core Strategic

HONOURS BACHELOR OF ENGINEERING 41 Enrollment Management committee (April 2019 and May 2019), the Academic and Student Affairs committee (May 2019) and the Board of Governors (May 2019). Across all ad-hoc PACs, similar themes emerged from the discussions. There was a consensus that effective engineers should able to actively participate and eventually lead in aspects of conceiving, designing, implementing, and operating systems, products, processes, and projects. In order to do this, they must be technically adept, socially responsible, and inclined to innovate. This is essential to achieve productivity, entrepreneurship, and excellence in an environment that is increasingly based on technologically complex systems that must be sustainable.

It was expressed that in addition to the wide body of technical knowledge that must be mastered, graduates of these Honours Bachelor of Engineering disciplines must also possess a wide array of personal and interpersonal skills, as well as product, process, and systems building knowledge and skills required to function on real engineering teams to produce real products and systems.

The ad-hoc PAC members were in agreement that the focus on interdisciplinary project- based learning is a critical component because of its emphasis on the development and reinforcement of skills such as design, teamwork, and communications. The minutes from the Honours Bachelor of Engineering—Information and Communications Technology Ad-Hoc PAC meeting have been provided in appendix 7A, section 15 of the application. The minutes from the Honours Bachelor of Engineering—Mechatronics Ad-Hoc PAC meeting have been provided in appendix 7B, section 15 of the application. The minutes from the Bachelor of Engineering—The Built Environment Ad-Hoc PAC meeting have been provided in appendix 7C, section 15 of the application.

4.2 Work-Integrated Learning

Work experience will be incorporated into the Honours Bachelor of Engineering program in the form of co-op work terms. The work terms are appropriate to each distinct discipline, have articulated learning outcomes, are supervised by both a college representative and a co-op employer, and amount to no less than 1260 hours of work appropriate to achieving the learning outcomes.

The proposed programs will incorporate three mandatory, paid co-op work terms, as shown in the following table: Academic Year Fall Winter Summer Year 1 Semester 1 Semester 2 Break Year 2 Semester 3 Semester 4 CO-OP Work Term I Year 3 Semester 5 Semester 6 CO-OP Work Term II Year 4 CO-OP Work Term III Semester 7 Semester 8

HONOURS BACHELOR OF ENGINEERING 42 i. Support for Work-Integrated Learning

Humber is committed to developing career-ready citizens, by creating opportunities for all students to participate in meaningful experiential learning, with a focus on work-integrated learning and applied research. Within the Faculty of Applied Sciences and Technology, the Work Placement Services Office has demonstrated success in facilitating work experiences ranging from co-op work terms, mandatory work placements for degree programs, optional work placements, field experiences and pre-apprenticeships. The office is staffed by 10 experienced individuals who work directly with students in close to 20 programs and leverage a database of more than 10,000 employers.

The Work Placement Services Office will assign two individuals to support the co-op initiative: an Industry Liaison and an Employment Advisor.

The Industry Liaison manages and expands relationships with key industry partners, faculty, members of Program Advisory Committees, sponsors of applied research and capstone projects, scholarship donors, and current diploma program supporters and employers, to identify suitable co-op opportunities for students. This individual also strategically sources and cultivates relationships with employers in targeted industry sectors who are new to Work Placement Services, to develop co-op opportunities.

The Employment Advisor supports students in securing co-op employment through facilitating work preparation sessions and coaching students on their search efforts throughout the search process. The Advisor also connects with existing employers, posts job opportunities and coordinates the resume referral and interview processes. This individual reviews student placement information to ensure each placement is a suitable engineering learning opportunity, monitors student performance in the workplace, and collects final reports at the end of each work term.

Prior to the students’ first work term, they will be required to complete an employment preparation course, facilitated by an Employment Advisor. The evaluation for this course is PASS/FAIL. Through the process students learn how to manage and conduct a job search, and receive feedback on resumes, cover letters and portfolios. They can also arrange for mock interviews and access coaching and support from their Advisor. Part of the learning includes orientation to the co-op process and requirements, as well as key factors for workplace success. Job leads are provided to co-op students through Humber’s online job board, CareerConnect. Only those students eligible for placement have access to this module.

In preparation for the second and third work term, students will be required to meet with their Advisor to ensure their self-marketing materials are current, and to review their job search goals and plan. Students will again be provided access to job leads in CareerConnect.

In addition, Work Placement Services has established guidelines, designed to help ensure consistency and quality of program delivery as well as shape co-op student expectations and performance as they enter the workplace. These guidelines are intended to maintain the

HONOURS BACHELOR OF ENGINEERING 43 integrity and excellent industry reputation of the Faculty’s work term programs, upon which current and future student employment relies.

ii. The Co-operative Education Model

The co-op model, consisting of alternating academic terms and paid work terms, provides students with the opportunity to apply their skills and knowledge to address real-world problems and situations. While academic terms are devoted primarily to fundamental and theoretical studies, work term employment, allows students to explore, and acquire experience in, their areas of career interest, broadens their understanding of the types of employment available in their field, and builds their resume in preparation for employment upon graduation. The motivation, confidence and opportunity for insights gained through co- operative education can be of significant value to the future success of the participants.

Co-op work terms are scheduled to occur at a point in the curriculum where students have reached a level of practical knowledge and personal development to be able to make a useful contribution to the employer, and be able to gain professional and personal benefit from the work experience.

The ability to manage and conduct a job search is part of this co-op learning experience, and a lifelong essential skill. As such, in this co-op model students are not “placed” with employers by the Faculty. Rather, co-op placements are facilitated through a competitive process, whereby the students are required to demonstrate initiative, as well as apply and compete for jobs. While the Work Placement Services Office makes every effort to assist students in securing a placement and posts a substantial number of opportunities, co-op employment cannot be guaranteed. Along with guided support from the Employment Advisor, students are to actively network, identify and make contact with prospective employers of interest to them.

iii. Requirements/Options for Work-Integrated Learning Experiences

The first co-op work term is scheduled to occur after the second year (4 semesters) of study, where it is expected that students, with supervision, will have the foundational knowledge to make a reasonable contribution in the workplace. To be eligible to participate in the first mandatory co-op work term, students must have successfully completed the work preparation course and be in good academic standing, having achieved a minimum 65% CGPA.

Two additional co-op work terms are scheduled to occur, consecutively, after the third year (after 6 semesters) of study. Students may work with two separate employers for 4 months each, or for one employer for 8 months. Building on the first co-op work term experience, and adding another two semesters of more advanced studies, students will be able to function with a greater sense of autonomy and demonstrate a greater level of contribution than in the first co-op work term. To be eligible to participate in these upper co-op terms, students must continue to be in good academic standing and have achieved a minimum of 65% CGPA.

HONOURS BACHELOR OF ENGINEERING 44 The positioning of the co-op work terms is part of a deliberate strategy to use the practical work experience as an educational tool in subsequent courses and also allow students to acquire relevant experience toward the P.Eng. designation. As a result of the work terms, it is believed that both third-year and fourth-year learning will be enhanced by the real-world learning from the workplace. Furthermore, ideas for the fourth-year industry capstone project may be derived from these work-integrated learning experiences in industry.

All co-op work opportunities – whether posted in the online job board or secured by students through their direct networking – will be reviewed and approved by the Work Placement Services Office of the Faculty of Applied Sciences and Technology, to ensure the opportunities are suitable learning opportunities and meaningful engineering experiences.

iv. Types of Work Experiences and Plans to Develop Co-op Opportunities

Honours Bachelor of Engineering—Information and Communications Technology The Faculty of Applied Sciences and Technology offers diploma and advanced diploma programs in the ICT cluster. These programs currently offer optional co-op work terms. Based on the Faculty’s experience working with employers, it is anticipated that demand for students will come from the following top industry sectors, namely: • Computer and peripheral equipment • Communications firms (wired/wireless telecom, cable) • Software and computer services • Banking and financial services • Government • Retail

Information and communications technologies encompass the components and infrastructure that enable modern computing, from devices, networks and systems to software applications. These technologies have changed business processes and the way that people interact on a global scale. Demand for skilled workers in the digital world is strong, as people and organizations seek out ways to digitize more aspects of work, increase connectivity, retrieve and manage data, and continuously improve.

Students will be able to code and program, develop applications, test/troubleshoot/repair components, install/manage/secure networks, support users, as well as design and build systems.

The Work Placement Services Office has history and experience in successfully developing employer relationships and obtaining job opportunities for students in computer engineering, computer network support, telecommunications, and wireless programs, as well as achieving 98-100% placement rates year after year in degree programs with mandatory placements. The Faculty is confident that processes and approaches to student employment success will be successfully replicated in this degree program.

HONOURS BACHELOR OF ENGINEERING 45 Honours Bachelor of Engineering—Mechatronics The Faculty of Applied Sciences and Technology offers diploma programs in the advanced manufacturing cluster. These programs currently offer optional co-op work terms. Based on the Faculty’s experience working with employers, it is anticipated that demand for students will come from the following top industry sectors, namely: • Manufacturing (automotive, automotive parts, fabricators) • Food and pharmaceutical • Packaging/high speed packaging • Energy sector • Building automation systems • Systems integrators

Demand for skilled workers in mechatronics, automation and robotics is strong, as organizations seek out ways to be more competitive, lower operating costs, increase production output, ensure consistent and improved part production and quality, and improve worker safety.

Students will be able to program, test, troubleshoot and repair components, as well as design and integrate systems.

The Work Placement Services Office has history and experience in successfully developing employer relationships and obtaining placements for students in engineering diploma and advanced diploma programs, as well as achieving 98-100% placement rates year after year in degree programs with mandatory placements. The Faculty is confident that processes and approaches to student employment success will be successfully replicated in this degree program.

Honours Bachelor of Engineering—The Built Environment The Faculty of Applied Sciences and Technology offers advanced diploma programs in the built environment cluster. These programs have offered optional work terms. Based on the Faculty’s experience working with employers, it is anticipated that demand for students will come from the following top industry sectors, namely: • Design/build firms • Construction firms/contractors • Consulting engineering, energy management firms • Government

The built environment encompasses human-made buildings and infrastructure in which people live, work and play. Demand in this sector is high as business, industry and government seek solutions to challenges such as sustainable infrastructure and housing design and development, infrastructure rehabilitation and asset management, increasing urbanization and industrial development, and water and waste treatment, to name a few areas of need.

HONOURS BACHELOR OF ENGINEERING 46

Students will be involved in jobs related to design, construction, surveying, facilities management, project management, planning, and energy management.

The Work Placement Services Office has history and experience in successfully developing employer relationships and obtaining job opportunities for students in architectural, civil, sustainable energy and building engineering technology programs, as well as achieving 98- 100% placement rates year after year in degree programs with mandatory placements. The Faculty is confident that processes and approaches to student employment success will be successfully replicated in this degree program.

v. Roles and Responsibilities in Support of Successful Work Experiences

The engineering degree co-op work experience is a three-way relationship between the educational institution, students and employers, providing benefits to all participants. These benefits include: • Humber, the Faculty, academic departments and Work Placement Services further their common objectives of providing education that is relevant to the needs of the industry sectors serviced and enhances the career-readiness of graduates. • Students gain valuable work experience and exposure to the career options available in their field as well as the realities of the workplace. • Employers benefit from highly motivated and knowledgeable students who bring up- to-date skills and who are capable of addressing engineering duties, special projects and peak-load assignments; • Employers also benefit from the opportunity to assess students for future staffing needs.

Each stakeholder plays a critical role in the success of the co-op program. Some key roles and responsibilities are provided below:

Work Placement Services Office The Work Placement Services Office is accountable to the Faculty and Humber, in the work it performs with students and the relationships it fosters with industry. Staff develop meaningful job opportunities with employers, and provide a range of services to help students succeed in their job search efforts. It is the role of Work Placement Services to: • Provide and deliver co-op work preparation sessions to help students identify their strengths and career interests, develop resumes/cover letters/career portfolios, learn how to apply proven job search techniques, and interview effectively; • Connect with business, industry and government agencies to develop relationships and identify employment opportunities relevant to the academic program; • Develop and post jobs, refer resumes to employers, and facilitate the employment process; • Provide job search coaching;

HONOURS BACHELOR OF ENGINEERING 47 • Review and track student eligibility, academic progression, placement documentation, and the recording of final evaluations in student academic records; • Provide guidance to students when in the workplace; • Participate in monitoring student performance on-the-job and employer feedback by telephone or in-person visits, in collaboration with Faculty; • Develop and manage the systems, processes, documents, policies and staff to fulfill the mandate of the department.

Faculty of Applied Sciences and Technology It is the role of the academic unit to: • Provide and deliver academic components to support the co-op program; • Embed essential employability skills in the context of the academic program and in classroom activities; • Ensure standards are established and shared; • Advise Work Placement Services of the skills and capabilities of students for each co- op work term, and types of work experiences that qualify as suitable learning experiences; • Review potential positions for suitability for an engineering co-op term as required; • Leverage connections with industry to identify co-op opportunities; • Participate in monitoring student performance on-the-job and employer feedback by telephone or in-person visits, in collaboration with Work Placement Services; • Evaluate final reports; • Provide structured activities to allow students to share their work experiences with their classmates and further the learning of all students

The Student The student is responsible for observing all co-op policies and guidelines and the Humber Code of Student Conduct at all times. It is the role of the student to: • Participate in sessions to identify strengths and career interests, develop a resume and a job search plan, and practice their interviewing skills; • Demonstrate initiative and actively search for a placement by applying to job leads provided by Work Placement Services as well as network to uncover job leads directly; • Maintain good academic standing; • Provide accurate and appropriate information on their qualifications and interests when applying for positions; • Represent their program, faculty and Humber in a professional manner when job searching and in the workplace; • Honour their acceptance of an offer, even if other offer(s) come along; • Set learning goals for each work term; • Submit all placement documentation and final reports on a timely basis; • Observe the employer’s policies and regulations regarding, but not limited to, working hours, workplace behaviours, ethics, dress code, matters of confidentiality, and the like, neither expecting nor requesting special privileges; • Sign non-disclosure agreements as required;

HONOURS BACHELOR OF ENGINEERING 48 • Communicate and resolve issues that may arise in a timely and professional manner; • Be responsible and accountable for their actions and decisions; • Accept feedback and suggestions for the improvement of their personal and technical skills in a positive manner.

The Employer Employers who hire students for a work term are asked to: • Provide accurate job descriptions to Work Placement Services and/or the student; • Support equality, diversity and inclusion in the selection/hiring process and in the workplace; • Provide students with an orientation to their duties, and any relevant health and safety training; • Pay competitive wages and any other pay as required by law. The rate of pay is at the discretion of the employer; • Provide guidance and supervision to the student, communicate expectations, and provide feedback to the student on a regular basis on their performance including what they are doing well and areas for improvement; • Monitor the student’s performance, and provide feedback to both the student and the school, including a written evaluation at the end of the work term.

vi. Evaluation and Assessment of the Work Experiences

The co-op work term evaluation will appear as a PASS/FAIL on the student’s academic record. Evaluation of the work term is based, in part, on the completeness and timely submission of the following assignments: • Confirmation of Employment • Mid-Term Reflection Report • Timesheet (verifying total hours worked) • Employer Evaluation • Student Final Report

In order to receive a PASS, the student must also have received a satisfactory performance evaluation from the employer and worked the minimum number of hours (420 hours).

The Confirmation of Employment document is a written contract outlining job duties and expectations, terms of employment (start date, end date, rate of pay, hours of work), and contact information for the hiring manager and supervisor. Confirmation of Employment forms must be submitted to Work Placement Services prior to the commencement of work, in order for the role to be reviewed as a suitable learning opportunity.

Mid-way through the work term, students submit a brief reflection report to deepen their awareness of the experience, enhance their growth and development, and revisit/reset their learning goals to ensure they are on track.

Feedback from the employer is an important part of student development. At the end of the work term, employers submit a written evaluation of the student’s performance that

HONOURS BACHELOR OF ENGINEERING 49 includes technical skills and competencies/workplace behaviours (eg. productivity, quality of work, problem solving skills, ability to learn, communication skills, team skills, response to supervision, etc). The report format includes commentary sections for areas of strength and areas for improvement. The employer evaluation is submitted along with the timesheet verifying hours worked.

Students must also submit a Final Report, summarizing the skills and competencies that they’ve acquired during the work term. When students return to school, they will be required to do a brief presentation on their co-op experience. In this way, all students in the cohort as well as students from other years can learn from their peers and grow in their awareness of the wide range of career options and organizations to work for. In addition, the exercise further develops presentation skills, a key skill required for career success in today’s workplace.

As required by Co-operative Education and Work-integrated Learning Canada (CEWIL) standards, the Final Report will be structured to ensure that it formally integrates the work experience with the students’ academic studies and will be linked to learning outcomes.

HONOURS BACHELOR OF ENGINEERING 50 vii. Outcomes of Work-Integrated Learning Experiences The following chart broadly outlines the learning outcomes for the co-op terms, and how students will demonstrate their proficiency. Higher degrees of complexity and proficiency will differentiate the upper work terms from the initial co-op work term.

Co-op Work Term How work experience puts into practice the program learning outcomes Learning Outcomes By the end of the work experience, students During the work experience, students may perform some or all of the following will have demonstrated the ability to: types of tasks which support achievement of the program learning outcomes:

1. Apply engineering knowledge, methods Indicators of tasks that will support achievement of the learning outcomes: and techniques by solving engineering • Defines potential issues or opportunities. problems using appropriate theoretical and • Collects and analyzes relevant data. practical engineering principles. • Identifies alternate solutions based on feasibility, technology and economic assessments. Note: This outcome is about assessing a • Develops solutions that achieve system requirements and specifications. student’s ability to solve engineering • Selects and applies appropriate testing methodologies and techniques to problems (by identifying alternate solutions) verify that solutions meet specifications, codes and standards. and whether they have been exposed to the • Implements engineering solutions. design lifecycle. • Evaluates effectiveness of engineering solutions (i.e., practicality, constructability).

2. Use engineering technology, tools and Indicators of tasks that will support achievement of the learning outcomes: equipment based on sound • Selects relevant technology for solutions to engineering problems. understanding of engineering principles. • Uses, or monitors the use of, technology to solve engineering problems. • Verifies the reliability of the use of technology, tool or equipment. Note: This outcome addresses both the • Verifies the effectiveness of the use of technology, tool or equipment. “hands-on” aspect of engineering, as well • Evaluates the limitations of the technology and how it can be applied. as the importance of using up-to-date • Understands the underlying principles behind the technology and its technology, tools and equipment. application.

HONOURS BACHELOR OF ENGINEERING 51 Co-op Work Term How work experience puts into practice the program learning outcomes Learning Outcomes 3. Practices engineering activities holding Indicators of tasks that will support achievement of the learning outcomes: paramount the safety, health and welfare of • Adheres to legislations, regulations and policies within all jurisdictional the public; the protection of the levels. environment; and the safeguarding of • Complies with all applicable codes and standards. economic interests. • Assesses risks and safety concerns of engineering activities to identify hazards and potential harm. Note: Reference to the public in this • Implements practices to protect health and safety of the public. outcome includes oneself and colleagues. 4. Recognize the impacts of developing Indicators of tasks that will support achievement of the learning outcomes: engineering solutions that are based on the • Identifies the types of assessments and consultations required. sound understanding of their impacts on • Assesses, to the extent possible, long term environmental and sustainability the environment, economy and society. issues associated with engineering activities. • Assesses, to the extent possible, the economic and social impacts of Note: The word “develops” is used to engineering. highlight the fact that solutions may be proposed, but not implemented. This outcome addresses the engineering student’s responsibility to consider the social implications of engineering activities.

5. Applies the principles of sound Indicators of tasks that will support achievement of the learning outcomes: management when conducting engineering • Conducts activities with an accurate understanding of expectations and activities including individual work. needs. • Develops or implements schedules or budgets. Note: This competency addresses the • Manages the interplay of schedule, resources, quality and budget. importance of proper work management • Manages risks. practices – for projects or for individual • Measures outcomes. undertakings.

HONOURS BACHELOR OF ENGINEERING 52 Co-op Work Term How work experience puts into practice the program learning outcomes Learning Outcomes 6. Effectively communicates engineering Indicators of tasks that will support achievement of the learning outcomes: information verbally, graphically and in • Tailors communications to the audience and clarifies complex and technical writing. information. • Presents information clearly and concisely. Note: This outcome goes beyond language • Listens actively and confirms own understanding. skills to address two-way communication. • Prepares correspondence, reports, records, or drawings. • Keeps clear and comprehensive records of engineering decisions, and supporting documentation (e.g. design record).

7. Works effectively within the professional Indicators of tasks that will support achievement of the learning outcomes: context to achieve societal, organizational • Shares relevant information, key knowledge and expertise with others. and project goals in a collaborative manner. • Respects contributions of other professionals and colleagues at all levels. • Offers assistance to others when needed. Note: This outcome addresses the ability to • Resolves difficult interpersonal situations using tact and honesty. work with diverse groups, demonstrating • Handles disagreement promptly, seeking mutually agreeable solutions. the respect and professionalism necessary • Demonstrates sensitivity, and respect in interactions with diverse to succeed in a professional environment. individuals and groups in ways that advance the achievement of team or organizational goals.

8. Takes actions to maintain and enhance Indicators of tasks that will support achievement of the learning outcomes: engineering skills and knowledge • Addresses inadequacies in knowledge and skills through further study and consultation with others. Note: This outcome addresses the • Engages in continuous learning activities (e.g., professional readings, importance of keeping skills up-to-date, courses, self-study, receiving coaching or mentoring, experiential learning). keeping current with the dynamic nature of • Integrates general knowledge of current events and issues to one’s own engineering, and addressing any gaps engineering practice. though continuous learning. • Keeps current with the dynamic nature of engineering (including advances in knowledge and technological advancements).

HONOURS BACHELOR OF ENGINEERING 53 Co-op Work Term How work experience puts into practice the program learning outcomes Learning Outcomes • Conducts self-assessment. • Develops learning plan.

HONOURS BACHELOR OF ENGINEERING 54 viii. CEAB Credits for Pregraduation Experience- Obtaining the P.Eng. Designation Based on Professional Engineers of Ontario (PEO) guidelines:

Graduates of an undergraduate engineering program accredited by the Canadian Engineering Accreditation Board (CEAB) are eligible to receive credit of up to 12 months for engineering experience acquired before graduation toward the required 48 months of work experience for licensing. To be eligible for consideration, the pregraduation experience must: • be acceptable and verifiable engineering experience; • have been gained following the half-way point in the student’s studies (i.e. following completion of 50 per cent of the academic program), and • be related to the student’s area of study and area of practice on graduation.

It’s mandatory that students be exposed to the application of theory during the work period. Acceptable engineering experience exposes students, to a greater or lesser extent, to five quality-based criteria: • Application of Theory; • Practical Experience; • Management of Engineering; • Communications Skills; and • Social Implications of Engineering.

Although all five criteria need not be fulfilled in each pregraduation position, students must demonstrate substantial exposure to Application of Theory and a least a reasonable exposure to the remaining elements.

While the pregraduation experience criteria are not a degree requirement, the opportunity to be licensed in fewer than the four years usually required after graduation would be attractive to some students.

The PEO Pregraduation Experience Record Guide goes on to say: Since skillful application of theory is the hallmark of quality engineering work, student experience must include meaningful participation in at least one aspect of these applications of theory: • Analysis, including scope and operating conditions, performance assessment, safety and environmental issues, technology assessment, economic assessment, reliability analysis; • Design and synthesis, including functionality or product specification, component selection, integration of components and subsystems into larger systems, reliability and maintenance factors, environmental and societal implications of the product or process, quality improvements; • Testing methods, including devising testing methodology and techniques, verifying functional specifications, new product or technology commissioning and assessment; and, • Implementation methods, including applying technology, engineering cost studies, optimization techniques, process flow and time studies, implementing quality control and assurance, cost/benefit analysis, safety and environmental issues and recommendations, maintenance and replacement evaluation.

HONOURS BACHELOR OF ENGINEERING 55 4.3 Program Learning Outcomes

The program maps provide a visual overview of the expected learning in the courses that will make up the Honours Bachelor of Engineering program and its three discipline areas, and clearly show the courses that contribute to these outcomes. They also demonstrate mapping of the program learning outcomes to the degree-level standards and the graduate attributes as defined by the Canadian Engineering Accreditation Board (CEAB). • Courses are aligned with the program learning outcomes showing each course’s level of instruction and how they fit into the sequence of scaffolded learning throughout the program: • Foundational (F): Foundational level courses set up students for success with structured and challenging activities and topics presented in a supportive learning environment. • Developmental (D): Developmental courses relate concepts across disciplines and allow students increasing choice in the topics they pursue, processes they employ and products they create. • Proficiency (P): Courses allow students to demonstrate achievement of program learning outcomes. Proficiency level courses challenge students to advance their knowledge of skills in ways that contribute to the ongoing improvement of the field of practice.

Each course has its own set of course learning outcomes that are included in the full course outlines.

A detailed program map for the Honours Bachelor of Engineering—Information and Communications Technology has been provided in appendix 8A, section 15 of the application.

A detailed program map for the Honours Bachelor of Engineering—Mechatronics has been provided in appendix 8B, section 15 of the application.

A detailed program map for the Honours Bachelor of Engineering—The Built Environment has been provided in appendix 8C, section 15 of the application.

4.4 Course Schedules

The academic course schedules provided are identical, with the exception of Course Schedule 2 which does not identify the names of professors.

The Course Schedule 1 for the Honours Bachelor of Engineering—Information and Communications Technology has been provided in appendix 9A and the Course Schedule 2 has been provided in appendix 10A, section 15 of the application.

HONOURS BACHELOR OF ENGINEERING 56 The Course Schedule 1 for the Honours Bachelor of Engineering—Mechatronics has been provided in appendix 9B and the Course Schedule 2 has been provided in appendix 10B, section 15 of the application.

The Course Schedule 1 for the Honours Bachelor of Engineering—The Built Environment has been provided in appendix 9C and the Course Schedule 2 has been provided in appendix 10C, section 15 of the application.

4.5 Course Descriptions

4.5.1 Core Courses

Core courses are those that contribute to the development of knowledge in the main field of study or closely related to the vocational field. Within this category of courses, there are mandated courses as designated by the Schedule of Study, as well as Technical Option courses.

The Engineering program design also includes the following components: • Three co-op work terms; • Two major capstone project courses

HONOURS BACHELOR OF ENGINEERING 57 Provided below is a visual representation of the schedule of study for the Honours Bachelor of Engineering— Information and Communications Technology:

HONOURS BACHELOR OF ENGINEERING 58 Honours Bachelor of Engineering—Information and Communications Technology: 2 technical options; 16 courses (total).

• Technical Option A: Data Networking & Security. The (8) courses for this option are as follows: o Data Security, Computer Forensics, Intrusion Detection and Prevention Systems, Network Modeling, Platform Infrastructure & Security, Machine Learning, Cryptography, Cybersecurity Applications.

• Technical Option B: Internet of Things (IoT). The (8) courses for this option are as follows: o IoT Systems I, Sensor Networks, IoT Systems II, Real Time Embedded Systems, Industrial Networking, Data Analytics, Machine Learning, Cybersecurity.

HONOURS BACHELOR OF ENGINEERING 59 Provided below is a visual representation of the schedule of study for the Honours Bachelor of Engineering—Mechatronics:

HONOURS BACHELOR OF ENGINEERING 60 Honours Bachelor of Engineering—Mechatronics: 2 technical options; 16 courses (total).

• Technical Option A: Robotics. The (8) courses for this option are as follows: o Power Transmission Components, *Introduction to Artificial Intelligence for Mechatronics, Kinematics & Dynamics of Robots, Robotic Electrical Systems, Robot Embedded Programming, Machine Condition Monitoring, Advanced Manufacturing & Automation, Robotic Cell Integration.

• Technical Option B: Embedded Systems. The (8) courses for this option are as follows: o *Introduction to Artificial Intelligence for Mechatronics, Robotics, Parallel Programming, Autonomous Vehicles, Machine Learning, Embedded Parallel Computing, User Experience & Multimedia, Internet of Things (IoT).

*shared course for both options

HONOURS BACHELOR OF ENGINEERING 61 Provided below is a visual representation of the schedule of study for the Honours Bachelor of Engineering—The Built Environment:

HONOURS BACHELOR OF ENGINEERING 62 Honours Bachelor of Engineering—The Built Environment: 2 technical options; 16 courses (total).

• Technical Option A: Sustainable Building. The (8) courses for this option are as follows: o Renewable Energy, Energy Modelling, HVAC System Design, Energy Auditing, Sustainable Communities Design, Building Automation Systems & Optimization I, Environmental Impact Assessment, Building Automation Systems & Optimization II. • Technical Option B: The Built Environment Information Systems. The (8) courses for this option are as follows: o Transportation, Introduction to Land Surveying, Land Surveying Measurements Techniques, Geographic Information System, Remote Sensing & Image Analysis, Advanced Geomatics Techniques, Introduction to Unmanned Systems, Geomatics in Urban Design.

4.5.2 Non-Core Courses

Degree breadth courses provide students with an opportunity to augment their knowledge through an exploration of disciplines in areas of study outside of their core field. College degree programs in the province of Ontario have a breadth requirement that includes coherent and substantive non-core offerings. These non-core courses should contribute to the achievement of: a) critical thinking, quantitative reasoning, written and oral communication skills and b) knowledge of culture and society, and skills relevant to civic engagement. Humber offers degree breadth electives, at both lower and upper levels, in the following three categories: 1) Arts and Humanities; 2) Society, Culture, and Commerce; and 3) Science and Technology.

Breadth Definitions Working from the recommendations of Humber’s Breadth Task Force, the Humber Breadth Committee adopted the following definitions for breadth education and breadth categories:

Non-core courses are those that contribute to knowledge in fields unrelated to the main field(s) of study.

All breadth courses are designed to provide graduates with the skills, knowledge, and awareness that they will need for their future roles as professionals, citizens, and members of a global community. These courses will provide students with a more than introductory knowledge in the humanities, sciences, social sciences, global cultures, and/or mathematics.

HONOURS BACHELOR OF ENGINEERING 63 Definitions of Breadth Categories Breadth courses are to be classified into the following three categories:

1. Society, Culture and Commerce (SCC) This category includes the social sciences, and commerce. Courses in this category examine: i) human society and social relationships, including anthropology, political science, psychology, sociology, education, communication, and law; and ii) the exchange of goods and services between nations or people, including business studies, and economics.

2. Science and Technology (ST) This category includes the natural sciences, the formal sciences, and technology. Courses in this category examine: i) the objects, phenomena, or laws of nature and the physical world, including biology, chemistry, and physics; ii) formal systems, including logic, mathematics, and statistics; and iii) the application of science to industry or commerce, including computer science and engineering.

3. Arts and Humanities (AH) This category includes the humanities and the fine arts. Courses in this category examine: i) the human experience or condition, including languages, literature, history, philosophy, and religion; and ii) the fine arts, including music, art, dance, and drama.

In the submission of courses to the breadth committee, developers are asked to provide a rationale as to why the course meets the criteria of the category identified.

Lower and Upper Level Course Designation Breadth courses will be designated as lower or upper level offerings, based on the range of complexity represented in the course learning outcomes, the course content, and/or the abilities required of the student, as reflected in the methods of evaluation.

More specifically, lower level courses will be those that have learning outcomes consistent with the lower end of Bloom’s Taxonomy, and upper level courses will be those with learning outcomes reflecting the greater content mastery required when working from the upper end of Bloom’s Taxonomy.

The distinction between a lower-level and upper-level breadth course is assessed by the breadth implementation committee based on: • Amount of writing required; • Required reading; • Nature of the assignments and evaluations.

HONOURS BACHELOR OF ENGINEERING 64 Degree level students are required to complete a lower course in at least two of the breadth categories. Likewise, they are required to complete two upper level breadth courses in two categories.

The following breadth electives have been designated as “restricted” as their course learning outcomes are similar to those in the programs core courses. Students enrolled in the Honours Bachelor of Engineering degree program will not be able to take these courses as breadth electives:

Course Title Course Code Course Type Electronic Fundamentals ELEC 101 Lower Level Breadth Fundamentals of Digital Electronics ELEC 1000 Lower Level Breadth Nanotechnology SCIE 2008 Lower Level Breadth Renewable Energy Systems & SCIE 3006 Upper Level Breadth Sustainable Future The Wireless Web SCIE 2002 Lower Level Breadth

The Postsecondary Education Quality Assessment Board Secretariat recommended that Humber be exempted from a breadth review for degree programs at the college that access the same or substantially the same breadth curriculum for a period of seven years and that Humber be permitted to amend its breadth offering without the necessity of seeking amendments to its consents. The next Breadth Capacity Review is planned for March 2024.

4.5.3 List of Courses

i. Courses: Common Platform

Year Semester Course Title Identification 1 1 Calculus 1 Common platform (core) Linear Algebra Physics I Introduction to Engineering Engineering in Society --- Breadth (non-core) 2 Calculus II Common platform (core) Engineering Design Physics II Engineering Materials Introduction to Programming --- Breadth (non-core)

HONOURS BACHELOR OF ENGINEERING 65 ii. Courses: Honours Bachelor of Engineering—Information and Communications Technology

Year Semester Course Title Identification 2 3 Discrete Mathematics Discipline course (core) Digital Systems Operating Systems Electronic Circuits Object-Oriented Programming Co-op and Career Preparation Other (non-core) --- Breadth (non-core) 4 Statistics & Probability Discipline course (core) Embedded Systems Communication Engineering Databases Data Structures & Algorithms --- Breadth (non-core) Summer Co-op Work Term I WIL (core) 3 5 Introduction to Artificial Intelligence for ICT Discipline course (core) Computer Architecture Virtual Platform Technologies Data Security Technical Option course Computer Forensics (core) IoT Systems I Sensor Networks --- Breadth (non-core) 6 Software Engineering Discipline course (core) Wireless Systems Mobile Applications & Systems Intrusion Detection & Prevention Systems Technical Option course Network Modeling (core) IoT Systems II Real-Time Embedded Systems --- Breadth (non-core) Summer Co-op Work Term II WIL (core) 4 Fall Co-op Work Term III 7 Capstone Project I EL (core) User Experience Design Discipline course (core) Digital Signal Processing Platform Infrastructure and Security Technical Option course Machine Learning (core) Data Analytics Industrial Networking

HONOURS BACHELOR OF ENGINEERING 66 Year Semester Course Title Identification --- Breadth (non-core) 8 Capstone Project II EL (core) Emerging Technology Discipline course (core) Cryptography Technical Option course Cybersecurity Applications (core) Industrial Networking Cybersecurity --- Breadth Elective (non-core)

The course descriptions for the Honours Bachelor of Engineering—Information and Communications Technology core courses have been provided in appendix 11A, section 15 of the application.

iii. Courses: Honours Bachelor of Engineering—Mechatronics

Year Semester Course Title Identification 2 3 Differential Equations Discipline course (core) Electric Circuits Analysis Applied Mechanics Computer Programming Digital Electronics Co-op and Career Preparation Other (non-core) --- Breadth (non-core) 4 Numerical Methods Discipline course (core) Mechatronics Project Instrumentation & Measurements Pneumatics & Hydraulics Microcontrollers --- Breadth (non-core) Summer Co-op Work Term I WIL (core) 3 5 Statistics & Quality Assurance Discipline course (core) System Modeling & Simulation Electric Motors Power Transmission Components Technical Option course Introduction to Artificial Intelligence for (core) Mechatronics Robotics --- Breadth (non-core) 6 Programmable Logic Controllers Discipline course (core) Control Systems Signal Processing

HONOURS BACHELOR OF ENGINEERING 67 Year Semester Course Title Identification Kinematics & Dynamics of Robots Technical Option course Robotic Electrical Systems (core) Autonomous Vehicles Parallel Programming --- Breadth (non-core) Summer Co-op Work Term II WIL (core) 4 Fall Co-op Work Term III 7 Capstone Project I EL (core) Machine Vision Discipline course (core) Industrial Networking Machine Condition Monitoring Technical Option course Robot Embedded Programming (core) Machine Learning Embedded Parallel Computing --- Breadth (non-core) 8 Capstone Project II EL (core) Advanced Manufacturing & Automation Technical Option course Robotic Cell Integration (core) User Experience & Multimedia Internet of Things (IoT) --- Breadth (non-core)

The course descriptions for the Honours Bachelor of Engineering—Mechatronics core courses have been provided in appendix 11B, section 15 of the application. iv. Courses: Honours Bachelor of Engineering—The Built Environment

Year Semester Course Title Identification 2 3 Infrastructure & Building Science Discipline course (core) Digital Design I Physical Chemistry Thermodynamics Sustainable Building Practices Co-op and Career Preparation Other (non-core) --- Breadth (non-core) 4 Numerical Methods Discipline course (core) Digital Design II Data Management Building Structures Codes & Standards --- Breadth (non-core)

HONOURS BACHELOR OF ENGINEERING 68 Year Semester Course Title Identification Summer Co-op Work Term I WIL (core) 3 5 Statistics & Quality Assurance Discipline course (core) Digital Design III Building Energy Loads Transportation Technical Option course Introduction to Land Surveying (core) Renewable Energy Energy Modelling --- Breadth (non-core) 6 Project Management Discipline course (core) Digital Design IV Building Mechanical & Electrical Systems Land Surveying Measurements Techniques Technical Option course Geographic Information System (core) HVAC System Design Energy Auditing --- Breadth (non-core) Summer Co-op Work Term II WIL (core) 4 Fall Co-op Work Term III 7 Capstone Project I EL (core) Data Visualization Discipline course (core) Principles of Construction Estimation & Documentation Remote Sensing & Image Analysis Technical Option course Advanced Geomatics Techniques (core) Sustainable Communities Design Building Automation Systems & Optimization I --- Breadth (non-core) 8 Capstone Project II EL (core) Construction Management Discipline course (core) Introduction to Unmanned Systems Technical Option course Geomatics in Urban Design (core) Environmental Impact Assessment Building Automation Systems & Optimization II --- Breadth (non-core)

The course descriptions for the Honours Bachelor of Engineering—The Built Environment core courses have been provided in appendix 11C, section 15 of the application.

HONOURS BACHELOR OF ENGINEERING 69 v. Bridging Courses: Honours Bachelor of Engineering—Information and Communications Technology

Course Title Identification Engineering in Society/ Introduction to Engineering (combination Bridge (core) of both courses) Linear Algebra Physics I Calculus I/ Calculus II (combination of both courses) Engineering Design Discrete Mathematics Physics II/ Engineering Materials (combination of both courses) Probability and Statistics vi. Bridging Courses: Honours Bachelor of Engineering—Mechatronics

Course Title Identification Engineering in Society Bridge (core) Linear Algebra Introduction to Programming/ Computer Programming (combination of both courses) Calculus I/ Calculus II (combination of both courses) Physics I/ Applied Mechanics (combination of both courses) Physics II/ Electrical Circuits Analysis (combination of both courses) Differential Equations Numerical Methods Digital Electronics Introduction to Engineering/ Mechatronics Project (combination of both courses) Engineering Materials/ Engineering Design (combination of both courses) Microcontrollers/ Instrumentation & Measurement (combination of both courses) vii. Bridging Courses: Honours Bachelor of Engineering—The Built Environment

At this time there is no bridge course schedule of study for the Honours Bachelor of Engineering – The Built Environment.

The gap analysis for Architectural Technology found several course equivalencies in the latter part of the Honours Bachelor of Engineering – The Built Environment program. It will require that transfer students from the Architectural Technology advanced diploma start in year 1 of the degree and the course equivalencies could reduce the course load in upper years of the degree or reduce the duration by a semester. Therefore it was not possible to create a bridge for this transfer group.

HONOURS BACHELOR OF ENGINEERING 70 4.6 Course Outlines/Teaching and Learning Plans

The course outlines provided are presented in the same order as in the tables in the above section 4.5.3 of the application.

Technical options are built into the degree to create a designated space to tackle leading- edge research and technological advancements as well as the emerging needs of each discipline. The content and focus within these technical options will change over time, as technology and needs advance. The course outlines for those technical options currently planned are included with the appendices listed below.

The course outlines for the proposed programs common platform have been provided in appendix 12, section 15 of the application.

The course outlines for the Honours Bachelor of Engineering—Information and Communications Technology core courses have been provided in appendix 12A, section 15 of the application.

The course outlines for the Honours Bachelor of Engineering —Mechatronics core courses have been provided in appendix 12B, section 15 of the application.

The course outlines for the Honours Bachelor of Engineering —The Built Environment core courses have been provided in appendix 12C, section 15 of the application.

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HONOURS BACHELOR OF ENGINEERING 71 SECTION 5: STANDARD 4—PROGRAM DELIVERY

STANDARD: The program structure and delivery methods support achievement of the expected and actual learning outcomes.

Humber has a number of quality assurance mechanisms in place to ensure that program delivery methods achieve intended learning outcomes at the degree level. These processes along with supporting materials are listed below.

5. Program Delivery Standards

5.1.1 Institutional Inquiry, Strategies and Processes

At Humber, consideration of program quality starts at a new program’s inception. Concepts and proposals are vetted through a number of college committees that share roles and responsibilities in ensuring that quality measures and outcomes are met.

All Humber full time postsecondary programs are guided by a program map that acts as a quality assurance mechanism to ensure that program graduates meet credential level requirements. The map outlines how degree level standards of the Ontario Qualifications Framework (OQF) and the program learning outcomes are achieved through individual course learning outcomes and assessments.

Programs undertake regular rigorous reviews to ensure they are current and aligned with both provincial standards and professional requirements through a comprehensive and evidence-based assessment of program performance. Evidence includes institutional and program level data, faculty consultation, and student feedback. The development, implementation and monitoring of an action plan in response to the program review ensures that recommendations are carried out.

Humber’s Strategic Mandate Agreement 3 outlines the college’s aspirations to achieve formal polytechnic status, with a view to providing polytechnic leadership to the Ontario postsecondary system.

Humber’s 2018-2023 Strategic Plan provides a framework for transforming postsecondary education. Three strategic pillars set Humber’s broad directions to develop career-ready citizens, provide accessible education, and build a healthy and inclusive community. These pillars are aligned with strategic priorities and supporting actions.

Humber is a signatory of the Indigenous Education Protocol for Colleges and Institutes thereby recognizing and affirming its responsibility and obligation to Indigenous Education. As such, the college agrees to:

HONOURS BACHELOR OF ENGINEERING 72 • Commit to making Indigenous education a priority; • Ensuring governance structures recognize and respect Indigenous peoples; • Implement intellectual and cultural traditions of Indigenous peoples through curriculum and learning approaches relevant to learners and communities; • Supports students and employees to increase understanding and reciprocity among Indigenous and non-Indigenous peoples; • Commit to increasing the number of Indigenous employees with ongoing appointments, throughout the institution, including Indigenous senior administrators; • Establish Indigenous-centred holistic services and learning environments for learner success; • Build relationships and be accountable to Indigenous communities in support of self- determination through education, training and applied research.

Humber’s 2016-2021 Strategic Applied Research and Innovation Plan sets out the roadmap to developing a thriving applied research culture at Humber that will position the college as the leader among Canadian Polytechnic Institutes. The overarching objectives are to: • Invest in our students by expanding applied research training opportunities across all disciplines; • Build relationships with industry and community stakeholders to strengthen our applied research efforts and enhance our profile; • Develop research excellence in our faculty, enhancing their professional reach and growing their capacity and identity as researchers; • Establish transparent operating principles and protocols within the Office of Applied Research & Innovation (ARI) to facilitate the completion of applied research projects; and • Communicate and celebrate our successes.

The college’s Digital Learning Strategy will position Humber as a leader in the delivery of Digital Learning in post-secondary education with recognition as a Centre of Excellence. All Humber students and faculty will have the opportunity to learn and teach using current technology in flexible formats and in digitally enriched environments by: • Enhancing the student experience with the development of a Digital Learning Platform that is mobile and ubiquitous; • Building digital expertise and institutional capacity; • Innovate through a networked community within and beyond Humber; • Accessing Open Educational Resources (OER). Humber is currently undertaking an institutional inventory of OER use in courses across all programs and schools. This inventory will be a useful tool for helping to identify opportunities for increased adoption of OER in support of learning.

In 2018, Humber officially joined the Open Educational Resource University (OERu). Coordinated by the OER Foundation, an independent, not-for-profit organization, the OERu network of institutions offers free online courses for students worldwide and provides

HONOURS BACHELOR OF ENGINEERING 73 affordable ways for learners to gain academic credit towards qualifications from recognized institutions.

Joining OER formalizes Humber’s continued re-conceptualization of student access and program delivery frameworks and supports the college’s aim to increase access to mobile and ubiquitous learning and reshape our physical and virtual campuses in order to facilitate 21st-century education. Partnering with OERu aligns with Humber’s digital learning strategic goal to innovate through a networked community within and beyond the College to respond to emerging trends and priorities in our local, national and global communities.

5.1.2 Delivery Methods

Humber employs a range of quality assurance mechanisms to ensure excellence in program delivery including:

Centre for Teaching and Learning Humber’s Centre for Teaching and Learning (CTL) provides quality assurance oversight in the development and delivery of program curricula by providing faculty with targeted professional development opportunities to: • Engage in lifelong learning, access teacher training, and be connected and mentored by their peers; • Incubate, test, and innovate teaching practices and delivery methods; • Redefine and reimagine learning spaces and the ways in which learning occurs within a physical and virtual learning environment; • Use educational technology in an effective and pedagogically sound manner. This is done through on-site workshops, webinars and one-on-one sessions; • Engage in the scholarly inquiry of teaching and learning under the Scholarship of Teaching and Learning (SoTL). This initiative tracks the impact of pedagogical practices on student learning experiences. Approaching teaching through a lens of scholarly inquiry not only leads to improved student outcomes, but also increased excitement and satisfaction for faculty. SoTL provides: o Research methodology and workshops on a variety of topics, such as how to design a research project, proposal development and best practices in survey design; o Online research resources include internally developed tools and guides on conducting SoTL research, as well as links to external sources; o The Teaching Innovation Fund is a comprehensive support package to help faculty take a research project from ideation to final analysis and interpretation; o SoTL Conference field trips are offered to Teaching Innovation Fund holders. Fund holders attend a local SoTL conference to evaluate research talks presented by other professionals and to learn about effective research presentations;

HONOURS BACHELOR OF ENGINEERING 74 o Once faculty have completed a SoTL project, CTL supports dissemination of the results and innovation impact through its website, journals, lunch and learns and a three-day writing boot camp; o Cutting Edge is a new CTL initiative that helps faculty explore and implement innovative technology and investigate how it enhances the classroom experience. Once faculty have mastered new teaching strategies/tools/techniques, they deploy them in their classrooms, with on- site support from the CTL's Professional Learning and e-Learning teams. The CTL's Research team then gathers evidence from faculty and their students on the impact of the innovative new teaching approaches. • Extend digital capabilities in the creation and use of multi-media content for mobile and ubiquitous learning. Humber’s Creative Productions unit works with faculty to create educational content. Faculty can access: o Premium equipment with training and support; o One-on-one training and support for concept and script development, shooting and editing, screen capturing and video editing programs; o Training and support in using Humber’s lightboard and green screen to create unique video-modelling recordings and creative instructional videos; o A virtual reality (VR) studio (including a holodeck) to support and advance the use of VR and augmented reality in teaching and learning. • Improve the delivery of education by establishing Communities of Practice (CoP) that encourage collaboration and communication between educators. • Use educational technology in an effective and pedagogically sound manner. The Instructional Support Studio supports faculty through on-site workshops, webinars, and one-on-one sessions. Faculty are strongly encouraged to maintain a minimum web presence for their course(s) using the Blackboard Learning Management System. The Studio is their first point of contact to learn more about Blackboard and its tools and offers a variety of services to ensure the effective and appropriate use of technology to support learning at Humber.

Other quality assurance activities undertaken by the college include: • Every program completes an Annual Program Quality Assessment. This exercise helps academic Faculties take stock of their programs and plan for continuous improvement. These assessments include enrolment data, KPI student satisfaction responses, graduation rates, and provincial credential comparators. Academic Faculty representatives are required to respond to the data, as well as to provide details on activities such as those related to responding to student feedback. • Ensuring that regular review and modifications (if necessary) to the program’s map are made before program and curricular changes are considered • Students provide continual feedback on their learning through the Student Feedback Questionnaire (SFQ).

HONOURS BACHELOR OF ENGINEERING 75 • Humber’s Student Success Survey queries students on challenges they may experience during the academic year, allowing for early alerts for those experiencing issues. • Current students may access services available through the Academic and Career Success Centre and can provide assistance on exploring educational and career pathways, and understanding academic progress among others. • Humber’s Student and Engagement department offers a full range of services and supports to assist students both within and outside of the classroom. • Students at Humber taking an online course are supported through the Open Learning Centre (OLC). The OLC provides live student support by phone, remote desktop, email, in-person and online chat sessions 7 days of week. Currently Humber provides access to over 400 online courses through the use of innovative processes and current technologies that overcome time and boundary constraints. The OLC staff work with the College's Academic Schools and service areas to ensure Humber's online learners and faculty have a positive and effective learning experience.

5.1.3 Training and Support

Through the CTL, new full-time faculty members are required to complete a mandatory two- year Teaching Excellence Program, which includes a summer teaching clinic, various courses and an independent project and teaching practicum. Part-time faculty are encouraged to complete the Teaching Effectiveness Certificate, which includes courses on using learning technology, preparing for instruction, evaluation techniques and effective delivery strategies. In addition, the CTL offers: • Specialty training certificate programs, which are designed to explore specific competencies and theoretical strands. These programs include the Culturally Inclusive Educator Certificate, which provides participants with an opportunity to enhance their intercultural knowledge, communication skills, curriculum development and differentiated teaching skills when teaching and learning with international higher education students. • Full-time and part-time faculty have access to the support of a teaching and learning coach and/or mentor to assist with self-reflection and professional development planning. • Humber’s Part-time Teachers Conference offers professional development for part- time faculty from colleges across the province. • Humber’s annual Showcase Conference for faculty and staff builds community and provides a full day of peer-to-peer professional development. • Innovative faculty are identified by their Deans and sponsored to present new instructional methods at the following external conferences: League for Innovation in the Community College and the Society for Teaching and Learning in Higher Education. • Best practices and new methods are broadly shared with all faculty through the CTL website, Twitter, a faculty list-serve, weekly email blasts and YouTube.

HONOURS BACHELOR OF ENGINEERING 76

The CTL also offers professional development workshops for all faculty regarding curriculum and instructional design that includes an overview of program learning outcomes, course learning outcomes, and course outlines. Workshops are offered throughout the year and more frequently during the May/June period. These workshops also offer all faculty opportunities to improve lesson planning, learning experiences and assessments. CTL also offers individual faculty support to map the design of assessments to learning outcomes.

The Teaching Innovation Fund offers faculty funds and support in developing and conducting a research project about teaching and learning. There are typically two types of projects: “Build” projects, in which faculty develop and build a new, evidence-based teaching tool or approach, and “Impact” projects, in which the impact of an innovative teaching tool or approach is measured with students. For an example of previous research projects, see CTL's YouTube channel.

Through the CTL, the Humber Press publishes titles on a wide variety of topics reflective of both the breadth of Humber College’s academic offerings and the scope of its faculty members’ interests and accomplishments. Humber Press offers an accessible publishing environment that strives to promote scholarship and advance diverse perspectives. Editors develop texts to showcase the research and creativity of faculty members. On occasion, Humber Press will consider and publish work by individuals not affiliated with the college.

The College is in the process of implementing new software that will assist academic school representatives in developing course outlines that systematically link program and course learning outcomes to learning modules and assessments. This system will require academic faculty members to review intended learning and update course design on a yearly basis. The software is designed to offer course mapping information that provides clarity to students and faculty. It will help to identify gaps in learning design and expose areas within the curriculum that are not effectively scaffolded and/or connected to PLOs. A critical path will appear on each course outline that links learning topics, activities, readings, outcomes and assessments. This will provide an additional level of assurance to verify that PLOs are linked to the design of learning activities and assessments.

5.2 Quality Assurance of Delivery

The following policies and processes related to quality assurance of program delivery are included in Section 14 of this application: • Program Review Policy • Program Review Procedure • Faculty Evaluation and Professional Development Policy • Faculty Evaluation Procedure • Academic Freedom Policy

HONOURS BACHELOR OF ENGINEERING 77 5.3 Student Feedback

The Student Feedback Questionnaire (SFQ) Policy outlines the mechanism for student feedback regarding program delivery. The college is committed to measuring students’ perceptions of their learning experience and the SFQ is an instrument used on a regular basis to collect such data.

The SFQ is available on a digital platform and has been deployed across the institution in phases. Having access to both immediate and longitudinal data allows faculty to further engage in reflective practice and in doing so, allows faculty to make data informed decisions about their teaching practice. This data gives faculty new insights on how to influence and improve the student learning experience. Additionally, a digital platform increases the level of access we provide to our students.

Samples of the SFQ for both face-to-face and online courses can be viewed here.

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HONOURS BACHELOR OF ENGINEERING 78 SECTION 6: STANDARD 5—CAPACITY TO DELIVER

STANDARD: The College has the capacity to deliver the quality of education necessary for students to attain the stated and necessary learning outcomes.

Humber offers a high-quality teaching and learning environment, and is widely known for helping students achieve academic and career goals. With an international reputation for quality programs and academic excellence, Humber serves 33,000 full-time and over 3,600 part-time students. Among the college’s strengths is its breadth of programs and range of credentials. Students can select from more than 180 industry-related full-time programs, each designed to meet specific career interests. Humber students can also choose from a range of credentials including four-year bachelor’s degrees, two- and three-year diplomas, one- and two-year certificates, postgraduate certificates and apprenticeships.

Humber’s primary focus is on teaching and learning. Award-winning, industry-connected faculty members teach in labs and classrooms that use the same equipment and technology used by employers. They enrich the classroom experience by providing insight into the realities of the contemporary workplace’ which helps students prepare for their career, and graduate with the credentials, knowledge and skills that employers value.

Industry partnerships are essential to Humber’s success. Industry advisors provide guidance on academic programming; ensuring students learn the most relevant curriculum. The partnerships also provide work study, field placement and internship opportunities for students. The college’s partners offer research opportunities, fund scholarships, contribute to infrastructure projects and, hire Humber graduates.

Research is an important area of focus for Humber. The Applied Research and Innovation department bridges the gap between research, innovation and industry. Students have the opportunity to develop solutions for real world problems while they earn their credentials. As research and academics become more integrated at Humber, the college is poised to play a significant role in Ontario’s, and Canada’s economic growth. As an example, the Faculty of Applied Sciences and Technology recently worked with multiple industry partners from the construction sector and involved students across four programs in the architectural design and energy modelling of a building retrofit project. This building is the first building retrofit in Canada to achieve Zero-Carbon Building Design Certification by the Canada Green Building Council4. The building is highly energy efficient and offsets the annual carbon emissions using clean renewal energy. It is designed to use 70 percent less energy than before, making it Humber’s most energy efficient building and one of the most efficient buildings in North America.

4 https://www.cagbc.org/News/EN/2019/20190611_News_Release.aspx

HONOURS BACHELOR OF ENGINEERING 79 Humber has been offering degree-level education since 2001. Beginning with the collaborative nursing program in partnership with the University of New Brunswick, then the launch of the University of Guelph-Humber. Humber College Institute of Technology and Advanced Learning offers 28 Honours baccalaureate degrees. A list of Humber’s current degree offerings can be viewed here.

Humber’s graduates have found success in the workplace and the intrinsic rewards of having engaged in continuing education. Graduates of FAST’s other degree programs have been widely accepted to graduate education programs both locally and internationally including Graduate school at York University (Toronto), Ryerson University (Toronto), the University of Toronto, Carlton University (Ottawa), and Umea University, Sweden. Additionally, Humber’s institutional partnerships both within Canada and internationally allow graduates the opportunity obtain Masters level education with Cape Breton University, Royal Roads University, Davenport University, Niagara University, Northwood University, University of Gloucestershire and the Eastern Institute of Technology to name a few.

6.1 Learning and Information Resources

6.1.1 Learning Resources

i. Databases and Journals Humber Libraries has access to over 79,143 scholarly journal and magazine subscriptions in electronic format included in our 108 Library database subscriptions. The library also has 194 print subscriptions between the North and Lakeshore campus libraries. Below is a list of the journals by subject area that support the proposed programs:

Subject # of Journal Titles Civil Engineering 340 Computer Science 609 Electrical Engineering 525 Environmental Engineering 177 Industrial & Management Engineering 424 Mechanical Engineering 268 Technology 312

HONOURS BACHELOR OF ENGINEERING 80 A sample of the Library’s core journal and magazine titles is provided below:

Honours Bachelor of Engineering- Honours Bachelor of Engineering- Honours Bachelor of Engineering- The Information & Communications Mechatronics Built Environment Technology • Advances in Intelligent Systems & • Advanced Robotics • Architecture & Built Environment Computing • Advances in Mechanical Engineering • Architecture & Engineering • AI Communications • Canadian Electronics • Architecture & Urban Planning • Artificial Intelligence for Engineering • Computers & Industrial Engineering • Architecture, City & Environment Design, Analysis & Manufacturing • Electronics World • Architecture – Technology – Culture • Artificial Intelligence in Engineering • IEEE/ASME Transactions on • Automation in Construction • Computer Design Mechatronics • Building Design & Construction • Engineering & Applied Science • IEEE Potentials • Canadian Journal of Civil Journal • IEEE Robotics & Automation Letters Engineering • IEEE Industrial Electronics Magazine • IEEE Robotics & Automation • Civil Engineering • IEEE Transactions on Software Magazine • Civil Engineering Dimension Engineering • IEEE Transactions on Industrial • Civil Engineering & Environmental • International Journal of Design in Electronics Systems Society • IEEE Transactions on Robotics • Civil Engineering Infrastructures • International Journal of Virtual • Industrial Engineer Journal Reality • Innovation: The Journal of the • Computers, Environment & Urban • Journal of Artificial Intelligence Industrial Designer Society of Systems Research America • Construction & Building Materials • Journal of Software Maintenance & • International Journal of Robotics & • Construction Canada Evolution Automation • Contract • Software Development • International Journal of Robotics • Design Engineering • Software Futures Research • Design Issues • Software, Practice & Experience • Journal of Engineering Design • Design News • Software Process Improvement & • Machine Design • Design Week Practice • Manufacturing Engineering • Discover • Software Systems & Computational • Mechanisms & Machine Science • Domus Methods • Product Design & Development • Energy & Buildings

HONOURS BACHELOR OF ENGINEERING 81 • Software Testing, Verification & • Robotics • Environment & Planning Reliability • Robotics & Machine Learning • FORM: Pioneering Design • Technology of Culture • Robotics Today • Frame • Virtual Creativity • Robotics World • Frontiers in Built Environment • Wired • Sensor Review • Home Energy • • Sensors ID: Magazine of International Design • Interior Motives

• International Journal of Urban & Regional Research • ISRN Renewable Energy • Journal of the Society for the Study of Architecture in Canada • Journal of Urban Economics • Renewable Energy & Environmental Sustainability • Renewable Energy & Sustainable Development • Renewable Energy Report • SNL Energy Renewable Energy Week • Sustainability • Urban Climate • Urban Design International • Urban Ecosystems

HONOURS BACHELOR OF ENGINEERING 82 Core Databases • AccessEngineering: includes 300 McGraw-Hill eBooks on civil, electrical and mechanical engineering. It also includes videos and news. • ACM Digital Library (ACM): contains the complete collection of the Association for Computing Machinery's (ACM) publications including journals, proceedings and magazines. • Applied Science & Technology Source Ultimate: covers a wide range of topics including artificial intelligence, plastics, hydroponics, computer science, chemical engineering, energy resources and robotics, as well as the business and social implications of new technologies. • ASM Handbooks: a comprehensive guide to the structure, properties, processing, performance and evaluation of metals and nonmetallic engineering materials. • ASTM Standards: this resource provides instant access to the current digital edition of the Annual Book of ASTM Standards. It includes test methods, specifications, accepted practice and accepted terminology for materials, products, systems and services. ASTM standards are used around the world to improve product quality, enhance safety, facilitate market access and trade and build consumer confidence. • IEEE Xplore: includes the IEEE All-Society journals, magazines and transactions as well as IEEE Spectrum.

Business Databases • ABI Inform: includes international business journals with in-depth coverage of business and economic conditions, management techniques and more. • Business Source Complete: includes 2,000+ scholarly business management journals, market research, and detailed company and industry profiles. • IBIS World: provides access to industry reports containing analysis, statistics and market characteristics on a wide variety of Canadian industries including consumer goods and various manufacturing sectors. • Marketline: provides access to a comprehensive collection of company, industry and country information, extending across 200+ countries and every major industry. • Passport GMID: this international database provides access to 1,300 market reports that analyze 21 consumer and service industries across 80 countries.

Breadth Databases • Academic Search Complete (EBSCO): a comprehensive multi-disciplinary database that includes thousands of journal titles. • Art & Architecture Source: provides access to a broad range of articles on art related subjects, from fine, decorative and commercial art, to various areas of architecture and architectural design. • ARTstor: includes 500,000 images of paintings, sculpture, decorative arts, photography, architecture, garden and landscapes, maps, fashion, costumes and jewellery.

HONOURS BACHELOR OF ENGINEERING 83 • Canadian Documents Collection: provides access to titles from Canadian public policy institutes, government agencies and university research centres. Includes the Canadian Public Policy and Canadian Health Research Collections. • Canadian Newsstream: access to the full text of nearly 300 newspapers published in Canada, including the Toronto Star and The Globe and Mail. • Garden Landscape and Horticulture: provides access to journals of interest to landscape architects, farmers and biotechnologists. • GreenFILE: topics include global climate change, green building, pollution, sustainable agriculture, renewable energy and recycling. • Home Improvement: a collection of more than 200 home improvement titles. Subject areas include architectural techniques, building design, decorating, home maintenance as well as tool and material selection. • IHS Standards: includes the Canadian Electrical Code Part I and the Electrical Code Handbook. • Safari Learning Platform (Formerly Safari Tech Books Online): includes eBooks from O’Reilly, Cisco, Microsoft and other publishers. • Safetycare Videos: contains over 75 Canadian training videos that cover a wide range of workplace safety issues. • Sage Journals: includes high-impact research titles published on behalf of over 245 scholarly and professional societies. Subject areas include business, humanities, social sciences, science & technology and medicine. • Science Database: contains journals and magazines focused on applied and general sciences. • ScienceDirect: contains more than 14 million articles from over 3,800 journals, and more than 35,000 books. It combines authoritative, full-text scientific, technical, business and health publications. • Scott’s Directories: includes business data and comprehensive company information for Ontario manufacturers, and distributors.

ii. Humber Libraries General Collection Humber’s general collection continues to grow. The following table outlines all of the libraries holdings:

Books 85,164 print titles (North) 32,751 print titles (Lakeshore) 2,414,982 eBooks

Journals 187 print titles (North) 92 print titles (Lakeshore) 72,724 eJournals eResources 108 subscription eResources

HONOURS BACHELOR OF ENGINEERING 84 DVDs, CDs & Records 4,014 titles (North) 5,603 titles (Lakeshore)

Streamed Videos 34,385 titles

Textbook Collection A textbook collection was developed in 2015. There is also a textbook reserve service available at the circulation desk.

6.1.2 Program Support and Research Skills Instruction

Program Librarian

Applied Sciences and Technology faculty and students have their own qualified liaison librarian to help build collections, provide research support and develop course-related research instruction for the program.

• Research Guide for Engineering A research guide, hosted on the library website, has been developed by the liaison librarian to support current Engineering students. This guide provides links to database and journal collections, contains resources to support APA referencing and other library related services. Faculty can upload this research guide into their individual course Blackboard sites to provide additional library and research related support. It also includes the contact information for the program’s liaison librarian. New guides are currently being developed to support the proposed programs.

6.1.3 General Library Services

Research Support

Students are able to visit the research help desk in person or use askON (virtual chat help) for guidance on research for their assignments. askON is a collaborative service that twelve Ontario colleges support and operate. Students can also book appointments with their liaison librarian, for more in-depth assistance.

• Research Instruction Liaison librarians are available to teach research skills in classes or via online modules based on faculty requests. These sessions are tailored to the needs of the program and are often assignment specific. The goal of this service is to map to key courses in a program where research assignments are part of the curriculum.

Both students and faculty find this service beneficial to student success: • 78% of students agreed or strongly agreed that they did better on their assignment as a result of what they learned from a librarian presentation in their class.

HONOURS BACHELOR OF ENGINEERING 85 • After having a library presentation in one of their classes, 96% of faculty respondents agreed or strongly agreed that their students were more aware of library resources, while 90% agreed or strongly agreed that their students were more likely to use library resources and had done better on their assignments.

• Library Website The Library's content-rich website was updated in 2017 and provides 24/7 on-campus and remote access to the Library's catalogue and various online resources such as ebooks, ejournals, databases and streamed video content. The Discover search tool provides a “Google-like” interface and integrated search results for both the library catalogue and many key databases. Users can also search for resources by their program and by type of resource (e.g. ebooks). The website is AODA compliant and accessible on mobile devices.

• Course Resource Pages Online library content (ebooks, ejournal articles and streamed video) can be embedded into Humber Blackboard course sites via the creation of course resource pages. Faculty can develop lists of the resources they wish to use. Alternatively, librarians are available to help identify relevant readings. Organized by week or by theme, these pages are very easy for students to access and use.

• Video Tutorials The Library has created a suite of video tutorials providing 24/7 self-help options for students that demonstrate how to navigate various eResources, the Discover feature, as well as how to find books and access their library accounts.

The library also launched a series of APA in Minutes instructional videos in the summer of 2013. The videos were created in response to a growing need for APA assistance as voiced by students. The series currently consists of 12 videos covering a range of topics such as in- text citation and citing social media.

• Technology Lending In response to student feedback for more technology in our spaces, the Library started a laptop loan program in 2016 at the North campus. Thirty laptops are available for four-hour loans and can be used anywhere on campus. More recently our technology lending service has expanded to include phone chargers and HDMI cables.

• Interlibrary Loan Intercampus loan services (resource sharing among Humber's three campuses) and interlibrary loan services (resource sharing with external libraries) are provided to Humber students and faculty so they may directly borrow library materials from any Ontario community college library. Library staff will also arrange loans from Ontario universities.

HONOURS BACHELOR OF ENGINEERING 86 • Accessible Content ePortal (ACE) Humber Libraries participates in the Accessible Content ePortal (ACE), which contains alternative formats of the print book collections of participating Ontario colleges and universities. Content is made available to students with print disabilities in these formats: B&W PDF, DAISY, TXT and ePub. ACE is managed by Scholars Portal, a service of the Ontario Council of University Libraries.

• Copyright Services The Library leads the College’s copyright education program and has created an online tutorial for faculty. The Library will also secure permissions for materials not in its collections based on faculty requests.

• Library Orientation & Outreach

Mobile Library Tour: The Library has developed a mobile library tour, launched in September 2018, to show students library spaces, services and physical collections. Faculty are encouraged to promote this mobile tour to new students.

International Student Orientation: The Library participates in the international student orientation to increase awareness of our services and supports. International students are encouraged to complete the mobile library tour as part of their orientation.

Learning Commons Technology Workshops: During Orientation week, Humber Libraries offers technology workshops for new students with the goal of equipping them with tools to navigate Humber-specific technology. Topics include connecting to Wi-Fi, printing, photocopying and scanning, lab locations, troubleshooting techniques, how to access free software available to students, booking online study rooms, borrowing equipment and resetting passwords.

Faculty Orientation: The Library partners with the Centre for Teaching and Learning to create and deliver training for new faculty on the breadth and depth of library resources and services available. A new faculty collection fund allocates $1,000 for each new faculty member for library resource purchases such as books, ebooks and journals. New faculty collaborate with their liaison librarian to spend the allocated funds.

Outreach Activities The North Learning Commons hosts a St. John’s Ambulance therapy dog once a week during the Fall and Winter semesters. Percy’s visits are very popular with students and provide a welcome study break in a dynamic space.

The Library also hosts an annual event called Recess, which takes place over four separate days – two in the Fall semester and two in the Winter semester. Recess is designed to promote and instruct students on library services through fun and engaging activities, while developing partnerships with academic schools and departments. During the 2018-2019

HONOURS BACHELOR OF ENGINEERING 87 academic year, the themes for the four days were: Library Olympics, APA & Play, The Love Edition (tied to Valentine’s Day) and Reflect & Recharge.

6.1.4 The Library Team

Staffing

The Library team has ten full-time liaison librarians, all with American Library Association accredited Masters degrees in Information Studies or Library Science. Liaison librarians are responsible for research support, research instruction, collection development and often coordinate the delivery of the library’s many services.

Twelve full-time and eight part-time Library Technicians staff the research help desk in the Libraries and the help desks in two Learning Commons spaces. Library Technicians also support the Library’s core services in learning resource acquisitions and cataloguing, copyright services, interlibrary loan and course resource pages.

There are six clerks who staff the borrower services desks in our two campus libraries. The Library has four administrators, three of whom have a Masters in Library Science or Information Studies. The Library also recently hired a Library Systems Specialist, whose focus is the website and the various systems that support our services.

• Professional Development Librarians are encouraged and supported financially to attend conferences, symposiums, webinars and seminars relevant to their subject areas and the services they support. The Library also covers the cost for all interested library staff to attend the Ontario Library Association’s annual Superconference in Toronto, the largest library conference in Canada.

The research help team launched an eTraining program in May, 2016. eTraining lessons are sent to all research help staff each with learning objectives, an activity such as articles to read or videos to watch, as well questions to answer. All the questions are based on staff input and real-life reference questions. Trainings are taken up in-person and via video for evening and weekend teams.

Connect5, an annual one-day conference for library staff at the Greater Toronto Area colleges, is supported and attended by Humber Libraries’ team members.

6.1.5 Spaces and Technology

North Campus Library & Learning Commons

The North Campus library is located on the 4th floor of the Learning Resource Commons (LRC) building, neighboured by the Learning Commons on the 3rd floor, together occupying approximately 60,000 square feet. The LRC is an academic support and student services

HONOURS BACHELOR OF ENGINEERING 88 facility that enhances the learning experience at North campus by providing group and independent study space, the Library, and a centralized hub for student services.

The North Campus Library and Learning Commons feature: • 1,180 seats on the two floors. Compact shelving for library collections has been implemented in order to maximize the space for student use • 25 bookable group study rooms on the 3rd and 4th floors; 16 of the 25 are equipped with collaborative multimedia equipment • Silent rooms on the 3rd and 4th floors; a total of 191 study carrels • 194 computers on the 3rd and 4th floors including a computer teaching lab with 40 computers • 8 multi-function printers with copying and scanning capabilities • An adaptive technology room with space for 12 workstations • Wireless internet and electrical outlets available throughout both spaces • Self-checkout for books and DVDs on the 4th floor • Two practice presentation rooms • 24 x 7 study space in the 3rd floor learning commons where students have access to computers, printers, group study rooms and silent study • Proximity to Humber’s Writing and Math Centre, as well as peer tutoring services The North Library is open seven days a week during the fall and winter semesters, six days a week in May and June and five days per week in July and August. The Library provides research and IT support at the Learning Commons Help Desk and oversees this 24 x 7 space.

A makerspace with 3D printing and digital media capabilities (video and audio creation/editing) was launched at the North Learning Commons in September 2019.

6.1.6 Quality Assurance The Library and Learning Commons run a student survey every other year and a faculty survey during alternate years. Survey results are used to adapt our spaces, services and collections to reflect the learning and research needs of both these populations.

2018 Student Survey • 6,900 students started the survey and 5,059 completed it (5.7% more than in 2016). • Over 77% of students agreed or strongly agreed that Library staff are helpful, courteous, knowledgeable and responsive. • 78% of students agreed or strongly agreed that they did better on their assignment as a result of what they learned from a librarian presentation in their class. • Students show a high satisfaction level with all library resources: 67% to 80% were either satisfied or very satisfied with the resources.

HONOURS BACHELOR OF ENGINEERING 89 Refer to the infographic and the executive summary for more results from the student survey. To date, the Library’s response to the 2018 student survey includes: • A new laptop lending program at Lakeshore Library and Learning Commons started in August, 2018. • Two new committees have been created to improve patron experience in the library: the CX (Customer Experience) Committee as well as the Policies and Procedures Review Committee.

6.1.7 Physical Resources (IT, facilities and classroom space)

The College is committed to providing appropriate learning spaces, labs and equipment to fully support the programs. Faculty use the Learning Outcomes for each course to design instruction and build course content. There are approximately 142 classrooms at the North campus for a full-time student enrollment of about 19,000. The Barrett CTI also houses specialized labs and learning spaces for non-routinized activities such as industry-led capstone projects and other multidisciplinary activities.

The majority of the classrooms at the North campus seat between 30 and 60 students, but there are larger classrooms that generally can hold 60-80 students, as well as one auditorium which seats 310 students. Degree programming target enrollment is set at cohorts of 60 students, which intentionally aligns with the size of the classrooms. The larger rooms are used for full-cohort groupings, while the smaller classrooms are used when the cohort is divided into smaller groups. All classrooms at the North campus are equipped with computerized audio-visual equipment to support course delivery. Every classroom also has a direct line to the support staff in the College's Information Technology Service who respond quickly if there are any problems with the equipment.

In addition to the classrooms, the Faculty of Applied Sciences and Technology has 64 dedicated labs, and the North campus has 44 Open Access Labs (non-instructional use), with work stations. All students have access to both PC and Mac computers, as well as printing facilities, and all students and staff have access to wireless internet across the campus, enabling easy access to course resources, such as library holdings and course materials posted on Blackboard.

The Faculty of Applied Sciences and Technology’s maker lab and photography lab were created to support Humber’s Design and Built Environment programs. The equipment includes laser cutters, 3D printers, and tools to assist in developing and crafting physical 3D models. These resources directly support students in the development of 3D designs across a range of disciplines. Other dedicated labs within the Faculty of Applied Sciences and Technology feature additional equipment that students require in order to make design and generate prototypes (i.e. Vacuum forming machine, CNC machines, milling machines, lathes, band saws, portable power tools, spray paint spray booth, and machine shop). These

HONOURS BACHELOR OF ENGINEERING 90 lab spaces also offer students the ability to do clay modelling, model finishing, and model refinement.

These dedicated lab spaces are available to students after hours and on weekends. Additionally, the open studio space which is shared across all the design programs in FAST is open 24/7.

Beyond the labs and equipment in the Faculty of Applied Science and Technology, the Barrett CTI has cutting edge equipment available to all Humber students working on industry connected projects. Equipment includes: 3D printers, five axis machines, an interaction design studio, and an additional product prototyping facility.

Humber also has interactive, flexible classrooms equipped with modular furniture and white board tables and walls, and video technology, studios, and computer labs ensuring the availability of appropriate learning spaces for various course delivery needs.

Humber is in the process of implementing a number of cloud based software solutions to enable students to access software that would previously only be available in a specialized lab, enabling students to access their learning resources regardless of space or place.

Existing facilities available within the Faculty of Applied Sciences and Technology are summarized in the table below:

Facility (lab name) Equipment/ Technology CAD Instructional PC installed with software tools such as with MultiSim™, Proteus™, Laboratory LabView™, MatLab™, AutoCAD™, SolidWorks™ Electronics Standard bench laboratory equipment such as digital multimeters, digital Laboratory oscilloscopes, power supplies, function generators, and soldering stations. Network Systems Cisco switches, routers, and firewall, Servers for virtualization and SDN Laboratory

Wireless Spectrum analyzer, network analyzer, microwave analyzer, IoT lab Telecommunication modules, Wireless sensor network lab modules Laboratory

iOS Laboratory iMac Pro with 32” monitor for iOS mobile app design and development

Prototyping 3D Printers (Stratasys F370 and Object 30), Laser cutter, Circuit board Laboratory etching machine, Circuit board milling machine, Manual SMD component placer, SMD Reflow Oven, Cleaning station, Waterjet Cleaning Station, SMD rework station, power supplies, digital multimeters, function generators, digital oscilloscopes Usability Laboratory Usability testing booths and a large, central collaboration space with booth monitoring capabilities and enterprise-wide AV system control. Control Lab PLCs MICROLOGIX, LABVOLT Motion control trainers Robotics Lab 6-Axis Robots: PANASONIC, DENSO, MOTOMAN, WITTMANN, ABB, KUKA

HONOURS BACHELOR OF ENGINEERING 91 Advanced PLC Lab OMRON PLCs, OMRON HMIs, CONTROLLOGIX, MICROLOGIX PLCs, COMPACTLOGIX, PANELVIEW. ALLEN BRADELY SLC 5/05/11/03, Siemens SIMATIC S7-1200 & 1500, SIMATIC HMI, YASKAWA MH3F Advanced Control / PANELVIEW PLUS, COMPACTLOGIX PLCs, MICROLOGIX PLCs, , POWEFLEX Automation Lab , ALLEN BRADELLY STRATIX OMRON PLC & HMIs, Siemens SIMATIC HMI Multi-Disciplinary DENSO Robot cell, MOTOMAN Robot cell, FANUC robot cells, KUKA Robot Project Lab cells, UNIVERSAL ROBOT cell, SEW SYSYEM Drive control, B&R SYSTEM, COGNEX Vision systems, COMPACTLOGIX, CONTROLLOGIX Siemens PLCs and HMIs, Omron PLCs and HMIs, Conveyors. Motor Control Lab POWERFLEX , GAURDMASTER, MULTILIN, MOTOR MANAGEMENT RELAY, TRANSFORMER MANAGEMENT, LABVOLT Motor Control EQUIPMENT 3D Modeling Lab 3D modeling software , AutoCAD, Solid works, Master CAM, Mititoyo CMM Machine Mechanical Machine Milling Machines, Engine Lathe Machines, Drill Press, Pedestel Grinders, Shop Haas CNC Mills, , Haas CNC Lathe, Vertical Band saw, Horizontal Band saw Hydraulic/Material Hydraulic Trainers- Parker, Electric Furnace, IZOD Impact Testing Lab Apparatus, Instron UTS, IZOD Notcher, Microscopes, Simulation Software - Automation Studio Maintenance Lab Hydraulic Botte Jack Press, Electrical Maintenance Trainer, Festo Electropneumatic Trainers, Machinery Maintenance Trainer, Mechanical Transmission Apparatus, Vibration Monitoring Apparatus – SPM, Two plane balancing Aparatus – SPM, Laser Alignment - PRUFTECHNIK Sustainable Energy Solar Thermal Troubleshooting Station, Air Handling Unit Work Station , & Tech Lab Stand Alone Sustainable Energy Panel, Flow Testing Station, Portable Ultrasonic Flow Meter, 40 to 50 Watt Solar Panels, Siemens Smart Building Automation test sets, Blow Door Tester, Airflow Meter, Energy Consumption Monitor/Logger, IR Thermometer, Psychrometer+ IR Thermometer (Digital), Solar Path Finder, Solar Irradiance Meter, Solmetric Solar site analysis tool, Thermal Cameras Electronic test equipment: Oscilloscopes, Digital Multimeters, Function Generators, DC Power Supplies

Civil Engineering Surveying equipment: Total Stations, GPS units with data collectors, Tech Lab drones, Ground penetrating radar, 3D BLK360 LASER Scanner, Surveying network in green space on campus; Soil Testing equipment: Triaxial, Direct shear, Vane Shear, Consolidation; Concrete compression machine; Environmental equipment: Portable spectrometers, Turbidity meters, pH/conductivity/do meters, gas detectors, chlorine injector, on-site 4” Monitoring well and piezometers in green space on campus; Fluids Equipment: Hydrostatic bench, head loss bench, Fluids bench

3D Design Lab Computers capable of 3D rendering, augmented reality and virtual reality applications, VR visualization equipment, Material ConneXion library Industrial Design Clay Studio, vacuum former, cnc machine, paint spray booth, 3D printers, Shop construction and assembly area Maker Space & 3D printers, LASER Engravers, hand tools, power tools, woodworking Prototyping Shop equipment

HONOURS BACHELOR OF ENGINEERING 92 A comprehensive inventory of classroom and lab spaces for the Faculty of Applied Sciences and Technology at Humber’s North campus location has been provided in appendix 13, section 15 of the application.

6.2 Resource Renewal and Upgrading

Humber’s Planning and Corporate Services department reviews the physical condition of the campuses and completes assessment surveys. Planning is informed by KPI data, which assesses student satisfaction with learning facilities. Other considerations include academic and enrolment plans, space utilization reports, Colleges Ontario Facilities Standards and Inventory (COFSI) Report and stakeholder consultations.

The assessment of these metrics guides the formation of the Campus Development Plan and the Campus Land Use Plan. These plans support Humber's strategic enrolment and community plans by increasing instructional seat capacity, renewing instructional and related support spaces, expanding learner support facilities, defining landmark entrances, enhancing campus arrival experience, and investing in faculty and administrative offices in conjunction with increases in academic space.

The following projects are a result of the development plan:

• Classroom Redesign Project: Centered on creating an environment of teaching & learning excellence, this project converges imagined ideas and spaces with the experiences of the Humber Community. Critical to this initiative are flexible, comfortable features with reliable technology for a more virtual classroom. The redesigned rooms are bright, inspiring spaces that provide a warm and inviting atmosphere for students. The classrooms contain easily moveable and functional furniture, are free of physical barriers and offer reliable technology hubs with video and web conferencing capabilities, along with numerous accessible outlets for electronic devices. With a hybrid presentation, discussion and activity space, these classrooms are more conducive to interactivity and collaboration, reflecting all three design principles.

• Humber’s Backfill Project: The completion of the Student Welcome and Resource Centre resulted in the vacating of a significant amount of space. The Humber Backfill Project is a multi-year initiative that will reallocate and renovate space enabling Humber to meet the growing need for new labs, classrooms and office space for students, staff and faculty. New projects are underway: o New Central PC Lab o New Student Entrepreneur Retail Storefront o New hub for Applied Research and Innovation and the Centre for Teaching and Learning

HONOURS BACHELOR OF ENGINEERING 93 • Centres of Innovation: Applied research and innovation are one of the cornerstones of a polytechnic education and are an on-going priority for Humber. Humber was recently recognized as the #8 (out of 50) research college in Canada.5 Humber continues to expand its research enterprise through the development of Centres of Innovation which serve as hubs for innovation, industry partnerships and research. Humber's COI network is focused on three areas of proven strength and industry sector growth: Barrett Centre for Technology Innovation, Centre for Creative Business Innovation, and the Centre of Innovation in Health and Wellness. Humber is also committed to maximizing impact on social innovation through applied research through the Centre for Social Innovation, as well as supporting entrepreneurial development of students, alumni, faculty/staff through the Centre for Entrepreneurship. Together, these centres create an integrated platform on which to examine problems from varying perspectives, leverage industry expertise and solve real-world issues.

6.3 Support Services

Humber is committed to ensuring that the quality of student life at Humber is conducive to intellectual and personal growth and to the achievement of academic success. This includes:

Departments Details Aboriginal The Aboriginal Resource Centre (ARC) builds community by connecting Resource people through Indigenous perspectives. It focuses on community outreach, Centre promoting Indigenous culture and knowledge, and delivering services and supports that target Aboriginal and non-Aboriginal learners, staff, faculty, and communities. ARC also partners with regional Indigenous communities to ensure learners are supported and connected to their learning environment, academically, culturally and socially. Some of the services provided include: • Indigenous Student Association (ISA): a student club created to provide a sense of community for Aboriginal and Non-Aboriginal students. • Elder counseling: provides Aboriginal students with access to various resources including: cultural, historical and community information and referrals. • Peer tutoring access • Quiet computer and study space • Bursary and Funding applications • Academic counseling • Personal Services

5 https://humber.ca/today/news/humber-breaks-top-10-2019-ranking-canada-s-top-50-research-colleges

HONOURS BACHELOR OF ENGINEERING 94 Departments Details • Workstudy & Volunteer opportunities Advancement Advancement and Alumni is committed to establishing lifelong connections and Alumni with over 240,000 graduates and strengthening relationships with the Office Humber community. Alumni can stay current on Humber news through their bi-annual magazine, Gratitude. To further lifelong learning, an educational and career planning service for alumni and part-time staff is available through the Career Advancement Service. This service offers career coaching/counselling, testing and assessment, the development of a career and educational plan and the building of a lifelong learning portfolio. Athletics The Athletic department offers a wide range of quality activities and programs to complement any student’s leisure time and to maximize personal growth in the areas of fitness, recreation, varsity/intercollegiate, intramural, sports and instruction. • Fitness Centres: Humber’s Fitness Centre is dedicated to enhancing the quality of life for all students, employees and the community through physical fitness. The Centre offers free fitness classes, personal trainers, fitness assessments, nutrition consultations and incentive programs. • Varsity/Intercollegiate – for skilled and competitive student athletes dedicated to the pursuit of excellence, men’s and women’s programs are offered in basketball, volleyball, soccer, golf, cross country and badminton. Humber’s varsity teams have a history of competing and winning at both the provincial and national level • Intramural Sports and Recreation – There is an organized program of male, female, co-ed and individual activities both of a friendly competitive nature and “just for fun” that includes basketball, volleyball, hockey, swimming, indoor soccer, badminton, squash and gym activities. Financial Aid The Financial Aid office administers scholarships, bursaries, and other Office financial awards provided by external groups such as government, corporate or community organizations that recognize and reward student achievement. The awards may be in the form of money, plaques, trophies and education materials and equipment. Humber Humber Libraries supports students and faculty in their learning, teaching Libraries and research pursuits through the continuous development and delivery of exemplary research services, collections and spaces that support Humber's broad range of polytechnic programs.

We leverage advanced technology and best practices in digital learning to support all modes of teaching and learning ranging from in-person to hybrid and online courses and programs.

HONOURS BACHELOR OF ENGINEERING 95 Departments Details Registrar’s The Office of the Registrar (RO) provides a wide range of academic and Office enrolment services and systems to prospective and current learners, faculty, staff, and external community.

The RO serves students through the entire span of their college journey, from first contact through to graduation. We are responsible for managing admissions, registration and scheduling, maintaining the integrity of academic records, coordinating graduations and convocations, and overseeing financial aid. The RO also handles student recruitment and advising, transfer services, and student systems and reporting. Student The Department of Student Success & Engagement (SSE) supports students’ Success and active participation in experiential initiatives, promotes student health, Engagement wellness and inclusivity, and offers a variety of educational and career- related support services to help current Humber students, recent graduates and newcomers to Canada achieve their academic and personal goals. SSE also supports our local communities by providing opportunities to build capacity and share resources.

SSE comprises Athletics and Recreation, Student Events, Student Wellness and Equity, and Transition and Academic Support.

Below are highlights of the services provided by the various departments within SSE: ▪ Orientation: Orientation provides new students with the opportunity to learn about all that Humber has to offer through a Meet Your Faculty session, service fairs, campus tours and much more. ▪ First Year Experience peer mentoring program: FYE is a peer mentoring program for all Humber first year students. Mentees are paired with a Peer Mentor who is an upper year student in a similar program. Mentors help students with their college transition academically and socially. ▪ Student Wellness & Accessibility Centre: The Student Wellness and Accessibility Centre (SWAC) supports student wellness and accessibility in order to promote academic success at Humber College. The provision of health, counselling and accessible learning services in one centre enables seamless, holistic support for students where/if necessary. ▪ Health Services: Humber Health Services is a confidential, non-judgmental service working to promote student success by providing care in all areas of personal health and wellness. ▪ Health and Counselling Services: Everyone encounters difficulties at some point in their life. This can create distress and interfere with one's well-being and success. Counselling Services can assist students to work through and resolve these difficulties. ▪ Accessible Learning Services: Accessible Learning Services facilitates equal access for eligible students with disabilities

HONOURS BACHELOR OF ENGINEERING 96 Departments Details by coordinating reasonable academic accommodations and support services. ▪ Residence and Housing: One of the primary responsibilities of the Residence Life program is to build strong positive communities within residence. The role of Residence Life is not only to provide a convenient, welcoming, and secure community environment, but to also provide highly trained staff who are responsive to student needs and issues. ▪ Campus Security: The Department of Public Safety strives to create the safest college campus experience in Canada by providing a wide breadth of comprehensive services and programs, so our students can focus on success. ▪ Equity and Inclusion Hubs: The BASE (Black Academic Success and Engagement) and LGBTQ+ Centre seek to support students who identify as members of their respective communities with resources, supports, programming, and community that empowers students to achieve their potential. ▪ Advising Services: The Academic and Career Success Centre supports prospective and current students and alumni by proving general advising related to finding a program that is the right fit, exploring careers or planning further education. ▪ Peer Assisted Learning Support: offers a variety of learning supports, including peer tutoring, learning skills workshops, note-taking services and free study sessions run by peer leaders for select difficult courses. ▪ Testing Centre: The Testing Centre provides a professional test environment to our community, supporting students and clients to perform their best, equipping them with the tools they need to be successful, and upholding academic integrity in a quiet and monitored, barrier-free testing environment. ▪ Student Conduct: The Office of Student Conduct promotes the rights, well- being and safety of Humber community members, assistance with conflict resolution and when necessary investigations through the Student Code of Conduct. Additionally, the Office of Student Conduct provides consent education training, promotes healthy relationships, and connection to resources for students who need support. Faculty of ▪ The Math Centre helps with all levels of mathematics courses, and even Liberal Arts & courses with embedded math such as physics, nursing and even coding and Sciences and chemistry. The staff is composed of friendly and knowledgeable full-time and Innovative part-time Humber students, and University of Waterloo co-ops. Learning ▪ At the Writing Centre, students can receive assistance with writing assignments including thesis development, essay structure, research skills, or points of gramma Community Community Outreach and Workforce Development (COWD) supports people Outreach and in communities who may not traditionally have access to education, training

HONOURS BACHELOR OF ENGINEERING 97 Departments Details Workforce and employment. By collaborating with Humber Faculties and Development departments, and partnering with community agencies and government, the department offers a broad range of programs and services to assist youth, Indigenous people, immigrants to Canada, and unemployed/underemployed individuals to access postsecondary education, apprenticeships and meaningful work opportunities. Services and programs include: ▪ Community Employment Services: This resource provides employment services for all job seekers and employers across the Greater Toronto Area. ▪ Newcomer Programs: Many internationally-trained professionals have benefited from the educational opportunities and services Humber provides. These include advising services, language classes, and bridging programs that offer short-term technical training. ▪ Pre-Apprenticeship and Training Opportunities: Pre-Apprenticeship training programs are designed to help individuals interested in apprenticeship options develop their job skills and trade readiness in preparation for apprenticeship opportunities. ▪ Youth Transition: This specialized program is designed to help youth make a successful transition to college, whether they have completed high school or not. International The International Centre provides a range of services for International Centre students including information on permits and visas, health insurance, housing options, academic and social supports, and study abroad options. Humber Ignite is the official student government which advocates on behalf of full- Ignite time students at Humber College and the University of Guelph-Humber. The elected students of Ignite are members of key Humber committees to ensure that students are properly represented during all major discussions and decisions.

Ignite also provides the following services: ▪ Health and Wellness: • Health and Dental Insurance Plan • Sleep Lounge ▪ Financial Services: • Financial Relief Program • Bursaries • Tax Clinic ▪ Know Your Rights ▪ Menstrual Products ▪ Group Study Space ▪ Leadership Lounge ▪ Posting Board Service ▪ Grad Photo Service

HONOURS BACHELOR OF ENGINEERING 98 6.4 Faculty Qualifications

The Honours Bachelor of Engineering will be staffed by qualified full and part time professors to ensure students have ample access to instructional supports both in and outside of classroom hours.

The Faculty of Applied Sciences and Technology has steadily increased the number of faculty with terminal credentials since 2008 when degrees were first offered. The Faculty of Applied Sciences and Technology currently meets the faculty credential requirements required for PEQAB consent and accreditation through the CEAB. The Faculty of Applied Sciences and Technology has mapped out an appropriate hiring plan to ensure that these requirements continue to be met as the program grows.

The faculty hiring plan for the Honours Bachelor of Engineering—Information and Communications Technology has been provided in appendix 14A, section 15 of the application.

The faculty hiring plan for the Honours Bachelor of Engineering —Mechatronics has been provided in appendix 14B, section 15 of the application.

The faculty hiring plan for the Honours Bachelor of Engineering —The Built Environment has been provided in appendix 14C, section 15 of the application.

Honours Bachelor of Engineering—Information and Communications Technology

Staffing Requirements - Projected Cumulative Cumulative Cumulative Projection Part-time Projection Ratio of Enrolment Full-time Part-time Program Full-time Faculty Faculty Support Students/ Equivalent Equivalents Full-time s (F.T.E.) (P.T.E.) Faculty Yr Full-time 45 (Degree) 2021- 2 22.5:1 1000 40 2 2 0 2022 20 50.0:1 (Diploma) 2022- 88 (Degree) 4 22.0:1 39 1 2 0 2023 957 (Diploma) 19 50.4:1 2023- 131 (Degree) 6 21.8:1 38 1 2 0 2024 914 (Diploma) 18 50.8:1

HONOURS BACHELOR OF ENGINEERING 99 2024- 172 (Degree) 8 21.5:1 36 1 2 0 2025 873 (Diploma) 18 51.4:1 2025- 177 (Degree) 9 19.7:1 35 0 2 0 2026 868 (Diploma) 17 51.1:1 2026- 211 (Degree) 10 21.1:1 35 1 2 0 2027 834 (Diploma) 17 49.0:1 2027- 216 (Degree) 10 21.6:1 35 0 2 0 2028 829 (Diploma) 17 48.8:1

Honours Bachelor of Engineering—Mechatronics

Staffing Requirements - Projected Cumulative Cumulative Cumulative Projecte Technical Project Ratio of Enrolment Full-time Part-time d Hiring Support ed Full-time Students/ Faculty Faculty Faculty Hiring Full-time Faculty Equivalents Equivalents Technic (F.T.E.) (P.T.E.) al Support Yr Full-time 1 45 (Degree) 28 41 2 6 1 Degree Ratio: 22 1100 (Diploma) Diploma Ratio: 42 2 90 (Degree) 30 39 2 7 1 Degree Ratio: 22 1055 (Diploma) Diploma Ratio: 40 3 143 (Degree) 32 37 1 8 0 Degree Ratio: 20 1002 (Diploma) Diploma Ratio: 40 4 198 (Degree) 33 35 0 8 0 Degree Ratio: 20 947 (Diploma) Diploma ratio: 41 5 253 (Degree) 33 35 0 8 0 Degree Ratio : 21 892 (Diploma) Diploma ratio: 42

HONOURS BACHELOR OF ENGINEERING 100 Honours Bachelor of Engineering—The Built Environment

Staffing Requirements - Projected Cumulative Cumulative Cumulative Projecte Technical Project Ratio of Enrolment Full-time Part-time d Hiring Support ed Full-time Students/ Faculty Faculty Faculty Hiring Full-time Faculty Equivalents Equivalents Technic (F.T.E.) (P.T.E.) al Support Yr Full-time 1 45 (Degree) 32 50 2 6 1 Degree Ratio: 22.5 1600 (Diploma) Diploma Ratio: 53 2 90 (Degree) 34 48 2 7 1 Degree Ratio: 22.5 1555 (Diploma) Diploma Ratio: 51.8 3 143 (Degree) 36 46 2 8 0 Degree Ratio: 23.8 1502 (Diploma) Diploma Ratio: 50 4 198 (Degree) 38 42 0 8 0 Degree Ratio: 22 1447 (Diploma) Diploma ratio: 49.9 5 253 (Degree) 38 0 8 0 Degree Ratio : 23 1392 (Diploma) Diploma ratio: 51.5

Humber proposes to launch an initial 2021 intake into the Honours Bachelor of Engineering with 135 students in first year, a target of 45 students in each of the three disciplines. In 2023, the first bridging students will complete the bridging courses and enter into year 3 of the degree. It is expected that bridging numbers will grow to approximately 15 students across the degree (an anticipated 5 in each discipline area). Coinciding with the anticipated CEAB accreditation of the programs in 2025 and the graduation of the first cohort, the year one enrollment numbers will increase from 135 to 195.

Enrolment Projections* Year 2021/22 2022/23 2023/24 2024/25 2025/26 1 135 150 150 150 195 2 0 115 128 128 128 3 0 0 98 (15) 109 (15) 109 (15) 4 0 0 0 93 104 Total 135 265 376 (15) 480 (15) 536 (15)

HONOURS BACHELOR OF ENGINEERING 101

*Bridging student numbers are in brackets. Enrolment takes into account: • 15% attrition rate between years 1-2, and 2-3. • 5% attrition rate between years 3-4. • Bridging students joining for year 3.

6.4.1 Faculty Recruitment and Development Plan The faculty plan for the proposed program capitalizes on the experience and strength of the professors currently employed by Humber. Their CVs indicate the depth of their expertise and commitment to lifelong learning. The plan also ensures that all faculty will hold an academic credential at least one degree higher than offered by the program. Any requests for “CV exceptions” will be reviewed and agreed to by the President.

Hiring Plans Together, the Vice President, Academic, the Vice-President, Human Resources and Organizational Effectiveness, and the Academic Deans develop human resource hiring and development plans for each of the Faculties. From these plans, the number of professors to be hired is determined for all levels of study offered by the Faculty. The recruitment of professors with the requisite qualifications to teach at the degree level includes a national advertising strategy. Humber employs a number of strategies to search for professors to teach in degree level programming. Briefly, the College: • Advertises the positions in key industry publications as well as the Journal of Higher Education. • Advertises positions and networks with related associations. • Approaches American universities which have masters and doctoral programs in related areas to recruit graduates who might be interested in a teaching position at Humber College enters into discussions with local universities such as Guelph, University of Toronto, McMaster, Ryerson, York and others with related programs, to promote part-time teaching opportunities at Humber. • Enters into discussions with other Canadian universities regarding the recruitment of qualified professors. • Assesses potential cross-appointments of other degree level professors within the institution. • Posts all positions internally at Humber, as is normal practice, and on Humber’s website. These postings are also available to professors at other colleges in Ontario.

In addition to recruiting new professors, as part of its commitment to professional development, Humber provides tuition assistance and sabbaticals for current professors who are committed to pursuing doctoral degrees in appropriate areas of study.

Humber will employ a complement of current faculty augmented by newly hired members recruited for their academic and professional qualifications, expertise in the fields of mechatronics/ ICT/ built environment engineering, and their commitment to the guiding

HONOURS BACHELOR OF ENGINEERING 102 principles of the proposed programs. Since the Honours Bachelor of Engineering – Mechatronics discipline will be delivered in partnership with Sault College in Sault Ste. Marie, Ontario this will employ a team teaching model of delivery. Both Humber and Sault College are committed to ensuring compliance with PEQAB and CEAB requirements.

Core Courses Humber’s diploma existing and degree programs in various fields of applied science, design and technology are taught by well-qualified faculty, most with the terminal credentials in their field of expertise. Some of this faculty group is expected to form the nucleus of the core teaching faculty for the Honours Bachelor of Engineering degree. The Curriculum Vitae of these identified faculty members are included later in this section. As detailed in the tables above, additional part-time and full-time faculty and technical support staff will be hired in order to create appropriate student-instructor ratios for effective applied learning.

The following table summarizes full-time equivalent (FTE) core faculty complements over the first 4 years of the program:

Note: Determined using formula of 60% full-time and 40% part-time.

Year 1 Year 2 Year 3 Year 4 Full-time faculty FTE 0.8 1.7 2.4 3.1 Part-time faculty FTE 0.5 1.1 1.6 2.1 Part-time Support 1.0 2.0 2.0 2.0

Non-Core Courses

All faculty members teaching in non-core courses have terminal credentials and any necessary professional qualifications for the field in which they teach courses. Humber’s policies require that all professors in degree-level non-core courses hold at least master’s level credentials.

6.5 Curriculum Vitae Release

The college has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their CV in any documents/websites associated with the submission, review, and final status of the program application.

6.6 Curriculum Vitae of Faculty Assigned to Core Courses

Below is a list of the proposed core faculty [removed for web version]. Faculty CVs have been submitted electronically as a separate, searchable .pdf file.

HONOURS BACHELOR OF ENGINEERING 103 The release forms and CV’s of the core faculty for the Honours Bachelor of Engineering— Information and Communications Technology program have been provided in appendix 15A, section 15 of the application.

The release forms and CV’s of the core faculty for the Honours Bachelor of Engineering— Mechatronics program have been provided in appendix 15B, section 15 of the application.

The release forms and CV’s of the core faculty for the Honours Bachelor of Engineering—The Built Environment program have been provided in appendix 15C, section 15 of the application.

6.7 Curriculum Vitae of Faculty Assigned to Non-Core Courses

CVs for faculty assigned to deliver the non-core courses and other breadth-related requirements are not included in this submission. The Postsecondary Education Quality Assessment Board Secretariat has recommended that the college be exempted from a breadth review for degree programs that access the same or substantially the same breadth curriculum for a period of seven years and that Humber be permitted to amend its breadth offering without the necessity of seeking amendments to its consents. The next Breadth Capacity Review is slated for March 2024.

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HONOURS BACHELOR OF ENGINEERING 104 SECTION 7: STANDARD 6—CREDENTIAL RECOGNITION

STANDARD: While meeting particular needs, the program is designed to maximize the graduates’ potential for employment and promotion in their field and for further study.

Credential recognition for the Honours Bachelor of Engineering degree will come from different sources, including: • the existing reputation of Humber’s high-quality degrees, • the successful engineering accreditation by the Canadian Engineering Accreditation Board (CEAB), • the recognition by the Professional Engineers Ontario (PEO)—a professional licensing association, • co-op and graduate success.

The design of this degree is expected to facilitate graduate employment in their respective fields as well as credit transfer and credential recognition by other postsecondary institutions. This is based on the content and academic rigour of the programs, the expertise of the faculty, and the fact that many courses offered by Humber are already recognized by universities in Canada, the United States, and Australia.

The Honours Bachelor of Engineering, with each of the three discipline areas, have been designed to meet the accreditation standards of CEAB, a body within Engineers Canada. This Board has been given a mandate to ensure the quality of all professional engineering programs by each provincial or territorial Professional Engineering Association. The proposed program has been designed to meet the CEAB 12 Graduate Attributes as well as their minimum Accreditation Unit (AU) hour requirements. Accreditation of programs by CEAB occurs during the graduating (4th) year of the first cohort. Additionally, through the Washington Accord, CEAB accreditation will guarantee international recognition across all signatory countries6.

The degree will provide students with a foundation in engineering principles through sophisticated, realistic design projects that will enable students to design, analyze and troubleshoot the engineering problems of the future. Three mandatory co-op work terms will facilitate the application of theory and practical experience learned throughout the proposed programs to the work environment. Other features of the proposed programs include: • professionally current curriculum, • small class sizes, • professors with current professional and industry experience, • lab and project based learning environments, • exposure to technology and industrial equipment, • diverse and practical co-op opportunities.

6 https://engineerscanada.ca/accreditation/the-washington-accord

HONOURS BACHELOR OF ENGINEERING 105 Consistent with the 2018-2023 Strategic Plan, Humber intends to develop programs, credentials and pathways that enhance student choice, mobility and access to higher education. To this end, degree completion will be facilitated through bridging programs for eligible high-affinity three-year Ontario College Advanced Diploma graduates. Bridging courses will remediate any knowledge and skills gaps in mathematics, natural sciences, information & communications technology/ mechatronics/ the built environment engineering depending on the background of the individual. When considering pathways to further education, graduates will have the same access to Master’s programs as accredited university engineering programs. Likewise, courses and content have been planned to enable credit transfer and credential recognition by other postsecondary institutions within Canada and abroad.

The Faculty of Applied Sciences and Technology (FAST) has over 4,500 industry and community partners engaged in a range of activities from the provision of Work-Integrated- Learning, to applied research and program advisory committee membership. Each of these partners provides a pathway to employment through their focus on the different disciplines taught at the Faculty. Employers who offer services specifically in the field of engineering were consulted on the development of the proposed programs through individual conversations, surveys and at the Ad Hoc Program Advisory Committee level. As indicated in the Ad Hoc Program Advisory Committees minutes, there is strong support for graduates from each of these discipline areas, and a confirmation that agencies will be interested in hiring individuals with these specific backgrounds. Upon launch of the degree, respective Program Advisory Committees will be formed. These committees will inform future direction to ensure alignment with industry needs, thus ensuring employment demand for graduates.

A detailed Environmental Scan report for the Honours Bachelor of Engineering—Information and Communications Technology program has been provided in appendix 16A, section 15 of the application.

A detailed Environmental Scan report for the Honours Bachelor of Engineering— Mechatronics program has been provided in appendix 16B, section 15 of the application.

A detailed Environmental Scan report for the Honours Bachelor of Engineering—The Built Environment program has been provided in appendix 16C, section 15 of the application.

HONOURS BACHELOR OF ENGINEERING 106 7.1 Letters of Support

Letters of support have been received by the following organizations:

Honours Bachelor of Engineering—Information and Communications Technology

Organization Classification Amazon Web Services (AWS) Employer Cisco Systems Canada Co. Employer Duologik Solutions Employer Ministry of Transportation (MTO)- Innovation and Planning Employer Unit Intelligent Transportation Systems Rogers Communications Inc. Employer

The letters of support for the Honours Bachelor of Engineering—Information and Communications Technology program have been provided in appendix 17A, section 15 of the application.

Honours Bachelor of Engineering—Mechatronics

Organization Classification ABC Technologies Employer DMG MORI Canada Employer Javelin Technologies Inc. Employer Cimetrix Solutions (A Division Of Javelin Technologies) PUSH Inc. Employer Quanser Employer Siemens Canada Limited Employer Lakehead University Postsecondary Institution Southern Methodist University Postsecondary Institution University of Buffalo Postsecondary Institution University of Cincinnati Postsecondary Institution University of Toronto Postsecondary Institution University of Waterloo Postsecondary Institution

The letters of support for the Honours Bachelor of Engineering—Mechatronics program have been provided in appendix 17B, section 15 of the application.

HONOURS BACHELOR OF ENGINEERING 107 Honours Bachelor of Engineering—The Built Environment

Organization Classification Metrolinx, Capital Project Group Employer University of Manitoba Postsecondary Institution

The letters of support for the Honours Bachelor of Engineering—The Built Environment program have been provided in appendix 17C, section 15 of the application.

The Council of Ontario Universities (COU) Statement on Advanced Study at Provincially Assisted Ontario Universities has been provided in appendix 18, section 15 of the application.

7.2 Student Interest Surveys

Students from potential feeder programs at Humber were asked to complete a survey regarding their interest in the degree.

Honours Bachelor of Engineering—Information and Communications Technology 74 total responses. The highest respondents are from the following programs: • 42 responses from the Computer Engineering Technology program; • 30 responses from the Computer and Network Support Technician program.

68% (n=50) of respondents are interested in applying to the proposed program; 23% (n=17) are uncertain.

A detailed report for the Honours Bachelor of Engineering—Information and Communications Technology program student interest survey has been provided in appendix 19A, section 15 of the application.

Honours Bachelor of Engineering—Mechatronics 112 total responses. The highest respondents are from the following programs: • 51 responses from the Electromechanical Engineering Technology program; • 21 responses from the Mechanical Engineering Technology program; • 16 responses from the Electrical Engineering Technology - Control Systems program; • 12 responses form the Electronics Engineering Technology program.

76% (n=85) of respondents are interested in applying to the proposed program; 20% (n=22) are uncertain.

A detailed report for the Honours Bachelor of Engineering—Mechatronics program student interest survey has been provided in appendix 19B, section 15 of the application.

HONOURS BACHELOR OF ENGINEERING 108 Honours Bachelor of Engineering—The Built Environment 90 total responses. The highest respondents are from the following programs: • 39 responses from the Civil Engineering Technology program; • 35 responses from the Architectural Technology program; • 15 responses from the Sustainable Energy and Building Technology program.

60% (n=53) of respondents are interested in applying to the proposed program; 36% (n=33) are uncertain.

A detailed report for the Honours Bachelor of Engineering—The Built Environment program student interest survey has been provided in appendix 19C, section 15 of the application.

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HONOURS BACHELOR OF ENGINEERING 109 SECTION 8: STANDARD 7—REGULATION AND ACCREDITATION

STANDARD: Programs leading to occupations that are subject to government regulations are designed to prepare students to meet the requirements of the relevant regulatory and/or accrediting body.

The Honours Bachelor of Engineering, with each of the three discipline areas (Information and Communications Technology, Mechatronics and The Built Environment) have been developed following the guidelines of the Canadian Engineering Accreditation Board (CEAB). The formal accreditation assessment will occur in the fourth year of the delivery, in accordance with CEAB guidelines. The proposed programs have also received very strong support from the Ad-hoc Program Advisory Committees, the members of which represent a cross-section of stakeholders in various engineering fields.

8.1 Requirements of Licensing and Regulatory Bodies

The licensing of Professional Engineers in Canada falls under the jurisdiction of each provincial engineering association, such as Professional Engineers of Ontario (PEO). Each provincial engineering association, in turn, is a member of the Canadian Council of Professional Engineers (CCPE). The CCPE establishes the guidelines for the professional status of graduates in Canada through its CEAB, which reports to the CCPE council. All member associations, such as PEO, accept the decision of the CEAB with respect to the technical preparedness of graduates if the program from which they graduated is “accredited” by the CEAB. Accreditation covers a five-year period. The provincial associations then tag on their practical experience requirement (typically four years post-graduation) before licensing an applicant as a Professional Engineer (P. Eng.).

Student eligibility for P.Eng. designation and institutional accreditation by the CEAB are important design specifications that apply equally to university and college programs. The two forms of recognition position the college and university degrees at the same level in the eyes of both prospective graduates and employers alike. In the years prior to formal program accreditation, students who obtain the Honours Bachelor of Engineering are able to take a confirmatory examination to register as an Engineer-In-Training (EIT) with the Professional Engineers of Ontario. After a minimum of four years relevant experience, these students can apply for registration as P.Eng’s.

Humber is committed to obtaining accreditation of the degree through the Canadian Engineering Accreditation Board (CEAB). Once accreditation is received, graduates will not be required to take the confirmatory examination to register as an EIT with the PEO.

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HONOURS BACHELOR OF ENGINEERING 110 SECTION 9: STANDARD 8—NOMENCLATURE

STANDARD: The program nomenclature reflects the postsecondary education achieved, facilitates public understanding of the qualification, and assists students, employers, and other postsecondary institutions to recognize the level, nature, and discipline of study.

Humber is proposing the following be noted on graduates’ official transcripts and parchments: • Honours Bachelor of Engineering—Information and Communications Technology • Honours Bachelor of Engineering—Mechatronics • Honours Bachelor of Engineering—The Built Environment

These program names have been endorsed by the Ad-hoc Program Advisory Committees and the Humber Board of Governors, and satisfy the PEQAB Board’s nomenclature standard in the following ways: • Accurately conveys the degree’s intent and discipline of study in a format well- understood by prospective students, graduate schools and employers. • Clearly stated as “Honours Bachelor of Engineering” which is recognized as a professional engineering degree worldwide. • The use of “engineering” in the proposed programs nomenclatures is a requirement of the Canadian Engineering Accreditation Board (CEAB) for all programs seeking professional engineering accreditation. • The inclusion of “Information and Communications Technology”/ “Mechatronics”/ “The Built Environment” in the nomenclature emphasizes a critical aspect of the nature of the degrees. This is an aspect of the curriculum that differentiates the program from other undergraduate engineering programs, and clearly reflects the subject specialization. • The nomenclature does not appear to currently exist in university undergraduate degree programs and it does not conflict with any existing degree or diploma programs.

Humber acknowledges that by proposing differentiated parchments at the discipline level, current naming conventions may require that they be considered separate degrees. Alternatively, by differentiating only at the discipline level, Humber would be conferring one credential: Honours Bachelor of Engineering. Humber respectfully requests that as part of consent, this is clarified by MCU.

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HONOURS BACHELOR OF ENGINEERING 111 SECTION 10: STANDARD 9—INTERNAL QUALITY ASSURANCE AND DEVELOPMENT

STANDARD: The continuous quality of the program is assured by effective quality assurance mechanisms for periodic evaluation.

The quality of the proposed degree is assured by policies and procedures for periodic evaluation: • Program Review Policy • Program Review Procedure

All postsecondary programs at Humber are reviewed on a cyclical basis of once every five to seven years to ensure they are current, relevant to the workplace, and responsive to students’ needs and abilities. Program review is also meant to: • Enhance the quality of education offered by the program. • Demonstrate the extent to which the program conforms to provincial standards and/or program learning outcomes. • Identify the program’s strengths and gain a clearer sense of its direction and challenges. • Encourage discussion and dialogue among faculty and service areas, creating a shared sense of purpose. • Assure that all program/course changes are based on adequate information and discussion and are endorsed by the PAC. • Plan for the systematic evaluation of the curriculum, equipment/labs and the use of materials, financial resources, and space/facilities. • Allow Humber to evaluate program policies, procedures, services and records. • Develop a sense of cohesion among program administrators, faculty, staff, and students that results from their participation in the review and renewal process.

This formal review involves preparing a self-study that incorporates the perspectives of all stakeholders and provides a detailed overview of all aspects of the program, including: • A history of the program and past action plan outcomes from earlier consent renewals, if applicable. • The program’s alignment with Humber’s Strategic Plan. • The program’s best practices and adherence to the degree level standard. • Changes to the Program Learning Outcomes and curriculum. • The program’s successes and challenges. • Recommendations for improvement. • Student Success Analysis (student profile, admission requirements, analysis for application and registration, retention, employer satisfaction, graduate employment, labour market outlook, student success, etc.). • Key Performance Indicator (KPI) Analysis.

HONOURS BACHELOR OF ENGINEERING 112 • A review of the program learning outcomes, program curriculum and desired changes. • Human, physical and fiscal resources. • Experiential and Work Integrated Learning aspects of the program.

At the end of every academic year, Annual Program Quality Assessment (APQA) reports are administered and a review of the program map and course outlines are undertaken. Faculty representatives are required to respond to the data, as well as provide details on activities related to maintaining curriculum currency and enhancing learning experiences. The previous program review action plans are also included in the APQA to remind Faculties of specific action items and to comment on progress.

Humber is working to profile the importance of alumni engagement in program reviews. As well, Humber was the first College in Ontario to invite alumni to serve as external assessors as part of PEQAB degree reviews (spring 2019). Strengthened Program Advisory Committees and learnings from the Symposium: Student Voices in Quality Assurance (November 2019) – co-hosted by Humber and Centennial Colleges, will inform future directions. The Office of the Associate Vice President Academic is responsible for designing and overseeing the administrative infrastructure that will capture the broader and more varied ways in which Humber engages with industry, and employers.

Humber also uses a number of quantitative and qualitative strategies to support student achievement, and evaluate program currency and relevancy:

• Entering Students Profile Reports (ESPs) - At the beginning of every year, the program receives a report generated from the Registrar's Office that summarizes the demographic and academic incoming characteristics of the students entering the first semester of the program. These include student gender, age, high school GPA, first generation status, aboriginal status, English language proficiency, and math proficiency if applicable. As comparators, the program also receives aggregate reports for the Faculty, for students enrolled in the same credential across the College, and the College as a whole.

• Student Feedback Questionnaires (SFQs) – Students complete in-class questionnaires on their learning experiences in every course in the program each semester. Faculty members and program administrators receive individualized reports on faculty performance and student satisfaction, along with aggregate Faculty and College reports as comparators.

• Annual Curriculum Review – Every May-June period, the program faculty meet to assess the alignment of the course learning outcomes and student assessments with the program learning outcomes and overall student achievement. Modifications are made to program maps, course content and student assessments at that time.

HONOURS BACHELOR OF ENGINEERING 113 • Program Review Student Survey – As part of the Program Review process, students in the second, third, and fourth year of the program complete a dedicated survey administered by the program review staff. The results of the survey are provided to the program.

• Student Focus Groups – As part of the Program Review process, the program review staff conduct semi-structured focus groups with the students in the program. Summaries of the focus groups are provided to the program.

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HONOURS BACHELOR OF ENGINEERING 114 SECTION 11: STANDARD 10—ACADEMIC FREEDOM AND INTEGRITY

STANDARD: The College maintains an atmosphere in which academic freedom exists and in which students and academic staff are expected to display a high degree of intellectual independence. Academic activity is supported by policies, procedures, and practices that encourage academic honesty and integrity.

11.1 Academic Freedom and Integrity

Academic freedom includes the freedom of research, of legitimate classroom discussion, and of the advocacy of alternative opinions to those presented in Humber’s learning environments. To maintain an environment that supports academic freedom, students will be evaluated on knowledge and academic performance for the purposes of granting academic credit and not on the basis of personal or political beliefs.

The relevant policies and procedures pertaining to academic freedom and integrity are listed below. • Academic Freedom Policy • Academic Honesty of Faculty and Staff Policy • Allegations of a Breach of Academic Honesty of Faculty and Staff • Intellectual Property Policy • Intellectual Property Procedure • Copyright Policy • Ethical Conduct for Research Involving Animals Policy • Ethical Conduct for Research Involving Humans Policy • Procedures for Ethical Conduct for Research Involving Humans • Integrity in Research and Scholarship Policy • Integrity in Research and Scholarship Procedures • Research Contracts, Grants and Fund Administration Policy • Research Contracts and Fund Administration Procedure • Research Grant Applications and Fund Administration Procedure

All of the above listed policies and procedures can be consulted in the PDF “Policies” document provided in appendix 20, section 15 of the application.

11.2 E-learning Components

The Honours Bachelor of Engineering – Mechatronics program will be delivered in partnership with Sault College in Sault Ste. Marie, Ontario. It will be delivered using a blended learning model, which will include a combination of in-person delivery/support and video-conferencing. The acquisition of the graduate competencies required of engineers necessitates a high degree of hands-on learning utilizing appropriate technology, tools and equipment. The hands-on nature of the field requires that the majority of course content in

HONOURS BACHELOR OF ENGINEERING 115 core courses take place in a physical space that is equipped with the necessary technology and equipment, and that supports group work and/or laboratory work. Students from both institutions will participate from their home campus location, each location being equitably equipped to support the curriculum. The majority of course hours will involve face-to-face delivery, either in person or mediated through technology, depending on where the designated faculty member is. Team teaching will also be incorporated, where possible. When a faculty member delivering course content is delivering a course through videoconferencing, an appropriately qualified support-person will be provided to ensure appropriate monitoring and support of students. Humber has an intellectual property policy7 and procedures as well as a copyright policy to support the management of course content delivery between the two institutions.

Students at both institutions will engage with faculty and peers on an on-going and consistent basis, as they would in any other course. This combined with the on-site monitoring at both locations will ensure that appropriate safeguards are in place to assure authentication of student identity and the integrity of student work. A course site for each course will be created on Humber’s Learning Management System (LMS), as is the practice for all Humber courses. The sharing and exchange of course content will be streamlined and supported by the course site. Immediately following the class the video-conferenced footage will be uploaded to each course site on the LMS. Outside of class time, professors will be available either in person, by email, telephone, or in designated on-line meeting forums at times that will be clearly communicated to students at the start of a course.

Students will complete and submit assessments within the time and parameters specified for each course, under the direct monitoring of the faculty member or assigned support person. Where circumstances necessitate alternative testing arrangements, the students will access the testing services at their home institution. Students utilizing this alternative route will be subject to the rules and regulations of Humber’s Testing Services8. If necessary, Humber is equipped to facilitate and is experienced at providing virtual proctoring. Humber will formalize the procedures for coordinated assurance over monitoring and authentication activities across the two institutions.

Both Humber College and Sault College currently have the technological capacity to deliver this blended learning programming, and both institutions successfully deliver course content in this way. Sault College has 38 classrooms equipped with back of class cameras that can interact with the projection system and transmit audio. Humber has 3 classrooms with this same set-up as well as numerous mobile units that can be brought into any classroom to support this type of interaction. Humber has also committed to continuing to add more classrooms equipped with this built-in technology. Through this technology, participants will be able to ask questions and participate in discussions in real-time with their classmates in

7 See Section 11 for link to policy 8 http://humber.ca/student-life/testing-services/services-students/testing-rules-and-regulations

HONOURS BACHELOR OF ENGINEERING 116 either location. Technical support for faculty and students will be available at both locations. The eLearning Department at Humber provides support for all eLearning content delivery (web-facilitated, hybrid delivery and online delivery), the eLearning Department and its staff focus on pedagogical and technical support, helping faculty and staff engage in e- learning practices that are based on best-practices.

Students in the Honours Bachelor of Engineering – Mechatronics discipline at both institutions will have the ability to take degree breadth courses online or face-to-face. While assessments may differ between delivery modes, Humber ensures that the integrity of assessments and rigour is maintained by applying the same grading standards in either mode of delivery. Humber has an Online Course Review Committee to assess the quality of online courses. This committee provides further quality assurance in developing new online or hybrid courses and supports the ongoing improvements to all courses which include an eLearning component.

Humber also offers a number of other student supports online as well as on-campus to ensure that students are well supported regardless of where they are. Students engaged in this program, regardless of their home institution, will have access to these supports. Some of these online supports include: - Orientation, transition and retention initiatives such as Academic Orientation as well as academic advising available by phone, skype or email - The Math Centre and The Writing Centre, both are drop-in facilities that offer free math and writing support and have online tutoring as well as online learning resources (such as review sheets, formula sheets, practice sheets) - Peer-assisted learning support offering peer tutoring to students in any subject they request support in (UpSwing is the online platform that is used) - Career advising via phone, skype or email - An online library catalogue with expansive collection of online content (link to library appendix) - Access to a real-time chat reference service (askON), hosted collectively by participating academic libraries in Ontario

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HONOURS BACHELOR OF ENGINEERING 117 SECTION 12: STANDARD 11—STUDENT PROTECTION

STANDARD: The College values and upholds integrity and ethical conduct in its relations with students.

Humber is committed to providing a positive and safe learning environment to all students.

The relevant policies and procedures pertaining to student protection are listed below. • Academic Freedom Policy • Academic Regulations • Acceptable Use Policy for Technical Services • Accessibility Policy • Accessible Customer Service Policy • Code of Student Conduct • Gender Diversity Policy • Ethical Conduct for Research Involving Humans Policy • Human Rights Policy • Intellectual Property Policy • Procedures for Ethical Conduct for Research Involving Humans • Program Information and Advertising Policy • Protected Disclosure • Residence Code of Conduct • Sexual Assault and Sexual Violence Policy • Student Support and Intervention: Non-Academic Voluntary/Involuntary Withdrawal Policy

All of the above listed policies and procedures can be consulted in the PDF “Policies” document provided in appendix 20, section 15 of the application.

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HONOURS BACHELOR OF ENGINEERING 118 SECTION 13: APPENDICES/ OPTIONAL MATERIAL

• Appendix 1A – Comparable Programs Table – Information and Communications Technology • Appendix 1B – Comparable Programs Table – Mechatronics • Appendix 1C – Comparable Programs Table – The Built Environment • Appendix 2 – Inter-Institutional Agreement between Humber College and Sault College • Appendix 3A – Gap Analysis Table – Computer Engineering Technology • Appendix 3B – Gap Analysis Table – Electromechanical Engineering Technology • Appendix 4A – Pathway Details Table – Computer Engineering Technology • Appendix 4B – Pathway Details Table – Electromechanical Engineering Technology • Appendix 5 – Pathway Details Table – Architectural Technology • Appendix 6A – Ad-hoc PAC Membership Table – Information and Communications Technology • Appendix 6B – Ad-hoc PAC Membership Table – Mechatronics • Appendix 6C – Ad-hoc PAC Membership Table – The Built Environment • Appendix 7A – Ad-hoc PAC Meeting Minutes – Information and Communications Technology • Appendix 7B – Ad-hoc PAC Meeting Minutes – Mechatronics • Appendix 7C – Ad-hoc PAC Meeting Minutes – The Built Environment • Appendix 8A – Program Map – Information and Communications Technology • Appendix 8B – Program Map – Mechatronics • Appendix 8C – Program Map – The Built Environment • Appendix 9A – Course Schedule 1 – Information and Communications Technology • Appendix 9B – Course Schedule 1 – Mechatronics • Appendix 9C – Course Schedule 1 – The Built Environment • Appendix 10A – Course Schedule 2 – Information and Communications Technology • Appendix 10B – Course Schedule 2 – Mechatronics • Appendix 10C – Course Schedule 2 – The Built Environment • Appendix 11A – Course Descriptions – Information and Communications Technology • Appendix 11B – Course Descriptions - Mechatronics • Appendix 11C – Course Descriptions – The Built Environment • Appendix 12 – Course Outlines – Common Platform • Appendix 12A – Course Outlines – Information and Communications Technology • Appendix 12B – Course Outlines – Mechatronics • Appendix 12C – Course Outlines – The Built Environment • Appendix 13 – Instructional Space Utilization Report • Appendix 14A – Faculty Hiring Plan – Information and Communications Technology • Appendix 14B – Faculty Hiring Plan – Mechatronics • Appendix 14C – Faculty Hiring Plan – The Built Environment

HONOURS BACHELOR OF ENGINEERING 119 • Appendix 15A – Faculty CV’s and Release Forms – Information and Communications Technology • Appendix 15B – Faculty CV’s and Release Forms – Mechatronics • Appendix 15C – Faculty CV’s and Release Forms – The Built Environment • Appendix 16A – Environmental Scan – Information and Communications Technology • Appendix 16B – Environmental Scan – Mechatronics • Appendix 16C – Environmental Scan – The Built Environment • Appendix 17A – Letters of Support – Information and Communications Technology • Appendix 17B – Letters of Support – Mechatronics • Appendix 17C – Letters of Support – The Built Environment • Appendix 18 – Council of Ontario Universities (COU) Statement on Advanced Study at Provincially Assisted Ontario Universities • Appendix 19A - Student Interest Survey Report – Information and Communications Technology • Appendix 19B - Student Interest Survey Report - Mechatronics • Appendix 19C - Student Interest Survey Report - The Built Environment • Appendix 20 – Humber College Policies and Procedures

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HONOURS BACHELOR OF ENGINEERING 120 SECTION 14: POLICIES

Humber’s policies and procedures are reviewed on a regular basis. The following tables outline current and updated policies.

ADMISSION, PROMOTION, AND GRADUATION

Title of Policy/ Procedure Section Status Date of Approval Approving Body Admission Requirements and Academic Section 5.1.a Updated July 12, 2019 Academic Framework Regulations Eligibility Committee Categories Criteria for Degrees Admission Requirements and Academic Section 6.0 Updated July 12, 2019 Academic Framework Regulations Recognition of Committee Previous Learning Admission Requirements and Academic Section 6.11 Updated July 12, 2019 Academic Framework Regulations Prior Learning Committee Assessment and Recognition (PLAR) Admission Requirements and Academic Section 7.9 Updated July 12, 2019 Academic Framework Regulations Experiential Committee Learning Admission Requirements and Academic Section 11.1 Updated July 12, 2019 Academic Framework Regulations Promotion and Committee Progression Requirements Admission Requirements and Academic Section 13.2 Updated July 12, 2019 Academic Framework Regulations Graduation Committee Requirements

HONOURS BACHELOR OF ENGINEERING 121 Title of Policy/ Procedure Section Status Date of Approval Approving Body Admission Requirements and Academic Section 17.0 Updated July 12, 2019 Academic Framework Regulations Academic Committee Misconduct Admission Requirements and Academic Section 18.0 Updated July 12, 2019 Academic Framework Regulations Grade Review & Committee Academic Appeal

PROGRAM DELIVERY

Title of Policy/ Procedure Section Status Date of Approval Approving Body Academic Freedom Policy (AC106) --- Under review Dec 3, 2012 Senior Vice President Academic

Academic Professional Development Leave --- Updated Dec 6, 2016 Senior Vice President Academic Policy (AC206) Academic Professional Development Leave --- Updated Dec 6, 2016 Senior Vice President Academic Procedure (AC 206-P) Faculty Evaluation and Professional --- Under review Jan 4, 2013 Senior Vice President Academic Development Policy (AC110) Faculty Evaluation and Professional --- Under review Jan 4, 2013 Senior Vice President Academic Development Policy (AC110) Faculty Evaluation Procedure (AC110 P1) --- Under review Jan 4, 2013 Senior Vice President Academic

Program Review Policy (AC109) --- Under review Jan 4, 2013 Senior Vice President Academic

Program Review Procedure (AC109 P1) --- Under review Feb 28, 2013 Senior Vice President Academic

Student Feedback Questionnaire Policy --- Under review Jan 4, 2013 Senior Vice President Academic (AC108)

HONOURS BACHELOR OF ENGINEERING 122 CAPACITY TO DELIVER

Title of Policy/ Procedure Section Status Date of Approval Approving Body Appointment of Adjunct Professors Policy --- Under review June 25, 2012 Senior Vice President Academic (AC103) Appointment of Adjunct Professors --- Under review June 25, 2012 Senior Vice President Academic Procedures (AC103 P1) CAAT Academic Employees Collective --- Updated Oct 1, 2017 College Employer Council and Agreement Ontario Public Service Employees Union CAAT Academic Employees Collective --- Updated Oct 1, 2017 College Employer Council and Agreement Ontario Public Service Employees Union Faculty Academic/Professional Credential --- Under review Nov 15, 2012 Senior Vice President Academic Requirements Policy (AC105) Faculty Evaluation and Professional --- Under review Jan 4, 2013 Senior Vice President Academic Development Policy (AC110) Faculty Evaluation Procedure (AC110 P1) --- Under review Jan 4, 2013 Senior Vice President Academic

Integrity in Research and Scholarship Policy --- Under review March 18, 2013 Senior Vice President Academic (AC203) Integrity in Research and Scholarship --- Under review March 18, 2013 Senior Vice President Academic Procedure (AC203 P1) Research Grant Applications and Fund --- Under review Feb 25, 2013 Senior Vice President Academic Administration Policy (AC204) Research Contracts and Fund Administration --- Under review Feb 25, 2013 Senior Vice President Academic Procedure (AC204 P1) Student Feedback Questionnaire Policy --- Under review Jan 4, 2013 Senior Vice President Academic (AC108)

HONOURS BACHELOR OF ENGINEERING 123 INTERNAL QUALITY ASSURANCE AND DEVELOPMENT

Title of Policy/ Procedure Section Status Date of Approval Approving Body Program Review Policy (AC109) --- Under review Jan 4, 2013 Senior Vice President Academic Program Review Procedure (AC109 P1) --- Under review Feb 28, 2013 Senior Vice President Academic

ACADEMIC FREEDOM AND INTEGRITY

Title of Policy/ Procedure Section Status Date of Approval Approving Body Academic Freedom Policy (AC106) --- Under review Dec 3, 2012 Senior Vice President Academic Academic Honesty of Faculty and Staff Policy --- Under review Nov 23, 2012 Senior Vice President (AC107) Academic Admission Requirements and Academic Section 16.0 Updated July 12, 2017 Academic Framework Regulations Academic Committee Freedom Admission Requirements and Academic Section 17.0 Updated July 12, 2017 Academic Framework Regulations Academic Committee Misconduct Allegations of a Breach of Academic Honesty --- Under review Nov 23, 2012 Senior Vice President of Faculty and Staff Procedure (AC107 P1) Academic Ethical Conduct for Research Involving --- Under review Sept 24, 2012 Senior Vice President Animals Policy (AC201) Academic Ethical Conduct for Research Involving --- Under review July 5, 2012 Senior Vice President Humans Policy (AC200) Academic Procedures for Ethical Conduct for Research --- Under review June 15, 2011 Senior Vice President Involving Humans (AC200 P1) Academic Integrity in Research and Scholarship Policy --- Under review March 18, 2013 Senior Vice President (AC203) Academic

HONOURS BACHELOR OF ENGINEERING 124 Title of Policy/ Procedure Section Status Date of Approval Approving Body Integrity in Research and Scholarship --- Under review March 18, 2013 Senior Vice President Procedures (AC203 P1) Academic Intellectual Property Policy (AC205) --- Under review Sept 20, 2013 Senior Vice President Academic Intellectual Property Procedure (AC205 P1) --- Under review Sept 20, 2013 Senior Vice President Academic Research Contracts, Grants and Fund --- Under review Feb 25, 2013 Senior Vice President Administration Policy (AC204) Academic Research Grant Applications and Fund --- Under review Feb 25, 2013 Senior Vice President Administration Procedure (AC204 P1) Academic Research Contracts and Fund Administration --- Under review Feb 25, 2013 Senior Vice President Procedure (AC204 P2) Academic Research Involving Biohazardous and --- Under review Sept 24, 2012 Senior Vice President Radioactive Materials Policy (AC202) Academic

STUDENT PROTECTION

Title of Policy/ Procedure Section Status Date of Approval Approving Body Admission Requirements and Academic Section 17.0 Updated July 12, 2017 Academic Framework Regulations Academic Committee Misconduct Admission Requirements and Academic Section 18.0 Updated July 12, 2017 Academic Framework Regulations Grade Review Committee and Academic Appeal

All of the above listed policies and procedures can be consulted in the PDF “Policies” document provided in appendix 20, section 15 of the application.

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HONOURS BACHELOR OF ENGINEERING 125 Appendix 1A – Comparable Programs – Information and Communications Technology

Humber’s Strategic Mandate Agreement outlines how our mission and activities align with the government’s priorities, student needs and the economy. It ensures we focus on our unique strengths.

At the preliminary stages of program development, research was conducted to analyze similar programs offered throughout Ontario by both colleges and universities.

Programs related to the proposed Bachelor of Engineering—Information and Communications Technology program are listed below:

Credential Program Name Institution Type Institution Description of Similarities/ Differences Degree Honours Bachelor of Applied Information CAAT Sheridan Each of these four-year degree programs are offered by Ontario Colleges Sciences- Information Systems Security through their Applied Technology division, as is the case with Humber’s Degree Honours Bachelor of Information Technology- CAAT Centennial proposed degree program. Unlike the others listed, Humber intends to seek CEAB accreditation for the degree, once eligible. Computer And Communication Networks Degree Honours Bachelor of Applied Computer Science- CAAT Sheridan Similar to Humber’s proposed program, all of these degree programs focus Mobile Computing on network systems and security and describe the programs as employing a Degree Honours Bachelor of Technology- Informatics and CAAT Seneca project-based curriculum, well-balanced between theory and hands-on skill Security development. However, Humber’s program is the only one that has the opportunity to focus on the Internet of Things with eight specialization courses. Additionally, Humber’s is the only program that is based on CDIO principles and has BUS project structure embedded into the curriculum.

While all of these programs have a form of work-integrated-learning, Humber’s program is the only program with three mandatory co-op terms.

Another key differentiator for Humber’s program is the early and on-going exposure to inter-disciplinary practice by virtue of the common platform and upper-year capstone courses, where students will engage with students in the Mechatronics and Built Environment disciplines to be better prepared for inter-disciplinary practice required in industry.

Degree Bachelor of Science in Computer Science with University University Each of the listed four degree programs are offered through the respective Information Security Specialization of Toronto Computer Science, Business, or Mathematics departments, granting B.Sc., Degree Bachelor of Information Technology (Honours) University UOIT B.A., or B.Com degrees. Conversely, Humber will offer the degree through

HONOURS BACHELOR OF ENGINEERING Credential Program Name Institution Type Institution Description of Similarities/ Differences Degree B.A. or B.Com. in Information Technology University York the Faculty of Applied Sciences and Technology and will grant an Degree B. Com. Information Systems Option University McMaster engineering credential. To this end, Humber’s is the only program listed that intends to seek CEAB accreditation. Degree B. Com. Information Systems Option University Ryerson

Degree Bachelor of Mathematics, Information Technology Universities Waterloo To this end, Humber’s degree is designed to offer more technical depth. Management Some engineering degrees offer technical elective courses in information Degree Bachelor of Arts, Information Systems and Human Universities Guelph systems and engineering, but, no engineering degree programs currently Behaviour (ISHB) offered by universities specialize in Information and Communications Technology. Humber’s program is designed to be delivered using a project- based curriculum to achieve an optimal balance between theory and hands- on skills training, whereas these comparator university degrees are more focused on the theoretical aspects of the subject.

Humber’s program is the only one that is based on CDIO principles and that has the BUS project structure embedded into the curriculum. Based on Humber’s long history of developing and delivering project-based curriculum, Humber is more experienced and better equipped than many universities in educating the next generation of engineers with practical industry-ready skills.

While some of these programs have a form of work-integrated-learning, Humber’s program is the only one with three mandatory co-op terms.

The co-existence of the technician and technology programs is a valuable differentiator. The co-existence of diploma programs and degree programs can be mutually beneficial and the students can have a chance to transfer into the degree program after completing the diploma program. Another key differentiator for Humber’s program is the early and on-going exposure to inter-disciplinary practice by virtue of the common platform and upper-year capstone courses, where students will engage with students in the Mechatronics and Built Environment disciplines to be better prepared for inter-disciplinary practice required in industry.

HONOURS BACHELOR OF ENGINEERING Appendix 1B – Comparable Programs – Mechatronics

Humber’s Strategic Mandate Agreement outlines how our mission and activities align with the government’s priorities, student needs and the economy. It ensures we focus on our unique strengths.

At the preliminary stages of program development, research was conducted to analyze similar programs offered throughout Ontario by both colleges and universities.

Programs related to the proposed Bachelor of Engineering—Mechatronics program are listed below:

Credential Program Name Institution Type Institution Description of Similarities/ Differences Degree Bachelor of Automation and Robotics College Algonquin All of the compared programs are four year undergraduate degrees with three mandatory Degree Bachelor of Engineering- Mechanical College Sheridan co-op terms. Engineering Degree Bachelor of Engineering- Electrical College Sheridan A differentiator is that Humber’s program shares a common first year creating Engineering interdisciplinary learning and collaboration with students from two other engineering disciplines: Information and Communications Technology (ICT) and The Built Environment. Degree Bachelor of Engineering- Electronic College Conestoga

Systems Engineering Like Sheridan’s and Conestoga’s, Humber’s program is designed to meet CEAB Degree Bachelor of Engineering- Mechanical College Conestoga accreditation requirements. Humber’s program is uniquely designed to focus on Systems Engineering mechatronics engineering, offering Industry 4.0 knowledge and hands-on experience Degree Bachelor of Engineering- Power College Conestoga through courses such as Advance Manufacturing, Artificial Intelligence, Internet of Things Systems Engineering (IOT), and Machine Learning.

A key differentiator for Humber’s program is the early and on-going exposure to inter- disciplinary practice by virtue of the common platform and upper-year capstone courses, where students will engage with students in the Mechatronics and Built Environment disciplines to be better prepared for inter-disciplinary practice required in industry.

Degree Bachelor of Applied Science, University University of All of the compared programs are four year undergraduate engineering degrees and most Mechatronics Engineering Waterloo of them have mandatory co-op terms. As engineering programs, all of the compared Degree Bachelor of Engineering in Mechanical University Laurentian programs are designed to meet CEAB accreditation requirements. Engineering University Degree Bachelor of Engineering in University McMaster Humber’s program, as well as the comparator program at UOIT, share a common first year creating interdisciplinary learning and collaboration with students from two other Mechatronics Engineering and University engineering disciplines: Information and Communications Technology (ICT) and The Built International Studies

HONOURS BACHELOR OF ENGINEERING Credential Program Name Institution Type Institution Description of Similarities/ Differences Degree Bachelor of Engineering in University University of Environment. Humber’s program emphasizes project based learning from first semester Mechatronic Systems Engineering Western throughout the duration of the study. Students engage in several opportunities including Ontario class projects, industrial capstones, and applied research to implement apply the Degree Bachelor of Engineering, University University of theoretical knowledge early and continuously. Mechatronics Engineering (Honours) Ontario Institute of Unlike most university engineering programs the program at Humber benefits from small Technology class size (Lecture 50 and Labs 25), to give students meaningful hands-on learning experiences and closer interaction between students and professors. The program at Humber will be advantaged by the advanced manufacturing infrastructure consisting of a vast range and high quantity of up-to-date technologies such as robots, PLCs, testing equipment, prototyping facilities, and a smart factory.

A key differentiator for Humber’s program is the early and on-going exposure to inter- disciplinary practice by virtue of the common platform and upper-year capstone courses, where students will engage with students in the Mechatronics and Built Environment disciplines to be better prepared for inter-disciplinary practice required in industry.

HONOURS BACHELOR OF ENGINEERING Appendix 1C – Comparable Programs – The Built Environment

Humber’s Strategic Mandate Agreement outlines how our mission and activities align with the government’s priorities, student needs and the economy. It ensures we focus on our unique strengths.

At the preliminary stages of program development, research was conducted to analyze similar programs offered throughout Ontario by both colleges and universities.

Programs related to the proposed Bachelor of Engineering—The Built Environment program are listed below:

Credential Program Name Institution Type Institution Description of Similarities/ Differences Graduate Certificate Energy Management – Built Environment CAAT Seneca While each of these comparator programs have content that is Graduate Certificate Environmental Engineering Applications CAAT Conestoga similarly covered in Humber’s proposed degree, the largest Graduate Certificate Energy Management CAAT Algonquin difference is that these listed programs are one year graduate Graduate Certificate Environmental Engineering Applications CAAT Conestoga certificates. Given their significantly shorter duration, they have a much narrower focus and have far less opportunity for hands-on learning, with much of the hands-on experience being in the form of software modeling. Degree Honours Bachelor of Environmental Design and CAAT Fanshawe Each of these comparator programs are four year college Planning baccalaureate degrees. Across the compared degrees, there is a lot Degree Bachelor of Engineering- Building Systems CAAT Conestoga of similar content, the least similar is Fanshawe’s program which Engineering doesn’t have the building science and building energy content that Degree Bachelor of Building Science CAAT Algonquin the others have. Each of these degrees describe a problem-based approach designed to augment theory with hands-on applied learning.

The most similar is the program at Conestoga, which is also an engineering degree, designed to meet the CEAB accreditation requirements. Other than the program at Algonquin, all the others, including Humber’s program, include several mandatory work- terms/co-ops.

Interdisciplinary project-based learning and applied research activities with industry are core features and differentiators of Humber’s program.

HONOURS BACHELOR OF ENGINEERING Credential Program Name Institution Type Institution Description of Similarities/ Differences Unlike the comparator programs, Humber’s program is designed to provide early and ongoing exposure to interprofessional practice by virtue of the common platform and upper year capstone courses. This continuous interdisciplinary practice and industry-connected experiences will create the kind of graduates industry demands.

Of all the comparator programs, Humber’s is the only GTA program. Refer to the Environmental Scan report for comparable program details. Degree Sustainable and Renewable Energy Engineering University Carleton Each of these comparator programs are similar to Humber’s program University in that they are four year undergraduate degrees, focused on the Degree (B. Tech.) Sustainable Energy Systems University Ontario Tech engineering or technology of building and energy systems. Like University Humber’s program, the program at Carlton University is an engineering degree designed to meet the CEAB accreditation requirements. All of these compared degrees have multiple mandatory work terms.

Unlike the comparator programs, Humber’s program is designed to provide early and ongoing exposure to interprofessional practice by virtue of the common platform and upper year capstone courses. This continuous interdisciplinary practice and industry-connected experiences will create the kind of graduates industry demands.

Of all the comparator programs, Humber’s is the only GTA program. Refer to the Environmental Scan report for comparable program details.

HONOURS BACHELOR OF ENGINEERING

Appendix 2: Inter-Institutional Agreement between Humber College and Sault College

BACHELOR OF ENGINEERING APPENDICES

Appendix 3A – Gap Analysis Table – Computer Engineering Technology

Humber: Significantly Computer Engineering Technology Humber: Bachelor of Engineering Gap in Knowledge Degree Level Learning Outcomes covered/ Advanced Diploma (Information and Communication Technology) and Skills and Benchmarks Partly Covered/ (MTCU Code: 60509) Program Learning Outcomes Remediation of Gap Not Covered Program Learning Outcomes 1. Depth and Breadth of Knowledge a. A developed knowledge and critical PLO 1: Identify, analyze, design, develop, Significantly PLO 1: Create sustainable information and Courses completed understanding of the key concepts, implement, verify and document the covered communications technology (ICT) solutions through in the bridge and methodologies, current advances, requirements for a computing applications of mathematical, scientific and years 3 and 4 of the theoretical approaches, and environment. fundamental engineering concepts, methods and program will assumptions in a discipline overall, techniques. remediate the gap. as well as in a specialized area of a PLO 9: Investigate emerging trends to discipline respond to technical challenges. PLO 2: Apply appropriate knowledge and skills to identify, formulate, analyze, and solve complex PLO 12: Apply principles of digital and engineering problems for information and analog circuits to design, implement, and communication systems. troubleshoot computing devices, including embedded components and systems. PLO 5: Apply appropriate engineering techniques and tools to identify, formulate, analyze, and solve complex engineering problems in information and communications technology. b. A developed understanding of many PLO 1: Identify, analyze, design, develop, Partly covered PLO 1: Create sustainable information and Courses completed of the major fields in a discipline, implement, verify and document the communications technology (ICT) solutions through in the bridge and including, where appropriate, from requirements for a computing applications of mathematical, scientific and years 3 and 4 of the an interdisciplinary perspective, and environment. fundamental engineering concepts, methods and program will how the fields may intersect with techniques. remediate the gap. fields in related disciplines PLO 12: Apply principles of digital and analog circuits to design, implement, and PLO 2: Apply appropriate knowledge and skills to troubleshoot computing devices, including identify, formulate, analyze, and solve complex embedded components and systems. engineering problems for information and communication systems.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Computer Engineering Technology Humber: Bachelor of Engineering Gap in Knowledge Degree Level Learning Outcomes covered/ Advanced Diploma (Information and Communication Technology) and Skills and Benchmarks Partly Covered/ (MTCU Code: 60509) Program Learning Outcomes Remediation of Gap Not Covered Program Learning Outcomes c. A developed ability to: PLO 1: Identify, analyze, design, develop, Partly covered PLO 3: Validate conclusions through investigations of Courses completed i. Gather, review, evaluate, and implement, verify and document the complex engineering problems that include relevant in the bridge and interpret information requirements for a computing experimentation, data collection, analysis, years 3 and 4 of the ii. Compare the merits of environment. interpretation and synthesis. program will alternate hypotheses or remediate the gap. creative options, relevant to PLO 2: Diagnose, troubleshoot, document one or more of the major and monitor technical problems using fields in a discipline appropriate methodologies and tools. d. A developed, detailed knowledge of - Not covered PLO 3: Validate conclusions through investigations of Courses completed and experience in research in an complex engineering problems that include relevant in the bridge and area of the discipline experimentation, data collection, analysis, years 3 and 4 of the interpretation and synthesis. program will remediate the gap. e. Developed critical thinking and PLO 2: Diagnose, troubleshoot, document Partly covered PLO 2: Apply appropriate knowledge and skills to Courses completed analytical skills inside and outside and monitor technical problems using identify, formulate, analyze, and solve complex in the bridge and the discipline appropriate methodologies and tools. engineering problems for information and years 3 and 4 of the communication systems. program will PLO 4: Analyze, develop and maintain remediate the gap. robust computing system solutions PLO 3: Validate conclusions through investigations of through validation testing and industry complex engineering problems that include relevant best practices. experimentation, data collection, analysis, interpretation and synthesis. f. The ability to apply learning from one PLO 7: Apply project management Partly covered PLO 1: Create sustainable information and Courses completed or more areas outside the discipline principles and tools when responding to communications technology (ICT) solutions through in the bridge and requirements and monitoring projects applications of mathematical, scientific and years 3 and 4 of the within a computing environment. fundamental engineering concepts, methods and program will techniques. remediate the gap.

PLO 11: Incorporate economics, business practices, entrepreneurship and project management into the practice of engineering given their limitations.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Computer Engineering Technology Humber: Bachelor of Engineering Gap in Knowledge Degree Level Learning Outcomes covered/ Advanced Diploma (Information and Communication Technology) and Skills and Benchmarks Partly Covered/ (MTCU Code: 60509) Program Learning Outcomes Remediation of Gap Not Covered Program Learning Outcomes 2. Conceptual & Methodological Awareness/ Research and Scholarship a. An understanding of methods of PLO 2: Diagnose, troubleshoot, document Significantly PLO 1: Create sustainable information and Courses completed enquiry or creative activity, or both, in and monitor technical problems using covered communications technology (ICT) solutions through in the bridge and their primary area of study that appropriate methodologies and tools. applications of mathematical, scientific and years 3 and 4 of the enables the student to evaluate the fundamental engineering concepts, methods and program will appropriateness of different PLO 4: Analyze, develop and maintain techniques. remediate the gap. approaches to solving problems robust computing system solutions using well established ideas and through validation testing and industry PLO 2: Apply appropriate knowledge and skills to techniques best practices. identify, formulate, analyze, and solve complex engineering problems for information and PLO 11: Analyze, plan, design, develop, communication systems. test, and implement computing devices and networked systems (software or PLO 3: Validate conclusions through investigations of hardware) in accordance with appropriate complex engineering problems that include relevant functional requirements. experimentation, data collection, analysis, interpretation and synthesis. b. An understanding of methods of PLO 2: Diagnose, troubleshoot, document Partly covered PLO 1: Create sustainable information and Courses completed enquiry or creative activity, or both, in and monitor technical problems using communications technology (ICT) solutions through in the bridge and their primary area of study that appropriate methodologies and tools. applications of mathematical, scientific and years 3 and 4 of the enables the student to devise and fundamental engineering concepts, methods and program will sustain arguments or solve problems PLO 4: Analyze, develop and maintain techniques. remediate the gap. using these methods robust computing system solutions through validation testing and industry PLO 2: Apply appropriate knowledge and skills to best practices. identify, formulate, analyze, and solve complex engineering problems for information and communication systems.

PLO 3: Validate conclusions through investigations of complex engineering problems that include relevant experimentation, data collection, analysis, interpretation and synthesis.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Computer Engineering Technology Humber: Bachelor of Engineering Gap in Knowledge Degree Level Learning Outcomes covered/ Advanced Diploma (Information and Communication Technology) and Skills and Benchmarks Partly Covered/ (MTCU Code: 60509) Program Learning Outcomes Remediation of Gap Not Covered Program Learning Outcomes c. An understanding of methods of - Not covered PLO 2: Apply appropriate knowledge and skills to Courses completed enquiry or creative activity, or both, in identify, formulate, analyze, and solve complex in the bridge and their primary area of study that engineering problems for information and years 3 and 4 of the enables the student to describe and communication systems. program will comment upon particular aspects of remediate the gap. current research or equivalent PLO 5: Apply appropriate engineering techniques and advanced scholarship tools to identify, formulate, analyze, and solve complex engineering problems in information and communications technology.

PLO 12: Develop self-leadership strategies to enhance personal competence and professional effectiveness in response to a rapidly changing world. 3. Communication Skills The ability to communicate information, PLO 5: Communicate and collaborate with Significantly PLO 6: Perform as an effective member and leader Courses completed arguments and analysis accurately and team members and stakeholders to covered on a team in multidisciplinary settings, displaying in the bridge and reliably, orally and in writing, to specialist ensure effective working relationship. responsibility, critical thinking, integrity, and cultural years 3 and 4 of the and non-specialist audiences using and social sensitivity. program will structured and coherent arguments, and, remediate the gap. where appropriate, informed by key PLO 7: Communicate complex engineering concepts concepts and techniques of the and solutions accurately and effectively using digital discipline tools, written technical documents and oral presentations to a wide audience. 4. Application of Knowledge a. The ability to review, present, and PLO 3: Analyze, develop and maintain Significantly PLO 1: Create sustainable information and Courses completed critically evaluate quantitative and robust computing systems solutions covered communications technology (ICT) solutions through in the bridge and qualitative information to: through validation testing and industry applications of mathematical, scientific and years 3 and 4 of the i. Develop lines of argument best practices. fundamental engineering concepts, methods and program will ii. Make sound judgements in techniques. remediate the gap. accordance with the major PLO 4: Analyze, develop and maintain theories, concepts, and robust computing system solutions PLO 2: Apply appropriate knowledge and skills to identify, formulate, analyze, and solve complex

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Computer Engineering Technology Humber: Bachelor of Engineering Gap in Knowledge Degree Level Learning Outcomes covered/ Advanced Diploma (Information and Communication Technology) and Skills and Benchmarks Partly Covered/ (MTCU Code: 60509) Program Learning Outcomes Remediation of Gap Not Covered Program Learning Outcomes methods of the subject(s) of through validation testing and industry engineering problems for information and study best practices. communication systems. iii. Apply underlying concepts, principles, and techniques of PLO 10: Integrate multiple software and PLO 3: Validate conclusions through investigations of analysis, both within and hardware components using appropriate complex engineering problems that include relevant outside the discipline systems, methodologies, and connection experimentation, data collection, analysis, iv. Where appropriate, use this protocols. interpretation and synthesis. knowledge in the creative process PLO 12: Apply principles of digital and PLO 4: Design an ICT system, component, or process analog circuits to design, implement, and that meets regulatory and industry standards and troubleshoot computing devices, including considers, health and safety risks, economic, embedded components and systems. environmental, cultural and social impacts.

PLO 13: Design, build, test, implement, and maintain embedded (including IoT*) devices and applications. b. The ability to use a basic range of PLO 3: Analyze, develop and maintain Significantly PLO 1: Create sustainable information and Courses completed established techniques to robust computing systems solutions covered communications technology (ICT) solutions through in the bridge and i. Initiate and undertake critical through validation testing and industry applications of mathematical, scientific and years 3 and 4 of the evaluation of arguments, best practices. fundamental engineering concepts, methods and program will assumptions, abstract techniques. remediate the gap. concepts and information PLO 4: Analyze, develop and maintain ii. Propose solutions robust computing system solutions PLO 3: Validate conclusions through investigations of iii. Frame appropriate questions through validation testing and industry complex engineering problems that include relevant for the purpose of solving a best practices. experimentation, data collection, analysis, problem interpretation and synthesis. iv. Solve a problem or create a PLO 10: Integrate multiple software and new work hardware components using appropriate PLO 4: Design an ICT system, component, or process systems, methodologies, and connection that meets regulatory and industry standards and protocols. considers, health and safety risks, economic, environmental, cultural and social impacts.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Computer Engineering Technology Humber: Bachelor of Engineering Gap in Knowledge Degree Level Learning Outcomes covered/ Advanced Diploma (Information and Communication Technology) and Skills and Benchmarks Partly Covered/ (MTCU Code: 60509) Program Learning Outcomes Remediation of Gap Not Covered Program Learning Outcomes PLO 11: Analyze, plan, design, develop, test, and implement computing devices and networked systems (software or hardware) in accordance with appropriate functional requirements.

PLO 12: Apply principles of digital and analog circuits to design, implement, and troubleshoot computing devices, including embedded components and systems.

PLO 13: Design, build, test, implement, and maintain embedded (including IoT*) devices and applications.

PLO 14: Develop, test and maintain software applications for systems integration. c. The ability to make use of scholarly - Not covered PLO 3: Validate conclusions through investigations of Courses completed reviews and primary sources complex engineering problems that include relevant in the bridge and experimentation, data collection, analysis, years 3 and 4 of the interpretation and synthesis. program will remediate the gap. PLO 4: Design an ICT system, component, or process that meets regulatory and industry standards and considers, health and safety risks, economic, environmental, cultural and social impacts.

PLO 5: Apply appropriate engineering techniques and tools to identify, formulate, analyze, and solve complex engineering problems in information and communications technology.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Computer Engineering Technology Humber: Bachelor of Engineering Gap in Knowledge Degree Level Learning Outcomes covered/ Advanced Diploma (Information and Communication Technology) and Skills and Benchmarks Partly Covered/ (MTCU Code: 60509) Program Learning Outcomes Remediation of Gap Not Covered Program Learning Outcomes 5. Professional Capacity/ Autonomy a. The qualities and transferable skills PLO 5: Communicate and collaborate with Partly covered PLO 6: Perform as an effective member and leader Courses completed necessary for further study, team members and stakeholders to on a team in multidisciplinary settings, displaying in the bridge and employment, community ensure effective working relationship. responsibility, critical thinking, integrity, and cultural years 3 and 4 of the involvement, and other activities and social sensitivity. program will requiring: remediate the gap. i. The exercise of initiative, PLO 8: Explain the role and responsibilities of the personal responsibility, and professional engineer in society, particularly the role accountability in both of protection of the public and public interest. personal and group contexts ii. Working reflectively with PLO 12: Develop self-leadership strategies to others iii. decision-making in enhance personal competence and professional complex contexts effectiveness in response to a rapidly changing world. b. The ability to manage their own PLO 6: Select and apply strategies for Partly covered PLO 9: Analyze the impact of engineering activities in Courses completed learning in changing circumstances, personal and professional development to legal, economic, social, health, safety, and cultural in the bridge and both within and outside the enhance work performance. contexts, with the concepts of sustainable design years 3 and 4 of the discipline, and to select an and environmental stewardship. program will appropriate program of further study remediate the gap. PLO 11: Incorporate economics, business practices, entrepreneurship and project management into the practice of engineering given their limitations.

PLO 12: Develop self-leadership strategies to enhance personal competence and professional effectiveness in response to a rapidly changing world.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Computer Engineering Technology Humber: Bachelor of Engineering Gap in Knowledge Degree Level Learning Outcomes covered/ Advanced Diploma (Information and Communication Technology) and Skills and Benchmarks Partly Covered/ (MTCU Code: 60509) Program Learning Outcomes Remediation of Gap Not Covered Program Learning Outcomes c. Behaviour consistent with academic PLO 8: Adhere to ethical, social media, Partly covered PLO 8: Explain the role and responsibilities of the Courses completed integrity and social responsibility legal, regulatory and economic professional engineer in society, particularly the role in the bridge and requirements and/or principles in the of protection of the public and public interest. years 3 and 4 of the development and management of the program will computing solutions and systems. PLO 10: Demonstrate ethical conduct, accountability remediate the gap. and equity, consistent with the requirement of the engineering profession. 6. Awareness of Limits of Knowledge An understanding of the limits to their PLO 6: Select and apply strategies for Partly covered PLO 5: Apply appropriate engineering techniques and Courses completed own knowledge and ability, and an personal and professional development to tools to identify, formulate, analyze, and solve in the bridge and appreciation of the uncertainty, enhance work performance. complex engineering problems in information and years 3 and 4 of the ambiguity, and limits to knowledge and communications technology. program will how this might influence analysis and remediate the gap. interpretations

HONOURS BACHELOR OF ENGINEERING Appendix 3B – Gap Analysis Table – Electromechanical Engineering Technology

Humber: Significantly Electromechanical Engineering covered/ Humber: Degree Level Learning Outcomes Gap in Knowledge and Skills and Technology Advanced Diploma Partly Bachelor of Engineering (Mechatronics) Benchmarks Remediation of Gap (MTCU Code: 61021) Covered/ Program Learning Outcomes Program Learning Outcomes Not Covered 1. Depth and Breadth of Knowledge a. A developed knowledge and PLO 1: Fabricate and build electrical, Partly PLO 3: Validate conclusions through investigations Courses in the bridge and in critical understanding of the key electronic, and mechanical Covered of complex engineering problems that include years 3 and 4 of the program will concepts, methodologies, current components and assemblies in relevant experimentation, data collection, analysis, cover the gap, including courses advances, theoretical accordance with operating interpretation and synthesis. such as: approaches, and assumptions in standards, job requirements, and • Machine Learning, a discipline overall, as well as in specifications. PLO 9: Analyze the impact of engineering activities Embedded Parallel a specialized area of a discipline in legal, economic, social, health, safety, and Computing cultural contexts, with the concepts of sustainable • Robot Embedded design and environmental stewardship. Programming • Machine Condition Monitoring • User Experience and Multimedia b. A developed understanding of PLO 1: Fabricate and build electrical, Partly PLO 1: Create sustainable mechatronics engineering Courses in years 3 and 4 of the many of the major fields in a electronic, and mechanical Covered solutions through applications of mathematical, program will cover the gap, discipline, including, where components and assemblies in scientific and fundamental engineering concepts, including courses such as: appropriate, from an accordance with operating methods and techniques. • Mechatronics Project interdisciplinary perspective, and standards, job requirements, and • Internet of Things how the fields may intersect with specifications. PLO 3: Validate conclusions through investigations • Capstone Project 1 fields in related disciplines of complex engineering problems that include • Capstone Project 2 PLO 12: Work in compliance with relevant experimentation, data collection, analysis, relevant industry standards, laws and interpretation and synthesis. regulations, codes, policies, and procedures. PLO 9: Analyze the impact of engineering activities in legal, economic, social, health, safety, and cultural contexts, with the concepts of sustainable design and environmental stewardship.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Electromechanical Engineering covered/ Humber: Degree Level Learning Outcomes Gap in Knowledge and Skills and Technology Advanced Diploma Partly Bachelor of Engineering (Mechatronics) Benchmarks Remediation of Gap (MTCU Code: 61021) Covered/ Program Learning Outcomes Program Learning Outcomes Not Covered

PLO 11: Incorporate economics, business practices, entrepreneurship and project management into the practice of engineering given their limitations.

c. A developed ability to PLO 1: Fabricate and build electrical, Partly PLO 2: Apply appropriate knowledge and skills to Courses in the bridge semesters i. Gather, review, evaluate, electronic, and mechanical Covered identify, formulate, analyze, and solve complex and in years 3 and 4 of the and interpret information components and assemblies in engineering problems for mechatronics engineering program will cover the gap. ii. Compare the merits of accordance with operating systems. Courses include: alternate hypotheses or standards, job requirements, and • Machine Learning, creative options, relevant specifications. Embedded Parallel to one or more of the Computing major fields in a PLO 2: Analyze, interpret, and • Robot Embedded discipline produce electrical, electronic, and Programming mechanical drawings and other • Machine Condition related technical documents and Monitoring graphics necessary for • User Experience and electromechanical design in Multimedia compliance with industry standards.

PLO 4: Modify, maintain, and repair electrical, electronic, and mechanical components, equipment, and systems to ensure that they function according to specifications and to optimize production.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Electromechanical Engineering covered/ Humber: Degree Level Learning Outcomes Gap in Knowledge and Skills and Technology Advanced Diploma Partly Bachelor of Engineering (Mechatronics) Benchmarks Remediation of Gap (MTCU Code: 61021) Covered/ Program Learning Outcomes Program Learning Outcomes Not Covered d. A developed, detailed knowledge - Not Covered PLO 3: Validate conclusions through investigations Courses in years 3 and 4 of the of and experience in research in of complex engineering problems that include program will cover the gap. an area of the discipline relevant experimentation, data collection, analysis, Courses include: interpretation and synthesis. • User Experience and Multimedia • Internet of Things • Advanced Manufacturing & Automation • Robotic Cell Integration e. Developed critical thinking and PLO3: Select and use a variety of Partly PLO 3: Validate conclusions through investigations Courses in year 4 of the program analytical skills inside and troubleshooting techniques and Covered of complex engineering problems that include will cover the gap. outside the discipline equipment to assess, modify, relevant experimentation, data collection, analysis, Courses include: maintain, and repair interpretation and synthesis. • Capstone Project 1 electromechanical circuits, • Capstone Project 2 equipment, processes, systems, and PLO 4: Design a mechatronics system, component, • User Experience and subsystems. or process that meets regulatory and industry Multimedia standards and considers, health and safety risks, • Internet of Things PLO4: Modify, maintain, and repair economic, environmental, cultural and social • Advanced Manufacturing & electrical, electronic, and mechanical impacts. Automation components, equipment, and • Robotic Cell Integration systems to ensure that they function according to specifications and to optimize production.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Electromechanical Engineering covered/ Humber: Degree Level Learning Outcomes Gap in Knowledge and Skills and Technology Advanced Diploma Partly Bachelor of Engineering (Mechatronics) Benchmarks Remediation of Gap (MTCU Code: 61021) Covered/ Program Learning Outcomes Program Learning Outcomes Not Covered f. The ability to apply learning from PLO 11: Specify, coordinate, and Partly PLO 5: Apply appropriate engineering techniques Courses in year 4 of the program one or more areas outside the apply quality-control and quality- Covered and tools to identify, formulate, analyze, and solve will cover the gap. discipline assurance programs and procedures complex engineering problems in mechatronics Courses include: to meet organizational standards engineering. • Capstone Project 1 and requirements. • Capstone Project 2 PLO 11: Incorporate economics, business practices, • User Experience and entrepreneurship and project management into the Multimedia practice of engineering given their limitations. • Internet of Things • Advanced Manufacturing & Automation

2. Conceptual & Methodological Awareness/ Research and Scholarship a. An understanding of methods of PLO 1: Fabricate and build electrical, Significantly PLO 2: Apply appropriate knowledge and skills to Courses in the bridge semesters enquiry or creative activity, or electronic, and mechanical Covered identify, formulate, analyze, and solve complex and in years 3 and 4 of the both, in their primary area of components and assemblies in engineering problems for mechatronics engineering program will cover the gap. study that enables the student to accordance with operating systems. Courses include: evaluate the appropriateness of standards, job requirements, and • Capstone Project 1 different approaches to solving specifications. PLO 3: Validate conclusions through investigations • Capstone Project 2 problems using well established of complex engineering problems that include • Machine Vision ideas and techniques PLO 3: Select and use a variety of relevant experimentation, data collection, analysis, • Industrial Networking troubleshooting techniques and interpretation and synthesis. • Machine Learning equipment to assess, modify, • Embedded Parallel maintain, and repair Design a mechatronics system, component, PLO 4: Computing electromechanical circuits, or process that meets regulatory and industry • equipment, processes, systems, and standards and considers, health and safety risks, Robot Embedded subsystems. economic, environmental, cultural and social Programming impacts.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Electromechanical Engineering covered/ Humber: Degree Level Learning Outcomes Gap in Knowledge and Skills and Technology Advanced Diploma Partly Bachelor of Engineering (Mechatronics) Benchmarks Remediation of Gap (MTCU Code: 61021) Covered/ Program Learning Outcomes Program Learning Outcomes Not Covered PLO 4: Modify, maintain, and repair electrical, electronic, and mechanical components, equipment, and systems to ensure that they function according to specifications and to optimize production.

PLO 5: Design and analyze mechanical components, processes, and systems by applying engineering principles and practices.

PLO 6: Design, analyze, build, select, commission, integrate, and troubleshoot a variety of industrial motor controls and data acquisition devices and systems, digital circuits, passive AC and DC circuits, active circuits and microprocessor-based systems.

PLO 7: Install and troubleshoot computer hardware and programming to support the electromechanical engineering environment.

PLO 8: Analyze, program, install, integrate, troubleshoot and diagnose automated systems including robotic systems.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Electromechanical Engineering covered/ Humber: Degree Level Learning Outcomes Gap in Knowledge and Skills and Technology Advanced Diploma Partly Bachelor of Engineering (Mechatronics) Benchmarks Remediation of Gap (MTCU Code: 61021) Covered/ Program Learning Outcomes Program Learning Outcomes Not Covered PLO 15: Design and analyze electromechanical systems by interpreting fluid mechanics and the attributes and dynamics of fluid flow used in hydraulic and fluid power systems. b. An understanding of methods of PLO 4: Modify, maintain, and repair Partly PLO 2: Apply appropriate knowledge and skills to Courses in the bridge and in enquiry or creative activity, or electrical, electronic, and mechanical Covered identify, formulate, analyze, and solve complex years 3 and 4 of the program will both, in their primary area of components, equipment, and engineering problems for mechatronics engineering cover the gap. study that enables the student to systems to ensure that they function systems. Courses include: devise and sustain arguments or according to specifications and to • Mechatronics Project solve problems using these optimize production. • Capstone Project 1 methods • Capstone Project 2 • Machine Vision • Industrial Networking

c. An understanding of methods of PLO 1: Fabricate and build electrical, Partly PLO 1: Create sustainable mechatronics engineering Courses in years 3 and 4 of the enquiry or creative activity, or electronic, and mechanical Covered solutions through applications of mathematical, program will cover the gap. both, in their primary area of components and assemblies in scientific and fundamental engineering concepts, Courses include: study that enables the student to accordance with operating methods and techniques. • Capstone Project 1 describe and comment upon standards, job requirements, and • Capstone Project 2 particular aspects of current specifications. PLO 4: Design a mechatronics system, component, • Mechatronics Project research or equivalent advanced or process that meets regulatory and industry scholarship standards and considers, health and safety risks, economic, environmental, cultural and social impacts.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Electromechanical Engineering covered/ Humber: Degree Level Learning Outcomes Gap in Knowledge and Skills and Technology Advanced Diploma Partly Bachelor of Engineering (Mechatronics) Benchmarks Remediation of Gap (MTCU Code: 61021) Covered/ Program Learning Outcomes Program Learning Outcomes Not Covered PLO 9: Analyze the impact of engineering activities in legal, economic, social, health, safety, and cultural contexts, with the concepts of sustainable design and environmental stewardship. 3. Communication Skills The ability to communicate PLO 2: Analyze, interpret, and Partly PLO 7: Communicate complex engineering concepts Courses in the bridge and in information, arguments and analysis produce electrical, electronic, and Covered and solutions accurately and effectively using digital years 3 and 4 of the program will accurately and reliably, orally and in mechanical drawings and other tools, written technical documents and oral cover the gap. writing, to specialist and non- related technical documents and presentations to a wide audience. specialist audiences using structured graphics necessary for and coherent arguments, and, where electromechanical design in appropriate, informed by key compliance with industry standards. concepts and techniques of the discipline PLO 10: Select and purchase electromechanical equipment, components, and systems that fulfill job requirements and functional specifications.

4. Application of Knowledge a. The ability to review, present, PLO 2: Analyze, interpret, and Significantly PLO 2: Apply appropriate knowledge and skills to Courses in the bridge and in and critically evaluate produce electrical, electronic, and Covered identify, formulate, analyze, and solve complex years 3 and 4 of the program will quantitative and qualitative mechanical drawings and other engineering problems for mechatronics engineering cover the gap. information to: related technical documents and systems. Courses include: i. Develop lines of graphics necessary for • Intro to Programming argument electromechanical design in PLO 3: Validate conclusions through investigations • Mechatronics Project ii. Make sound judgements compliance with industry standards. of complex engineering problems that include • Capstone Project in accordance with the relevant experimentation, data collection, analysis, • Parallel Programming major theories, interpretation and synthesis. Kinematics & Dynamics of concepts, and methods Robots of the subject(s) of study

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Electromechanical Engineering covered/ Humber: Degree Level Learning Outcomes Gap in Knowledge and Skills and Technology Advanced Diploma Partly Bachelor of Engineering (Mechatronics) Benchmarks Remediation of Gap (MTCU Code: 61021) Covered/ Program Learning Outcomes Program Learning Outcomes Not Covered iii. Apply underlying PLO 5: Design and analyze concepts, principles, and mechanical components, processes, techniques of analysis, and systems by applying engineering both within and outside principles and practices. the discipline iv. Where appropriate, use PLO 6: Design, analyze, build, select, this knowledge in the commission, integrate, and creative process troubleshoot a variety of industrial motor controls and data acquisition devices and systems, digital circuits, passive AC and DC circuits, active circuits and microprocessor-based systems.

PLO 7: Install and troubleshoot computer hardware and programming to support the electromechanical engineering environment.

PLO 8: Analyze, program, install, integrate, troubleshoot and diagnose automated systems including robotic systems.

PLO 15: Design and analyze electromechanical systems by interpreting fluid mechanics and the attributes and dynamics of fluid flow used in hydraulic and fluid power systems.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Electromechanical Engineering covered/ Humber: Degree Level Learning Outcomes Gap in Knowledge and Skills and Technology Advanced Diploma Partly Bachelor of Engineering (Mechatronics) Benchmarks Remediation of Gap (MTCU Code: 61021) Covered/ Program Learning Outcomes Program Learning Outcomes Not Covered b. The ability to use a basic range of PLO 1: Fabricate and build electrical, Significantly PLO 1: Create sustainable mechatronics engineering Courses in the bridge and in established techniques to: electronic, and mechanical Covered solutions through applications of mathematical, years 3 and 4 of the program will i. Initiate and undertake components and assemblies in scientific and fundamental engineering concepts, cover the gap. critical evaluation of accordance with operating methods and techniques. Courses include: arguments, assumptions, standards, job requirements, and • Intro to Programming abstract concepts and specifications. PLO 2: Apply appropriate knowledge and skills to • Mechatronics Project information identify, formulate, analyze, and solve complex • Capstone Project ii. Propose solutions PLO 5: Design and analyze engineering problems for mechatronics engineering • Parallel Programming iii. Frame appropriate mechanical components, processes, systems. Kinematics & Dynamics of questions for the purpose and systems by applying engineering Robots of solving a problem principles and practices. PLO 3: Validate conclusions through investigations iv. Solve a problem or create of complex engineering problems that include a new work PLO 6: Design, analyze, build, select, relevant experimentation, data collection, analysis, commission, integrate, and interpretation and synthesis. troubleshoot a variety of industrial motor controls and data acquisition PLO 4: Design a mechatronics system, component, devices and systems, digital circuits, or process that meets regulatory and industry passive AC and DC circuits, active standards and considers, health and safety risks, circuits and microprocessor-based economic, environmental, cultural and social systems. impacts.

PLO 7: Install and troubleshoot PLO 9: Analyze the impact of engineering activities computer hardware and in legal, economic, social, health, safety, and programming to support the cultural contexts, with the concepts of sustainable electromechanical engineering design and environmental stewardship. environment.

PLO 8: Analyze, program, install, integrate, troubleshoot and diagnose automated systems including robotic systems.

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Electromechanical Engineering covered/ Humber: Degree Level Learning Outcomes Gap in Knowledge and Skills and Technology Advanced Diploma Partly Bachelor of Engineering (Mechatronics) Benchmarks Remediation of Gap (MTCU Code: 61021) Covered/ Program Learning Outcomes Program Learning Outcomes Not Covered PLO 15: Design and analyze electromechanical systems by interpreting fluid mechanics and the attributes and dynamics of fluid flow used in hydraulic and fluid power systems. c. The ability to make use of - Not Covered PLO 3: Validate conclusions through investigations Courses in years 3 and 4 of the scholarly reviews and primary of complex engineering problems that include program will cover the gap. sources relevant experimentation, data collection, analysis, Courses include: interpretation and synthesis. • User Experience and Multimedia • Internet of Things • Advanced Manufacturing & Automation • Robotic Cell Integration

5. Professional Capacity/ Autonomy a. The qualities and transferable PLO 13: Develop strategies for Partly PLO 6: Perform as an effective member and leader Courses in the bridge and years skills necessary for further study, ongoing personal and professional Covered on a team in multidisciplinary settings, displaying 3 and 4 of the program will cover employment, community development to enhance work responsibility, initiative, integrity, and cultural and the gap. involvement, and other activities performance and to remain current social sensitivity. Courses include: requiring: in the field and responsive to • Engineering in Society i. The exercise of initiative, emergent technologies and national PLO 10: Demonstrate ethical conduct, • Intro to Engineering personal responsibility, and international standards. accountability and equity, consistent with the • Mechatronics Project and accountability in requirement of the engineering profession. • Capstone Project 1 both personal and group PLO 14: Contribute as an individual • Capstone Project 2 contexts and a member of an PLO 11: Incorporate economics, business practices, ii. Working reflectively with electromechanical engineering team entrepreneurship and project management into the others iii. decision- to the effective completion of tasks practice of engineering given their limitations. making in complex and projects. contexts

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Electromechanical Engineering covered/ Humber: Degree Level Learning Outcomes Gap in Knowledge and Skills and Technology Advanced Diploma Partly Bachelor of Engineering (Mechatronics) Benchmarks Remediation of Gap (MTCU Code: 61021) Covered/ Program Learning Outcomes Program Learning Outcomes Not Covered PLO 16: Contribute to project management through planning, implementation and evaluation of projects, and monitoring of resources, timelines, and expenditures as required. b. The ability to manage their own PLO 13: Develop strategies for Partly PLO 5: Apply appropriate engineering techniques Courses in the bridge and years learning in changing ongoing personal and professional Covered and tools to identify, formulate, analyze, and solve 4 the program will cover the gap. circumstances, both within and development to enhance work complex engineering problems in mechatronics Courses include: outside the discipline, and to performance and to remain current engineering. • Engineering in Society select an appropriate program of in the field and responsive to • Machine Learning further study emergent technologies and national PLO 12: Develop self-leadership strategies to • Internet of Things and international standards. enhance personal competence and professional effectiveness in response to a rapidly changing PLO 16: Contribute to project world. management through planning, implementation and evaluation of projects, and monitoring of resources, timelines, and expenditures as required. c. Behaviour consistent with - Not Covered PLO 5: Apply appropriate engineering techniques Courses in the bridge and in academic integrity and social and tools to identify, formulate, analyze, and solve years 3 and 4 of the program will responsibility complex engineering problems in mechatronics cover the gap. engineering. Courses include: • Engineering in Society PLO 10: Demonstrate ethical conduct, • Mechatronics Project accountability and equity, consistent with the • Capstone Project 1 requirement of the engineering profession. • Capstone Project 2

HONOURS BACHELOR OF ENGINEERING Humber: Significantly Electromechanical Engineering covered/ Humber: Degree Level Learning Outcomes Gap in Knowledge and Skills and Technology Advanced Diploma Partly Bachelor of Engineering (Mechatronics) Benchmarks Remediation of Gap (MTCU Code: 61021) Covered/ Program Learning Outcomes Program Learning Outcomes Not Covered 6. Awareness of Limits of Knowledge An understanding of the limits to - Not Covered PLO 2: Apply appropriate knowledge and skills to The following courses in the their own knowledge and ability, and identify, formulate, analyze, and solve complex bridge and year 4 will cover the an appreciation of the uncertainty, engineering problems for mechatronics engineering gap: ambiguity, and limits to knowledge systems. • Engineering in Society and how this might influence • Mechatronics Project analysis and interpretations PLO 4: Design a mechatronics system, component, • Capstone Project 1 or process that meets regulatory and industry • Capstone Project 2 standards and considers, health and safety risks, • Internet of Things economic, environmental, cultural and social • Robot Cell Integration impacts.

PLO 9: Analyze the impact of engineering activities in legal, economic, social, health, safety, and cultural contexts, with the concepts of sustainable design and environmental stewardship.

PLO 10: Demonstrate ethical conduct, accountability and equity, consistent with the requirement of the engineering profession.

HONOURS BACHELOR OF ENGINEERING Appendix 4A – Pathway Details Table – Computer Engineering Technology

Pathway Details Program Title Computer Engineering Technology Advanced Diploma Humber College Pathway Type Degree Completion Approval Date Pending PEQAB/Ministry approval Implementation Date Pending PEQAB/Ministry approval Eligibility for the Pathway Students must have a 70% (GPA 3.0) average in their program to be bridged into the degree program Applicant must have Yes, however an analysis will be undertaken to evaluate whether the other programs on the same MCU graduated from the program code can be eligible for the same degree completion pathway at the sending institution Minimum program CPGPA or 70% % required to be eligible for this pathway Minimum CPGPA or % N/A required in specific courses Total number of courses in 47 the Humber program design, not including Co-op Co-op opportunities in the Total number of Co-op opportunities in the program: 3 Humber program design Number of Co-ops required for graduation from the full program: 3 Number of Co-ops to be completed by advanced standing students: 3 Total number of program 7 courses for which credit will be granted Transfer Credits Granted (list Transfer credit will be granted for the following courses: courses) • Introduction to Programming • Digital Systems • Electronic Circuits • Object Oriented Programming • Embedded Systems • Databases • Data Structures and Algorithms

HONOURS BACHELOR OF ENGINEERING Total number of program 23 courses and 3 co-op terms courses that must be completed at Humber in this degree in order to graduate Program Completion Students admitted to the Bachelor of Engineering - Information and Communications Technology via Requirements this block transfer pathway will enter into year three following completion of a bridge that includes the following courses:

• Engineering in Society + Introduction to Engineering (bridge course) • Linear Algebra • Physics I • Calculus I/ Calculus II (bridge course) • Engineering Design • Discrete Mathematics • Physics II/ Engineering Materials (bridge course) • Probability and Statistics

In order to graduate from the Bachelor of Engineering - Information and Communications Technology, advanced standing students must successfully complete: • The bridging terms • Years 3 and 4 • 3 co-op work terms Anticipated time to complete 3 years the credential if enrolled full- time Number of academic semesters: 2 bridging terms, 4 academic semesters and 3 co-op terms

HONOURS BACHELOR OF ENGINEERING Appendix 4B – Pathway Details Table – Electromechanical Engineering Technology

Pathway Details Program Title Electromechanical Engineering Technology Advanced Diploma Humber college Pathway Type Degree Completion Approval Date Pending PEQAB/Ministry approval Implementation Date Pending PEQAB/Ministry approval Eligibility for the Pathway Students must have a 70% (GPA 3.0) average in their program to be bridged into the degree program Applicant must have graduated from Yes, however an analysis will be undertaken to evaluate whether the other programs on the the program at the sending institution same MCU code can be eligible for the same degree completion pathway Minimum program CPGPA or % required 70% to be eligible for this pathway Minimum CPGPA or % required in N/A specific courses Total number of courses in the Humber 46 program design, not including Co-op Co-op opportunities in the Humber Total number of Co-op opportunities in the program: 3 program design Number of Co-op terms required for graduation from the full program: 3 Number of Co-op terms to be completed by advanced standing students: 3 Total number of program courses for 1 which credit will be granted Transfer Credits Granted (list courses) Transfer credit will be granted for the following courses:

Pneumatics and Hydraulics Total number of program courses that 34 courses (including the bridge courses) and 3 co-op terms must be completed at Humber in this degree in order to graduate

HONOURS BACHELOR OF ENGINEERING Program Completion Requirements Students admitted to the Bachelor of Engineering - Mechatronics via this block transfer pathway will enter into year three following completion of a bridge that includes the following courses:

First Bridge Term: • Engineering in Society • Linear Algebra • Intro to Programming + Computer Programming (bridge course) • Calculus 1 + Calculus 2 (bridge course) • Physics 1 + Applied Mechanics (bridge course) • Physics 2 + Electrical Circuits Analysis (bridge course)

Second Bridge Term: • Differential Equations • Numerical Methods • Digital Electronics • Intro to Engineering + Mechatronics Project (bridge course) • Engineering Materials + Engineering Design (bridge course) • Microcontrollers + Instrumentation & Measurement (bridge course)

In order to graduate from the Bachelor of Engineering - Mechatronics, advanced standing students must successfully complete: • Two bridging terms • Years 3 and 4 • 3 co-op work terms Anticipated time to complete the 3 years credential if enrolled full-time Number of academic semesters: 2 bridging terms, 4 academic semesters and 3 co-op terms

HONOURS BACHELOR OF ENGINEERING Appendix 5 – Pathway Details Table – Architectural Technology

Pathway Details Program Title Architectural Technology Advanced Diploma Humber College Pathway Type Degree Completion Approval Date Pending PEQAB/Ministry approval Implementation Date Pending PEQAB/Ministry approval Eligibility for the Pathway Students must have a 70% (GPA 3.0) average in their program to be eligible for consideration for this transfer pathway Applicant must have graduated from Yes the program at the sending institution Minimum program CPGPA or % required 70% to be eligible for this pathway Minimum CPGPA or % required in TBD specific courses Total number of courses in the Humber 47 program design, not including Co-op Co-op opportunities in the Humber Total number of Co-op opportunities in the program: 3 program design Number of Co-ops required for graduation from the full program: 3 Number of Co-ops to be completed by advanced standing students: 3 Total number of program courses for 4 which credit will be granted Transfer Credits Granted (list courses) Transfer credit will be granted for the following 4 courses:

• Digital Design 1 • Sustainable Building Practices • Digital Design II • Building Energy Loads

An additional 3 DEGE course exclusions for 3 GNED courses

HONOURS BACHELOR OF ENGINEERING Total number of program courses that 43 courses and 3 co-op terms must be completed at Humber in order to graduate Program Completion Requirements Students admitted to the Bachelor of Engineering - The Built Environment via this pathway will enter into year one Anticipated time to complete the 3.5 years credential if enrolled full-time Number of academic semesters: 7 academic semesters and 3 co-op terms Note that 12U math courses required for admission will also need to be completed

HONOURS BACHELOR OF ENGINEERING Appendix 6A – Ad-hoc PAC Membership Table – Information and Communications Technology

Member’s Name Employer/ Occupation(s) Related Credential(s) Klotz, Derrick • NXP Semiconductor B. Tech. Ryerson University • Senior Technical Staff Gordon, Mike • Gap Wireless Diploma, Durham College • Business Development Manager Matthews, Chris • Ministry of Transportation Innovation and Planning Unit Diploma in Computer Systems • ITS Technical/Business Analyst Programming and Analysis Alak, Safa • Dell EMC M.Sc. • Senior Systems Engineer Snow, Craig • Data Center Solutions- Huawei Diploma, Humber College • Senior Product Manager Gallagher, Ian • Cisco Systems Canada Co. B.Sc. Computer Science, York University • AVP Digital Strategy & Architecture Shirook, Ali • Sheridan College Ph.D. McMaster University • Professor Oziel, Naftali • Rogers Communications Adv. Diploma, Humber College • Director, Cyber Protection Center Qureshi, Hussain • MobileLIVE Inc. B.Eng. • President Zahirovic, Zlatko • Agile Coach Diploma in Network Support • Agile By Design

HONOURS BACHELOR OF ENGINEERING Appendix 6B – Ad-hoc PAC Membership Table – Mechatronics

Member’s Name Employer/ Occupation(s) Related Credential(s) Fernandes, Marco • DMG MORI Ellison Canada Sheridan College: Electronics Engineer • National Service Manager Piccione, Nicholas • DMG MORI Ellison Canada Clifton Strengths Finder 2.0 • Area Sales Manager James, Greg • Festo Didactic Ltd. Seneca College: BBA • Regional Sales Manager Da Silva, John • Siemens Canada Cornell Johnson Graduate School of Management/ • Manager Queen's University: MBA Porstner-Scheuka, Allen • National Research Council Canada - Industrial Masters of Engineering Research Assistance Program (NRC-IRAP) Masters of Business • Industrial Technology Advisor Golpaygan, Amir • Hatch Associates University of Toronto: PhD. Mechanical • Fire Life Safety Consultant Engineering Hosseini, Majid • SUEZ- Water Technologies & Solutions Athabasca University: MBA- Business • Engineering Project Manager Administration, Management and Operations Rende, Michael • ABC Group Sheridan College: Mechanical Engineering • Production Manager Technologist Sharifi, Farrokh • Professor of Mechanical and Industrial Middle East Technical University (METU): B.Sc. and Engineering/ Ryerson University M.A.Sc. Mechanical Engineering • Robotics, Mechatronics and Manufacturing Automation Laboratory (RMAL)/ Founder and Director Kheradpir, Leila • Synaptive Medical Ryerson University: B. Eng- Mechanical • Director- Hardware Engineering Engineering Givoni, Inmar • Uber Advanced Technologies Group University of Toronto: PhD- Machine Learning • Senior Autonomy Engineering Manager Reedman, Tim • MDA- Maxar Technologies University of Toronto: M.Eng- Mechanical • Product Line Director- Commercial Systems Engineering

HONOURS BACHELOR OF ENGINEERING Appendix 6C – Ad-hoc PAC Membership Table – The Built Environment

Member’s Name Employer/ Occupation(s) Related Credential(s) Kikites, Andy • Metrolinx University of Toronto: M.Eng, Structural Engineering; • Vice-President (A) B.A.Sc. Humber Graduate Guadagnoli, Michael • Ecovert Sustainability Consultants Ryerson University: B.Eng- Mechnical Engineering • Director of Building Performance LEED AP BD+C, CMVP Naoumov, Dmitre • IBI Group University of Toronto: BA.Sc- Structural Engineering • Structural Designer Currently completing M.Eng. McFadyen, Katelyn • Town of Caledon University of Edinburgh: MSC- Environmental • Manager, Energy and Environment Sustainability Rad, Farzin • Union Gas Ryerson University: PhD- Mechanical Engineering • Manager, Technology Standards and Research Amdurski, Gil • Kortright Centre for Conservation George Brown College: Diploma- Electro-mechanical • Technical Coordinator, Sustainable Energy Engineering Technologies Pandolfi, Christopher • Institute Without Boundaries George Brown: Interactive Media Management • Strategic Advisor/ Faculty Imerman, Hayley • SvN Architects + Planners University of Toronto: M. Architecture • Associate Savini, Ezio • City of Mississauga McMaster University: Engineering- Civil • Director of Building- Chief Building Official Alsayed, Subhi • Mattamy Homes Ivey Business School (Western University): Executive • Vice President of Sustainable Development MBA Western University: MBA

HONOURS BACHELOR OF ENGINEERING

Appendix 7A: Adhoc PAC Meeting Minutes – Information Communications Technology

BACHELOR OF ENGINEERING APPENDICES

Humber College Engineering Degrees- ICT Cluster Faculty of Applied Sciences and Technology Program Advisory Committee Minutes Tuesday November 27, 2018, 6pm–8pm, Lakeshore Campus Building G

Attendees Alak, Safa Dell EMC Gallagher, Ian Cisco Systems Canada Co. Klotz, Derrick NXP Semiconductor Matthews, Chris Ministry of Transportation Innovation and Planning Unit Snow, Craig Data Center Solutions- Huawei

Webex Gordon, Mike Gap Wireless Shirook, Ali Sheridan College

Humber Attendees Kim, Jonathan Associate Dean, Humber College O’Neill, Kelly Dean- Program Planning Development and Renewal, Humber College Wojcik, Janice Manager- Workplacement Services, Humber College

Opening Remarks Jonathan Kim, Associate Dean- Faculty of Applied Sciences and Technology

Introductions

Question 1: If you could tell the Dean of Applied Technology at Humber College about the competencies that are needed for your work today what items would you list? . Competencies of using basic instrumentation . Programming skills and competency of programming language (python?) . Multidisciplinary – comfortable working with engineers from different backgrounds – no longer silo . Competencies in computer databases, networks, security, IOT, security, virtualization . Software-Defined Networking (SDN) . Teamwork and collaboration . Troubleshoot and debug

Question 2: Describe the ideal graduate – knowledge, skills & attitudes (characteristics) required for success . Communication/presentation skills – ability to clearly and concisely present one’s ideas, with confidence (fearlessness), and adjust to different audiences (technical and non-technical people) . Ability to work effectively with others, collaborate, work in a team . Career management skills – ability to market oneself effectively to find a job, and the workplace skills required to keep a job . Critical thinking – challenge status quo . Project management skills . Imagination and creativity . Design thinking, design philosophy/empathy for humans and technology; ethical design (In the past we made things better, faster, etc and did not consider safety and nefarious intentions. Now safety is an uppermost consideration) . Research skills . Problem solving, troubleshooting, debugging

Question 3: Program content – courses, training… • Strong foundation to enable grads to become knowledgeable in specific areas, but foster openness to challenge ideas, challenge the status quo • Employers can help grad learn the technical elements – it’s mostly about the “soft skills” • Opportunities for speakers from industry to talk about real life experience to give a sense of importance for their engineering works and promote interests in what they learn • Data center architecture • Cloud computing • Fog computing • Edge computing – devices now are basically sensors and rely on networks and the cloud for task performance; in the future the devices will perform more of the functions (embedded systems with AI and machine learning) • Artificial intelligence • Ensure program is nimble, flexible to allow for grads to learn about emerging technologies – ICT is changing so fast – invite people from industry to present the latest technology and practices - challenge is how to evaluate the students’ performance • AR and VR – two ways to teach (1) teaching the technology or (2) teaching the tools to do projects • Knowledge and awareness of wireless technology with frequency spectrum • Holistic design approach • Encryption technology • 5G communication • Distributed services • Global trends in ICT technology • Concept of digital privacy

Janice Wojcik November 27, 2018

Appendix 7B: Adhoc PAC Meeting Minutes – Mechatronics

BACHELOR OF ENGINEERING APPENDICES

Humber College Engineering Degrees- Mechatronics Cluster Faculty of Applied Sciences and Technology Program Advisory Committee Minutes Tuesday November 27, 2018, 6pm–8pm, Lakeshore Campus Building G

Attendees Da Silva, John Siemens Canada Fernandes, Marco DMG MORI Ellison Canada Greg, James Festo Didactic Ltd. Hosseini, Majid SUEZ- Water Technologies & Solutions Kheradpir, Leila Synaptive Medical Piccione, Nicholas DMG MORI Ellison Canada Porstner-Scheuka, Allen National Research Council Canada - Industrial Research Assistance Program (NRC-IRAP) Rende, Michael ABC Group Reedman, Tim MDA- Maxar Technologies Sadeghian, Alireza Professor/ Chair- Ryerson University Sharifi, Farrokh Robotics, Mechatronics and Manufacturing Automation Laboratory (RMAL)

Webex Givoni, Inmar Uber Advanced Technologies Group Golpaygan, Amir Hatch Associates

Humber Attendees Ghafari, Shaun Associate Dean, Humber College Paquette, Genevieve Program Consultant, Humber College Katovich, Melanie Placement Advisor, Humber College

Opening Remarks Shaun Ghafari, Associate Dean- Faculty of Applied Sciences and Technology

Introductions

Question 1: If you could tell the Dean of Applied Technology at Humber College about the competencies that are needed for your work today what items would you list? . Willingness to take initiative . Troubleshooting . Higher level of problem solving . Hands-on experience from industry . Leadership . Financial understanding of business . Technical support repairs and maintenance, upkeep of systems . System integrators are needed . Awareness of customer needs . Background in business plans . An understanding of what you should do with technology . Entrepreneurship . Motive with learner capabilities; i.e., background with mechanical, electrical or computer science

Question 2 & 3 combined: Describe the ideal graduate – knowledge, skills & attitudes (characteristics) required for success . Independent thinkers . Team player . Good communication skills, written and verbal . Organizational skills . Risk takers, can evaluate opportunities . Motivated to try new things . Confident leader with motivation to challenge . Innovative . Optimistic . Curious and willingness to learn . Entrepreneurial – innovative (foster ideas and selling ideas inside an organization) . Critical thinkers . Understanding business customer needs . Awareness how their contributions make a difference, be a part of the big picture . Project financing (mandatory) . Interdisciplinary approach: working as a team, project management, financial awareness

Discussion • Need to build an environment to encourage soft skills • Testing in multiple-choice format is not applicable to engineering field. Need to test on how to approach a situation, problem solve, critical thinking • Students lack motivation to advance in the company, loyalty and gratitude. They are not there for the company. Need to be more positive. • 85% students in interview process ask what are their growth opportunities, not focused on current position

Closing and Next Steps • Email further feedback to either Sean or Genevieve • Next meeting: official endorsement to move program forward and follow up on any action requests and recommendations • To be distributed: program details including course description and curriculum mapping

Melanie Katovich November 27, 2018

Appendix 7C: Adhoc PAC Meeting Minutes – The Built Environment

BACHELOR OF ENGINEERING APPENDICES

Humber College Engineering Degrees- The Built Environment Cluster Faculty of Applied Sciences and Technology Program Advisory Committee Minutes Tuesday November 27, 2018, 6pm–8pm, Lakeshore Campus Building G

Attendees Alsayed, Subhi Mattamy Homes Amdurski, Gil Kortright Centre for Conservation Guadagnoli, Michael Ecovert Sustainability Consultants Imerman, Hayley SvN Architects + Planners Kikites, Andy Metrolinx Naoumov, Dmitre IBI Group Pandolfi, Christopher Institute Without Boundaries Rad, Farzin Union Gas Savini, Ezio Chief Building Official- City of Mississauga

Webex Katelyn McFadyen Energy and Environment- Town of Caledon

Humber Attendees Oliver, Carl Associate Dean, Humber College Martin, Barbara Program Consultant, Humber College

Opening Remarks Carl Oliver, Associate Dean- Faculty of Applied Sciences and Technology

Introductions

Question 1: If you could tell the Dean of Applied Technology at Humber College about the competencies that are needed for your work today what items would you list? . The difference between hard skills versus soft skills and technical versus non-technical. . Students/graduates need to be able to effectively communicate at both orally and verbally. Communication skills with an emphasis to suit corporate and professional dynamics (i.e presentations, a sales pitch). o Technical vs nontechnical report writing . Knowledge of basic business skills and computer literacy is required o General knowledge of industry software o Procurement . Ability to work as part of a team and independently . Capacity to have a wide range of knowledge that do not just focus on technical aspects . Ability to adapt to a changing environment

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. Awareness of where regulatory bodies (i.e The Ministry) is heading . Project delivery (AFP- P3). . Partnerships: P3- DBFOM- OM (30 yrs) . Sustainability and Efficiency o Community and district energy o New and Renewable Technologies o Climate modeling study: understanding the impact of hotter, longer on the built environment. o Understanding of energy design standards (ASHRAE 90.1, NECB). o Understanding of LEED, Passive house etc. o Climate change impact on the B.E. o Smart and digital energy systems and its impact on the built environment o Understanding of building automation, smart buildings, and smart connected platforms o Energy analysis, massing and daylight studies to influence design decisions early. o Exploring hybrid systems, which is central and integrates IOT. o Digital Collaboration Practices o Climate modeling study: understanding the impact of hotter, longer on the built environment. o Know how to integrate technologies, hybrid systems. o Building controls and identification of energy consumption patterns to optimize efficiency. o Energy code SB-12. Code to facilitate retrofit built environment. . Students with knowledge of building science and mechanical HVAC systems to understand how buildings work. . Manufacturing o Manufactured buildings: BIM/VR/AR design, manufacturing principles, 3D printing. o AI/ML/digital in buildings. . Electronics: Electronics plan review . Design o OBC/NBC literacy. o Understanding of building codes (SBLO, TGS): Building code shortcoming o Biophilic building material and design. o Focus on carbon GHG, Life cycle analysis and embodied carbon. o Renovate/retrofit not just in new buildings. o Influence retrofit. How to renovate and make efficient existing old buildings: more influence on the retrofit environment. o Need to be aware of asset management practices. o Design and understanding of affordable decentralized energy systems. o The reality is that not everything is new build—that’s current and future reality. o Optimize efficiency

Question 2: What key characteristics (knowledge & skills) would a graduate from this program possess? . Effective. Value added systems to renovate existing infrastructure. . Utilize colleagues and resources to come up with best solution.

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. Collaboration and open innovation skills. . Just-in-time approach and skills. . Agile design skills. . Asset management. Lifecycle thinking. . Managing up. . Exposure to interdisciplinary practices. . Maturity (BIM). . Soft skills. . Communication skills . Work environment exposure (see Q1). . Research skills

Question 3: What attitudes would a graduate from this program possess? . The ability to be aware of ones limitation of knowledge . Positive “can do” attitude . Humble. . Collaborative. . Appreciative of others . Work as part of a team . Open-minded. . Don’t be afraid to be a disrupter. . Adaptable. . Awareness to know what they don’t know. . Humanist: “serve society” as an engineer. . Collaborative. . Self-starter. . Empowered to make a difference. . Initiative . Creativity, the ability to think outside the box.

Question 4: When you think about recent hires, where are the gaps in their readiness to contribute to the business? . Recent hires demonstrate an unwillingness to do field work. They demonstrate a sense of entitlement and do not take the initiative to approach everything as a learning opportunity. . Lack of adequate communication skills (i.e business correspondence/etiquette, report writing) . Lack of independence. Industry are looking for professionals that are self-starters . Lack of industry experience (i.e. WIL). . Lack of research skills. . Presentation skills . Understanding why information (and what) is important. . MMAM. . BCIN certification. . WIL: Coop experience, internship, and placement.

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Question 5: What key themes, issue and trends are emerging in the field? . Energy Auditing – change in trend (see TRCA project: building conservation potential and progressive recommissioning). . Storm water design; design did not consider flooding – consider this. . Urban design is a critical piece of the puzzle, it’s an optional stream but we want students who will serve society (10 years from now).

Question 6: What contributions would the perfect graduate from this program make to your business? . Social media: represent the company. Savvy but not posting the right thing. . New people think differently. As long as the work gets done. . Variety of new and dynamic ideas, with the ability to be able to complete their job well.

Question 7: What content would you like to see as part of the curriculum? . Code and standards course: you need a code exam built in – BCIN #; consider same thing for BIM (build these things into the curriculum, not dependent on the faculty member who delivers it). . Social media is very important. All (small and large) organizations need social media skills applied in useful way to industry (add value and etiquette) – can’t sit in isolation, embed them throughout.

Closing and Next Steps . Group asked to consult the draft Course Descriptions.

Barbara Martin November 27, 2018

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Appendix 8A: Program Map – Information Communications Technology

BACHELOR OF ENGINEERING APPENDICES Honours Bachelor of Engineering - Information and Communications Technology Semester 1 2 3 4 5 6 7 8 OQF Degree Level Standards Calculus I Linear Algebra I Physics Introdution to Engineering Engineering in Society Degree Breadth Calculus II Engineering Design II Physics Engineering Materials Introduction to Programming Degree Breadth Discrete Mathematics Digital Systems Operating Systems Electronic Circuits Object-Oriented Programming Degree Breadth Statistics and Probability Embedded Systems Communication Engineering Databases Algorithms and Structures Data Degree Breadth Introduction to Artificial Intelligence for ICT Architecture Computer Virtual Platform Technologies IoT Systems 1 (IoT Technical Option) Sensor Networks (IoT Technical Option) Data Security (Data Network Security & Technical Option) Computer Forensics (Data Network & Security Technical Option) Degree Breadth Software Engineering Wireless Systems Mobile Applications and Systems IoT Systems 2 (IoT Technical Option) Real-Time Embedded Systems (IoT Technical Option) Intrusion Detection and Prevention (Data Network Security & Technical Option) Network Modeling (Data Network Security & Technical Option) Degree Breadth Capstone Project I (C&D) User Experience Design Digital Signal Processing Industrial Networking (IoT Technical Option) Data Analytics (IoT Technical Option) (Data Security and Infrastructure Platform Network Security & Technical Option) Machine Learning (Data Network & Security Technical Option) Degree Breadth Capstone Project (D, ii I, O) & Technologies Emerging Machine Learning (IoT Technical Option) Cybersecurity (IoT Technical Option) Security & Network (Data Cryptography Technical Option) (DataCybersecurity Applications Network & Security Technical Option) Degree Breadth Depth and Breadth of Knowledge Conceptual Methodological & Awareness/ Research and Scholarship Application of Knowledge Communication Skills Awareness Limits of Knowledge of Professional Capacity/Autonomy PLO1 Create sustainable information and communications technology (ICT) solutions through applications of mathematical, scientific and fundamental engineering concepts, methods X X X and techniques. PLO2 Apply appropriate knowledge and skills to identify, formulate, analyze, and solve complex X X engineering problems for information and communication systems.

PLO3 Validate conclusions through investigations of complex engineering problems by methods that include relevant experimentation, data collection, analysis, interpretation and synthesis X X X of information. PLO4 Design an ICT system, component, or process that meets regulatory and industry standards and considers, health and safety risks, economic, environmental, cultural and social X X X X X impacts. PLO5 Apply appropriate engineering techniques and tools to identify, formulate, analyze, and solve X X complex engineering problems in information and communications technology.

PLO6 Perform as an effective member and leader on a team in multidisciplinary settings, X X displaying responsibility, critical thinking, integrity, and cultural and social sensitivity. PLO7 Communicate complex engineering concepts and solutions accurately and effectively using X X digital tools, written technical documents and oral presentations to a wide audience. Program Learning Outcomes PLO8 Explain the role and responsibilities of the professional engineer in society, particularly the X X X role of protection of the public and public interest. PLO9 Analyze the impact of engineering activities in global, economic, social, health, public safety, and cultural contexts, with the concepts of sustainable design and environmental X X X stewardship. PLO10 Demonstrate ethical conduct, accountability and equity, consistent with the requirement of X X the engineering profession. PLO11 Incorporate economics, business practices, entrepreneurship and project management into X X X the practice of engineering given their limitations. PLO12 Develop self-leadership strategies to enhance personal competence and professional X X X effectiveness in response to a rapidly changing world.

Appendix 8B: Program Map – Mechatronics

BACHELOR OF ENGINEERING APPENDICES Honours Bachelor of Engineering - Mechatronics Semester 1 2 3 4 5 6 7 8 OQF Expectations Course Code/ Code/ Course Title Course I Calculus Linear Algebra I Physics Introduction to Engineering Society in Engineering Breadth Degree II Calculus Design Engineering II Physics Materials Engineering Programming to Introduction Breadth Degree Equations Differential Analysis Circuits Electric Applied Mechanics Programming Computer Electronics Digital Breadth Degree Numerical Methods Project Mechatronics Instrumentation & Measurement Pneumatics & Hydraulics Microcontrollers Breadth Degree Statistics and Quality Assurance System Modeling and Simulation Motors Electric Inteligence for Artificial to Introduction Mechatronics Technical Systems (Embedded Robotics Option) (Robotics Power Components Transmission Technical Option) Breadth Degree Logic Controllers Programmable Control Systems ProcessingSignal Systems Vehicles (Embedded Autonomous Technical Option) Parallel Programming (Embedded Systems Technical Option) (Robotics Systems Electrical Robotics Technical Option) of Robots Dynamics and Kinematics (Robotics Technical Option) Breadth Degree Capstone Project I (C & D)) Vision Machine Networking Industrial Systems (Embedded Learning Machine Technical Option) Embedded Parallel Computing (Embedded Option) Technical Systems (Robotics Programming Embedded Robot Technical Option) (Robotics Monitoring Condition Machine Technical Option) Breadth Degree O) I. & II (D, Project Capstone (Embedded Multimedia and Experience User Option) Technical Systems Systems (Embedded Things of Internet Technical Option) Advanced Manufacturing & Automation (Robotics Technical Option) Technical (Robotics Integration Cell Robotic Option) Breadth Degree Depth and Breadth of Knowledge Methodological & Awareness/ Conceptual Research and Scholarship of Knowledge Application Skills Communication of KnowledgeAwareness of Limits Capacity/Autonomy Professional PLO1 Create sustainable mechatronics engineering solutions through applications of mathematical, scientific and fundamental x x x engineering concepts, methods and techniques. PLO2 Apply appropriate knowledge and skills to identify, formulate, analyze, and solve complex engineering problems for mechatronics x x x engineering systems. PLO3 Validate conclusions through investigations of complex engineering problems that include relevant experimentation, data collection, x x x analysis, interpretation and synthesis. PLO4 Design a mechatronics system, component, or process that meets regulatory and industry standards and considers, health and safety risks, economic, environmental, cultural and social impacts. x x x x x x

PLO5 Apply appropriate engineering techniques and tools to identify, formulate, analyze, and solve complex engineering problems in x x x mechatronics engineering. PLO6 Perform as an effective member and leader on a team in multidisciplinary settings, displaying responsibility, initiative, x x x integrity, and cultural and social sensitivity. PLO7 Communicate complex engineering concepts and solutions accurately and effectively using digital tools, written technical x x documents and oral presentations to a wide audience. Program Learning Outcomes PLO8 Explain the role and responsibilities of the professional engineer in society, particularly the role of protection of the public and public x x x interest. PLO9 Analyze the impact of engineering activities in legal, economic, social, health, safety, and cultural contexts, with the concepts of x x sustainable design and environmental stewardship PLO10 Demonstrate ethical conduct, accountability and equity, consistent with the requirement of the engineering profession. x x PLO11 Incorporate economics, business practices, entrepreneurship and project management into the practice of engineering given their x x x limitations. PLO12 Develop self-leadership strategies to enhance personal competence and professional effectiveness in response to a rapidly x x changing world.

Appendix 8C: Program Map – The Built Environment

BACHELOR OF ENGINEERING APPENDICES Honours Bachelor of Engineering—The Built Environment Semester 1 2 3 4 5 6 7 8 OQF Degree Level Standards Course Code/ Calculus I Linear Algebra I Physics Introduction to Society in Engineering Breadth Degree Calculus II (3D Design Engineering II Physics Engineering Materials Introduction to Breadth Degree Building & Infrastructure Digital Design I Physical Chemistry Thermodynamics Building Sustainable Breadth Degree Numerical Methods Digital Design II ManagementData Structures Building Codes & Standards Breadth Degree Statistics & Quality Digital Design III Loads Energy Building Energy Renewable Energy Modelling (TBEIS Transportation Land to Introduction Breadth Degree Management Project Digital Design IV Building Mechanical & HVAC System Design Auditing Energy Surveying Land Information Geographic Breadth Degree I Project Capstone Data Visulization Principles of Sustainable Automation Building Sensing & Remote Advanced Geomatics Breadth Degree II Project Capstone Construction Environmental Impact Automation Building Introduction to Geomatics in Urban Breadth Degree of Breadth and Depth & Conceptual Application of Communication Skills of Limits of Awareness Professional Course Title Engineering Modelling) Programming Science Practices Assurance Building (Sustainable Building (Sustainable Technical Option) (TBEIS Surveying Electrical Systems Building (Sustainable Building (Sustainable Measurements (TBEIS Technical System Estimation Construction Communities Design Systems & Optimization Image Analysis (TBEIS (TBEIS Techniques Management Assessment Systems & Optimization Systems Unmanned (TBEIS Technical Design Knowledge Methodological Knowledge Knowledge Capacity/Autonomy Technical Option) Technical Option) Technical Option) Technical Option) Technical Option) (TBEIS Techniques Option) & Documentation Building (Sustainable Building (Sustainable I Technical Option) Technical Option) Building (Sustainable Building (Sustainable II Option) (TBEIS Technical Option) Research Awareness/ Technical Option) Technical Option) Technical Option) Technical Option) Technical Option) and Scholarship PLO 1 Create sustainable engineering solutions for the built environment through applications of F F F F F F F F F F D D D D D D D P D P P P P P x x x x mathematical, scientific and fundamental engineering concepts, methods and techniques. PLO 2 Apply appropriate knowledge and skills to identify, formulate, analyze, and solve complex F F F F F F F F D D D P D D P P P P P P P x x x x x engineering problems for the built environment. PLO 3 Validate conclusions through investigations of complex engineering problems that include F F F F F F D D D D D D D D D D P P P P P P P P P x x x x x x relevant experimentation, data collection, analysis, interpretation and synthesis.

PLO 4 Design sustainable building or infrastructures that meet regulatory and industry F F F F F F F D D D D D D D D D D D D P P P P P P P P x x x standards and considers, health and safety risks, economic, environmental, cultural and social impacts. PLO 5 Apply appropriate engineering techniques and tools to identify, formulate, analyze, and F F F F F F D D D D D D D P P P P P P x x x x solve complex engineering problems in the built environment. PLO 6 Perform as an effective member and leader on a team in multidisciplinary settings, F F F F D D D D P P P P P P x x x x displaying responsibility, critical thinking, integrity, and cultural and social sensitivity. PLO 7 Communicate complex engineering concepts and solutions accurately and effectively F F F F D D D D P P P P P P P x x x using digital tools, written technical documents and oral presentations to a wide audience. PLO 8 Explain the role and responsibilities of the professional engineer in society, particularly F F F F D D D D P P P P P P P x x x x x x

Program Learning Outcomes Learning Program the role of protection of the public and public interest. PLO 9 Analyze the impact of the engineering activities in legal, economic, social, health, safety, F F F F F D D D D D D D P P P P P P P P x x x x and cultural contexts, with the concepts of sustainable design and environmental stewardship. PLO 10 Demonstrate ethical conduct, accountability and equity, consistent with the requirement F F F F D D D D D D P P x x x x of the engineering profession. PLO 11 Incorporate economics, business practices, entrepreneurship and project management F F F D D P P P P P x x x into the practice of engineering given their limitations. PLO 12 Develop self-leadership strategies to enhance personal competence and professional F F F F F D D D D D D P P x x x effectiveness in response to a rapidly changing world. Appendix 10A – Course Schedule 2 – Information and Communications Technology

Total Core Total Non-Core Year and Course Course Course Prerequisites Instructor’s Highest Qualification Course Title Semester Semester Semester and Co-Requisites Earned and Discipline of Study Hours Hours YEAR 1 Master’s Degree in Engineering or Calculus I 70 None related field Master’s Degree in Engineering or Linear Algebra 70 None related field Master’s Degree in Engineering or Physics I 84 None related field

• Ph.D. (Electrical Engineering), EIT Introduction to Engineering 84 None • M.Tech (Computer Engineering) Semester 1 • Ph.D. (Electrical Engineering), P.Eng Engineering in Society 28 None • Ph.D. (Computer Engineering), P.Eng Ph.D. or Masters Breadth Elective 1 42 None (depending on chosen elective) Master’s Degree in Engineering or Calculus II 70 Calculus I related field • Ph.D. (Electrical Engineering), Introduction to EIT Engineering Design 56 Engineering • M.Tech (Computer Engineering) Master’s Degree in Engineering or Semester 2 Physics II 84 Physics I related field • Ph.D. (Electrical Engineering) Engineering Materials 56 None • Ph.D. (Electrical Engineering)

HONOURS BACHELOR OF ENGINEERING Total Core Total Non-Core Year and Course Course Course Prerequisites Instructor’s Highest Qualification Course Title Semester Semester Semester and Co-Requisites Earned and Discipline of Study Hours Hours • Ph.D. (Computer Science) Introduction to Programming 70 None • M.Sc (Engineering), P.Eng

Ph.D. or Masters Breadth Elective 2 42 None (depending on chosen elective) YEAR 2 M.A.Sc, or Ph.D. in Related Discrete Mathematics 56 Linear Algebra Engineering Field

• M.Eng (Computer Engineering), Digital Systems 56 Physics II P.Eng • Ph.D. (Electrical Engineering)

Introduction to • Ph.D. (Computer Science) Operating Systems 56 Programming • M.Sc (Engineering), P.Eng

• Ph.D. (Electrical Engineering) Electronic Circuits 56 Physics II • Ph.D. (Electrical Engineering), Semester 3 EIT

Introduction to • Ph.D. (Computer Science) Object-Oriented Programming 70 Programming • M.Sc (Engineering), P.Eng

Co-op and Career Preparation 14 N/A Not applicable

Ph.D. or Masters Breadth Elective 3 42 Not applicable (depending on chosen elective)

HONOURS BACHELOR OF ENGINEERING Total Core Total Non-Core Year and Course Course Course Prerequisites Instructor’s Highest Qualification Course Title Semester Semester Semester and Co-Requisites Earned and Discipline of Study Hours Hours M.A.Sc, or Ph.D. in Related Statistics & Probability 56 Engineering Field • Ph.D. (Electrical Engineering), EIT Embedded Systems 56 Digital Systems • M.Tech (Computer Engineering), P.Eng

• Ph.D. (Electrical Engineering) Communication Engineering 56 • Ph.D. (Electrical Engineering) Introduction to • Ph.D. (Computer Science)

Semester 4 Databases 56 Programming • Ph.D. (Computer Science) • Ph.D. (Electrical Engineering), Object-Oriented Data Structures & Algorithms 56 EIT Programming • Ph.D. (Computer Science) Ph.D. or Masters Breadth Elective 4 42 Not applicable (depending on chosen elective)

Co-op Work Term I (420 hours) Semester 5 YEAR 3 Introduction to Artificial Data Structures & • Ph.D. (Computer Science) 56 Intelligence for ICT Algorithms • Ph.D. (Computer Science) • Ph.D. (Electrical Engineering), EIT Computer Architecture 56 Embedded Systems

Semester 6 • M.Tech (Computer Engineering), P.Eng

HONOURS BACHELOR OF ENGINEERING Total Core Total Non-Core Year and Course Course Course Prerequisites Instructor’s Highest Qualification Course Title Semester Semester Semester and Co-Requisites Earned and Discipline of Study Hours Hours • Ph.D. (Computer Science) Communication Virtual Platform Technologies 56 • Engineering M.Eng (Information Technology). P.Eng DNS Option Operating Systems, • Ph.D. (Computer Science)

Data Security Databases • Ph.D. (Electrical Engineering) • Ph.D. (Electrical Engineering), 70 Communications IoT Option EIT Engineering, Embedded IoT Systems I • Systems, Databases M. Eng (Computer Engineering), P.Eng • Ph.D. (Electrical Engineering) DNS Option • Computer Forensics M.Eng (Information 70 Technology), P.Eng IoT Option Communication • Ph.D. (Electrical Engineering) Sensor Networks Engineering Ph.D. or Masters Breadth Elective 5 42 Not applicable (depending on chosen elective) Object-Oriented • Ph.D. (Computer Science) Software Engineering 56 Programming, Data • Structures & Algorithms M.Sc (Engineering), P.Eng

• M.Sc (Electrical Engineering), P.Eng Communication Wireless Systems 56 • Engineering M.A.Sc. Electronics Engineering; Ph.D. (Higher Education) Semester 7 • Ph.D. (Electrical Engineering) Object-Oriented • Mobile Applications & Systems 56 Programming, M.A.Sc. Electronics Databases Engineering; Ph.D. (Higher Education)

HONOURS BACHELOR OF ENGINEERING Total Core Total Non-Core Year and Course Course Course Prerequisites Instructor’s Highest Qualification Course Title Semester Semester Semester and Co-Requisites Earned and Discipline of Study Hours Hours

• Ph.D. (Computer Science) DNS Option Data Security, • Intrusion Detection & Prevention Computer Forensics M.Eng (Information Technology), P.Eng 70 • MSc (Electrical Engineering), IoT Option IoT Systems I, Sensor P.Eng

IoT Systems II Networks • M. Eng (Computer Engineering), P.Eng

• Ph.D. (Electrical Engineering) DNS Option Communication • Network Modeling Engineering M.Eng (Information Technology), P.Eng 70 • M. Eng (Computer IoT Option Engineering), P.Eng Embedded Systems Real-Time Embedded Systems • Ph.D. (Electrical Engineering), EIT

Ph.D. or Masters Breadth Elective 6 42 Not applicable (depending on chosen elective)

Co-op Work Term II (420 hours) Semester 8

HONOURS BACHELOR OF ENGINEERING Total Core Total Non-Core Year and Course Course Course Prerequisites Instructor’s Highest Qualification Course Title Semester Semester Semester and Co-Requisites Earned and Discipline of Study Hours Hours YEAR 4

Co-op Work Term III (420 hours) Semester 9 • Ph.D. (Electrical Engineering), P.Eng • Ph.D. (Computer Engineering), P.Eng Capstone Project I 84 • Ph.D. (Electrical Engineering), EIT • M.Sc (Electrical Engineering), P.Eng • Ph.D. (Computer Science) User Experience Design 56 • Ph.D. (Computer Science)

• Ph.D. (Electrical Engineering) Digital Signal Processing 56 Discrete Mathematics • Ph.D. (Electrical Engineering) • Ph.D. (Electrical Engineering) DNS Option Data Security, Virtual • Platform Infrastructure and M.A.Sc. Electronics Semester 10 Platform Technology Engineering; Ph.D. (Higher Security 70 Education) IoT Option Wireless Networking, • Ph.D. (Electrical Engineering)

Industrial Networking IoT Systems II • Ph.D. (Electrical Engineering) DNS Option Introduction to Artificial • Ph.D. (Computer Science)

Machine Learning Intelligence for ICT • Ph.D. (Computer Science) 70 Statistics and IoT Option Probability Databases, • Ph.D. (Computer Science)

Data Analytics Data Structures & • Ph.D. (Computer Science) Algorithms

HONOURS BACHELOR OF ENGINEERING Total Core Total Non-Core Year and Course Course Course Prerequisites Instructor’s Highest Qualification Course Title Semester Semester Semester and Co-Requisites Earned and Discipline of Study Hours Hours Ph.D. or Masters Breadth Elective 7 42 Not applicable (depending on chosen elective) • Ph.D. (Electrical Engineering), P.Eng • Ph.D. (Computer Engineering), P.Eng Capstone Project II 84 • Ph.D. (Electrical Engineering), EIT • M.Sc (Electrical Engineering), P.Eng Introduction to Artificial • Ph.D. (Computer Engineering),

Intelligence for ICT, Emerging Technology 28 P.Eng Wireless Systems, • Machine Learning Ph.D. (Electrical Engineering) DNS Option Intrusion, Detection and • Ph.D. (Electrical Engineering) Cryptography Protection • Ph.D. (Computer Science)

Semester 11 70 IoT Option • Ph.D. (Computer Science) IoT Systems II Cybersecurity • Ph.D. (Electrical Engineering) • M.A.Sc. Electronics DNS Option Platform Infrastructure Engineering; Ph.D. (Higher Cybersecurity Applications and Security Education) 70 • Ph.D. (Electrical Engineering) IoT Option • Ph.D. (Computer Science) Machine Learning • Ph.D. (Computer Science) Ph.D. or Masters Breadth Elective 8 42 Not applicable (depending on chosen elective) 2,492 Subtotal Course Hours: 336 hours hours Total Program Hours: 2,828 hours

HONOURS BACHELOR OF ENGINEERING Appendix 10B – Course Schedule 2 – Mechatronics

Total Core Total Non- Course Year and Course Core Course Prerequisites Instructor’s Highest Qualification Course Title Semester Semester Semester and Co- Earned and Discipline of Study Hours Hours Requisites YEAR 1 Calculus I None Master’s Degree in Engineering or 70 related field Linear Algebra None Master’s Degree in Engineering or 70 related field

Physics I None Master’s Degree in Engineering or 84 related field Introduction to Engineering None • M.Eng (Mechanical), P.Eng 84 • M.Eng (Mechanical) Semester 1 Engineering in Society None • Ph.D. (Mechanical), P.Eng 28 • M.Eng (Mechanical) Breadth Elective 1 Not applicable Ph.D. or Masters 42 (depending on chosen elective) Calculus II Calculus I Master’s Degree in Engineering or 70 related field Engineering Design None Ph.D. (Mechanical), P.Eng 56 Physics II Physics I Master’s degree in engineering or 84 related field Engineering Materials None Ph.D. (Mechanical) 56 Semester 2 Introduction to Programming None Ph.D. (Electronics) 56 Breadth Elective 2 None Ph.D. or Masters 42 (depending on chosen elective)

HONOURS BACHELOR OF ENGINEERING Total Core Total Non- Course Year and Course Core Course Prerequisites Instructor’s Highest Qualification Course Title Semester Semester Semester and Co- Earned and Discipline of Study Hours Hours Requisites YEAR 2 Differential Equations Calculus II, M.A.Sc, or Ph.D. in Related 42 Linear Algebra Engineering Field Electric Circuits Analysis Physics II, • Ph.D. (Electronics) 70 Calculus II • M.Eng (Electronics), P.Eng

Applied Mechanics Physics I • M.Eng (Mechanical), P.Eng 70 • Ph.D. (Mechanical), P.Eng Computer Programming Introduction to Ph.D. (Electronics) 70 Programing

Semester 3 Digital Electronics Physics II • M.Eng (Electronics) 70 • M.Eng (Electronics), P.Eng Co-op and Career Preparation None Not applicable

Breadth Elective 3 Not applicable Ph.D. or Masters 42 (depending on chosen elective) Numerical Methods Differential Ph.D. (Mechanical), P.Eng 42 Equations Mechatronics Project Microcontrollers • M.Eng (Electronics) 56 • Ph.D. (Electronics) Instrumentation & Electric Circuit • Ph.D. (Electrical)

Measurements 56 Analysis • Ph.D. (Electrical), Ph.D., P.Eng • M.Eng (Electrical), P.Eng Pneumatics & Hydraulics None • Ph.D. (Mechanical) 56

Semester 4 • M.Eng (Mechanical) Microcontrollers Electric Circuit • M.Eng (Electronics) 56 Analysis, Digital • Ph.D. (Electronics) Electronics Breadth Elective 4 Not applicable Ph.D. or Masters 42 (depending on chosen elective)

HONOURS BACHELOR OF ENGINEERING Total Core Total Non- Course Year and Course Core Course Prerequisites Instructor’s Highest Qualification Course Title Semester Semester Semester and Co- Earned and Discipline of Study Hours Hours Requisites

Co-op Work Term I (420 hours) Semester 5 YEAR 3 Statistics & Quality Assurance None • Ph.D. (Mechanical), P.Eng 42 • M.Eng (Mechanical), P.Eng System Modeling & Simulation Differential • Ph.D. (Electrical) 70 Equations • M.Eng (Electronics) Electric Motors Physics II, • Ph.D. (Electrical), P.Eng

70 Electric Circuits • Ph.D. (Electrical), P.Eng Analysis Robotics Option: Applied • Ph.D. (Mechanical) Power Transmission Mechanics • M.Eng (Mechanical), P.Eng

Semester 6 Components 70 Embedded System Option: None M.Eng (Mechanical) Robotics Introduction to Artificial None Masters Degree in Engineering or 42 Intelligence for Mechatronics related field Breadth Elective 5 Not applicable Ph.D. or Masters 42 (depending on chosen elective) Programmable Logic Controllers Computer Ph.D. (Electrical), P.Eng Programing &

70 Digital Electronics Control Systems Differential • M.Eng (Electronics) Equations, • Ph.D. (Electrical)

Semester 7 70 System Modeling and Simulation

HONOURS BACHELOR OF ENGINEERING Total Core Total Non- Course Year and Course Core Course Prerequisites Instructor’s Highest Qualification Course Title Semester Semester Semester and Co- Earned and Discipline of Study Hours Hours Requisites Signal Processing Calculus II, • Ph.D. (Electronics) 70 Digital • M.Eng (Electronics) Electronics Robotics Option: Applied • Ph.D. (Mechanical) Kinematics & Dynamics of Mechanics • M.Eng (Mechanical) Robots Embedded System Option: Introduction to Masters Degree in Engineering or 42 Autonomous Vehicles Artificial related field Intelligence for Mechatronics Robotics Option: None M.Eng (Mechanical) Robotic Electrical Systems Embedded System Option: 70 Computer M.Eng (Electronics) Parallel Programming Programming, Microcontrollers Breadth Elective 6 Not applicable Ph.D. or Masters 42 (depending on chosen elective)

8 Co-op Work Term II (420 hours) Semester

YEAR 4

Co-op Work Term III (420 hours) Semester 9

HONOURS BACHELOR OF ENGINEERING Total Core Total Non- Course Year and Course Core Course Prerequisites Instructor’s Highest Qualification Course Title Semester Semester Semester and Co- Earned and Discipline of Study Hours Hours Requisites Capstone Project I None • M.Eng (Mechanical), P.Eng • Ph.D. (Electrical), P.Eng • 84 M.Eng (Electronics) • M.Eng (Mechanical) • M.Eng (Mechanical), P.Eng

Machine Vision Signal M.Eng (Electronics), P.Eng 70 Processing

Industrial Networking Programmable • Ph.D. (Electrical), P.Eng 70 Logic • Ph.D. (Electrical), P.Eng Controllers

Robotics Option: Power M.Eng (Mechanical), P.Eng Machine Condition Monitoring Transmission Components Embedded System Option: 56 Introduction to Masters Degree in Engineering or Machine Learning Artificial related field. Semester 10 Intelligence for Mechatronics Robotics Option: Kinematics and M.Eng (Mechanical) Robot Embedded Programming Dynamics of Robots Robotics 70 Electrical Systems Embedded System Option: Parallel M.Eng (Electronics) Embedded Parallel Computing Programming

Breadth Elective 7 Not applicable Ph.D. or Masters 42 (depending on chosen elective)

HONOURS BACHELOR OF ENGINEERING Total Core Total Non- Course Year and Course Core Course Prerequisites Instructor’s Highest Qualification Course Title Semester Semester Semester and Co- Earned and Discipline of Study Hours Hours Requisites Capstone Project II Capstone • M.Eng (Mechanical), P.Eng Project 1 • Ph.D. (Electrical), P.Eng 84 • M.Eng (Electronics) • M.Eng (Mechanical) • M.Eng (Mechanical), P.Eng Robotics Option: Programmable • M.Eng (Mechanical) Advanced Manufacturing & Logic • Ph.D. (Mechanical), P.Eng Automation Controllers, 70 Industrial Networking Embedded System Option: Industrial Masters Degree in Engineering or User Experience & Multimedia Networking related field. Robotics Option: Programmable M.Eng (Electrical), P.Eng

Semester 11 Robotic Cell Integration Logic Controllers, Robot 42 Programming, Industrial Networking Embedded System Option: None Ph.D. (Electronics) Internet of Things (IoT) Breadth Elective 8 Not applicable Ph.D. or Masters 42 (depending on chosen elective)

Subtotal Course Hours 2,408 hours 336 hours

Total Program Hours: 2,744 hours

HONOURS BACHELOR OF ENGINEERING Appendix 10C – Course Schedule 2 – The Built Environment

Total Core Total Non- Course Year and Course Core Course Instructor’s Highest Qualification Course Title Prerequisites and Semester Semester Semester Earned and Discipline of Study Co-Requisites Hours Hours YEAR 1 Calculus I None Master’s Degree in Engineering or 70 related field Linear Algebra None Master’s Degree in Engineering or 70 related field

Physics I None Master’s Degree in Engineering or 98 related field Introduction to Engineering None Ph.D. (Engineering), P.Eng 84 Semester 1 Engineering in Society None M.A.Sc (Civil Engineering), P.Eng 28 Breadth Elective 1 Not applicable Ph.D. or Masters 42 (depending on chosen elective) Calculus II Calculus I Master’s Degree in Engineering or 70 related field Engineering Design None M.A.Sc (Civil Engineering), P.Eng 56

Physics II Physics I Ph.D. (Chemical Technology) 98

Engineering Materials None M.A.Sc (Civil Engineering), P.Eng 56 Semester 2 Introduction to Programming None Ph.D (Electrical and Computer 56 Engineering), EIT Breadth Elective 2 Not applicable Ph.D. or Masters 42 (depending on chosen elective)

HONOURS BACHELOR OF ENGINEERING Total Core Total Non- Course Year and Course Core Course Instructor’s Highest Qualification Course Title Prerequisites and Semester Semester Semester Earned and Discipline of Study Co-Requisites Hours Hours YEAR 2 Infrastructure & Building Science 56 None Ph.D. (Architecture) Digital Design I None Master’s Degree or Ph.D. in 84 Engineering or related field

Physical Chemistry 70 Physics II Ph.D. (Geophysical Engineering)

Thermodynamics 56 Physics II Ph.D. (Chemical Technology) Sustainable Building Practices Completion of Ph.D. (Mechanical Engineering), EIT Semester 3 56 Year 1 Co-op and Career Preparation None Not applicable Breadth Elective 3 Not applicable Ph.D. or Masters 42 (depending on chosen elective) Numerical Methods Calculus II, Linear Ph.D. (Mechanical Engineering), 42 Algebra II P.Eng Digital Design II Digital Design I Master’s Degree or Ph.D. in 84 Engineering or related field

Data Management 56 None Ph.D. (Geomatics Engineering), P.Eng Building Structures Physics II, Ph.D. (Civil Engineering), EIT 70 Engineering Materials Codes & Standards Infrastructure & Ph.D (Architecture) Semester 4 Building Science, 56 Sustainable Building Practices Breadth Elective 4 Not applicable Ph.D. or Masters 42 (depending on chosen elective)

HONOURS BACHELOR OF ENGINEERING Total Core Total Non- Course Year and Course Core Course Instructor’s Highest Qualification Course Title Prerequisites and Semester Semester Semester Earned and Discipline of Study Co-Requisites Hours Hours

Co-op Work Term I (420 hours) Semester 5 YEAR 3 Statistics & Quality Assurance None Master’s Degree or Ph.D. in 56 Engineering or related field Digital Design III Transportation, Master’s Degree or Ph.D. in Introduction to Engineering or related field Land Surveying, Land Surveying 84 Measurements Techniques, Geographic Information

Systems Building Energy Loads 56 Thermodynamics Ph.D. (Mechanical Engineering), EIT SIS Option: Introduction to Ph.D. (Geomatics Engineering), P.Eng Transportation Land Surveying Semester 6 Sustainable Option: 56 Sustainable Ph.D. (Engineering), P.Eng Renewable Energy Communities Design SIS Option: Calculus II Ph.D. (Civil Engineering) Introduction to Land Surveying 56 Sustainable Option: Infrastructure & M.Sc. (Systems Engineering), P.Eng Energy Modelling Building Science Breadth Elective 5 Not applicable Ph.D. or Masters 42 (depending on chosen elective)

HONOURS BACHELOR OF ENGINEERING Total Core Total Non- Course Year and Course Core Course Instructor’s Highest Qualification Course Title Prerequisites and Semester Semester Semester Earned and Discipline of Study Co-Requisites Hours Hours Project Management Completion of M.Sc. (Civil), P.Eng 56 Year 1 Digital Design IV Digital Design III Master’s Degree or Ph.D. in 84 Engineering or related field Building Mechanical & Electrical Building Energy Ph.D. (Engineering), P.Eng Systems 56 Loads, Energy Auditing

SIS Option: Introduction to Ph.D. (Civil Engineering) Land Surveying Measurements Land Surveying Techniques 56 Sustainable Option: Data Management MSc (Systems Engineering), P.Eng

Energy Auditing Semester 7 Sustainable Option: Building Energy MSc (Systems Engineering), P.Eng HVAC Systems Design Loads, Energy Auditing 56 SIS Option: Advanced Ph.D. (Civil Engineering) Geographic Information System Geomatics Techniques Breadth Elective 6 Not applicable Ph.D. or Masters 42 (depending on chosen elective)

Co-op Work Term II (420 hours) Semester 8 YEAR 4

Co-op Work Term III (420 hours) Semester 9

HONOURS BACHELOR OF ENGINEERING Total Core Total Non- Course Year and Course Core Course Instructor’s Highest Qualification Course Title Prerequisites and Semester Semester Semester Earned and Discipline of Study Co-Requisites Hours Hours Capstone Project I None Ph.D (Geophysical Engineering) 84

Data Visualization Completion of Ph.D. (Geomatics Engineering), P.Eng 56 Year 1

Principles of Construction Project M.Sc. (Civil), P.Eng Estimating & Documentation 42 Management

SIS Option : Advanced Ph.D. (Geomatics Engineering), P.Eng Advanced Geomatics Techniques Geomatics

Techniques

56 Sustainable Option: Introduction to Ph.D. (Engineering), P.Eng Building Automation Systems & Programming Optimization I

Semester 10 Sustainable Option : Sustainable Ph.D. (Architecture) Sustainable Communities Design Building Practices, Renewable Energy

56 SIS Option : Introduction to Ph.D. (Geomatics Engineering), P.Eng Remote Sensing & Image Landy Surveying

Analysis

Breadth Elective 7 Not applicable Ph.D. or Masters 42 (depending on chosen elective)

HONOURS BACHELOR OF ENGINEERING Total Core Total Non- Course Year and Course Core Course Instructor’s Highest Qualification Course Title Prerequisites and Semester Semester Semester Earned and Discipline of Study Co-Requisites Hours Hours Capstone Project II Capstone Project I M.A.Sc (Civil Engineering), P.Eng 84

Construction Management 42 None M.Sc. (Civil), P.Eng SIS Option: Calculus II, Ph.D. (Geomatics Engineering), P.Eng Introduction to Unmanned Introduction to Systems Land Surveying 56 Sustainable Option: Sustainable Ph.D (Geophysical Engineering) Environmental Impact Communities Assessment SIS Option: Advanced Ph.D. (Geomatics Engineering), P.Eng Semester 11 Geomatics in Urban Design Geomatics Sustainable Option: Building Ph.D. (Engineering), P.Eng 56 Building Automation Systems & Automation

Optimization II Systems and Optimization I Breadth Elective 8 Not applicable Ph.D. or Masters 42 (depending on chosen elective) Subtotal Course Hours 2,464 hours 336 hours

Total Program Hours: 2,800 hours

HONOURS BACHELOR OF ENGINEERING Appendix 11A – Course Descriptions – Information and Communications Technology

Year and Course Title Course Description Semester YEAR 1 Calculus I This course is an introduction to differential and integral calculus. Topics include limits, continuity, differentiability, rules of differentiation, absolute and relative extrema, asymptotes, curve sketching, applications of max/min, related rates, definite and indefinite integration, improper integrals, techniques of integration, and applications. Linear Algebra This is an introductory course in linear algebra for students in Humber’s engineering degree program. Emphasis is on the application of methods of linear algebra in engineering fields. Topics include vector spaces, systems of linear equations, matrices and matrix operations, determinants and Cramer’s rule, eigenvalues and eigenvectors, complex numbers. Physics I This course introduces Newton’s laws and conservation of energy. The students develop a conceptual

understanding of the core concepts of mechanics and energy such as motion, time, mass, force, momentum, torque, oscillations, as well as energy. Students apply this framework to describe and predict the behavior of mechanical systems. Introduction to Engineering The course is designed to explain the elements of what student should know about the engineering profession in

Semester 1 Canada, emphasizing basic skills and knowledge that are well known to practice. Students experience the full cycle

Common Platform of an engineering project by applying concepts and methodologies to a real life situation. Engineering in Society This course provides a broad-based introduction to the engineering profession, highlighting specific areas of expertise and how they are required to work together to solve modern engineering problems in society. Through guest speakers, case studies, and group projects, learners will gain an awareness of the impact of engineering decisions on various aspects of society. The professional responsibilities of engineers as well as the ethical, environmental and safety implications of their decisions are acknowledged as key engineering design considerations. Breadth Elective 1 Humber Degree Breadth Elective Calculus II The course provides a wide foundation of topics in multivariable calculus and complex analysis. The scope of

coverage as well as the sequence of topics is aligned with the mathematical skills required in engineering degree courses. Engineering Design Students learn the development of complex 3D structures including component design, assembly, constraints, and Platform Common supports. Students also become familiar with the standard format of presentation of graphical designs, assembly Semester 2 drawings and parametric models.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Physics II Students study thermodynamic and electromagnetic principles. Students examine the topics such as first and second laws of thermodynamics, linear thermal expansion law, ideal gas law, Coulomb’s law, Gauss’ law, Kirchhoff’s laws, Ampere’s law, Ohm’s law, Faraday’s Law, Lenz’s law and energy theorems, as well as their applications to a variety of physical phenomena related to gases, liquids, solids, static charges, electric and magnetic fields, electric currents, circuits, power, induction, coils, and solenoids. Students participate in interactive lectures, laboratory sessions and tutorials, and are evaluated by assignments, lab reports, exams and a project. Engineering Materials By the end of this course students will have demonstrated the ability to propose proper materials for a given application in manufacturing, construction, electronics and computing devices taking into consideration basic principles that govern the properties of materials. Introduction to Programming This course introduces the fundamentals of computer programming using the C language. The content of the course will include: basic concepts like decision making, looping, functions, strings and arrays, as well as data structures and disc operations. The purposes of the course is to develop students’ skills in programming and problem solving, to provide students with the tools needed for writing C programs to solve engineering problems, and to offer a foundation for courses that require programming skills. Breadth Elective 2 Humber Degree Breadth Elective YEAR 2 Discrete Mathematics Students study fundamentals of discrete mathematics for computer science and engineering. Students examine mathematical definitions and proofs as well as applicable methods. Students study topics such as formal logic notation, proof methods; induction, well-ordering; sets, relations; elementary graph theory; integer congruence; asymptotic notation and growth of functions; permutations and combinations, and counting principles. Digital Systems Students study the following topics: Boolean algebra, design of combinatorial and sequential logic, implementation using simple gates, programmable logic devices and gate arrays, VHDL programming, characteristics of digital integrated circuit families, analysis and design for controllers, processors, and memories, microprocessors,

Semester 3 including components, data flow, signals, and timing. Operating Systems Students study operating system fundamentals supporting the function, design, and implementation. Students examine topics such as OS structures, processes, threads, concurrency, scheduling, synchronization, deadlocks, memory management, file systems, device management, and security.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Electronic Circuits Students learn semiconductor devices, such as diodes, bipolar-junction and field-effect transistors, and integrated circuits. Students study small-signal and AC analysis, large signal analysis, circuit models and characteristics. Students also study the design and application of single-stage amplifiers, as well as operational amplifiers. Students explore other topics, such as full-wave rectifiers, multivibrators, waveform generators, and active filters. Students practice their circuit analysis and problem-solving abilities, learn simulation software, and improve their hands-on skills on electronic circuits building and troubleshooting. Object-Oriented Programming Students extend the programming concepts learned in Introduction to Programming to object-oriented programming and network programming. They become familiar with concepts of objects, classes, inheritance and polymorphism along with file I/O and exception handling. Students design, build and test client/server applications using multi-threading and object-oriented paradigm. Co-op and Career Preparation TBD Breadth Elective 3 Humber Degree Breadth Elective Statistics & Probability Students are introduced to the concepts and methods of statistics, including variability, randomness, and probability. Students learn how to collect, analyze and display data using a variety of tools and statistical measures, while learning the advantages and disadvantages of different sampling techniques to collect data. Students study basics of probability theory and well known discrete and continuous probability distributions and their analyses. Students use a statistical software program to facilitate the analysis of data sets and the understanding of statistical concepts, and to carry out simulation of experiments.

Embedded Systems Students learn the basics of microprocessors, microcontrollers, embedded systems, and real-time operating systems. Students examine the design and structure of the microcontroller systems and study software programming for microcontrollers. Students investigate practical designs with system models, including both software components and physical dynamics. Students explore typical applications, such as consumer electronics, smart devices, control systems, manufacturing and instrumentation, etc. Students develop hardware-software co- Semester 4 design skills with the state-of-the-art microcontrollers used in the industry. Communication Engineering Students study modern communications systems, including the principles of telecommunications and related computer network technologies. Students also learn the technologies of analog and digital communication systems. Students study theories and applications of today’s communication systems, including signal modulation and reception, time, frequency and code division multiplexing, data encryption, point-to-point communication, the ISO-OSI reference model, internet protocols, routing and flow control, Internet addressing and domain names, integrated multimedia, and computer networks.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Databases Students gain a background in database design and normalization, an essential component of the business IT world today. Students study relation algebra and calculus and investigate how they strengthen the relational model. Students work with entity-relationship diagrams (ERD) to learn and implement the basic database design. Using SQL, students apply the design principles to actually create and develop a working database. Students integrate theoretical knowledge with practical programming skills to implement a database. Students also use SQL commands to query single and multiple tables. Single and group functions are also used to enhance queries. Students employ subqueries to enhance data retrieval. Students learn to manipulate data to change the data in the database. Students investigate other database systems, hierarchical and network models. Student experience how indexing is used to increase performance in query retrieval. Data Structures & Algorithms Students extend the object-oriented programming concepts learned in Object Oriented Programming course. Students are introduced to design, analysis, and implementation of different data structures and algorithms to solve engineering problems using object-oriented programming language. Students examine topics such as elementary data structures; like lists, queues and stacks, advanced data structures; like trees and graphs, the algorithms to manipulate these structures and their applications. Breadth Elective 4 Humber Degree Breadth Elective

TBD

Co-op Work Term I Semester 5 YEAR 3 Introduction to Artificial Intelligence for ICT Students learn the foundational principles of Artificial Intelligence (AI). Students study how to represent intelligence, knowledge, reasoning, and decision making. Students examine topics such as intelligent agents, problem-solving by searching, informed search, and Constraint Satisfaction Problems (CSP). Students learn how to represent incomplete and uncertain knowledge of the real world, how to reason logically with uncertain knowledge using probabilities, and how to use these reasoning models and methods to decide what to do. The main goal of this course is to provide students with the basic knowledge to understand how AI plays role in solving complex real- Semester 6 world problems such as web search, speech recognition, face recognition, machine translation, autonomous driving, automatic scheduling, etc.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Computer Architecture Students learn computer architecture and organization. Students study various microprocessor architectures, their CPU and arithmetic operations, instruction sets and addressing modes, assembly language programming, and interrupt servicing. Students examine the memory organization and hierarchy, cache memory, buses and storage devices, I/O systems and interfacing structure of computer. Students also learn advanced topics like multi-core parallel processing, pipelining and superscalar architecture.

Virtual Platform Technologies Students learn skills in virtual platforms based on different platform environments. Students study evolution, different models, deployment, design and management of virtual technologies. Students gain experiential learning through hands-on laboratory work while installing, configuring, managing and troubleshooting virtual infrastructure.

*Data Security Students study different methods and algorithms to protect integrity and security of data. Students examine operating system and its features and multi-layered approach to support security of stored data. Students learn to apply different encryption methods used to store files and data securely and compare them for encryption efficiency. They also learn to configure backup storage systems to ensure data integrity. Students examine different protocols used for authentication and authorization and explore different data recovery protocols. *Computer Forensics In this course, students develop digital forensic skills in identification of computing threats, scope of these threats, and risk associated with these threats. Students learn about different critical components of computing, vulnerabilities associated with these components, and potential threats to IT infrastructure due to these vulnerabilities. Students learn about forensic methodology and gain hands on experience with forensic tools. Students learn methods of collecting, preserving, and presenting digital evidence according to legal requirements.

*IoT Systems I Student are introduced to the Internet of Things (IoT) technologies. Students begin with a general introduction to the IoT structure and then focuses on the major technologies behind the IoT technologies, including the sensor networks, hardware design, device-to-device communication, cloud computing, mobile programming, and their applications. Students explore various IoT projects and have hands-on practice in real industrial applications. *Sensor Networks Students study compact low power sensors used in IoT networks and learn practical network design with focus on wireless IoT technologies, system architecture and hardware implementation. Students explore wireless access technologies and their design for IoT networks. Students develop small-scale IoT networks and devices in the laboratory, gaining hands-on programming experience with various sensors and sensing platforms. Breadth Elective 5 Humber Degree Breadth Elective

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Software Engineering Students study software cycles and requirements analysis. Students examine topics such as design, implementation, test, verification and validation, documentation, quality assurance, control and life-cycle management of correct, reliable, maintainable, and cost-effective software. Students explore current design methodologies, including modularization, graphical design tools, design in high-level languages, and data flow driven designs. Students learn planning and management of software projects as well as software maintenance and configuration management. Wireless Systems Students learn the fundamental designs and current practices of wireless communication systems. They compare and contrast various architectures of modern wireless systems, modulation and demodulation schemes, protocol stacks, frequency ranges, and path loss for radio links. In addition, students learn troubleshooting techniques, digital signaling principles, designing, building, and interfacing sensors, to various networking systems. Mobile Applications & Systems Students learn mobile device development technologies, focusing on how to build mobile applications to solve real- life problems. Students explore topics such as mobile devices, current platforms, and application development environment, tools for development, applications of various APIs, database application, user interface design, and application testing. Students design and build a variety of practical apps to strengthen learning and develop proficiency in mobile app development. *Intrusion Detection & Prevention Students learn to analyze various methods and approaches that intruders use to compromise integrity of data and information in storage and computing systems. Students study network and internet protocols, TCP/IP protocol suite used for communication systems to bring along various malware and viruses on the computing system with Semester 7 malicious intent. Students explore a number of applications and tools to monitor and circumvent the intrusion attempts. Students learn to design secure system at different layers to counter intrusion attempts, exploring various authentication models and architectures. *Network Modeling Students study a variety of concepts, protocols and technologies that integrate to establish communication for transfer of data, ensuring integrity and security of data in transit, between two nodes. Students learn data communication based on layered approach. Students design, model, test and implement complex networks using different routing protocols. Students learn to choose appropriate routing algorithms to optimize traffic with respect to latency and bandwidth within end-to-end communication. *IoT Systems II Student are introduced to the IoT ecosphere, the infrastructure of IoT technology, the design principles for IoT architecture, core IoT modules, sensors, endpoints, and power systems used in IoT, communications and information theory, Students also examine IoT edge to cloud protocols, cloud and fog topologies, data analytics, and IoT security. From this course, students can learn the principles of design, implementation, and security of the IoT infrastructure.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester *Real-Time Embedded Systems Students study fundamentals of real-time scheduling and resource management protocols that are essential in designing and building real-time systems and devices. Students learn the use of Real-Time Operating Systems (RTOS) to effectively design tasks and device drivers to meet real-time requirements. Students examine important topics in real-time systems, such as priority-based real time scheduling, interrupt handling, using timers, and detecting and preventing deadlocks. Students gain foundation in the features and programming models of real- time embedded systems with hands-on learning. Breadth Elective 6 Humber Degree Breadth Elective

TBD

Co-op Work Term II Semester 8 YEAR 4

TBD

Co-op Work Term III Semester 9 Capstone Project I In this course, team of students implement and operate an engineering project conceived and designed throughout first stage of this course. They apply multi-disciplinary knowledge and skills to implement and fabricate a prototype, which meets the requirements of the design. Students demonstrate professional project management

skills to effectively use resources, meet the scope of the project, and challenge the issues that may rise during the project. The team documents all the details of the project including design, analysis, test results, discussions, and future recommendations in a comprehensive technical report. At the end of the term, students present the outcome of the project to the stakeholders and public. User Experience Design Students study psychological principles of human-computer interaction. Students examine topics such as Semester 10 evaluation of user interfaces, usability engineering, task analysis, user-centred design and prototyping, conceptual models and metaphors, software design rationale, design of windows, menus and commands, voice and natural language I/O, response time and feedback, colour, icons and sound, internationalization and localization, user interface architectures and APIs. Students participate case studies and projects.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Digital Signal Processing Students study analysis of signals and their digitalization. Students learn how to use Z, discrete and fast Fourier transform methods to identify components of the signals aiding in the design of filtering elements. The types of signals include those originating from analog and digital sources that may incorporate audio, video, sensor, and command data. *Platform Infrastructure and Security Students learn the core concepts necessary for understanding the technologies and services that enable cloud computing. Students explore a spectrum of topics ranging from cloud platform and infrastructure and security models, security related to applications in cloud environment, legal and compliance protocols. Students learn to design, prototype and test practical applications using various services in the cloud environment, including network in cloud environment and storage on standard cloud data storage architecture. Students examine different measures to counter risks and threats to provide integrity and security of data and information. *Machine Learning Students gain a foundational understanding of machine learning models and learn how these models can solve complex problems in a variety of industries, from medical diagnostics to image recognition to text prediction. Students study topics, such as regression, classification, mixture models, neural networks, deep learning, ensemble methods and reinforcement learning. Students examine approximate inference algorithms and graphical models. Students participate in practice exercises that give hands-on experience implementing machine learning algorithms studied. *Industrial Networking Students learn to achieve competency and skills to configure, maintain, and troubleshoot industry standard network protocols as well as wireless and security technologies. Students identify Local Area Network (LAN) topologies and protocols, design methods for Industrial LANs using Ethernet, differences between different wireless and Industrial Ethernet alternatives. Students learn how to make full use of current infrastructures while developing a converged platform for flexibility to support future business outcomes, such as Industrial IoT and Industry 4.0. *Data Analytics In this course, students learn, understand, and practice data analytics approaches and methodologies to be able to conceptualize, plan, asses, and implement data related projects. Students develop the ability to explore different data sets, evaluate the quality of data, cleanse and prepare data for analytics, analyze it using a multitude of statistical techniques, and visualize the insights created. The course content is designed to assist students looking to add Data Analytics skills to their portfolio using a hands-on approach. All data analytics methods and teachings presented during the course are accompanied by labs, case studies, and practical examples. Breadth Elective 7 Humber Degree Breadth Elective

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Capstone Project II In this capstone project course students conceive, design, and develop open-ended projects that are industrially- based and multi-disciplinary. This course provides the student with a significant experience in self-directed and project based learning. Students provide project proposal, cost estimation, and project schedule. The final design will be presented in the class. Emerging Technology Students learn the insight to navigate current and upcoming digital information and communications technology environments. Students explore research skills and how to keep up with the trends for developing life-long learning skills and preparing themselves for success in this fast-paced industry. Students examine emerging technologies and cutting-edge industries, such as 5G wireless technology, for their roles, opportunities, impacts, and challenges in North American and global corporate and consumer markets. Students develop clear understanding and critical assessment of these technologies. Students participate in interaction with guest speakers, case studies, research projects, and group discussions. *Cryptography Students explore the conceptual and mathematical foundations of information security based on encryption.

Students discover a variety of ever evolving encryption techniques and their individual benefits, applications, flaws and limitations. Students develop a comprehensive understanding of modern symmetric encryption techniques, specifically block and stream ciphers, with emphasis placed on industry and government designated standard designs (Data Encryption Standard, Advanced Encryption Standard, hash functions etc.). Students examine asymmetric encryption algorithms including Public Key Encryption, RSA, Hashing, Digital Signature and Certificates.

Semester 11 Students investigate current trends in cryptographic computing, particularly that exist at the nexus of peer-to-peer network protocols, like blockchain.

*Cybersecurity Applications Students learn to analyze various methods and approaches that attacker use to compromise integrity of digital assets in cyber space. Students develop insight on topics in cyber security applications for real-world enterprise settings. Students gain fundamental knowledge on how to protect digital contents from malicious users, programs and applications. Students learn different methodologies, techniques, and tools to protect corporate digital assets in cyberspace. *Machine Learning Students gain a foundational understanding of machine learning models and learn how these models can solve complex problems in a variety of industries, from medical diagnostics to image recognition to text prediction. Students study topics, such as regression, classification, mixture models, neural networks, deep learning, ensemble methods and reinforcement learning. Students examine approximate inference algorithms and graphical models. Students participate in practice exercises that give hands-on experience implementing machine learning algorithms studied.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester *Cybersecurity In this course, students learn to effectively categorize types of threats, terminology, network basics, internet fraud, theft, cyber stalking, DoS attacks, malware, hacking, industrial espionage, encryption and cryptography, security technology: access control, virus scanners, firewalls, IDS, certificates, SSL/TLS, VPN, Wi-Fi security; security policies; forensics. Students develop skills to apply the protocols and technology to support security at the edge of networks.

Breadth Elective 8 Humber Degree Breadth Elective

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Appendix 11B – Course Descriptions - Mechatronics

Year and Course Title Course Description Semester YEAR 1 Calculus I This course is an introduction to differential and integral calculus. Topics include limits, continuity, differentiability, rules of differentiation, absolute and relative extrema, asymptotes, curve sketching, applications of max/min, related rates, definite and indefinite integration, improper integrals, techniques of integration, and applications. Linear Algebra This is an introductory course in linear algebra for students in Humber’s engineering degree program. Emphasis is on the application of methods of linear algebra in engineering fields. Topics include vector spaces, systems of linear equations, matrices and matrix operations, determinants and Cramer’s rule, eigenvalues and eigenvectors, complex numbers. Physics I This course introduces Newton’s laws and conservation of energy. The students develop a conceptual understanding of the core concepts of mechanics and energy such as motion, time, mass, force, momentum, torque, oscillations, as well as energy. Students apply this framework to describe and predict the behavior of mechanical systems. Introduction to Engineering The course is designed to explain the elements of what student should know about the engineering profession in Semester 1 Canada, emphasizing basic skills and knowledge that are well known to practice. Students experience the full cycle

Common Platform of an engineering project by applying concepts and methodologies to a real life situation. Engineering in Society This course provides a broad-based introduction to the engineering profession, highlighting specific areas of expertise and how they are required to work together to solve modern engineering problems in society. Through guest speakers, case studies, and group projects, learners will gain an awareness of the impact of engineering decisions on various aspects of society. The professional responsibilities of engineers as well as the ethical, environmental and safety implications of their decisions are acknowledged as key engineering design considerations. Breadth Elective 1 Humber Degree Breadth Elective Calculus II The course provides a wide foundation of topics in multivariable calculus and complex analysis. The scope of

coverage as well as the sequence of topics is aligned with the mathematical skills required in engineering degree courses. Engineering Design Students learn the development of complex 3D structures including component design, assembly, constraints, and Platform Common

Semester 2 supports. Students also become familiar with the standard format of presentation of graphical designs, assembly drawings and parametric models.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Physics II Students study thermodynamic and electromagnetic principles. Students examine the topics such as first and second laws of thermodynamics, linear thermal expansion law, ideal gas law, Coulomb’s law, Gauss’ law, Kirchhoff’s laws, Ampere’s law, Ohm’s law, Faraday’s Law, Lenz’s law and energy theorems, as well as their applications to a variety of physical phenomena related to gases, liquids, solids, static charges, electric and magnetic fields, electric currents, circuits, power, induction, coils, and solenoids. Students participate in interactive lectures, laboratory sessions and tutorials, and are evaluated by assignments, lab reports, exams and a project.

Engineering Materials By the end of this course students will have demonstrated the ability to propose proper materials for a given application in manufacturing, construction, electronics and computing devices taking into consideration basic principles that govern the properties of materials. Introduction to Programming This course introduces the fundamentals of computer programming using the C language. The content of the course will include: basic concepts like decision making, looping, functions, strings and arrays, as well as data structures and disc operations. The purposes of the course is to develop students’ skills in programming and problem solving, to provide students with the tools needed for writing C programs to solve engineering problems, and to offer a foundation for courses that require programming skills. Breadth Elective 2 Humber Degree Breadth Elective YEAR 2 Differential Equation This is a foundational course in differential equations. Topics covered include linear equations of first and higher orders, Laplace transforms, power series solutions of second-order equations including Frobenius method, and the Fourier series solutions of partial differential equations with boundary conditions. Students learn techniques in analytical solutions, direction fields, and phase planes as tools for qualitative analysis of differential equations. Electric Circuits Analysis This course introduces principles and analysis techniques for DC and AC electric circuits. Concepts such as voltage, current, power are introduced. Students examine the basic components such as resistors, capacitors, inductors, power sources and transformers, and build and test various circuits. Students apply Ohm's Law, Kirchhoff’s laws, Superposition Theorem, Thévenin’s and Norton's Theorems, Maximum Power Transfer Theorem to analyze the circuits. Steady state and transient circuit behavior and practical applications of circuit analysis are covered.

Semester 3 Introduction to 3-Phase Systems, Lead-Lag Networks, Filters, Resonance. The laboratory portion of this course trains students in the operation of electronics test instruments. Applied Mechanics This is an introductory course to the dynamics of automated machines and robots. Students will apply the principles of statics and dynamics to the analysis of motion, mechanical loading, energy and power associated with mechanical systems. Applications such as robot manipulator arms and grippers, conveyors, gears, belt and chain drives, hydraulic and pneumatic actuators which will be analyzed throughout the course. * Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Computer Programming This course emphasizes code structure, algorithm development, relationships between algorithms and programming, validation and optimization, and Object Oriented design principles. The course also includes an introduction to MATLAB, software which is used extensively in engineering calculations, in the solution of engineering problems and in engineering simulations. Digital Electronics In this course students focus on digital logic circuits, numbering systems, Boolean algebra. Students gain skills in design, analysis, construction and troubleshooting of digital logic circuits such as logic gates, flip-flops, counters, shift registers, arithmetic circuits, coded number systems, multiplexers. Students study sequential design, error detection and correction, data conversion, memories, and logic families. Co-op and Career Preparation TBD Breadth Elective 3 Humber Degree Breadth Elective Numerical Methods Students learn how to find numerical solutions to problems which are difficult or impossible to solve analytically. They will learn numerical methods for solving non-linear equations in one variable, systems of linear equations, numerical differentiation and integration, numerical solutions of ordinary differential equations, interpolation and curve fitting. Students will learn the algorithms, and use software (MATLAB) to solve applied problems. In addition, students will learn fundamental concepts from error analysis of numerical solutions.

Mechatronics Project Students learn the development and implementation of firmware for embedded microcontrollers using Embedded C and assembly language. They study the fundamental principles of embedded systems design using microcontrollers,

architecture and components. Through hands-on exercises, students develop skills in interfacing microcontrollers with external devices such as sensors, actuators and peripherals, using common interfacing standards. The skills gained in this course are utilized in Mechatronics Project course.

Semester 4 Instrumentation & Measurement This course focuses on basic instrumentation techniques and measurement methods. Students will analyze, construct, troubleshoot, calculate errors, and provide error compensation. Operation and applications of core electronic devices will be studied. Instrumentation principles, analog signal processing/conditioning and interfacing circuitry is covered. Students will also be introduced to computer-based data acquisition/processing. Pneumatics & Hydraulics This course introduces the fundamental principles of pneumatics and hydraulics (fluid power) components and systems. Students will learn how to design, analyze and predict the performance of automated fluid power systems using industry-standard software. Students will learn to size, select and integrate fluid power system components to achieve optimal operation.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Microcontrollers In this course students learn to apply engineering design principles and methodology to the solution of an open- ended mechatronics design problem. Throughout the course, student teams will be expected to complete milestones related to the design and development process, including: problem definition, generation and evaluation of concepts, engineering analysis, design, development, testing, and preparation of design documentation. Team work, project management, and communications skills are emphasized. Breadth Elective 4 Humber Degree Breadth Elective

Co-op Work Term I TBD Semester 5 YEAR 3 Statistics & Quality Assurance The course starts with descriptive measures of central tendency and variation including mean, median, mode, range, variance, and standard deviation. After, Probability distribution will be used to analyze the central tendency and variations in manufacturing processes. The tools of quality control are also introduced including cause-and-effect diagrams, pareto charts, histograms, and control charts. Student will learn how to apply statistics to process control (SPC) by constructing and interpreting various control charts for variables and attributes.

System Modeling & Simulation The course will introduce the basic concepts of computation through modeling and simulation that are increasingly

being used by engineers. Students will use MATLAB®to explore a range of programming and modeling concepts while acquiring those skills. They will then undertake a final project that analyzes one of a variety of scientific problems by designing a representative model, implementing the model, completing a verification and validation process of the model, reporting on the model in oral and written form, and changing the model to reflect corrections,

Semester 6 improvements and enhancements.

Electric Motors Students learn the principal operation of linear and rotary actuators including brushed/brushless DC stepper, servo, single-phase, 3-phase synchronous and induction motors. The course provides basic knowledge including torque, current, voltage, frequency, efficiency, standard codes, and safety precautions of the industrial motors. The concept of motor control techniques such as pulse width modulation, variable frequency drives is included. By the end of this course students should be able to size and select the electrical motors for different types of loading and applications.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester *Power Transmission Components This course covers power transmission components, specifications and applications. Students learn how to design, select, and install belts, pulleys, different types of gears, chains, sprockets, power transmission shafts, couplings, cams, lead screws, Geneva mechanisms, rolling element bearings, and clutches. In addition, they will learn the possible sources of damage and standard maintenance procedures. *Introduction to Artificial Intelligence for This course introduces basic knowledge, representations, and learning methods of Artificial Intelligence (AI). It will Mechatronics provide introduction to several important AI concepts and techniques, including problem solving and planning, knowledge representation, reasoning engines, and expert systems, and an overview of various application areas of AI including machine learning, natural language processing, and computer vision. *Robotics This course introduces the basic concepts of different types of robots including embedded robots, MEMS robots, mobile robots and traditional 6-axis. Major topics include embedded system with robots, robotic input and output devices, connectivity of I/O devices, electrical hardware and protocols, electrical control system, servo control system, programming, simulation, trajectory planning, navigation and controls. Breadth Elective 5 Humber Degree Breadth Elective Programmable Logic Controllers This course presents and focuses on the designing practice of Programmable Logic Controllers (PLCs) widely used in the automation industry. PLCs represent one of the fastest growing sectors of the industrial industry and have proven to be the solution for a variety of applications, which previously relied on electromechanical control systems. The students program PLCs using the IEC 61131-3 standard languages such as ladder logic, function block diagram, structure text, and sequential function chart. In addition, this course provides communication methods about factory communication networks of the PLCs. Moreover, the students write, download, and execute application programs using human machine interfaces to monitor and control the process applications automated by the PLCs. The real industrial applications provide practical programming and troubleshooting skills used in the maintenance of automated systems. Control Systems Students learn essential knowledge for modelling and designing feedback control systems. They study mathematical modelling of different components, processes and engineering systems. Students investigate the time and frequency Semester 7 response of systems to standard inputs. Students learn how to design and tune PID controllers to achieve stable and optimal operation for servomechanisms and processes. Student working knowledge and skills in this course will be enhanced by using simulation software and laboratory activities. Signal Processing This course provides the analysis methods of continuous-time and discrete-time signals and systems. The following topics are discussed including representations of signals, Laplace transform, transfer function, impulse response, step response, the convolution integral and its interpretation, Fourier analysis for continuous time signals and systems and an introduction to sampling. Also, linear time-invariant systems and Filters.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester *Kinematics & Dynamics of Robots This course introduces the basic concepts and tools used to analyze the kinematics and dynamics of robot manipulators. Major topics include coordinate systems, position and orientation transformation, forward and inverse kinematics, Jacobian, force and torque analysis, singularity and workspace analysis, trajectory planning and control.

*Robotic Electrical Systems This course introduces the basic concepts of different types of Electrical systems of variety of robots including 6-axis and mobile robots. Major topics includes robotic input and output devices, connectivity of I/O devices, electrical hardware and protocols, electrical control system, servo control system, programming, simulation, trajectory planning, navigation and controls. *Autonomous Vehicles This course is an introduction to implementation of artificial intelligence and deep learning into a self-driving car. The course provides fundamental concepts of machine learning and its application in autonomous vehicles. In addition, the concept of operation of Drones, and AGVs and their application in industry will be presented. *Parallel Programming This course introduces students to modern parallel programming with a focus on functionality, scalability and portability. Parallel programming language(s), models, optimization techniques and performance analysis will be covered. Students learn to effectively develop scalable parallel programs for common parallel tasks such as sorting and matrix operations on heterogeneous processors. Related hardware concepts on embedded parallel heterogeneous processors are introduced to achieve a good understanding of the resource limitations, communications, code execution and acceleration. Breadth Elective 6 Humber Degree Breadth Elective

Co-op Work Term II TBD Semester 8 YEAR 4

Co-op Work Term III TBD Semester 9

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Capstone Project I Capstone is a project based learning opportunity where students research, design, and develop a prototype, process, or a solution for an industry-based and multi-disciplinary application. This course provides the student with a significant experience in self-directed and employability skills. Machine Vision Building upon knowledge of Image Processing acquired in the Signal Processing course, Students study in-depth topics that are required, in order to build systems that enable the computer, and the machine in general, to perform vision tasks. These tasks range from acquiring visual information, to processing it, analyzing it and identifying features of interest in it. Students classify these features and produce an overall understanding of it. Topics include morphological image processing, edge detection, segmentation, pattern recognition and pattern classification. Industrial Networking Through hands-on practice and projects, this course will provide a strong foundation in networking technologies, fundamental to computer and industrial networks. The core topics discussed include protocols and standards, architectures, addressing, devices, media and signals. Students will explore techniques and technologies to secure, manage and optimize communication networks. Concepts in wireless communications and sensor networks will be introduced. *Machine Condition Monitoring In this course, students learn different approaches in asset maintenance management including machine condition monitoring for rotating equipment. The course provides most recent maintenance approaches for power plants, wind- turbines and rotary machineries. Through hands-on experience, students learn instrumentation, system utilization, data processing and reporting for a condition-based monitoring. Students learn the signature of different failures and methods to extract those features.

Semester 10 *Robot Embedded Programming This course covers advanced robotics topics that requires for industrial automations such as robot modeling for position and orientation, control and safety circuits, advanced programming, and special features of robots. These concepts include system configurations and applications, power transmission focusing on servo control, types of programming and control, tooling and interfacing with peripherals focusing on I/O control, and feedback devices. *Machine Learning This course is an introductory course in machine learning. The class will briefly cover topics in regression, classification, mixture models, neural networks, deep learning, ensemble methods and reinforcement learning. *Embedded Parallel Computing Modern compute-intensive applications such as those in computer vision, autonomous decision-making, AR/VR exhibit a high level of parallelism and computing requirements. Heterogeneous multicore embedded systems employ accelerators such as GPUs in addition to CPUs working in unison to execute massively parallel programs. In this course students focus on the application of parallel programming languages, techniques, models and tools to leverage the performance of heterogeneous multicore processors to implement such applications. Students learn to parallelize a problem, select and implement parallel algorithms, apply optimization techniques and articulate the use of standard APIs. Case studies and current research topics in this area will be introduced. Through a course project, students will work on a real-world compute-intensive problem in engineering or science. This course is application- oriented and covers the underlying hardware architecture concepts as needed. * Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Breadth Elective 7 Humber Degree Breadth Elective Capstone Project II This course is the continuation of the Capstone Project 1, where students implement their developed / designed solutions and test, analyze test results, and troubleshoot. The outcome of the course will be documented in a comprehensive report and will be presented to stakeholders through a showcase event. *Advanced Manufacturing & Automation The course is designed to expand the knowledge of advanced manufacturing (AM) and Automation technologies and their application in modern manufacturing. A comprehensive knowledge of the current AM technologies, devices, materials and their applications will be developed. Students will learn to integrate automation into advanced manufacturing processes as it relates to manufacturing environments, innovation and product development. *Robotic Cell Integration In this course, students will be trained on how to model real world automated production lines. An industrial level robotics and automation simulation software will be used to simulate, analyze and predict the performance of shop floor production including different types of robots, automated machines and conveyors.

The final aim of this course is to develop student design and development ability at a factory scale. *User Experience & Multimedia The course provides essential skills for development and implementation of interactive graphical displays for real time control and monitoring systems. Mechatronics systems are required to interact with people for the purpose of configuration, alarm reporting or control applications. In most industries, a human-machine interface (HMI) is employed for this purpose. Variety of tools will be discussed to incorporate human factors in the interface Semester 11 design including computer graphics, operating systems, and programming languages. *Internet of Things (IoT) Internet of Things (IoT) is a new emerging technology domain, which will be used to connect all objects through the Internet for remote sensing and control. This course provides the fundamental concepts of the Internet of Things, its applications, and architecture models. The course introduces the basic technologies and mechanisms for sensing, actuating and processing cyber-physical data communication. Students will discuss semantic technologies and service oriented solutions that enable the integration of services for the Internet of Things into the cyber world. They will develop practical skills that can be transferred into a real-world environment. This course examines the most recent advances with respect to the Internet of Things, including IoT technologies, IoT cloud, IoT data analytics, IoT security and IoT business models. Various IoT applications such as smart transportation, smart cities, smart home and e-health are also presented. Breadth Elective 8 Humber Degree Breadth Elective

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Appendix 11C – Course Descriptions – The Built Environment

Year and Course Title Course Description Semester YEAR 1 Calculus I This course is an introduction to differential and integral calculus. Topics include limits, continuity, differentiability, rules of differentiation, absolute and relative extrema, asymptotes, curve sketching, applications of max/min, related rates, definite and indefinite integration, improper integrals, techniques of integration, and applications. Linear Algebra This is an introductory course in linear algebra for students in Humber’s engineering degree program. Emphasis is on the application of methods of linear algebra in engineering fields. Topics include vector spaces, systems of linear equations, matrices and matrix operations, determinants and Cramer’s rule, eigenvalues and eigenvectors, complex numbers.

Physics I This course introduces Newton’s laws and conservation of energy. The students develop a conceptual

understanding of the core concepts of mechanics and energy such as motion, time, mass, force, momentum, torque, oscillations, as well as energy. Students apply this framework to describe and predict the behavior of mechanical systems. Introduction to Engineering The course is designed to explain the elements of what student should know about the engineering profession in Canada, emphasizing basic skills and knowledge that are well known to practice. Students experience the full Semester 1 cycle of an engineering project by applying concepts and methodologies to a real life situation. Common Platform Engineering in Society This course provides a broad-based introduction to the engineering profession, highlighting specific areas of expertise and how they are required to work together to solve modern engineering problems in society. Through guest speakers, case studies, and group projects, learners will gain an awareness of the impact of engineering decisions on various aspects of society. The professional responsibilities of engineers as well as the ethical, environmental and safety implications of their decisions are acknowledged as key engineering design considerations. Breadth Elective 1 Humber Degree Breadth Elective

Calculus II The course provides a wide foundation of topics in multivariable calculus and complex analysis. The scope of coverage as well as the sequence of topics is aligned with the mathematical skills required in engineering degree courses. Engineering Design Students learn the development of complex 3D structures including component design, assembly, constraints, Platform Common and supports. Students also become familiar with the standard format of presentation of graphical designs, Semester 2 assembly drawings and parametric models.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Physics II Students study thermodynamic and electromagnetic principles. Students examine the topics such as first and second laws of thermodynamics, linear thermal expansion law, ideal gas law, Coulomb’s law, Gauss’ law, Kirchhoff’s laws, Ampere’s law, Ohm’s law, Faraday’s Law, Lenz’s law and energy theorems, as well as their applications to a variety of physical phenomena related to gases, liquids, solids, static charges, electric and magnetic fields, electric currents, circuits, power, induction, coils, and solenoids. Students participate in interactive lectures, laboratory sessions and tutorials, and are evaluated by assignments, lab reports, exams and a project. Engineering Materials By the end of this course students will have demonstrated the ability to propose proper materials for a given application in manufacturing, construction, electronics and computing devices taking into consideration basic principles that govern the properties of materials. Introduction to Programming This course introduces the fundamentals of computer programming using the C language. The content of the course will include: basic concepts like decision making, looping, functions, strings and arrays, as well as data structures and disc operations. The purposes of the course is to develop students’ skills in programming and problem solving, to provide students with the tools needed for writing C programs to solve engineering problems, and to offer a foundation for courses that require programming skills. Breadth Elective 2 Humber Degree Breadth Elective YEAR 2 Infrastructure & Building Science This course explores the systems that underlie and make possible the built environment and its transformation. The flow of energy, air, water, waste, construction materials, and information is explored on the scale of the building and the city. Students will be able to demonstrate through sketches, calculations and discussion how building science impacts design, material selection, health, and energy efficiency. Digital Design I This course builds on skills and knowledge of building science and sustainable building design, and introduces students to Revit 3D solid modelling architectural design software to design and detail residential wood-frame buildings. Students will systematically conceptualize, design and detail a single or two-storey wood-frame dwelling as a large design project spanning the semester. The project will adhere to the Ontario Building Code and incorporate best practices in sustainable design. Students will develop a set of architectural drawings that include

Semester 3 a site plan, floor plans, elevations, sections and details that are fully annotated to industry standards. Physical Chemistry Chemistry involves the study of matter and its changes. In this course students focus on the introduction to thermodynamics (energy involved in chemical and physical processes and reaction spontaneity), chemical kinetics (rates of reactions and reaction mechanisms), chemical equilibrium (reversible reactions), acids and bases (structural and equilibrium factors that determine acidity and basicity), and electrochemistry (reduction-oxidation reactions, galvanic cells, and cell potentials). Real world applications are emphasized. * Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Thermodynamics Students continue their study of topics in thermodynamics, with a more in-depth analysis of the first and second laws of thermodynamics, linear thermal expansion law, ideal gas law, as well as their applications to a variety of physical phenomena related to gases, liquids, and solids. Students participate in interactive lectures and laboratory sessions, and are evaluated by assignments, lab reports, and tests.

Sustainable Building Practices The reciprocal and changing relationship between a human population and the natural world gives rise to the built environment. This course presents contemporary theories of the environment informed by climate science, systems of measurement, geology, and life. Retrofit and renovation requirements will be compared and contrasted with those of new construction. Frameworks of thinking: Concepts of resilience, sustainability, management. Regenerative building, ecological.

Co-op and Career Preparation TBD Breadth Elective 3 Humber Degree Breadth Elective Numerical Methods Introduce Taylor's formula, truncation error and round off error. Solutions of nonlinear equations in one variable. Linear Equations. LU-decomposition. Eigenvalues and eigenvectors. Jacobi, Gauss-Seidel methods. Interpolation and curve fitting. Numerical integration. Numerical solution of ordinary differential equations. Initial value problems.

Digital Design II In this advanced computer-aided design course, students will use Revit 3D Architectural design software to

conceptually mass model, 3D model, and detail multi-unit residential and commercial buildings including structural components. The creation of custom CAD content is an essential skill for the CAD professional and these and other higher-level technical skills will be reinforced. The course project will focus on commercial and multi-unit residential buildings utilizing steel and concrete structural design. Students will develop a conceptual mass model as well as a set of construction drawings to include structural plans and details that are fully Semester 4 annotated to industry standards.

Data Management In this course, student will discover what data is and think about what questions you have that can be answered by the data – even if you’ve never thought about data before. Based on existing data, you will learn to develop a research question, describe the variables and their relationships, calculate basic statistics, and present your results clearly. By the end of the course, you will be able to use powerful data analysis tools to manage and visualize your data, including how to deal with missing data, variable groups, and graphs.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Building Structures Students build upon the fundamental principles learned in Physics I & II. Students apply axial, bearing, shear, and temperature stress to solve practical problems. Students learn to analyze shear force, bending moment, and axial force diagrams; calculate direct and bending stresses for various structural elements. Students solve problems involving trusses, beams and frame structures made of timber, steel, and concrete using classical structural analysis methods. This knowledge is applied to a real life design project, developing skills in design of structures to satisfy functional and strength requirements. Codes & Standards Students will gain a deeper understanding of the fundamental codes and standards that are applicable to the professional practice of Engineering in Canada and in Ontario. The Ontario Building Code (OBC) and National Building Code (NBC) and Canadian Commission on Building and Fire Codes (CCBFC) along with standard writing organizations; specifically the Standards Council of Canada, Canadian Standards Association (CSA) will be discussed. Students will interpret and apply relevant codes to projects. Breadth Elective 4 Humber Degree Breadth Elective

Co-op Work Term I TBD Semester 5 YEAR 3 Statistics & Quality Assurance This course provides students with an introduction to the concepts of statistics, useful process control tools, and practical workforce applications. Digital Design III This course is designed for Bachelor of Engineering students who want to take advantage of AutoCAD® Civil 3D®, a design and documentation software for that supports building information modeling (BIM) workflows. The AutoCAD Civil 3D software permits the rapid development of alternatives through its model-based design tools. Students will learn techniques to organize survey project data, work with survey points, create and analyze surfaces, model geometric road design, including the making of horizontal alignments and vertical profiles, create parcel layouts, perform grading and volume calculation tasks, produce layout and profile of municipal pipe

Semester 6 networks. Building Energy Loads This course develops understanding of thermal, mechanical and electrical loads related to various building systems, appliances and other equipment in residential, light commercial and industrial applications. Primary focus will be placed on the energy required to operate building heating, cooling and hot water systems, as well as appliances and lighting equipment.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester *Transportation Introductory level course on transportation engineering, including transportation system characteristics, classification, mathematical models, and modes; transportation planning (trip generation, trip distribution, mode choice, and traffic assignment); highway geometric design; traffic flow characteristics; capacity and level of service; queuing and simulation models; and evaluation of transportation impacts. *Introduction to Land Surveying Introduction to surveying theory and techniques; distance, angular and height measurement methods; traversing and traverse adjustments; field calibration of instruments; topographic mapping; coordinate geometry; geometry of horizontal and vertical curves; curves and construction layout; use of surveying software. *Renewable Energy This course covers electrical and thermal renewable energy systems design and integration from both a building and grid/district energy scale. Students will design grid-tied and off-grid photovoltaic systems, small wind generation systems and solar thermal water heating systems based on current technology and practice. *Energy Modelling This course primarily focuses on building energy performance simulation software theory and application. Students will learn about the different types of performance simulation software on the market and the strengths and weaknesses of each. Students will also gain an understanding of how energy modelling can support both design and client decisions by interpreting simulation results for calculating life-cycle costing of energy efficiency measures. Breadth Elective 5 Humber Degree Breadth Elective Project Management This course provides students with the skills and knowledge to deliver change to organizations through the successful use of projects. Students will learn and apply project management methodologies, tools, and techniques required to initiate, plan, execute, and close projects. The students' general understanding of project management is further developed by applying the skills and knowledge to business projects. Project management

software is employed. Digital Design IV Students will use Revit Architecture, Structure and MEP to 3D model and 2D detail mechanical systems, electrical systems and plumbing systems for residential and small commercial structures. Students will also utilize heating/cooling load tools and energy analysis tools to evaluate building thermal performance. Semester 7 Building Mechanical & Electrical Systems This course provides an overview of building components, systems and thermodynamics. The relationships between a building’s structural, enclosure, mechanical and electrical systems will be explored, with emphasis on energy transfer, as well as fundamentals of ventilation and indoor air quality system components, plumbing and fire protection systems.

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester *Land Surveying Measurements Techniques In this course students will learn how to capture and analyze geomatics data from various types of sensors and integrate all the data to fulfill industry need. Introduction to the use of various sensors and techniques for the acquisition of precise metric and attribute data will be covered. *Geographic Information System Students will gain a deeper understanding of Geographical information systems (GIS) and science; hardware and software components; geo-referencing of geospatial data; vector and raster data representation and topological relationships; GIS databases; vector and raster data exploration, analysis and processing; data display and visualization; spatial analytical modeling; data quality, integration, and standards; concepts of web GIS and mapping services; GIS project design and implementation. *HVAC System Design Students will learn the requirements and procedures for calculating the heat loss and gain for buildings to meet design criteria and become familiar with the selection procedure of HVAC equipment to meet a building's heating and cooling loads. Students will also learn the requirements to size and layout forced air and hydronic distribution systems, as outlined by the ASHRAE based on a load estimate for commercial buildings. *Energy Auditing This course formalizes the students' understanding of the goals and procedures of energy audits in residential and commercial buildings. Course content includes government programs and certifications that require audits; the purpose theory, practice and outcomes of an energy audit; and completion and recommendations of a real audit. Breadth Elective 6 Humber Degree Breadth Elective

Co-op Work Term II TBD Semester 8 YEAR 4

Co-op Work Term III TBD Semester 9

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Capstone Project I Capstone is a project based learning opportunity where students research, design, and develop a prototype, process, or a solution for an industry-based and multi-disciplinary application. This course provides the student with a significant experience in self-directed and employability skills. Data Visualization This course exposes students to the general concepts of data mining along with its basic methodologies and applications. In-depth concepts, methods, and applications of pattern discovery in data mining will be explored. Students will engage in scalable pattern discovery methods on massive transactional data, discuss pattern evaluation measures, and examine methods for mining diverse, sequential, and sub-graph patterns. Principles of Construction Estimation & Students will acquire general knowledge of the project procurement process and focus on the principles of Documentation estimating for architecture/engineering/construction (A/E/C) projects. Students will extract quantities and calculate costs estimates for a variety of construction materials. By reviewing drawings through various phases, the student will have the knowledge and skills needed to determine the quantity and type of materials required for a project. Real life field situations will be discussed to help the student visualize the scope and magnitude of a construction project and produce reliable estimates.

*Remote Sensing & Image Analysis The course covers an overview of the principles of remote sensing and image analysis from a Geomatics Engineering perspective. Topics include: basic characteristics of electromagnetic radiation, radiation interactions with terrestrial materials and atmospheric effects, remote sensing platforms, active and passive sensors, geometric and radiometric corrections, visual image interpretation, image enhancement and transformation, thematic classification, applications of change detection, environmental monitoring and mapping.

Semester 10 *Advanced Geomatics Techniques In this course students will learn the concept of design and implementation of topographic surveys: survey specifications, equipment calibration, reconnaissance, design of survey control points, resection, traversing, differential levelling, and mapping. Error analysis, error figures and error visualization using a graphical approach. Principles of cartography: design, constraints and planning, generation and production of maps including scale, contours, and co-ordinate grids. UTM and 3TM co-ordinates. Digital cartography: computer-aided survey mapping and digital data generation. Communication of geomatics engineering information: technical reports, field notes, and graphical data representation. *Sustainable Communities Design This course introduces concepts, features and examples of sustainable communities. It then explores how communities engage in urban, suburban and rural projects related to energy developments; the construction and retrofit of buildings; and land-use changes. *Building Automation Systems & Optimization I This course introduces students to control systems (with a focus on building automation) that monitor and control mechanical and electrical equipment. Field devices (such as sensors, actuators, and valves/dampers) will be studied, and traditional technologies will be compared to more modern digital technologies to understand each’s reliability, cost and ease of use. Breadth Elective 7 Humber Degree Breadth Elective

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING Year and Course Title Course Description Semester Capstone Project II This course is the continuation of the Capstone Project 1, where students implement their developed / designed solutions and test, analyze test results, and troubleshoot. The outcome of the course will be documented in a comprehensive report and will be presented to stakeholders through a showcase event. Construction Management Students build on their knowledge from Principles of Construction Estimation and Documentation. Students will be able to plan, organize, direct, control and evaluate departments within the construction industry. Students will acquire knowledge on administrative duties regarding corporate governance and regulatory compliance, record requirements, occupational health and safety and other administrative services. Students will use industry- standard software throughout the course. *Introduction to Unmanned Systems This course will focus on the operation of the remotely piloted aerial systems (RPAS) in Canada. Students will be able to identify the location challenge, operations and associated safety measures, hazard risk assessment, roles and responsibilities, mission and/or operational planning, and a basic understanding of UAV systems, flight controls and components and prepare the required legal documents to get the government permission. By completing this course students will be able determine required sensor for each challenge including RGB camera, LiDAR sensors, and Multispectral cameras. In addition, students will be able to build 3D models derived from the

RPAS captures data. *Geomatics in Urban Design This course introduces students to how the world of geospatial data and technologies influences our daily lives and shapes society and the world around us. Students learn how to collect and utilize location-based data, how to develop maps and mobile mapping, how to create technologies to respond to environmental disasters and

Semester 11 humanitarian crises, and how to think spatially in order to improve our understanding of our planet. Lectures involve a lively mix of presentations and group interaction, as well as several opportunities to crowdsource data collection in order to solve geospatial problems. Lectures also provide students with training in how to use various mapping technologies in order to collect, map, analyze, and communicate data in power ways. By the end of this course, students will be empowered to create and share their maps and stories about what they have learned about our digital Earth. *Environmental Impact Assessment Environmental Impact Assessment (EIA) is a process through which the environmental and socio-economic effects of a proposed project are identified and assessed. This course will examine theoretical and real project examples to explore the key elements of EIA including study guidelines, cumulative impacts and public engagement. *Building Automation Systems & Optimization II This course advances the knowledge and programming skills learned in the Building Automation System and Optimization I course and applies them to more complex installations that incorporate multiple buildings and/or sustainable energy technologies aiming to achieve energy efficiency, reliability and ease of operation. Programming fundamentals will be applied in this course - working in small teams, students will design, program, and demonstrate real control systems using the program’s building automation lab. Breadth Elective 8 Humber Degree Breadth Elective

* Discipline Elective (Designated) Courses

HONOURS BACHELOR OF ENGINEERING INSTRUCTIONAL SPACE UTILIZATION REPORT

WINTER 2019 SEMESTER Capital Development & Facilities Management and the Registrar’s Office

Revised on April 08, 2019 Introduction INTRODUCTION

1.1 Purposes: 1.3 Report Structure:

In collaboraon with the Registrar’s Office, this instruconal space Introducon p 01 ulizaon report was created with the following goals in mind: NORTH CAMPUS  To have a beer understanding of exisng instruconal space Classroom Inventory - North Campus p 02 , 03, 04 inventory at Humber three campuses Classroom Ulizaon - North Campus p 05, 06, 07  To determine classroom and lab ulizaon for W2019 semester. PC Lab Ulizaon - North Campus p 08 p 09  To provide data and findings to support management in planning MAC Lab Ulizaon - North Campus for capital investment and capital projects. Specialized Lab Ulizaon - North Campus p 10, 11, 12 Classroom & Lab Periods Distribuon in Each Day of the p 13 Week 1.2 Methodology: LAKESHORE CAMPUS

 Scheduling data are provided by the Registrar's Office at Humber Classroom Inventory - Lakeshore Campus p 14, 15 College . Classroom Ulizaon - Lakeshore Campus p 16, 17 PC Lab & MAC Lab Ulizaon - Lakeshore Campus p 18  Scheduling data were captured at day 10 of F2018 semester Specialized Lab Ulizaon - Lakeshore Campus p 19, 20 (Centre for Trades & Technology data are included). Classroom & Lab Periods Distribuon in Each Day of the p 21  Only classrooms and lab acvies scheduled in the scheduling sys- Week tem are captured (UGH hours delivered at Humber labs are exclud- Instruconal Space Ulizaon Trending Table p 22 ed. ORANGEVILLE CAMPUS & CENTRE for TRADES &  Room ulizaon is calculated based on 15 periods available from TECHNOLOGY Monday - Thursday, and 11 periods available on Friday (total of 71 Centre for Trades & Technology - Instruconal Space p 23 periods available per week). Ulizaon Orangeville Campus - Instruconal Space Ulizaon p 24  Room ulizaon at Orangeville Campus is calculated based on 50 Summary Page p 25 periods available per week.

W2019 - Instructional Space Utilization Report p 01 North Campus -ClassroomInventory

NORTH CAMPUS - CLASSROOM INVENTORY

W2019 - Instructional Space Utilization Report p 02 North Campus -ClassroomInventory NORTH CAMPUS - CLASSROOM INVENTORY

W2019 - Instructional Space Utilization Report p 03 North Campus -ClassroomInventory

NORTH CAMPUS - CLASSROOM INVENTORY

At North campus, there are 127 classrooms available for booking in W2019.

.

W2019 - Instructional Space Utilization Report p 04 NORTH CAMPUS - CLASSROOM UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11) North Campus -ClassroomUtilization

W2019 - Instructional Space Utilization Report p 05 NORTH CAMPUS - CLASSROOM UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11) North Campus - Classroom Utilization North Campus -ClassroomUtilization

W2019 - Instructional Space Utilization Report p 06 NORTH CAMPUS - CLASSROOM UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11) North Campus -ClassroomUtilization

Average classroom utilization in W2019- North campus is 68.50% (based on 71 periods/week)

W2019 - Instructional Space Utilization Report p 07 North Campus - PC Lab Utilization North Campus-PCLabUtilization NORTH CAMPUS - PC LAB UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11)

W2019 - Instructional Space Utilization Report p 08 North Campus - Mac Lab Utilization North Campus-MacLabUtilization NORTH CAMPUS - MAC LAB UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11)

W2019 - Instructional Space Utilization Report p 09 North Campus -Specialized LabUtilization NORTH CAMPUS - SPECIALIZED LAB UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11)

W2019 - Instructional Space Utilization Report p 10 North Campus -Specialized LabUtilization NORTH CAMPUS - SPECIALIZED LAB UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11)

W2019 - Instructional Space Utilization Report p 11 North Campus -Specialized LabUtilization NORTH CAMPUS - SPECIALIZED LAB UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11)

Average specialized lab utilization in W2019- North campus is 49.10% (based on 71 periods/week)

W2019 - Instructional Space Utilization Report p 12

Classroom & Lab Periods Distribution in each Day of the Week p 13

DISTRIBUTION IN EACH DAY OF THE WEEK DAY DISTRIBUTION IN EACH 90.25% 9.75% ass Periods (All Classroom and Lab Periods)

Percentage of Day Class Periods and Evening Cl Percentage NORTH CAMPUS - CLASSROOM & LABNORTH PERIODS CE…) Funded, Non-Funded, 1-15 , All Courses Included: Periods (Monday - Sunday, NORTH CAMPUS (Carrier Drive Included) Report Space Utilization - Instructional W2019 Lakeshore Campus-

LAKESHORE CAMPUS - CLASSROOM INVENTORY Classroom Inventory

W2019 - Instructional Space Utilization Report p 14 Lakeshore Campus-ClassroomInventory

LAKESHORE CAMPUS - CLASSROOM INVENTORY

At Lakeshore campus, there are 80 classrooms available for booking in F2018

W2019 - Instructional Space Utilization Report p 15 Lakeshore Campus-Cl LAKESHORE CAMPUS - CLASSROOM UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11) assroom Utilization

W2019 - Instructional Space Utilization Report p 16 LAKESHORE CAMPUS - CLASSROOM UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11) Lakeshore Campus-Cl assroom Utilization

Average classroom utilization in W2019 at Lakeshore campus: 60.90% (based on 71 periods).

W2019 - Instructional Space Utilization Report p 17 Lakeshore Campus-PC LAKESHORE CAMPUS - PC LAB UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11) and MAC Lab Utilization and MACLabUtilization

LAKESHORE CAMPUS - MAC LAB UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11)

W2019 - Instructional Space Utilization Report p 18 Lakeshore Campus - Specialized Lab Utilization Lakeshore Campus-SpecializedLabUtilization LAKESHORE CAMPUS - SPECIALIZED LAB UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11)

W2019 - Instructional Space Utilization Report p 19 Lakeshore Campus - Specialized Lab Utilization Campus-SpecializedLabUtilization Lakeshore LAKESHORE CAMPUS - SPECIALIZED LAB UTILIZATION (Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11)

Average specialized lab utilization in W2019– at Lakeshore campus is 41.07% (based on 71 periods/week)

W2019 - Instructional Space Utilization Report p 20

Classroom & Lab Periods Distribution in each Day of the Week p 21

93.76% s (Monday - Friday : all Classroom and Lab Periods) 6.24% M & LAB PERIODS DISTRIBUTION IN EACH DAY OF THE WEEK M & LAB PERIODS DAY DISTRIBUTION IN EACH

Percentage of Day Class Periods and Evening Period Percentage LAKESHORE CAMPUS - CLASSROO CE…) Funded, Non-Funded, 1-15 , All Courses Included: Periods (Monday - Sunday, LAKESHORE CAMPUS Report Space Utilization - Instructional W2019 Utilization TrendingTable

NORTH CAMPUS - INSTRUCTIONAL SPACE UTILIZATION TRENDING TABLE

LAKESHORE CAMPUS - INSTRUCTIONAL SPACE UTILIZATION TRENDING TABLE

W2019 - Instructional Space Utilization Report p 22 Centre forTrades&Technology CENTRE FOR TRADES & TECHNOLOGY

INSTRUCTIONAL SPACE UTILIZATION

(Monday - Thursday: Period 1 - 15, Friday: Period 1 - 11 (or 71 Periods/Week)

CENTRE FOR TRADES & TECHNOLOGY - CLASSROOM UTILIZATION (Monday - Friday, Period 1 - 11) - Classroom&LabUtilization

CENTRE FOR TRADES & TECHNOLOGY - LAB UTILIZATION (Monday - Friday, Period 1 - 11)

W2019 - Instructional Space Utilization Report p 23 Orangeville Campus-Cla ORANGEVILLE CAMPUS

INSTRUCTIONAL SPACE UTILIZATION

(Monday - Friday: Period 1 - 10, or 50 Periods/Week) ssroom & Lab Utilization ssroom &LabUtilization ORANGEVILLE CAMPUS - CLASSROOM UTILIZATION (Monday - Friday, Period 1 - 10)

ORANGEVILLE CAMPUS - LAB UTILIZATION (Monday - Friday, Period 1 - 10)

*

* shared facility, acvies scheduled by the Town are not captured

W2019 - Instructional Space Utilization Report p 24 W2019 Utilization ReportSummaryPage SUMMARY PAGE

W2019 - Instructional Space Utilization Report p 25

Environmental Scan Bachelor of Engineering in Information & Communications Technology

Table of Contents Overview ...... 3 Postsecondary Programs ...... 4 Ontario Postsecondary Institutions ...... 4 Canadian Postsecondary Institutions...... 5 International Postsecondary Institutions ...... 6 Labour Market Analysis ...... 8 Overview of Mechatronics-related occupations In Canada ...... 8 NOC 0213 – Computer and information systems managers ...... 8 NOC 0213 – Information systems analysts and consultants ...... 13 NOC 2173 – Software engineers and designers ...... 18 NOC 2147 – Computer engineers (except software engineers and designers) ...... 24 NOC 0131 - Telecommunication carriers managers ...... 30 NOC 2148 - Other professional engineers, n.e.c...... 35 NOC 2283 - Information systems testing technicians ...... 40 Educational Trends ...... 46 Information and Communications Technology in the News...... 47 The Globe and Mail...... 47 Huawei/ Univefrsity of Waterloo ...... 47 Carleton University ...... 48 Program Snapshot ...... 49 Confederation College – ICT for Small Business Graduate Certificate ...... 49

ENVIRONMENTAL SCAN BACHELOR OF ENGINEERING IN INFORMATION & COMMUNI CATIONS TECHNOLOGY 2

Overview

SUBJECT: Information Communications Technology DATE OF SCAN: November 2018

DEFINITIONS: Information and communications technology or (ICT) is extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals), computers as well as necessary enterprise software, middleware, storage, and audio-visual systems, which enable users to access, store, transmit, and manipulate information. ICT is a broad subject and the concepts are evolving.[3] The term covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form, e.g. personal computers, digital television, email, robots.

ASSOCIATIONS: RESOURCES: The Canadian Trade Commissioner Service – Information and Communications Technologies Information and Communications Technology Council

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Postsecondary Programs There are currently no colleges in Ontario running an Information Communication Technology program, with the exception of Confederation College which offers a graduate certificate in Information Communication Technology (ICT) Solutions for Small Business. ONTARIO POSTSECONDARY INSTITUTIONS INSTUTITION CREDENTIAL PROGRAM NAME DESCRIPTION Confederation Graduate Information Information Communication Technology (ICT) Solutions for Small Business is a two-year program. Certificate Communication Technology (ICT) In this two year, graduate certificate program, students develop marketable technical, business management, and Solutions for interpersonal skills, all of which respond to the pressing ICT needs of businesses in all sectors of Canada’s Small Business economy. Students hone their technical skills, creating commercial applications and ICT solutions for SMEs (small and medium size enterprises). At the same time, they gain training in Canadian workplace business practices, entrepreneurship, and interpersonal dynamics. Combined, these help internationally trained graduates obtain employment that is commensurate with their skills and qualifications.

The program enables students to become proficient in the practices and techniques used in modern ICT infrastructures. Students learn how to develop and implement practical solutions to solve typical ICT problems and challenges faced by smaller companies & businesses. Instructional methodology integrates theory with real-life simulations and hands-on applications. Students apply their acquired knowledge and skills to industry-based cases, simulations and projects, working on both individual and several collaborative team projects.

Students also advance their problem solving, presentation and critical thinking skills throughout the period of study. They then bring all this training together in a capstone project in the final semester, where they manage and complete a technical project in collaboration with industry.

Upon graduation students are prepared to use a combination of technical, business, and soft/interpersonal skills to help small and medium sized enterprises achieve success within the digital economy.

Additionally, graduates have the option to take the exam for the Cisco Certified Entry Networking Technician (CCENT) certification.

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CANADIAN POSTSECONDARY INSTITUTIONS PROVINCE INSTITUTION CREDENTIAL PROGRAM NAME DESCRIPTION British Douglas College Post-degree Information and The Post-Degree Diploma in Information and Communication Technology introduces Columbia Diploma Communication students to a number of concepts under the IT umbrella, including programming, systems Technology analysis, project management and more. Students learn the technical concepts needed for success in this field and have the opportunity to further explore topics with five elective courses. British College of New Certificate Information and The goal of the one-year certificate program is to provide learners with the knowledge and Columbia Caledonia Communication skills necessary to understand the theoretical and applied uses of information technology in Technology various business settings. Upon completion of the certificate program, the learners will have the fundamental knowledge and skills of several computer applications and operating systems. Learners will be able to install, configure, and troubleshoot software in both stand- alone and networked environments. The first year consists of courses in customer service, business applications, operating systems, networking, programming, and website development at the fundamental level and also includes a foundational team project. Learners will be able to demonstrate effective problem definition and problem solving in a positive customer-service context. The certificate program prepares learners with the knowledge and skills for employment as an entry-level hardware technician, network technician, or junior programmer with small businesses, government, industry, and other organizations.

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INTERNATIONAL POSTSECONDARY INSTITUTIONS COUNTRY INSTITUTION CREDENTIAL PROGRAM DESCRIPTION NAME Netherlands Fontys University Degree Information & After the first semester, you make a choice for a study program. You can choose from: Communication Technology ICT & Business ICT & Software Engineering ICT & Technology

After the second semester next to your chosen study program you will choose 1 or 2 exciting specializations.

These specializations cover the latest developments in ICT. Fontys ICT has developed an intensive cooperation with more than 80 leading ICT companies in the region. This cooperation results in the latest ICT developments and if required leading to new specializations. So are you sure that your ICT study program is always up to date and fits in well with what employers expect from you as an ICT graduate. Africa Africa Bachelor of Information The Bachelor of Science in Information and Communication Technology is designed to equip International Science Communication the student with the knowledge, skills and competencies required to handle the range of University Technology technologies used in the workplace, as well as project management skills required in the present day.

The programme seeks to fill the gap that currently exists in the ICT industry with respect to developing trained ICT professionals who will be able to respond to the ever-increasing demand for ICT products and services.

The Programme of Bachelor of Science in Information and Communication Technology (ICT) has three distinct areas of specialization, namely:

Management Information Systems, Software Development and Computer Networking. These areas of specialization aim at orienting the graduates to the ICT industry.

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INTERNATIONAL POSTSECONDARY INSTITUTIONS COUNTRY INSTITUTION CREDENTIAL PROGRAM DESCRIPTION NAME Kentucky, US University of Bachelor of Information Students gain knowledge and skills needed to effectively apply, use and manage technology Kentucky Arts/Bachelor Communication when solving problems specifically related to information and communication. Classes provide of Science Technology a human and organizational focus on technology—teaching students how to be effective users of technology. Students who major in ICT can expect to work in positions where they are the communication link between people, organizations and the technologies used to support those organizations' information infrastructures. New Mexico, New Mexico State Bachelor Information and The ICT courses, themselves, are junior and senior level. This makes the program an attractive US University Communication path to the baccalaureate degree for associate degree graduates of computer and other Technology technology-related programs. However, an associate degree is not a requirement. Freshmen and sophomore students that are majoring in the program have numerous options and course combinations that will prepare them for their junior-senior ICT courses. These options include computer technology, business information systems, computer graphics, computer assisted design, and engineering technology. Wisconsin, University of Bachelor of Information and The Bachelor of Science in Information and Communication Technologies (BSICT) program US Wisconsin Stout Science Communication provides you with a sequence of technology, management, and business courses with Technologies emphasis areas in networking, media, and technical communications. The program allows you the flexibility to choose the track that suits your personal and professional goals. The BSICT program prepares you for leadership in the Information and Communication Technologies field. Whether you are just starting out, or continuing your education, BSICT gives you the flexibility to choose the track that suits your personal and professional goals. Maine, US University of Bachelor of Technology This concentration is designed to prepare graduates for leadership and management positions Southern Maine Science Management – in a computer applications-oriented environment integral to most organizations. Students in Information and this concentration take courses that emphasize theory and application relating to the Communications management and operation of computer and technical systems used for communications, Technology information management, control technology, and publishing.

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Labour Market Analysis OVERVIEW OF MECHATRONICS-RELATED OCCUPATIONS IN CANADA 2017 Avg. 2018 2019 2022 2023 NOC Description Hourly Wages Jobs Jobs 2020 Jobs 2021 Jobs Jobs Jobs 0213 Computer and information $50.40 70,302 72,574 74,695 76,609 78,389 80,031 systems managers 2171 Information systems analysts and $38.97 157,037 161,205 165,269 169,037 172,521 175,935 consultants 2173 Software engineers and designers $44.81 49,674 51,382 53,006 54,499 55,795 57,069 2147 Computer engineers (except $42.67 22,727 23,260 23,742 24,200 24,617 25,010 software engineers and designers) 131 Telecommunication carriers $41.80 12,183 12,381 12,471 12,548 12,694 12,741 managers 2148 Other professional engineers, $42.68 22,619 23,380 24,058 24,688 25,214 25,715 n.e.c. 2283 Information systems testing $31.84 13,715 13,994 14,256 14,484 14,700 14,898 technicians

NOC 0213 – COMPUTER AND INFORMATION SYSTEMS MANAGERS Source Overview Computer and information systems managers plan, organize, direct, control and evaluate the activities of organizations that analyze, design, develop, implement, operate and administer computer and telecommunications software, networks and information systems. They are employed throughout the public and private sectors.

Common titles for this occupation: communication systems design manager, computer and related services manager, computer application development manager, computer applications manager, computer department co-ordinator... R elated occupations • Engineering managers • Architecture and science managers Quick Facts

Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021.

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Total projected number of job openings from 2017 - 2021: 9,001 - 10,000

Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

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Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017.

Projected change in employment levels from 2017 - 2021: 14.1% - 15%7.1% - 8%

Employment requirements Canada: • A bachelor's or master's degree in computer science, business administration, commerce or engineering is usually required. • Several years of experience in systems analysis, data administration, software engineering, network design or computer programming, including supervisory experience, are required.

In-demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group.

Foundational Specialized Software Communication Skills Project Management Software Development Planning Budgeting Scrum Teamwork / Collaboration Project Planning and Development Skills Microsoft Excel Problem Solving Software Development Systems Development Life Cycle (SDLC) Building Effective Relationships Scheduling Microsoft Office Organizational Skills Scrum Microsoft Project Creativity Stakeholder Management SQL Microsoft Excel Systems Development Life Cycle (SDLC) Microsoft Powerpoint Microsoft Office Change Management Oracle Leadership Microsoft Project SAP

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Industries where these jobs are found • 38% Professional, scientific and technical services • 17% Finance and insurance • 11% Public administration • 10% Information and cultural industries • 9% Wholesale trade • 16% All other industries Employment characteristics

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R egional trends

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NOC 0213 – INFORMATION SYSTEMS ANALYSTS AND CONSULTANTS Source Overview Information systems analysts and consultants analyze systems requirements, develop and implement information systems development plans, policies and procedures, and provide advice on a wide range of information systems issues. They are employed in information technology consulting firms and in information technology units throughout the private and public sectors, or they may be self-employed.

Common titles for this occupation: applications analyst – computer systems, artificial intelligence analyst, artificial intelligence consultant, business continuity analyst, business systems analyst... R elated occupations • Database analysts and data administrators • Software engineers and designers • Computer programmers and interactive media developers • Web designers and developers

Quick Facts

Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 - 2021: 15,001 - 20,000 9,001 - 10,000

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Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017.

Projected change in employment levels from 2017 - 2021: 10.1% - 11%

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Employment requirements Canada: • A bachelor's degree in computer science, computer systems engineering, software engineering, business administration or a related discipline or Completion of a college program in computer science is usually required. • Experience as a computer programmer is usually required. • Certification or training provided by software vendors may be required by some employers.

In-demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Communication Skills SQL SQL Teamwork / Collaboration Project Management Microsoft Excel Problem Solving Business Analysis Microsoft Office Planning Business Process Systems Analysis Microsoft Excel Business Systems Analysis Oracle Research Data Analysis SAP Writing Systems Analysis Software Development Organizational Skills Business Systems Java Microsoft Office Information Security Microsoft Powerpoint Leadership Customer Service Python

Industries where these jobs are found • 43% Professional, scientific and technical services • 20% Finance and insurance • 13% Public administration • 7% Information and cultural industries • 5% Wholesale trade • 12% All other industries

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Employment characteristics

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R egional trends

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NOC 2173 – SOFTWARE ENGINEERS AND DESIGNERS Source Overview Software engineers and designers research, design, evaluate, integrate and maintain software applications, technical environments, operating systems, embedded software, information warehouses and telecommunications software. They are employed in information technology consulting firms, information technology research and development firms, and information technology units throughout the private and public sectors, or they may be self-employed.

Common titles for this occupation: application architect, artificial intelligence (AI) designer, cloud administrator, cloud architect, cloud engineer... R elated occupations • Information systems analysts and consultants • Database analysts and data administrators • Computer programmers and interactive media developers • Web designers and developers Quick Facts

Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 - 2021: 5,001 - 6,000

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Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017.

Projected change in employment levels from 2017 - 2021: 11.1% - 12%

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Employment requirements Canada: • A bachelor's degree, usually in computer science, computer systems engineering, software engineering or mathematics or Completion of a college program in computer science is usually required. • A master's or doctoral degree in a related discipline may be required. • Licensing by a provincial or territorial association of professional engineers is required to approve engineering drawings and reports and to practise as a Professional Engineer (P.Eng.). • Engineers are eligible for registration following graduation from an accredited educational program, three or four years of supervised work experience in engineering, and passing a professional practice examination. • Experience as a computer programmer is usually required. Ontario: • Licence from Professional Engineers Ontario is required to approve engineering drawings and reports, offer or provide services to the public, and engage in the practice of professional engineering.

In-demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Communication Skills Software Development Software Development Teamwork / Collaboration Java Java

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Foundational Specialized Software Problem Solving SQL SQL Writing JavaScript JavaScript Troubleshooting Microsoft C# Microsoft C# Research Software Engineering Software Engineering Creativity Linux Linux Planning C++ C++ Detail-Oriented Oracle Oracle Organizational Skills .NET .NET

Industries where these jobs are found • 59% Professional, scientific and technical services • 13% Information and cultural industries • 10% Finance and insurance • 9% Wholesale trade • 4% Public administration • 6% All other industries

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Employment characteristics

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R egional trends

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NOC 2147 – COMPUTER ENGINEERS (EXCEPT SOFTWARE ENGINEERS AND DESIGNERS) Source Overview Computer engineers (except software engineers and designers) research, plan, design, develop, modify, evaluate and integrate computer and telecommunications hardware and related equipment, and information and communication system networks including mainframe systems, local and wide area networks, fibre-optic networks, wireless communication networks, intranets, the Internet and other data communications systems. They are employed by computer and telecommunication hardware manufacturers, by engineering, manufacturing and telecommunications firms, in information technology consulting firms, by governmental, educational and research institutions and in information technology units throughout the private and public sectors.

Common titles for this occupation: application specific integrated circuit (ASIC) design engineer, capacity planning analyst, computer engineer, computer engineer (except software), computer hardware engineer...

R elated occupations • Other professional engineers, n.e.c. • Industrial and manufacturing engineers • Metallurgical and materials engineers • Mining engineers • Geological engineers • Petroleum engineers • Aerospace engineers

Quick Facts

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Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 – 2021: 2,001 - 3,000

Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

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Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017.

Projected change in employment levels from 2017 - 2021: 10.1% - 11%

Employment requirements Canada: • Computer engineers require a bachelor's degree in computer engineering, electrical or electronics engineering, engineering physics or computer science. • A master's or doctoral degree in a related engineering discipline may be required. • Licensing by a provincial or territorial association of professional engineers is required to approve engineering drawings and reports and to practise as a Professional Engineer (P.Eng.). • Engineers are eligible for registration following graduation from an accredited educational program, three or four years of supervised work experience in engineering and passing a professional practice examination. Ontario: • Licence from Professional Engineers Ontario is required to approve engineering drawings and reports, offer or provide services to the public, and engage in the practice of professional engineering.

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In-demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group.

Foundational Specialized Software Communication Skills Telecommunications Software Development Teamwork / Collaboration Project Management Linux Problem Solving Cisco Java Planning Software Development SQL Troubleshooting Linux Oracle Research Systems Engineering UNIX Writing Java Python English SQL Microsoft Office Organizational Skills Oracle Solution Architecture Creativity Network Engineering JavaScript

Industries where these jobs are found • 41% Professional, scientific and technical services • 25% Information and cultural industries • 9% Wholesale trade • 8% Finance and insurance • 7% Public administration • 10% All other industries

Employment characteristics

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R egional trends

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NOC 0131 - TELECOMMUNICATION CARRIERS MANAGERS Source Overview This unit group includes managers who plan, organize, direct, control and evaluate the operations of a telecommunications establishment, department or facility. They are employed by wired, wireless, satellite and other telecommunications carriers.

Common titles for this occupation: co-ordinator of technical services – telecommunications, dial plant manager – telecommunications, dial plant superintendent – telecommunications, district manager – telecommunications, earth station manager – telecommunications...

R elated occupations • Postal and courier services managers

Quick Facts

Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 – 2021: <=100

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Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017.

Projected change in employment levels from 2017 - 2021: <=0%

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Employment requirements Canada: • A university degree in science, electrical engineering or a related field is usually required. • Several years of experience in a related technical profession, including supervisory experience, are usually required.

Industries where these jobs are found • 94% Information and cultural industries • 2% Professional, scientific and technical services • 1% Construction • 1% Wholesale trade • 1% Administrative and support, waste management and remediation services • 1% All other industries

Employment characteristics

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R egional trends

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NOC 2148 - OTHER PROFESSIONAL ENGINEERS, N.E.C. Source Overview This unit group includes agricultural and bio-resource engineers, biomedical engineers, engineering physicists and engineering scientists, marine and naval engineers, textile engineers and other specialized engineering occupations which are not classified elsewhere.

Common titles for this occupation: agricultural engineer, agronomy engineer, agroprocessing engineer, bio-resource engineer, bioelectrical engineer...

R elated occupations • Computer engineers (except software engineers and designers) • Industrial and manufacturing engineers • Metallurgical and materials engineers • Mining engineers • Geological engineers • Petroleum engineers • Aerospace engineers

Quick Facts

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Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 – 2021: 2,001 - 3,000

Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

ENVIRONMENTAL SCAN BACHELOR OF ENGINEERING IN INFORMATION & COMMUNI CATIONS TECHNOLOGY 36

Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017.

Projected change in employment levels from 2017 - 2021: 7.1% - 8%

Employment requirements Canada: • A bachelor's degree in an appropriate engineering discipline is required. • A master's degree or doctorate in a related engineering discipline may be required. • Licensing by a provincial or territorial association of professional engineers is required to approve engineering drawings and reports, and to practise as a Professional Engineer (P.Eng.). • Engineers are eligible for registration following graduation from an accredited educational program, and after three or four years of supervised work experience in engineering and passing a professional practice examination. Ontario: • Licence from Professional Engineers Ontario is required to approve engineering drawings and reports, offer or provide services to the public, and engage in the practice of professional engineering.

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In-demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Communication Skills Quality Assurance and Control Microsoft Office Problem Solving Project Management Microsoft Excel Planning Quality Management Linux Microsoft Office Production Part Approval Process Python (PPAP) Teamwork / Collaboration Budgeting Java Organizational Skills Customer Service Microsoft Word Writing Scheduling Software Engineering Troubleshooting Linux UNIX English Python Software Development Microsoft Excel Root Cause Analysis Microsoft Powerpoint

Industries where these jobs are found • 38% Professional, scientific and technical services • 20% Public administration • 10% Health care and social assistance • 10% Wholesale trade • 6% Educational services • 16% All other industries

Employment characteristics

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ENVIRONMENTAL SCAN BACHELOR OF ENGINEERING IN INFORMATION & COMMUNI CATIONS TECHNOLOGY 39

R egional trends

NOC 2283 - INFORMATION SYSTEMS TESTING TECHNICIANS Source Overview Information systems testing technicians execute test plans to evaluate the performance of software applications and information and telecommunications systems. They are employed in information technology units throughout the private and public sectors.

Common titles for this occupation: application tester, application testing technician, software test co-ordinator, software tester, software testing technician... R elated occupations • Computer network technicians • User support technicians

Quick Facts

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Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 – 2021: 1,001 - 2,000

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Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017.

Projected change in employment levels from 2017 - 2021: 5.1% - 6%

Employment requirements Canada: • Completion of a college program in computer science, computer programming or network administration is usually required. • College or other courses in computer programming or network administration are usually required. • Certification or training provided by software vendors may be required by some employers.

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In-demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Communication Skills Quality Assurance and Control SQL Teamwork / Collaboration SQL Software Development Planning Software Development Java Problem Solving Java Software Testing Writing Software Testing Selenium Detail-Oriented Automated Testing Atlassian JIRA Troubleshooting Selenium Software Quality Assurance English Atlassian JIRA Python Organizational Skills Software Quality Assurance JavaScript Research Project Management Linux

Industries where these jobs are found • 50%Professional, scientific and technical services • 18%Finance and insurance • 13%Public administration • 11%Information and cultural industries • 3%Wholesale trade • 6%All other industries

Employment characteristics

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R egional trends

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Educational Trends The following is a list of information communication technology related programs that are currently running in Ontario:

College APS Title MTCU Code MAESD Title Start Honors Bachelor of Business Administration Honors Bachelor of Business Administration STCL 80522 9/1/2019 (Information Communication Technology) (Information Communication Technology) Honours Bachelor of Technology (Software Bachelor Of Applied Technology (software SENE 80504 8/29/2003 Development) Development) Honours Bachelor of Applied Information Bachelor of Applied Information Sciences SHER 80509 8/20/2003 Sciences (Information Systems Security) (Information Systems Security) Honours Bachelor Of Information Technology Bachelor Of Applied Information Sciences CENT 80511 4/1/2002 (Computer And Communication Networks) (computer And Communication Networking) Honours Bachelor of Applied Computer Bachelor of Applied Computer Science SHER 80516 9/1/2014 Science (Mobile Computing) (Mobile Computing) Honours Bachelor of Technology (Informatics Bachelor Of Applied Technology (informatics SENE 80521 8/26/2005 and Security) And Security) Bachelor Of Applied Health Information Bachelor Of Applied Health Sciences (health CONS 81643 12/8/2004 Sciences (Honours) Informatics Management) SHER Honours Bachelor of Game Design 81900 Bachelor of Applied Arts (Game Design) 9/1/2012 HUMB Honours Bachelor of Digital Communications 82012 Bachelor of Digital Communications 9/1/2015 Honours Bachelor of Digital Experience GRBR 89407 Bachelor of Applied Arts (Interaction Design) 9/1/2018 Design

The table below identifies complementary program performance and pathway potentials at Humber, including their enrolments over the last 3 years and most recent KPIs:

Humber Programs Most Recent Year - 2017 Previous Year - 2016 Two Years Ago - 2015

# % # % # # % Program Name & MTCU Code Credential # Apps Confirm/ # Apps Confirm/ Confirm/ Confirms Apps Confirms Apps Apps Confirms Apps Seneca: Bachelor of Technology - Degree 632 143 22.60% 493 106 21.50% 502 111 22.10% Software Development (80504) Sheridan: Bachelor of Applied Information Sciences (Information Degree 26 12 46.20% 44 25 56.80% 38 14 36.80% Systems Security) (80509) Centennial: Bachelor of Applied Information Sciences - Computer and Degree 266 26 9.80% 191 21 11% 151 12 7.90% Communication Networks (80511) Sheridan: Bachelor of Applied Computer Science, Mobile Computing Degree 375 108 28.80% 340 94 27.60% 264 56 21.20% (80516) Seneca: Bachelor of Technology - Degree 460 107 23.30% 363 72 19.80% 340 63 18.50% Informatics and Security (80521) Conestoga: Bachelor of Applied Health Sciences: Health Informatics Degree 1 * * 10 1 10% 2 1 50% Management (81643) Sheridan: Bachelor of Game Design Degree 348 86 24.70% 448 102 22.80% 460 62 13.50% (81900) Humber: Bachelor of Digital Degree 227 59 26% 267 60 22.50% 241 56 23.20% Communications (82012) Sheridan: Bachelor of Interaction Degree 282 112 39.70% 279 101 36.20% 266 105 39.50% Design (89407) T otal 2617 653 25% 2425 581 24% 2262 479 21%

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Information and Communications Technology in the News THE GLOBE AND MAIL EMPLOYERS LOOK TO CLOSE THE ICT SKILLS GAP WITH FREE ONLINE CLASSES

Source - Canada, like its neighbour to the south, is on the precipice of a significant skills gap. Research shows that by 2019 there will be 182,000 jobs in information and communications technology that won't be filled because of a lack of people with the right skills in this country.

These unfilled roles will include jobs like computer programmers, software engineers, data administrators, information systems analysts and network operators – good paying, interesting jobs in a variety of fields, including healthcare, entertainment, financial services, marketing, and just about any other industry you can think of. Already 40 per cent of recently surveyed IT leaders had trouble recruiting IT professionals with the right skills and nearly half (46 per cent) had difficulty filling a position in the last year.

This is why some companies are changing the way they look at recruitment. Rather than always basing hires on "what they know" they're looking at "what they can do." It's a slight shift, but important in this digital economy with shrinking resources. What this means to potential employees is that they don't necessarily need six-figure educations to land excellent jobs. In fact, many institutions and companies are providing free online courses.

A number of Massive Open Online Courses (MOOCs), free online college-level classes open to anyone, have emerged for those who want to learn without a hefty price tag, including courses provided by some of the world's most prestigious universities such as Princeton and Duke. Progressive companies are also starting to provide free courses for anyone who wants to upgrade their skills. Programs like Trailhead, which trains participants on Salesforce expertise, helps prepare people for the nearly 30,000 Salesforce-based jobs projected to be created in Canada between now and 2018. Trailhead – which is a big focus at our annual Dreamforce conference held in San Francisco this October – applies the model of interactive learning made popular by MOOCs and websites such as Code School, Codecademy and Khan Academy, to the goal of learning Salesforce. And it's working. Recruiters are seeing certifications and skillsets like these as attractive additions to LinkedIn profiles.

Successful participants have included war veterans looking for retraining, administrative assistants who are able to use their certification to open doors to new opportunities, people who have a passion for technology and those already in an IT capacity who simply want to better their career. Not only are they preparing themselves to fill current and coming skills gaps, but they're finding opportunities for consideration where they may not have existed before.

With 12 out of the 25 highest paying jobs in demand right now focused on IT, and the youth unemployment rate at just more than 13 per cent, it's the ideal time for Canadians to consider enhancing and building their skill sets regardless of their background.

HUAWEI/ UNIVEFRSITY OF WATERLOO HUAWEI AND UNIVERSITY OF WATERLOO PARTNER FOR WORLD-CLASS RESEARCH AND INNOVATION

Source - Huawei, a leading global information and communications technology (ICT) solutions provider today welcomed Feridun Hamdullahpur, president and vice-chancellor of the University of Waterloo and a senior-level delegation of representatives to its global operations headquarters in Shenzhen, China.

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In support of the visit, Huawei and the University of Waterloo announced they have signed an agreement on a strategic research partnership that will serve as a framework for existing and future investment.

“This is an exciting day for Huawei’s R&D collaborations as we join together with the University of Waterloo,” said Sean Yang, president of Huawei Canada. “The University of Waterloo is one of the world’s leading research institutions, and this partnership reflects our long-term commitment to Canada, and the thriving ICT ecosystem in the Waterloo Region.”

“Today we build on our strategic partnership with Huawei, that includes a research and development office in the David Johnston Research and Technology Park at Waterloo,” said Feridun Hamdullahpur, president and vice- chancellor of Waterloo. “This formalized partnership brings together one of world’s top innovation universities and one of the world’s most innovative companies, positioning us for some exciting research opportunities in the future.”

The research collaboration agreement between Huawei and the University of Waterloo will establish a framework for partnerships in a wide range of R&D initiatives, including cloud computing, next generation communications, data management and data analytics. It builds on a number of ongoing research initiatives in 5G-related project areas between Huawei and the University, and will help to further build a base of skilled students able to ensure Canada’s competitiveness in leading-edge communications technology initiatives.

Over the next three years, as part of the partnership agreement Huawei plans to invest $3 million dollars to develop further research projects.

CARLETON UNIVERSITY ICTC AND CARLETON PARTNER TO CREATE THE AUTONOMOUS VEHICLES WORKFORCE OF TOMORROW

Source - The Information and Communications Technology Council (ICTC) and Carleton University’s Co-operative Education office are pleased to announce a partnership to expand career opportunities for students within the autonomous vehicle (AV) sector and to advance Ottawa’s position as the AV capital of Canada.

This partnership helps to fulfill a core part of ICTC’s Work Integrated Learning (WIL Digital) program by creating high- quality subsidized work placements at AV companies across Canada. This partnership will also strengthen industry- academia collaboration to prepare students for the jobs of the future.

According to the recently published ICTC report Autonomous Vehicles & The Future of Work in In Canada, AVs will create over 34, 000 high-quality jobs in Canada over the next five years. ICTC and Carleton University Co-op are ensuring that Ottawa cultivates the workforce necessary for the future and becomes Canada’s AV capital.

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Program Snapshot CONFEDERATION COLLEGE – ICT FOR SMALL BUSINESS GRADUATE CERTIFICATE Ov erview Information Communication Technology (ICT) Solutions for Small Business is a two-year program.

In this two year, graduate certificate program, students develop marketable technical, business management, and interpersonal skills, all of which respond to the pressing ICT needs of businesses in all sectors of Canada’s economy. Students hone their technical skills, creating commercial applications and ICT solutions for SMEs (small and medium size enterprises). At the same time, they gain training in Canadian workplace business practices, entrepreneurship, and interpersonal dynamics. Combined, these help internationally trained graduates obtain employment that is commensurate with their skills and qualifications.

The program enables students to become proficient in the practices and techniques used in modern ICT infrastructures. Students learn how to develop and implement practical solutions to solve typical ICT problems and challenges faced by smaller companies & businesses. Instructional methodology integrates theory with real-life simulations and hands-on applications. Students apply their acquired knowledge and skills to industry-based cases, simulations and projects, working on both individual and several collaborative team projects.

Students also advance their problem solving, presentation and critical thinking skills throughout the period of study. They then bring all this training together in a capstone project in the final semester, where they manage and complete a technical project in collaboration with industry.

Upon graduation students are prepared to use a combination of technical, business, and soft/interpersonal skills to help small and medium sized enterprises achieve success within the digital economy.

Additionally, graduates have the option to take the exam for the Cisco Certified Entry Networking Technician (CCENT) certification.

Employment Opportunities Graduates may use their skills in any variation or cross combination of the following occupations based on the needs of a particular small to medium sized enterprise.

• Computer and network operators and web technicians • Computer programmers and interactive media developers • Software engineers • Computer and information systems managers • Database analysts and data administrators • Web designers and developers • Computer engineers • User support technicians • Systems testing technicians

Admission Requirements • Graduates of a four year degree in engineering from an accredited university or college in the following disciplines: information technology, computer science, or network engineering • Applicants must have graduated with at least a second class upper degree (or equivalent) • Applicants must have no more than six (6) fails throughout their study program • English Proficiency: • Academic IELTS: 6.5 or higher, no band less than 6.0, or • TOEFL ibt: 88 • PTE-A: 60 (no communicative skill lower than 54)

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Se mester 1 - 17 hours Hours Course Number, Title, and Description per week

CP 250 Database Design and SQL 3 The study of database design and management of a database is an essential component of the business IT world today. Through this course the student will gain a strong theoretical background in database design. The student will work with entity-relationship diagrams (ERD) to learn and implement the basic database design. Using Microsoft SQL Server, the students will apply the design principles to actually

create and develop a working database. This course is designed to help students integrate theoretical material with practical knowledge to implement and manipulate data through querying of a database. Students will also use SQL commands to query single and multiple tables. Single and group functions will also be used in addition to subqueries to query data.

EL 166 Computer Systems 3 The personal computer has been adopted into society as an essential business tool as well as a family entertainment and information appliance. The PC's impact on society has markedly and steadily increased ever since IBM introduced its first mass market PC, the IBM PC, in the early 1980's. The rapid rate of change of the power and capabilities of the personal computer is a major contributing factor to the significant impact the PC has had on our lives. EL166 is designed to give the layperson an understanding of the impact on society of the PC by acquiring an appreciation of the changing technologies within the PC. Rather than simply studying these technologies at a distance, students will experience these technologies with hands-on labs in addition to other methods of learning. This hands-on approach will help students to become better-informed consumers for both personal and business computer acquisitions as well as help students to gain an appreciation for and understanding of computing technologies.

CS 106 International Business Communications 3 In this course, students will learn dynamic communication strategies for business interactions. They will learn to use clear, concise language for writing and speaking in conventional and digital platforms. Students will acquire skills to produce professional emails, letters, memos, elevator speeches, blogs, and presentations. They will assess, analyze, and properly credit in APA format sources used to support their written documents.

IC 100 Network Fundamentals 5 This course provides students with a comprehensive overview of networking; from fundamentals to advanced applications, thereby providing a solid foundation upon which to build their Local Area Network (LAN) & Wide Area Network (WAN) training. It is based on a bottom-up approach to networking and

emphasizes the concepts and skills required to design networks, while providing opportunities for practical application and hands-on experience by teaching students how to install, operate, and maintain networks.

MK 114 Introduction to Marketing 3 This course is an informative introduction into marketing. Students will become acquainted with current Canadian marketing concepts, terminology and practices, examine strategies to apply them to contemporary marketing situations, and gain an understanding of how they affect an organization's profitability. Students will also explore consumer and business marketing, product planning, building customer relationships and creating customer value. This course provides a basic understanding of Canadian marketing structures and techniques including defining and segmenting target markets and interpreting market research data.

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Se mester 2 - 17 hours Hours C o urse Number, Title, and Description per week

IM 115 Web Design & Development I 3 Students will create original, visually appealing websites, following current web development practices and sound design principles. Starting with a solid foundation in creating and structuring basic HTML5 web pages, students will then learn the basics of contemporary web design using CSS. Such topics as website planning, content creation, accessibility, copyright and user experience will also be introduced and evaluated. Throughout the course, there will be a focus on current trends and emerging technologies and solutions in the web industry. This course is designed to build a foundation for the more advanced web design and development courses in the Interactive Media Program.

CP 140 OOP with NET I 3 This is an introductory course in programming, designed to teach the fundamentals. Emphasis is on object-oriented programming. Objects will be used to solve a series of business problems. Using these solutions, computer programs will be written, tested, and debugged using a professional editor such as Visual Studio. The C# language will be taught and used as the language for writing programs. The course starts with an introduction to the basic concepts of procedural and object-oriented programming and the typical components of a user-defined class. The course focuses on the logical structures central to all programming (the sequence, decision, and loop) and along with object structures and how they can be applied to most business application needs. Additionally, this course will also introduce the basics of source control management and related tools.

CP 150 Operating Systems 3 Operating Systems is a course designed to give the user knowledge of the most popular and powerful operating systems used today. In this course the student will acquire an understanding of both Linux and Windows operating systems. The student will gain understanding of the major features of an operating system, learn how to control the operating system, create shell script programs, and install and manage packages and operating system virtual machines.

IC 200 Routing & Switching Essentials 5 This course provides a comprehensive and practical approach to learning the technologies, concepts, and protocols necessary to design and implement a switched and routed network. Students learn about Cisco's hierarchical network design model and how to select devices for each layer. The course explains fundamental routing and switching concepts and how to configure a switch and router for basic functionality. Students will build on this foundation by analyzing and learning how to implement Virtual LAN?s, Inter-VLAN routing, DHCPv4 and DHCPv6, NAT, and Single-Area OSPF. Network security concepts are introduced and students learn how to implement security on switches and routers.

IC 210 Windows Server Operating System 3 The primary focus of this course is an introduction to using the Windows Server 2016 network operating system (NOS) as an ICT professional. Students will engage in topics covering the installation, storage and computing functions of Windows Server 2016 NOS. This course will give students the opportunity to discuss and learn about the Windows Server 2016 NOS. Students will also work through hands on labs to test these ideas and solutions in real world situations.

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Se mester 3 - 15 hours Hours Course Number, Title, and Description per week

IM 215 Web Design & Development II 3 Building on the foundations of Web Development I, this course will concentrate on Open Source Software. Using "Responsive" design, students will design for both mobile and desktop.

HTML/CSS/jQuery and JSON will underpin every project. This course will focus on current and cutting edge web architecture and will allow students to work on meaningful web applications.

CS 219 Communications for Technology 3 This course emphasizes the importance of oral and written communication in an industrial and business setting. In Communications for Technology, students will work on independent and group projects and apply problem-solving techniques to develop both their individual and team building skills. Students will apply computer-technology and a variety of resources for researching, writing and presenting technical data into a clear and concise format.

IC 300 Customer Engagement Management 3 Customer Engagement Management has evolved with industry to recognize the need and importance of intuitive system design that recognizes both user and business requirements. Currently IT development projects still face significant resistance and failure rates stemming from the inability of organizations to readily identify and address customer needs in a timely and effective manner. Through this course you will be provided the opportunity to engage in hands-on activities that will allow you to further your understanding of how requirements are collected, distilled and processed into functional requirements for IT projects and application design. You will apply your newly acquired skills through proven user experience design techniques and methodologies to create clear, intuitive interfaces and system design.

IC 310 E-Commerce Solutions I 3 This course will provide students with the skills necessary to customise Software as a Service (SaaS) and Commercial off the Shelf (COTS) products to meet small business needs. Students will focus on e-

commerce implementation, taking into consideration the steps necessary to place a customized e- commerce system into production.

IC 320 Entrepreneurship 3 In this course students acquire the knowledge and skills needed to support the development and growth of a small business. Topics include entrepreneurial thinking; innovation management; opportunity spotting and evaluation; industry and market research; business strategy; business models and business plans; financial forecasting and entrepreneurial finance; pitching to resource providers and negotiating deals; and launching new ventures.

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Se mester 4 - 16 hours Hours Course Number, Title, and Description per week

CP 380 ASP.NET 3

Students will learn to access supporting databases working with web and Microsoft.NET framework technologies to code and enforce business rules. A firm foundation in ASP.NET programming will be

developed. ASP.NET allows developers to rapidly develop and deploy n-tier architecture solutions ready for e-commerce.

IC 400 Capstone Project 4 The capstone project, students integrate and apply the programming and database skills and knowledge acquired in the program on a real-world project. Students design an application and develop, document and test it. They will use all the skills like design patterns, data structures, web/mobile/windows application development skills in the project. Students demonstrate project management, professional behaviour, effective communication skills, problem-solving abilities and display the transition progress from trainee to professional. Students are expected to work independently or in group setting and in consultation with assigned faculty.

IC 410 E-Commerce Solutions II 3

In this course students will extend the skills required for accurate requirements gathering, timely and effective application customization, and successful implementation that will result in effective e-

commerce performance. Students will build on their network management & e-commerce skills to maximize the value of e-commerce service tools to small business.

IM 315 Web Development III 3

This course will expand the student's knowledge of web applications. Programming will focus on the server-side. Students will learn to program in PHP, a server-side scripting language used to make

dynamic websites and web applications. With a strong focus on Open Source, students will create amazing websites very quickly. All design uses "Mobile-first" design techniques.

GB 501 Project Management 3 In this course, students will develop managerial skills to propose, plan, secure resources, budget, and lead project teams to successful completion of projects. Students will also learn why organizations have developed a formal project management process supported by the Project Management Institute (PMI)

and its Project Management Body of Knowledge (PMBOK) to gain a competitive advantage. The case study approach will be used along with an investigation of software and collaboration tools that aid in carrying out activities of project planning and project execution.

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Environmental Scan Bachelor of Engineering Mechatronics

Table of Contents Overview ...... 3 Postsecondary Programs ...... 4 Ontario Postsecondary Institutions ...... 4 Canadian Postsecondary Institutions...... 8 International Postsecondary Institutions ...... 10 Labour Market Analysis ...... 12 Overview of Mechatronics-related occupations In Canada ...... 12 NOC 2132 – Mechanical Engineers...... 12 NOC 2133 – Electrical and Electronics Engineers ...... 18 NOC 2147 – Computer Engineers ...... 24 NOC 2173 – Software Engineers and Designers...... 30 NOC 2141 – Industrial and Manufacturing Engineers ...... 36 Graduates ...... 42 BCIT – Mechatronics and Robotics Diploma Survey Results ...... 42 BCIT – BEng Mechanical Engineering Survey Results ...... 45 Educational Trends ...... 47 Mechatronics in the News...... 50 The Globe and Mail...... 50 Kwantlen Polytechnic University...... 51 Algonquin COllege ...... 52 University of Waterloo ...... 52 Simon Fras er University ...... 53 Seneca College ...... 54 Work Integrated Learning ...... 55 Mohawk College – Computer Engineering Technology – Mechatronic System ...... 55 University of Waterloo – Bachelor of Applied Science Mechanical Engineering ...... 56 University of British Columbia – Bachelor of Applied Science Mechanical Engineering ...... 56 University of Ontario Institute of Technology – BEng Mechatronics Engineering...... 56 Program Standards and Learning Outcomes...... 57 Mohawk College ...... 57 California State University Channel Islands ...... 57 North Carolina State University ...... 58 Utah Valley State University ...... 58

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Overview

SUBJECT: Mechatronics DATE OF SCAN: November 2018

DEFINITIONS: Multidisciplinary field of engineering that includes a combination of mechanical engineering, robotics, electronics, computer engineering, telecommunications engineering, systems engineering and control engineering. Mechatronics Engineering is a modern discipline that transcends the boundaries between Embedded Systems, Mechanical, Electrical, and Computer Engineering.

ASSOCIATIONS: Ontario Association of Certified Engineering Technicians and Technologists (OACETT) Professional Engineers Ontario Ontario Society of Professional Engineers Consulting Engineers of Ontario Municipal Engineers Association

“The demands of current and future technologies requires engineers that have interdisciplinary skills. The breadth of education required by Mechatronics engineers will not only provide such skills in the short term, but will enable them in the long term to effectively adapt to rapidly shifting technologies.” - McMaster University

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Postsecondary Programs ONTARIO POSTSECONDARY INSTITUTIONS INSTUTITION CREDENTIAL PROGRAM NAME DESCRIPTION Cambrian Diploma Electromechanical Mechatronics is an emerging field that combines mechanical engineering and electronics, with elements of Engineering automation, computer programming and telecommunications. Working in the College’s state of the art lab facilities, Technician - you will develop the problem-solving skills and data analysis ability to be a valuable member in a wide variety of Mechatronics industrial applications, from industrial equipment and machinery design and maintenance to robotics and automation. You will learn how to use computer aided design to design mechanical components and assemblies in 3D, then take it one-step further, and fabricate your design in our state of the art machining and fabrication labs. You will also have unique opportunities to put your skills into practice by working on real community and applied research projects.

Graduates from the Technician diploma may be eligible to register as a Certified Technician (C.Tech) with the Ontario Association of Certified Technicians and Technologists (OACETT).

MTCU Code and Title: 51021 - Electro-mechanical Engineering Technician Cambrian Advanced Electromechanical Mechatronics is an emerging field that combines mechanical engineering and electronics, with elements of Diploma Engineering automation, computer programming and telecommunications. Working in the College’s state of the art lab facilities, Technology - you will develop the problem-solving skills and data analysis ability to be a valuable member in a wide variety of Mechatronics industrial applications. You will learn how to use computer aided design to design mechanical components and assemblies in 3D, then take it one-step further, and fabricate your design in our state of the art machining and fabrication labs. You will work independently and in groups to build the self-directed study and teamwork skills you will need within various workplace settings. You will also have unique opportunities to put your skills into practice by working on applied research projects, and in your final year, hone your skills in a work placement.

Graduates from the Technology diploma may be eligible to register as a Certified Engineering Technologist (C.E.T) with the Ontario Association of Certified Technicians and Technologists (OACETT)

MTCU Code and Title: 61021 – Electromechanical Engineering Technology Mohawk Diploma Computer Robotics and systems integration have become the hot topics on all management’s strategic discussions – in all Engineering industries. Whether it is a discussion about the telephone systems in an insurance office or the manufacturing of a Technician – widget on the shop floor, smart systems integration changes the capabilities and efficiencies of the work Mechatronic environment. Systems

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ONTARIO POSTSECONDARY INSTITUTIONS INSTUTITION CREDENTIAL PROGRAM NAME DESCRIPTION Increasingly, individuals and organizations look to computers, be they stand-alone or networked, to optimize workflow, establish a presence in global markets and improve communication. This pervasive integration of computers and their associated technologies has led to an emergence of job opportunities in the creation, integration and support of technology systems and infrastructures. Computer Engineering Technician will merge together computer networking and electrical engineering to create a Smart Systems Integration hybrid engineering model.

MTCU Code and Title: 50509 –Computer Engineering Technician Mohawk Advanced Computer Computer Engineering Technology ties together Automation and Robotics with networking and data handling. Diploma Engineering Graduates will be well placed to work in modern automated factories including those implementing IoT and Industry Technology – 4.0. Industrial applications include PLC programming, Human Machine Interfacing, pneumatic and hydraulic Mechatronic interfacing and control and Electrical Drive implementations. In addition students gain an understanding of the Systems basics of electrical and electronic systems, microcontrollers and embedded systems on their way to the development of web interfaces and network enabled applications.

The program is a three-year program that can be studied with or without coop. Students can fast-track their studies by opting out of coop and graduating in three years. An early exit option is expected to permit students to graduate with a technician diploma after the first four semesters. The technician program does not have the coop option.

MTCU Code and Title: 60509 - Computer Engineering Technology University of Degree Bachelor of From the ATM down the street to the drone that will one day deliver your pizza, computer-controlled Waterloo Applied Science, electromechanical systems drive all kinds of technology. Learn to design those systems in Waterloo’s Mechatronics Mechatronics Engineering program — the first of its kind in Canada. Engineering You’ll develop expertise in mechanical engineering, electronics, control engineering, and computer science, pulling together know-how from these different fields to develop sophisticated machines.

During your co-op terms, you’ll have the chance to try out different career paths, earn money to pay for your education, and build a résumé guaranteed to impress potential employers. Laurentian Degree Bachelor of The curriculum within the Mechanical Engineering program within the Bharti School of Engineering begins with a University Engineering in suite of courses in math, physics, chemistry and computer programming. This provides you with the foundational Mechanical knowledge required for subsequent engineering courses in the areas of thermodynamics and fluid mechanics, Engineering dynamics and controls, as well as materials and manufacturing. The program is structured to allow you to gain broad knowledge in all aspects of mechanical engineering while also providing you the opportunity to tailor your coursework

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ONTARIO POSTSECONDARY INSTITUTIONS INSTUTITION CREDENTIAL PROGRAM NAME DESCRIPTION to specific areas of interest. Finally, with an aim of providing future engineers with a broader view of the world, the technical content of the program is complemented by a selection of courses in the humanities, social sciences, arts, communications, economics, and management.

Program highlights: • General option: This program option provides students with general knowledge in all areas of mechanical engineering while allowing flexibility, through additional technical elective courses, to tailor coursework to specific areas of interest. • Mechatronics option: Mechatronics is a multidisciplinary field of engineering involving elements of mechanical engineering, systems engineering, electrical engineering and computer engineering that provides the basis for the design of integrated intelligent systems. In fact, most devices and machines that in the past were purely mechanical artefacts have now been improved through the use of electronic components and computer algorithms. The mechatronics option within the Mechanical Engineering program provides students with general knowledge in all areas of mechanical engineering combined with specific knowledge in the areas of digital control, as well as microprocessor design and implementation. • CO-OP option: The CO-OP option allows students to spend from 16 to 20 months of their program in paid engineering internships within industrial settings. This provides students with valuable engineering experience while also improving their prospects of quality employment upon graduation. The Mechanical Engineering program with the CO-OP option has a 5 year duration. • Classroom teaching is complemented with hands-on lab work that demonstrates the real-world implications of engineering principles. • Students in the program are regularly brought to work on challenging open-ended design problems that must satisfy requirements and constraints pertaining to functionality, safety, manufacturability, cost, ease of use, and environmental sustainability. The culmination of these efforts is the fourth year capstone engineering design course where students work as members of a team to design, fabricate and test a device or product according to the needs of a client. In many cases, clients are local companies or organizations looking to improve their products or services. • The Mechanical Engineering program is accredited through the Canadian Engineering Accreditation Board (CEAB). Graduates of our program are eligible to register as Professional Engineers across Canada. McMaster Degree Bachelor of At different Universities Mechatronics Engineering is offered with different flavours - Mechanical, Electrical, or University Engineering in Embedded Systems. We, at McMaster University, have designed an innovative world class Mechatronics program Mechatronics that offers a balance of Mechanical, Electrical and Software content with a focus on Embedded Systems Design. Engineering and

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ONTARIO POSTSECONDARY INSTITUTIONS INSTUTITION CREDENTIAL PROGRAM NAME DESCRIPTION International Our Mechatronics program gives students a solid foundation in Mechanical, Software and Electrical Engineering and Studies then exposes students to a suite of innovative Mechatronics specific lab-based courses for a hands-on experience that provides significant advantages in today's job market. University of Degree Bachelor of After completing Western Engineering’s Common First Year, you can enrol in the Mechatronic Systems Engineering Western Engineering in program. Throughout the program, you take core courses in Electrical and Computer Engineering (including basic Ontario Mechatronic circuit theory, computer design, software design, embedded computing and control systems) as well as core courses Systems in Mechanical and Materials Engineering (including dynamics, material properties, machine design, and Engineering thermodynamics).

You can also complete a dual degree with Business (Ivey HBA), Law, and more than 50 major modules in faculties such as: Science, Music, Social Science or Arts & Humanities.

Mechatronic Systems Engineering and Business Mechatronic Systems Engineering and Law University of Degree Bachelor of The Mechatronics Engineering program is an interdisciplinary engineering field. It integrates mechanical and Ontario Engineering, electrical systems with real-time control, combining hardware with software to produce new devices such as Institute of Mechatronics consumer products, medical devices, high- tech automobile systems and robots. Technology Engineering (Honours)

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CANADIAN POSTSECONDARY INSTITUTIONS PROVINCE INSTITUTION CREDENTIAL PROGRAM NAME DESCRIPTION British British Columbia Diploma Mechatronics and The world is quickly moving towards a future where many mechanical products contain Columbia Institute of Robotics computers and electronics for monitoring or control. This integration of mechanical and Technology electronic components, or mechatronics, makes it possible to design intelligent, reliable, versatile electromechanical systems such as industrial robots, medical devices, aircraft simulators, automated assembly lines, building control systems, and autonomous vehicles. Skills in Mechatronics will be in high demand for many years to come

The Mechatronics and Robotics program is a unique, multidisciplinary combination of courses that blends knowledge in electronics, mechanics, and computer programming to provide you with both the theory and practical skills you need to design and maintain mechatronic systems. We are proud of the Mechatronics program, and believe that its strengths are built on:

Newfoundland Memorial University Degree Mechatronics N/A Engineering Graduate Diploma British Simon Fraser Degree Bachelor of As an undergraduate, the first half of your degree immerses you in the toolkit required to Columbia University Science in create electrical and mechanical systems that can make decisions on their own. In the Mechatronics second half of your degree, you’ll specialize and apply your technical knowledge to creating Systems novel solutions to real-world problems. Engineering

Students in the MSE major program have a choice: you can complete your degree via the four-year curriculum or reduce your workload through a flexible (five-year) curriculum option. Whichever route you take, the first half of your degree will train you in the essential tools required to design electrical and mechanical systems that can make decisions on their own. In the second half of your degree, you’ll apply your skills to create innovative solutions to real-world problems. You’ll also undertake invaluable (and paid) co-op work experience and conclude your degree with a pioneering, independent Capstone Project [add link to 3.1.1 SUBPAGE Capstone Projects].

The double-degree program in Business and Mechatronic Systems Engineering is an innovative collaboration between the Faculty of Business Administration and the Faculty of Applied Sciences. It reflects our strong commitment to offering enterprise and entrepreneurial skills to those students particularly interested in bringing their inventions to the market. Graduates of this option will be equipped with engineering expertise and ENVIRONMENTAL SCAN BACHELOR OF ENGINEERING MECHATRONICS 8

CANADIAN POSTSECONDARY INSTITUTIONS PROVINCE INSTITUTION CREDENTIAL PROGRAM NAME DESCRIPTION business acumen via additional classes – on the Surrey campus – in Entrepreneurship, Management & Technology, Finance and Marketing. This double-degree program leads to a bachelor of applied science degree and a bachelor of business administration degree.

The honours degree requires the completion of a thesis, demonstrating the student’s skill. Students complete MSE 498 - Mechatronic Systems Engineering Thesis Proposal (3) and MSE 499 - Mechatronic Systems Engineering Undergraduate Thesis (9) on or off campus, either integrated with an optional (or mandatory) work term or as independent work with appropriate supervision. The program, and graduation with honours, requires a cumulative grade point average (CGPA) and upper division grade point average (UDGPA) each of at least 3.0 in accordance with University graduation requirements.

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INTERNATIONAL POSTSECONDARY INSTITUTIONS COUNTRY INSTITUTION CREDENTIAL PROGRAM DESCRIPTION NAME Denmark University of Degree Bachelor of Each semester is based on a main theme which will be the focal point for the semester's theory Southern Engineering, and project work. From the very beginning of the study period you will be part of a project group Denmark Mechatronics working with projects which often use problems faced by companies as a starting point.

Programme structure During the study programme you have the opportunity to specialise in one of the following disciplines: Mechatronics engineer with a multidisciplinary profile (Mechatronics Engineering) Mechatronics engineer with a profile in mechanics (Mechanical Engineering) Mechatronics engineer with a profile in electronics (Electronics Engineering) Mechatronics with a profile in embedded systems (Embedded Systems) United States California State Degree Bachelor of As a CSUCI mechatronics student, you’ll be at the forefront of a rapidly growing field of University Science, engineering that combines computer hardware, electronics and mechanical engineering. You’ll Channel Islands Mechatronics work with faculty who do research in mobile robotics, embedded systems and unmanned aerial Engineering vehicles. And you’ll learn how engineering is influenced and impacted by business, politics and other social forces. CSUCI mechatronics students are also in good company — we’re one of only three CSUs that offer degrees in mechatronics. United States Purdue University Degree Bachelor of This is one of three majors offered for students who seek to contribute at the intersection Science, between manufacturing, electrical, mechanical, and computing areas in primarily industrial Mechatronics environments. Engineering Technology When you major in mechatronics engineering technology, you will focus on the development of the electromechanical products that are ubiquitous in modern life, dealing with interconnections that allow electronic control of mechanical, pneumatic, and hydraulic systems. United States University of the Degree Bachelor of The Mechatronics track will allow a student to combine courses from the Electrical and Incarnate Word Engineering, Mechanical track for an individualized course of study. For example, to design a wind farm for Mechatronics electrical production, a student would take mechanical courses covering vibrations, stress analysis, and gears. They would also take electrical courses in circuitry, signal analysis, and control of systems. Another example in Mechatronics might be the design of a heating/cooling system for an industrial plant. The student would take courses in computer programming and control theory, plus heat transfer and thermophysical properties. The combination of courses would be approved by the Academic Advisor. The Mechatronics track has the support of companies such as CPS Energy, SAWS, and other local industries.

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INTERNATIONAL POSTSECONDARY INSTITUTIONS COUNTRY INSTITUTION CREDENTIAL PROGRAM DESCRIPTION NAME United States North Carolina Degree Bachelor of The joint mechatronics engineering curriculum combines the best offerings from two nationally State University Science, recognized universities. NC State provides the engineering course work from the Departments Engineering of Mechanical and Aerospace Engineering (MAE) and Electrical and Computer Engineering (Mechatronics (ECE). Hands-on laboratories integral to engineering course work are present throughout the Concentration) curriculum. From the University of North Carolina at Asheville comes a general education component grounded in a rich liberal arts foundation. The goal of the program is to produce broadly educated engineers who contribute effectively in the diverse and global modern world. United States Middle Tennessee Degree Bachelor of MTSU’s new Mechatronics Engineering degree program is on the cutting edge of a fast-growing State University Science, industry. Jobs are waiting for engineers to design and enhance robotics and automated Mechatronics systems. The design process of mechatronics combines mechanical, computer, and electrical Engineering engineering along with systems integration and technical project management. A surgical robot is a perfect example of a mechatronic system, performing precision mechanical work under sophisticated electronic and sensory control. Unlike traditional programs, MTSU’s mechatronics has a systems approach, breaking the whole down into subsystems and then components, so that graduates can design products with a system in mind, not just one component. Rutherford County auto industry giants Bridgestone, with a mechatronics facility at its LaVergne education center, and Nissan are among worldwide and local partners in the program. United States Utah Valley Degree Bachelor of To prepare students to work as automation technicians or designers in the manufacturing University Science, sector along the Wasatch Front. Graduates will have skills in electronics, PLC programming, Mechatronics sensors, mechanical design, solid modeling, and pneumatics that will find direct application as Engineering they start their career in industry. Technology Mechatronics Engineering Technology is a hybrid discipline that utilizes Mechanical Engineering, Electrical Engineering, and principles of Computer Science to design and produce complex computer controlled electromechanical systems.

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Labour Market Analysis OVERVIEW OF MECHATRONICS-RELATED OCCUPATIONS IN CANADA 2017 Avg. 2018 2019 2020 2021 2022 2023 2024 NOC Description Hourly Wages Jobs Jobs Jobs Jobs Jobs Jobs Jobs 2132 Mechanical engineers $41.08 36,988 37,565 38,126 38,617 39,148 39,597 40,060 Electrical and electronics 2133 $43.71 36,977 37,505 38,024 38,476 38,983 39,406 39,848 engineers Industrial and manufacturing 2141 $37.00 16,384 16,540 16,694 16,854 17,047 17,225 17,360 engineers Computer engineers (except 2147 $42.67 22,727 23,260 23,742 24,200 24,617 25,010 25,317 software engineers and designers) 2173 Software engineers and designers $44.81 49,674 51,382 53,006 54,499 55,795 57,069 58,200

NOC 2132 – MECHANICAL ENGINEERS Resource Overview Mechanical engineers research, design and develop machinery and systems for heating, ventilating and air conditioning, power generation, transportation, processing and manufacturing. They also perform duties related to the evaluation, installation, operation and maintenance of mechanical systems. Mechanical engineers are employed by consulting firms, by power-generating utilities and in a wide range of manufacturing, processing and transportation industries, or they may be self-employed. Common titles for this occupation: acoustical engineer, acoustics and vibration engineer, acoustics engineer, automotive engineer, building systems engineer... R elated occupations • Civil engineers • Electrical and electronics engineers • Chemical engineers

Quick Facts

Pr ojected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 - 2021: 3,001 - 4,000

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Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

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Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017.

Projected change in employment levels from 2017 - 2021: 7.1% - 8%

Pay Income by sex Chart 4 shows the median employment income by sex for this job as it compares with others in 2015. Applies to full-time workers employed full year.

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Employment requirements Canada: • A bachelor's degree in mechanical engineering or in a related engineering discipline is required. • A master's degree or doctorate in a related engineering discipline may be required. • Licensing by a provincial or territorial association of professional engineers is required to approve engineering drawings and reports and to practise as a Professional Engineer (P.Eng.). • Engineers are eligible for registration following graduation from an accredited educational program, and after three or four years of supervised work experience in engineering and passing a professional practice examination.

Ontario: • Licence from Professional Engineers Ontario is required to approve engineering drawings and reports, offer or provide services to the public, and engage in the practice of professional engineering. In-demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Communication Skills Mechanical Engineering AutoCAD Problem Solving Project Management Microsoft Office Teamwork / Collaboration AutoCAD Microsoft Excel Microsoft Office Mechanical Design SolidWorks English HVAC Computer Aided Drafting/Design (CAD) Writing Budgeting Microsoft Word Organizational Skills Professional Engineer Microsoft Powerpoint Planning Scheduling Finite Element Analysis Research Calculation Revit Microsoft Excel Engineering Design and Installation Microsoft Project

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Employment characteristics

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Regional trends

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NOC 2133 – ELECTRICAL AND ELECTRONICS ENGINEERS Resource Overview Electrical and electronics engineers design, plan, research, evaluate and test electrical and electronic equipment and systems. They are employed by electrical utilities, communications companies, manufacturers of electrical and electronic equipment, consulting firms, and by a wide range of manufacturing, processing and transportation industries and government. Common titles for this occupation: analogue amplifier design engineer, antenna engineer, audio engineer – electricity and electronics, avionics engineer, broadcasting professional engineer... R elated occupations • Civil engineers • Mechanical engineers • Chemical engineers

Quick facts

Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021.

Total projected number of job openings from 2017 - 2021: 601 - 700

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Employment in this occupation is projected to decline over the period 2017-2021; attrition is expected to be the only source of job openings.

Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

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Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017. Projected change in employment levels from 2017 - 2021: <=0%

Pay Income by sex Chart 4 shows the median employment income by sex for this job as it compares with others in 2015. Applies to full-time workers employed full year.

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Employment requirements Canada: • A bachelor's degree in electrical or electronics engineering or in an appropriate related engineering discipline is required. • A master's or doctoral degree in a related engineering discipline may be required. • Licensing by a provincial or territorial association of professional engineers is required to approve engineering drawings and reports and to practise as a Professional Engineer (P.Eng.). • Engineers are eligible for registration following graduation from an accredited educational program, and after three or four years of supervised work experience in engineering and passing a professional practice examination. • Leadership in Energy and Environmental Design (LEED) certification is offered by the Canada Green Building Council and may be required by some employers. Ontario: • Licence from Professional Engineers Ontario is required to approve engineering drawings and reports, offer or provide services to the public, and engage in the practice of professional engineering. I n demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Communication Skills Electrical Engineering AutoCAD Teamwork / Collaboration Project Management Microsoft Office Problem Solving Budgeting Microsoft Excel Troubleshooting AutoCAD C++ Planning Scheduling SCADA English Commissioning Computer Engineering Writing Professional Engineer Revit Microsoft Office Electrical Design MATLAB Research Power Distribution Software Development Organizational Skills Electrical Systems Debugging

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Employment characteristics

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R egional trends

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NOC 2147 – COMPUTER ENGINEERS Resource Overview Computer engineers (except software engineers and designers) research, plan, design, develop, modify, evaluate and integrate computer and telecommunications hardware and related equipment, and information and communication system networks including mainframe systems, local and wide area networks, fibre-optic networks, wireless communication networks, intranets, the Internet and other data communications systems. They are employed by computer and telecommunication hardware manufacturers, by engineering, manufacturing and telecommunications firms, in information technology consulting firms, by governmental, educational and research institutions and in information technology units throughout the private and public sectors. Common titles for this occupation: application specific integrated circuit (ASIC) design engineer, capacity planning analyst, computer engineer, computer engineer (except software), computer hardware engineer... View all titles R elated occupations • Other professional engineers, n.e.c. • Industrial and manufacturing engineers • Metallurgical and materials engineers • Mining engineers • Geological engineers • Petroleum engineers • Aerospace engineers Quick facts

Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 - 2021: 2,001 - 3,000

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Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

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Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017. Projected change in employment levels from 2017 - 2021: 10.1% - 11%

Pay Income by sex Chart 4 shows the median employment income by sex for this job as it compares with others in 2015. Applies to full- time workers employed full year.

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Employment requirements Canada: • Computer engineers require a bachelor's degree in computer engineering, electrical or electronics engineering, engineering physics or computer science. • A master's or doctoral degree in a related engineering discipline may be required. • Licensing by a provincial or territorial association of professional engineers is required to approve engineering drawings and reports and to practise as a Professional Engineer (P.Eng.). • Engineers are eligible for registration following graduation from an accredited educational program, three or four years of supervised work experience in engineering and passing a professional practice examination. Ontario: • Licence from Professional Engineers Ontario is required to approve engineering drawings and reports, offer or provide services to the public, and engage in the practice of professional engineering. I n demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Communication Skills Telecommunications Software Development Teamwork / Collaboration Project Management Linux Problem Solving Cisco Java Planning Software Development SQL Troubleshooting Linux Oracle Research Systems Engineering UNIX Writing Java Python English SQL Microsoft Office Organizational Skills Oracle Solution Architecture Creativity Network Engineering JavaScript

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Employment characteristics

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R egional trends

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NOC 2173 – SOFTWARE ENGINEERS AND DESIGNERS Resource Overview Software engineers and designers research, design, evaluate, integrate and maintain software applications, technical environments, operating systems, embedded software, information warehouses and telecommunications software. They are employed in information technology consulting firms, information technology research and development firms, and information technology units throughout the private and public sectors, or they may be self-employed. Common titles for this occupation: application architect, artificial intelligence (AI) designer, cloud administrator, cloud architect, cloud engineer... View all titles R elated occupations • Information systems analysts and consultants • Database analysts and data administrators • Computer programmers and interactive media developers • Web designers and developers Quick facts

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Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 - 2021: 5,001 - 6,000

Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

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Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017. Projected change in employment levels from 2017 - 2021: 11.1% - 12%

Pay Income by sex

Chart 4 shows the median employment income by sex for this job as it compares with others in 2015. Applies to full- time workers employed full year.

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Employment requirements Canada: • A bachelor's degree, usually in computer science, computer systems engineering, software engineering or mathematics or Completion of a college program in computer science is usually required. • A master's or doctoral degree in a related discipline may be required. • Licensing by a provincial or territorial association of professional engineers is required to approve engineering drawings and reports and to practise as a Professional Engineer (P.Eng.). • Engineers are eligible for registration following graduation from an accredited educational program, three or four years of supervised work experience in engineering, and passing a professional practice examination. • Experience as a computer programmer is usually required. Ontario: • Licence from Professional Engineers Ontario is required to approve engineering drawings and reports, offer or provide services to the public, and engage in the practice of professional engineering.

I n demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Communication Skills Software Development Software Development Teamwork / Collaboration Java Java Problem Solving SQL SQL Writing JavaScript JavaScript Troubleshooting Microsoft C# Microsoft C# Research Software Engineering Software Engineering Creativity Linux Linux Planning C++ C++ Detail-Oriented Oracle Oracle Organizational Skills .NET .NET

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Employment characteristics

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R egional trends

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NOC 2141 – INDUSTRIAL AND MANUFACTURING ENGINEERS Resource Overview Industrial and manufacturing engineers conduct studies, and develop and supervise programs to achieve the best use of equipment, human resources, technology, materials and procedures to enhance efficiency and productivity. Industrial and manufacturing engineers are employed in consulting firms, manufacturing and processing companies, in government, financial, health care and other institutions, or they may be self-employed. Common titles for this occupation: computer integrated manufacturing (CIM) engineer, consulting industrial engineer, cost engineer, efficiency engineer, fire prevention engineer... View all titles R elated occupations • Computer engineers (except software engineers and designers) • Other professional engineers, n.e.c. • Metallurgical and materials engineers • Mining engineers • Geological engineers • Petroleum engineers • Aerospace engineers Quick facts

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Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 - 2021: 1,001 - 2,000

Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

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Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017. Projected change in employment levels from 2017 - 2021: 7.1% - 8%

Pay Income by sex Chart 4 shows the median employment income by sex for this job as it compares with others in 2015. Applies to full- time workers employed full year.

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Employment requirements Canada: • A bachelor's degree in industrial engineering or in a related engineering discipline is required. • A master's degree or doctorate in a related engineering discipline may be required. • Licensing by a provincial or territorial association of professional engineers is required to approve engineering drawings and reports and to practise as a Professional Engineer (P.Eng.). • Engineers are eligible for registration following graduation from an accredited educational program, and after three or four years of supervised work experience in engineering and passing a professional practice examination. Ontario: • Licence from Professional Engineers Ontario is required to approve engineering drawings and reports, offer or provide services to the public, and engage in the practice of professional engineering.

I n demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Communication Skills Manufacturing Engineering Microsoft Office Problem Solving Project Management Microsoft Excel Planning Industrial Engineering Industry AutoCAD Expertise Microsoft Office Manufacturing Processes Microsoft Powerpoint Microsoft Excel Industrial Engineering Microsoft Word Teamwork / Collaboration Lean Manufacturing SolidWorks Organizational Skills Six Sigma Microsoft Project English Mechanical Engineering Microsoft Access Troubleshooting AutoCAD SAP Computer Literacy Budgeting Enterprise Resource Planning (ERP)

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Employment characteristics

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R egional trends

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Graduates BCIT – Mechatronics and Robotics Diploma Survey Results

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BCIT – BEng Mechanical Engineering Survey Results

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Educational Trends The following is a list of mechanical engineering related programs that are currently running in Ontario:

College APS Title MTCU Code MAESD Title Credential Start MOHA Computer Engineering Technician 50509 Computer Engineering Technician Diploma 9/1/2017 – Mechatronic Systems CAMB Electromechanical Engineering 51021 Electro-mechanical Engineering Diploma 9/1/2019 Technician - Mechatronics Technician FANS Electromechanical Engineering 51021 Electro-mechanical Engineering Diploma 9/1/2010 Technician Technician LAMB Electromechanical Engineering 51021 Electro-mechanical Engineering Diploma 9/1/2014 Technician Technician SHER Electromechanical Engineering 51021 Electro-mechanical Engineering Diploma 9/1/1996 Technician Technician STCL Electromechanical Engineering 51021 Electro-mechanical Engineering Diploma 9/1/2011 Technician - Robotics Technician CENT Electronics Engineering Technician 55203 Electronics Engineering Diploma 2/27/1994 Technician CONF Electronics Engineering Technician 55203 Electronics Engineering Diploma 6/15/1998 - Computers Technician CONS Electronics Engineering Technician 55203 Electronics Engineering Diploma 2/27/1994 Technician DURH Electronics Engineering Technician 55203 Electronics Engineering Diploma 2/27/1994 Technician FANS Electronics Engineering Technician 55203 Electronics Engineering Diploma 9/1/2000 - Industrial Controls Technician HUMB Electronics Engineering Technician 55203 Electronics Engineering Diploma 2/27/1994 Technician LOYT Electronics Engineering Technician 55203 Electronics Engineering Diploma 9/1/2012 - Computers Technician NIAG Electronics Engineering Technician 55203 Electronics Engineering Diploma 2/27/1994 Technician SENE Electronics Engineering Technician 55203 Electronics Engineering Diploma 4/25/2014 Technician SENE Electronics Engineering Technician 55203 Electronics Engineering Diploma 9/1/2000 - Broadband Cable Technician SENE Electronics Engineering Technician 55203 Electronics Engineering Diploma 1/30/1980 - Computers Technician SHER Electronics Engineering Technician 55203 Electronics Engineering Diploma 9/1/1967 Technician SHER Electronics Engineering Technician 55203 Electronics Engineering Diploma 2/6/1981 - Microcomputer Technician MOHA Computer Engineering Technology 60509 Computer Engineering Advanced Diploma 9/1/2000 – Mechatronic Systems Technology STCL Mechanical Engineering 61007 Mechanical Engineering Advanced Diploma 9/1/1995 Technology - Mechatronics Technology CAMB Electromechanical Engineering 61021 Electromechanical Engineering Advanced Diploma 9/1/2019 Technology - Mechatronics Technology CENT Electromechanical Engineering 61021 Electromechanical Engineering Advanced Diploma 5/3/1982 Technology Technology GRBR Electromechanical Engineering 61021 Electromechanical Engineering Advanced Diploma 9/1/2012 Technology - Building Automation Technology HUMB Electromechanical Engineering 61021 Electromechanical Engineering Advanced Diploma 2/27/1994 Technology Technology SHER Electromechanical Engineering 61021 Electromechanical Engineering Advanced Diploma 9/1/1996 Technology Technology CENT Electronics Engineering 65203 Electronics Engineering Advanced Diploma 2/27/1994 Technology Technology CONS Electronics Engineering 65203 Electronics Engineering Advanced Diploma 2/27/1994 Technology - Telecommunications Technology Systems

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College APS Title MTCU Code MAESD Title Credential Start DURH Electronics Engineering 65203 Electronics Engineering Advanced Diploma 2/27/1994 Technology Technology FANS Electronics Engineering 65203 Electronics Engineering Advanced Diploma 2/27/1994 Technology Technology HUMB Electronics Engineering 65203 Electronics Engineering Advanced Diploma 2/27/1994 Technology Technology MOHA Electronics Engineering 65203 Electronics Engineering Advanced Diploma 5/31/2001 Technology - Telecommunications Technology NIAG Electronics Engineering 65203 Electronics Engineering Advanced Diploma 2/27/1994 Technology Technology SENE Electronics Engineering 65203 Electronics Engineering Advanced Diploma 4/25/2014 Technology Technology SENE Electronics Engineering 65203 Electronics Engineering Advanced Diploma 2/27/1994 Technology - Control Systems Technology SHER Electronics Engineering 65203 Electronics Engineering Advanced Diploma 2/27/1994 Technology Technology STCL Electronics Engineering 65203 Electronics Engineering Advanced Diploma 9/1/2006 Technology - Industrial Automation Technology Note: In order to condense the table, cancelled programs were excluded. Humber’s programs are highlighted in green and programs with a focus in mechatronics are highlighted in yellow.

The table below identifies complementary program performance and pathway potentials at Humber, including their enrolments over the last 3 years and most recent KPIs:

Semester 1 Enrolments Most Recent Year 2016- 2015- Programs 2017-18 2017 2016 Graduates KPIs MTCU code MTCU code Name of complementary or feeder Most Humber average Humber average program and MTCU code Credential F W F W F W Recent Year KPI Q13 Q13 KPI Q24 Q24 Computer Engineering Advanced 141 95 46 90 42 23 73.2% 77.7% 63.0% 64.8% Technology (60509) Diploma Electrical Engineering Technician - Control Systems Diploma 34 41 31 41 29 113 81.8% 82.3% 80.7% 72.2% (55613) Electrical Engineering Technician Technology - Advanced 51 82 49 79 31 51 76.6% 83.1% 64.1% 73.7% Diploma Control Systems (65613) Electromechanical Engineering Diploma 23 35 63 57 87.3% 82.6% 83.6% 73.0% Technician (51021) Electromechanical Engineering Advanced 89 86 67 47 89.5% 85.1% 82.9% 75.4% Technology (61021) Diploma Electronics Engineering Diploma 34 41 31 41 29 46 78.8% 79.7% 60.6% 75.4% Technician (55203) Electronics Engineering Advanced Technology (65203) Diploma 58 42 28 36 18 20 67.4% 76.7% 60.9% 71.0% Mechanical Engineering Technician (50400) Diploma 24 32 37 46 96.3% 83.9% 92.6% 76.8% Mechanical Engineering Advanced Technology (61007) Diploma 59 51 38 19 80.3% 85.2% 78.7% 77.6%

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For the purpose of this environmental scan, programs focusing on mechatronics and mechanical engineering will only be considered. The table below displays mechatronics-related programs’ applications and confirmations in Ontario: College Program 2016 2017 2018 MTCU Code And Name and Title Credential College Applications Confirmations Applications Confirmations Applications Confirmations 50509 – Computer MOHA Computer Engineering Engineering Technician – 42 5 77 6 Technician Mechatronic Systems - Diploma 51021 - Electro- Electromechanical CAMB mechanical Engineering Engineering Technician – 158 46 191 82 182 50 Technician Mechatronics - Diploma 61021 Electromechanical CAMB Electromechanical Engineering Engineering Technology – NA NA NA NA NA NA Technology Mechatronics Advanced Diploma 60509 - Computer MOHA Computer Engineering Engineering Technology – Technology Mechatronic 160 31 199 42 Systems – Advanced Diploma 61007 - Mechanical STCL Mechanical Engineering Engineering Technology – 162 45 179 65 177 63 Technology Mechatronics – Advanced Diploma

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Mechatronics in the News THE GLOBE AND MAIL ONTARIO UNIVERSITIES' ENGINEERING PROGRAMS SET TO BE EXPANDED

Competition for spots in engineering programs in Ontario universities could ease up in coming years as the province gets ready to announce expansion plans for some of the most in-demand degrees in Canada.

Last year, the government's higher education ministry held a series of consultations on the future of engineering education, talking with postsecondary institutions, employers, students and professional accreditation bodies. The result of that consultation, expected this spring, will guide decisions on new funding, a spokesperson said.

Many experts and industry groups say Canada has a shortage of skills in science, technology, engineering and math. But labour- market studies show that the number of openings varies widely across fields and within engineering. Grads in civil engineering have their pick of jobs, while others – in metals engineering, for example – are competing for only a couple of hundred openings a year.

As a result, the province's review has to strike a balance between long-term needs for engineering skills and the current labour market.

"One of the concerns that we had was about how you define the labour market," said Andrew Hrymak, dean of engineering at Western University in London, Ont. "Many engineering grads go on to get law and medicine degrees; another path could be through management. We tried to convey to government that there are multiple paths and students may progress in different ways," Dr. Hrymak said.

Just under 40 per cent of graduates with engineering degrees from Canadian schools work in the field, according to a study by the Ontario Society of Professional Engineers (OSPE). Another 40 per cent have jobs – such as in finance or business – that require a university degree, the same study found.

"If you look at where the jobs are in Canada, it's all around technology. Do we need to expand programs? I think we do, but we need to do it in emerging technology, in mechatronics, in nanotechnology, things you will need in five to 10 years," said Sandro Perruzza, CEO of OSPE.

Demand for programs is very high, with undergraduate applications to engineering programs growing by 90 per cent over the last decade and entrance averages into the 90s.

Engineering faculties at Windsor, McMaster and York universities are among those that have told the government they would like to expand. Every new university and college degree in Ontario must be approved by the Ministry of Training, Colleges and Universities to ensure quality and gain public funding. In addition, engineering programs must be accredited by the Engineers Canada Accreditation Board.

Among colleges, only Conestoga College offers accredited engineering degrees, but many colleges believe they could serve industry and students with specific, targeted programs.

"These programs might take in 30 to 50 new students each year," said Bill Summers, vice-president of research and policy at Colleges Ontario. "We don't think it's going to have a material influence on labour-market supply and demand, but it adds unique products to the marketplace."

George Brown College, for example, is talking about which degrees its Centre for Construction and Engineering Technologies could offer.

"Our students are ready to do the work, they have the technical skills," said Adel Esayed, the dean of George Brown's engineering department. "They look at the labour market, and if they want to go into management, it's better to have a degree."

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The growth in programs comes as the profession is reckoning with how to update engineering education to keep up globally. At the moment, two systems are running in parallel, said Richard Hornsey, vice-dean at the Lassonde School of Engineering at York University in Toronto.

"The accreditation board has the old and new model running at the same time. The old model counted how much stuff you taught; the new model requires us to show how much the students have learned," he said.

Canada is part of an international agreement that recognizes the degrees of engineers trained in 17 other countries, including the United States, India, Ireland and Japan. Most have adopted output-based education, which measures ethics, lifelong learning, communication skills, teamwork and problem analysis. International accreditors have said that by 2020, Canada should do the same.

By focusing on the skills that engineers have learned rather than on course hours, students are better prepared for work, experts say.

"Employers tell us that engineering students are extremely competent," Mr. Perruzza said. "It's a question of: Are they employable? Can they work in a group setting? Can they communicate? Universities are encouraging students to take those kind of courses as part of the curriculum. -- Resources

KWANTLEN POLYTECHNIC UNIVERSITY PROVINCE GIVES KPU TRADES AND TECHNOLOGY STUDENTS NEW TOOLS TO SUCCEED Trades and technology students at Kwantlen Polytechnic University (KPU) will soon be working with new industry-grade equipment thanks to $500,000 from the B.C. Government.

“This funding will help provide industry-grade or even better than industry-grade equipment to our students so that when our students graduate in two years, they’ll be able to fill the high-demand in B.C. for skilled tradespeople,” said Dean of the Faculty of Trades and Technology Dr. David Florkowski.

With the funding, KPU has purchased thermal and geothermal energy training system machines. The models will be used by students in the welding and electrical programs and the new Mechatronics and Advance Manufacturing Technology (MAMT) diploma program.

“We’re investing in new trades as well as tech training equipment at KPU so students are better prepared once they leave the classroom,” said Melanie Mark, Minister of Advanced Education, Skills and Training. “Trades and tech are government priorities as there are thousands of in demand jobs in these areas. Replacing obsolete items and purchasing the latest in technology means students get their training on the same type of equipment that industry uses.”

Mechatronics is a multidisciplinary field of science that includes a combination of mechanical engineering, electronics, computer engineering, telecommunications engineering, systems engineering and control engineering. Designed to address the technical skills gap in Canada and advance the manufacturing sector, the MAMT program supports applied research, product development and commercialization solutions. Graduates will be employable across a wide range of industries such as manufacturing, green technology, biotechnology, medical, energy, transportation, telecommunications, autonomous vehicles, building technology, agriculture, aerospace and national security and defense.

KPU’s mechatronics lab facility, which is currently under construction, will serve as the training centre for students to pursue the Siemens Mechatronics Systems certification program, a pillar of Siemens Canada Engineering and Technology Academy. In addition, KPU’s MAMT diploma program, which is in the final stages of development, is expected to begin accepting students this fall.

Some of the highly technical equipment funded by the province for KPU’s mechatronics lab facility will include robotic arms and machines that synchronize electrical power systems with alternating currents.

In addition, the provincial funding is providing new cutting-edge machinery for the plumbing, appliance servicing, millwright and farrier programs, and replacement automotive lifts for the automotive service technician program.

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“The funding will be spread fairly evenly amongst all of our trades programs,” said Florkowski. “Funding for new energy-efficient and progressive equipment is crucial to give our students the skills they need to succeed in the booming trades industry.” - Resource

ALGONQUIN COLLEGE ALGONQUIN COLLEGE AND SIEMENS CANADA PARTNER ON MECHATRONICS AND DUAL-EDUCATION PROGRAMS

The next chapter in the multi-faceted partnership between Algonquin College and Siemens Canada was made official today as the organizations announced a new collaboration aimed at addressing the technical skills gap in Canada and accelerating implementation of Industrie 4.0 advanced manufacturing concepts. Algonquin students will soon have access to two new advanced skills programs to further prepare them for the workplace of the future; the Siemens Mechatronics Systems certification and the Dual-Education enhanced co-op program, both to be offered through the Siemens Canada Engineering and Technology Academy (SCETA).

Beginning later this year, Algonquin College will offer students the globally recognized Siemens Mechatronics Systems certification program. Mechatronics is the combination of mechanical, electrical and computer software technologies as well as control and systems theory into a single system used in production and manufacturing. In practical terms, Mechatronics is a holistic, hands-on approach to automation that can improve efficiency, productivity and quality and ultimately decrease time to market. Industries that benefit greatly from a Mechatronics system include aerospace, materials processing, machine building, automotive, transportation, building technologies and mining.

“As we celebrate our 50th anniversary at Algonquin College, we want to build on our past successes and keep our eyes focused on the future — and this agreement, part of a much wider partnership we have with Siemens Canada, helps us achieve that,” said Algonquin College President Cheryl Jensen. “These programs forecast ahead, giving our learners the opportunity to perfect cutting-edge skills that are going to put them at the forefront of the next wave of technological advances in multiple sectors.”

Algonquin College will also become an official partner school of the SCETA Dual Education program, an enhanced skills training and career-start plan that offers students an enhanced co-op program at Siemens Canada during their final two years of study and the opportunity for full-time employment with Siemens upon graduation.

“The manufacturing sector in Canada and globally is changing rapidly as the industry enters the fourth industrial revolution, or Industrie 4.0,” said Robert Hardt, CEO, Siemens Canada. “This new era emphasizes digitization and companies will require qualified, highly-skilled graduates with the right mix of skills which these programs will offer them. We are thrilled to have a long- term sustainable education partner in Algonquin College who shares a commitment to Canada’s future.” - Resource

UNIVERSITY OF WATERLOO GOVERNMENT OF CANADA COMMITS $32.6 MILLION FOR NEW WATERLOO ENGINEERING BUILDING The federal government today announced it will contribute $32.6 million for the construction of a state-of-the-art engineering building at the University of Waterloo. Minister of Small Business and Tourism Bardish Chagger, MP for Waterloo, announced the funding under a program to update research and innovation infrastructure.

Engineering 7, the seven-storey, 240,000-square-foot building, will accommodate expanding demand from student enrolment and feature advanced research labs. It is under construction on Waterloo’s east campus at a total cost of $88 million, with a scheduled opening in the spring of 2018.

Home to growing biomedical and mechatronics engineering programs, as well as research on disruptive technologies including machine intelligence, mobile robotics, autonomous vehicles and wearable biomedical devices, Engineering 7 will be one of the largest buildings on campus when complete. An atrium and enclosed pedestrian bridges will link it to the existing Engineering 5 building.

The funding is from the Post-Secondary Institutions Strategic Investment Fund, a $2-billion initiative launched in 2016 to enhance and modernize research facilities on Canadian campuses, positioning them at the forefront of innovation required for a clean, sustainable economy.

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“Since its founding 60 years ago, the University of Waterloo has been doing things differently,” said Feridun Hamdullahpur, president and vice-chancellor of Waterloo. “The Engineering 7 building is a prime example of Waterloo’s unconventional, creative, innovative thinking. It will be home to world-leading talent and research, continuing to expand the impact of disruptive technologies that will help to put Canada at the forefront of the global economy.”

A focal point of Engineering 7 will be the Engineering Ideas Clinic, a novel space allowing professors from different engineering disciplines to collectively teach theoretical concepts through experiential, hands-on learning. Waterloo Engineering’s 7,500 undergraduate students will use the facility.

In addition to study and social areas, lecture halls and 20 garages for student design teams, the new building will also house a cutting-edge additive manufacturing — or 3D printing — lab and the RoboHub, a unique testing facility for aerial, mobile and magnetically levitated robots.

“Engineering 7 is more than a building. It epitomizes the future of engineering education and the preparation of students to experience early, innovate early and incubate their ideas early, right from first year,” said Pearl Sullivan, dean of the Faculty of Engineering at Waterloo. “It will also be a meeting place for our 1,000 Canadian industry partners, as well as entrepreneurs, venture capitalists, scholars and academics from around the world.”

Financial support for Engineering 7 is also coming from an ongoing, private-sector fundraising campaign through donations from alumni and industry partners. - Resource

SIMON FRASER UNIVERSITY GOVERNMENT INVESTS IN TECH ENTREPRENEURSHIP PROGRAM AT SFU

Simon Fraser University students with entrepreneurial ambitions in technology will be able to continue building their skills and developing market-driven products after an expansion of the successful Technology Entrepreneurship @ SFU program.

“Deepening the province’s talent pool is a key part of the #BCTECH Strategy,” said Technology, Innovation and Citizens’ Services Minister Amrik Virk. “This investment will help to train the tech sector talent of the future, giving them the opportunity to develop innovative products and solutions that enhance lives.”

One-time funding of $400,000 will fund a new work-integrated learning program at SFU that will enable teams of student entrepreneurs to spend a semester focusing on their ventures full time and refining them for the market. Technology Entrepreneurship @ SFU students have developed diverse products, such as wearable technology that tracks hockey metrics, and a prototype for an inexpensive, customized hearing aid.

“This new program is another step forward in SFU’s commitment to being Canada’s most community-engaged research university, and to our innovation strategy,” said Joy Johnson, SFU vice-president, research and international. “By equipping students with the skills to become entrepreneurs even before they have completed their studies, they are receiving the best possible start in becoming high-impact innovators, and putting their ideas to use for the betterment of society.”

The funding will also support mechatronics graduate students who wish to gain practical experience developing their research into commercial applications.

“This program is an amazing opportunity for students. We not only conceive ideas but can now take them further than we ever imagined, all while completing our degrees,” said Ben Hwang, co-creator of the hockey metrics venture Vamo-Tech.

The Technology Entrepreneurship @ SFU program began as a pilot project in 2012 with an investment of $210,000 each from the Spencer Creo Foundation and BC Innovation Council (BCIC). Since then, BCIC has contributed a further $110,000 in one- time funding for a design studio. Teams of students from the Beedie School of Business and Mechatronics Systems Engineering have been accepted into the program each year with a goal of producing several potential companies or product ideas annually. This year, the program also began accepting students from any faculty if they are taking part in SFU’s Charles Chang certificate in innovation and entrepreneurship.

“Cross-disciplinary experience and collaboration is key to successful entrepreneurship and solving the challenges facing Canada and the world. But if we are going to encourage this behavior in our students, we also need to support it,” said SFU director of entrepreneurship, Sarah Lubik.

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This funding fulfills a commitment of the #BCTECH Strategy, released in January 2016, to build on the Technology Entrepreneurship @ SFU Program. The #BCTECH Strategy and B.C.'s Skills for Jobs Blueprint are working together to ensure B.C. post-secondary graduates have the skills, experience and creativity they need to find meaningful tech careers and support the industry.

Government is re-engineering education, from kindergarten through to post-secondary, to ensure that students are getting the knowledge, work experience and exposure to tech careers, especially at the post-secondary levels. - Resource

SENECA COLLEGE MECHATRONICS SIMULATION AND DEMONSTRATION CENTRE

Seneca and Siemens Canada are helping to address the technical skills gap in Canadian manufacturing with the creation of Ontario’s first Mechatronics Simulation and Demonstration Centre (MSDC).

Mechatronics is a cross-disciplinary field built on the convergence of mechanical and electrical engineering, automation and controls, and information technology. Mechatronics plays an increasingly critical role in manufacturing and production, optimizing efficiency, productivity and quality.

As mechatronics takes on a greater role in the implementation of automated processes, the need for professionals with specialized training becomes more important. Seneca has partnered with Siemens to develop the first Mechatronics Simulation and Demonstration Centre (MSDC) in Ontario, enabling applications ranging from automation and robotics to industrial maintenance and electro-mechanical technologies.

The Ontario government invested $651,000 to help students develop the cutting-edge skills they need to strengthen and modernize the province’s manufacturing sector. This allowed Seneca to invest in state-of-the-art equipment and curriculum development for the Centre.

The MSDC also provides Ontario with a high-profile mechatronics research and demonstration facility — a showcase for students, faculty/researchers, industry partners, employers, government and international visitors. It will open the door to broader collaboration with mechatronics-based industries, providing students with the opportunity to learn from, and engage with, potential future employers.

The Centre houses state-of-the-art workstations within an industry-customized teaching space with full simulation capability. The MSDC’s digital factory learning environment will support Siemens Mechatronics Systems certification courses, designed to be integrated into the existing curriculum of programs in the School of Information and Communications Technology. This provides Seneca graduates an opportunity to attain an internationally recognized skills certification. With this comprehensive knowledge of mechatronics system’s complexities, they will be highly skilled professionals that meet industry demand.

Mechatronics certification courses are being offered to Seneca students in two levels. Each level is based on a job profile — a comprehensive description of the tasks that the certified individual should be able to perform. Job profiles are developed by Siemens in collaboration with other industry and public sector partners, and help to define the levels, either Assistant or Associate. - Resource

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Work Integrated Learning Mohawk College – Computer Engineering Technology – Mechatronic System Advanced Diploma Co-op Format Se ptember to December January to April M ay to August Semester 1 Semester 1 or 2 V a cation Semester 3 Semester 4 Work Term 1 (Co-op) Semester 5 Work Term 2 (Co-op) Work Term 3 (Co-op) Work Term 4 (Co-op) Semester 6

Work Term Capabilities (which do not reflect individual experiences and exposures) Work Term 1 • Design, construction, testing, installation and preventative maintenance of electronic equipment’s • Use instrumentation equipment’s such as signal generators, oscilloscopes, digital measuring equipment’s • Installation, troubleshooting and repair of computer hardware and software • UTP and Co-ax cable making and testing using Fluke Cable Testers • Network (wired and wireless) design, installation, maintenance and management • Network H/W & S/W - Cisco routers and switches, wireless devices, Cisco IOS, Wireshark and Packet Tracer • Design and Configuration using TCP/IPv4, TCP/IPv6 and routing protocols RIP, OSPF and EIGRP • LAN design using VLANs • Server installation, configuration and scripting - Windows 2000 and VMware • System administration and support - Windows 98/2000/XP and VMware • Web Page Design using HTML, VBScript and JavaScript • Web server installation and web site development • Prototype development for microcontroller applications • Microcontroller interfacing and programming using C and Assembly languages • Digital and analogue circuits design and troubleshooting • PLC programming and implementation • Printed circuit board layout and construction • Technical support, field service, component sourcing and purchasing • Technical writing Salary Range Work Term 1 Work Term 2 Work Term 3 Range $11.25 - $19.00 $11.25 - $20.00 $11.25 - $21.00 W o rk Terms 2, 3 and 4 Average $15.00 $17.00 $18.00 • Server installation, configuration and scripting - LINUX/UNIX • System administration and support - LINUX • Test, repair, and design passive and active filters, oscillators, amplifiers, AM, FM, and SSB modulators and demodulators • Testing and prototyping of basic RIF (radio frequency) circuits • Understanding of transmission lines, antennas and mobile communications • WAN design, installation and management using - PPP, Frame Relay, DSL and Cable • Wired and Wireless Security using ACLs (firewall design) • Embedded systems, embedded C and RTOS • Use of spectrum analyzer • Testing and modification of digital communication circuits • Design of simple digital communication circuits • Design and implementation of digital controller for many types of processes

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University of Waterloo – Bachelor of Applied Science Mechanical Engineering All students in Mechanical and Mechatronics Engineering at the University of Waterloo participate in the co-operative work/study program. Co-op education combines formal classroom teaching with "on-the-job" experience, and satisfactory performance in both areas is required for graduation.

After the first academic term on campus, students alternate between classroom and engineering-related work experience every four months.

The Co-operative Education office provides students with professional career guidance, contacts potential employers and arranges on-campus job interviews for co-op students. Through a matching system, where students rank employers and employers rank students, a compatible job match may occur. The student employment rate in Mechanical Engineering has been very close to 100% in recent terms, particularly for students in the later years of the program. The process is outlined below.

All First-Year Mechanical Engineering students enrol in September and spend the first Fall term (September to December) together at the University. During that first academic term, students will be assigned to one of two streams, Stream 4 or Stream 8, defined as follows:

Stream 4: Students who are assigned to Stream 4 complete four months of academic study (term 1A) before going into industry for the first work term, starting in January.

Stream 8: Students who are assigned to Stream 8 complete eight months of academic study (terms 1A and 1B) before going into industry for the first work term, starting in May.

University of British Columbia – Bachelor of Applied Science Mechanical Engineering 45X Capstone Design The final graduating requirement for UBC’s mechanical engineering students is a 45X Capstone Design project. The projects challenge students to apply the knowledge and skills they learned throughout their degree to real world problems. The best projects are proposed by industry clients and require solutions that can be implemented immediately.

The students work in small teams under the close supervision of a faculty advisor and, when possible, mentored by a practicing Professional Engineer from industry. Students are required to build a model of their designs, and if funds are available, a working prototype for the client.

MECH 45X is actually a cluster of 2-term, 6-credit courses for mechanical engineering students in their senior year: MECH 457 is a course for regular stream and Thermofluids-option students; MECH 458 is for Mechatronics-option students; and MECH 459 is for Biomedical Engineering-option students.

University of Ontario Institute of Technology – BEng Mechatronics Engineering Optional internship and co-op placements provide you with the opportunity to gain meaningful hands-on experience.

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Program Standards and Learning Outcomes

MOHAWK COLLEGE Computer Engineering Technician - Mechatronic Systems - Ontario College Diploma • Use documented solutions to troubleshoot technical problems involving computing devices. • Support the integration of multiple software and hardware components using appropriate network architecture. • Configure, troubleshoot, and maintain a variety of computer systems in accordance with documented functional requirements. • Install and maintain the operations of a variety of computer hardware, software, and networked systems. • Apply principles of digital and analog circuits to the troubleshooting of embedded computing devices. • Contribute to the analysis, building, testing, implementation, and maintenance of applications. • Apply knowledge of security issues related to computing devices. • Conform to workplace expectations found in technology environments. • Contribute to the successful completion of the project applying the project management principles in use.

Computer Engineering Technology - Mechatronic Systems - Ontario College Advanced Diploma • Diagnose, solve, troubleshoot, and document technical problems involving computing devices using appropriate methodologies. • Integrate multiple software and hardware components using appropriate network architecture. • Participate in analyzing, planning, designing, and developing the architecture of computing devices and systems. • Plan, install, configure, modify, test, and maintain a variety of computer systems to meet functional requirements. • Apply principles of digital and analog circuits to the implementation of embedded computing devices. • Analyze, build, test, implement, and maintain applications. • Evaluate and document security issues associated with a variety of computing devices and propose alternatives to increase product reliability. • Articulate, defend, and conform to workplace expectations found in technology environments. • Contribute to the successful completion of the project applying the project management principles in use.

CALIFORNIA STATE UNIVERSITY CHANNEL ISLANDS Bachelor of Science, Mechatronics Engineering We envision Mechatronics to have the following Program Learning Outcomes: • Be competent engineers and problem solvers. • Possess a high level of erudition in the field of Mechatronics Engineering. • Have knowledge of standard engineering tools, and their application in the field. • Be effective communicators. • Be prepared to undertake engineering jobs in a wide variety of engineering fields. Based on our experience, and the experience of other programs, we propose the following initial small set of Student Learning Outcomes: • Apply knowledge of Mathematics, Science, and Engineering. • Design experiments to evaluate the performance of a mechatronic system or component with respect to specifications. • Design a mechatronic system, component, or process to meet desired needs. • Define and solve an Engineering problem. • Develop and defend a written statement of professional ethical responsibility related to their field of study. • Ability to communicate effectively.

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NORTH CAROLINA STATE UNIVERSITY Bachelor of Science, Engineering (Mechatronics) • an ability to apply knowledge of mathematics, science, and engineering • an ability to design and conduct experiments, as well as to analyze and interpret data • an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability • an ability to function on multidisciplinary teams • an ability to identify, formulate, and solve engineering problems • an understanding of professional and ethical responsibility • an ability to communicate effectively • the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context • a recognition of the need for, and an ability to engage in life-long learning • a knowledge of contemporary issues • an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

UTAH VALLEY STATE UNIVERSITY Bachelor of Science, Mechatronics Engineering Technology • Use basic analog and digital electronic principles to analyze and design automation circuits. • Design transistor, op-amp, and linear circuits to interface sensors and actuators to a control system. • Select, analyze, and design mechanical components in an automation system. • Specify, install, and troubleshoot electronic Input/Output components in a system. • Design, debug, test, and document automation system structured coding. • Specify, install, test, and document pneumatic components in a system. • Design, document, and program a complete PLC-based factory floor automated system.

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Environmental Scan Bachelor of Engineering in the Built Environment

Table of Contents Overview ...... 3 Postsecondary Programs ...... 4 Ontario Postsecondary Institutions ...... 4 Canadian Postsecondary Institutions...... 7 International Postsecondary Institutions ...... 9 Labour Market Analysis ...... 11 Overview of Built Environment Related Occupations in Canada ...... 11 2131 – Civil Engineers...... 11 2151 – Architects...... 17 2153 – Urban and Land Use Planners...... 22 2154 – Land Surveyors...... 27 2251 – Architectural Technologists and Technicians ...... 32 Educational Trends ...... 37 Built Environment Engineering Technology (BEET) Program Announced ...... 38 Nova Scotia Community College – Centre for the Built Environment ...... 38 Humber’s Strategic Plan and Mandate ...... 39 Humber’s Strategic Plan (2018-2023)...... 39 Work Integrated Learning ...... 41 Fanshawe College – Honours Bachelor of Environmental Design and Planning ...... 41 Seneca College – Energy Management – Built Environment...... 41 Breda University of Applied Sciences – Bachelor of Science – Built Environment ...... 41 University of Florida – Bachelor of Science in Sustainability and the Built Environment...... 42 University of Arizona – Bachelor of Science in Sustainable Built Environments...... 42 Program Standards and Learning Outcomes...... 43 Seneca College ...... 43 Fanshawe College ...... 43 Curriculum ...... 45 Fanshawe College ...... 45

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Overview SUBJECT: Built Environment DATE OF SCAN: October 2018

ALTERNATE Built World SUBJECT Environmental Design and Planning TERMS:

DEFINITIONS: Surroundings created for humans, by humans, and to be used for human activity (including cities, buildings, urban spaces, walkways, roads, parks, etc.). Resource

SOURCES: National Collaborating Centre for Environmental Health The Canadian Urban Environmental Health Research Consortium The Chief Public Health Officer’s Report on the State of Public Health in Canada 2017 Ontario Healthy Communities Coalition Royal Institution of Chartered Surveyors – North America Ontario Public Health Association Built Environment Technology Association Chartered Association of Building Engineers Canada Green Building Council Royal Architectural Institute of Canada Key Trends

The following trends are driven by a combination of technological, environmental and social change: “The built environment can positively (or • Connected/Intelligent Buildings: Smart technology now sits at negatively) influence many public health the heart of how we design and plan ‘connected’ spaces, the issues such as physical activity, healthy appliances we use within these spaces and the materials that eating, mental health, injury prevention, and health equity. The built environment create them. The really smart thing is the big data that this is part of our physical surroundings and technology can capture when these elements digitally includes the buildings, parks, schools, communicate with each other; providing more insight than ever road systems, and other infrastructure before into how people are using the spaces they live, work and that we encounter in our daily lives.” Public Health Agency of Canada socialise within. By understanding how these spaces are utilised, we can now intelligently market solutions that will bring tangible and quantifiable results to individual’s health, wellbeing and productivity. • S h aring Economy: The sharing economy is a socio-economic environment built around the premise of sharing physical, economic or some kind of intellectual resource. • Sustainability: With a growing population and higher consumption we continue to move further into unsustainable territory with increasing sea levels and extreme weather conditions being just some of the effects that our built environments need to cope with. Desire for more sustainable design and construction processes. This will lead to a focus on the circular economy. • Internet of Things (IoT): Improve our capacity to monitor and operate buildings. We will see enhanced integration of hundreds of devices including sensors, controls, switches, and our personal devices, to create a networked built environment.

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Postsecondary Programs There are currently only one college in Ontario running a built environment related program. ONTARIO POSTSECONDARY INSTITUTIONS INSTUTITION CREDENTIAL PROGRAM NAME DESCRIPTION Seneca Graduate Energy This eight-month graduate certificate program will prepare you for a career in the environmental sector. You Certificate Management – will learn to examine building structures and systems, create operating strategies for energy demand and Built supply, minimize operating costs and environmental impact while working with a team to achieve new Environment levels of energy efficiency.

MTCU Code: 71007 Mechanical Technician – Numerical Control Machining Fanshawe Honours Honours The Honours Bachelor of Environmental Design and Planning offers integrated learning based on the Bachelor Bachelor of theory and practice of landscape architecture, planning and urban design. The use of Geographic Degree Environmental Information Systems (GIS) for contextual analysis and evaluation and computer-aided design for Design and visualization is emphasized and taught. The program has artistic and scientific appeal. Students gain a Planning comprehensive understanding of environmental design and planning complemented by advanced technical design and communication skills. They use those skills and associated knowledge to creatively and effectively explore, analyze, conceptualize and present design and planning problems, opportunities, ideas and solutions. Sustainability is a principle for action - a comprehensive design and planning goal related to ecological, economic, socio-cultural and aesthetic dimensions of a place. It is advocated and upheld through applied project and community-based learning. Academic projects, four work terms and a compulsory co-op placement give students the chance to apply their integrated learning and gain valuable practical experience. An academic exchange through a university in Curitiba, Brazil is available to senior students. Graduates are ready and able to work professionally in both the private and public sectors on contemporary design and planning projects requiring interdisciplinary solutions. Alternatively, an Honours Bachelor of Environmental Design and Planning Degree qualifies students for graduate studies in allied fields such as architecture, landscape architecture, urban design, planning, geographic information systems/science and geodesign. MTCU Code: 83905 – Bachelor of Applied Arts (Integrated Land Planning Technologies) Conestoga Bachelor Architecture - This dynamic four-year co-op degree, delivered at the honours level, focuses on the entire architectural of Applied Project and process from planning phase through to occupancy and the adaptive re-use of buildings. This program is the only one of its kind in Canada, highlighting both project management and facility management. Through

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ONTARIO POSTSECONDARY INSTITUTIONS INSTUTITION CREDENTIAL PROGRAM NAME DESCRIPTION Technology Facility a unique project-based learning environment, students learn and apply their knowledge to real-world (Honours) Management projects using creativity and critical problem solving. Students will gain strong foundations in architecture, construction, basic engineering and business; comprehensive insight into project and facility management; and have additional exposure to liberal arts disciplines and practical applications for the business enterprise. Throughout the program, students will experience a strong focus on sustainability from design to operations using initiatives such as LEED, Green Globes, BOMA BEST, ASHRAE and net-zero buildings. Graduates entering the workforce, will have unsurpassed skills in leadership, teamwork and individual initiative in addition to their discipline-specific knowledge and practical skills. Architecture-Project and Facility Management is accredited by the International Facility Management Association (IFMA) and graduates are eligible to become Certified Facility Managers after three years work experience. The program is also recognized by the Project Management Institute (PMI). Students are able to write the Certified Associate in Project Management (CAPM) exam after completion of year 3 and graduates are eligible to apply for Project Management Professional (PMP) certification after related work experience and writing the PMP exam. The opportunity exists for students who have completed a related advanced three- year diploma program to bridge or transfer into the third year of this program.

MTCU Code: 88200 - Bachelor Of Applied Technology (architecture - Project And Facility Management) Algonquin Bachelor Building This four-year Bachelor of Building Science degree prepares graduates for opportunities in the construction of Building Science industry and related fields that support and implement ongoing research and development related to Science building materials and building systems. Using a holistic approach, students develop an appreciation of (Honours) buildings as a set of interconnected systems that can be built, modified, and adapted to meet requirements for functionality, energy consumption and human comfort. Opportunities for applied and hands-on experiences with building materials, components and systems are woven through many of the courses. Students focus on the necessary fundamentals in mathematics and science while experiencing the practical applications within the discipline of building science. A sound grasp of underlying scientific principles enables students to integrate a balance of theoretical and practical knowledge in a relevant fashion for existing and emerging real-world problems. Historical background and integration of sustainable practices are two other threads that extend throughout the program and complement the knowledge, skills and attitudes that students acquire through their studies. Advanced learning environments provide the opportunity for students to experience current and emerging technologies that support both the construction and operation of buildings. Interactive and dynamic courses, along with co-op work terms,

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ONTARIO POSTSECONDARY INSTITUTIONS INSTUTITION CREDENTIAL PROGRAM NAME DESCRIPTION encourage the development of personal and interpersonal skills in parallel with the sound engineering principles that lead to the analytical problem-solving skills that position graduates for success in their future employment. This program includes two mandatory cooperative education (Co-op) Work Term(s). Qualified students with a minimum GPA of 1.7, will be required to apply for paid co-op employment to gain valuable work experience and networks within industry.

MTCU Code: 88203 – Bachelor of Building Science

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CANADIAN POSTSECONDARY INSTITUTIONS PROVINCE INSTITUTION CREDENTIAL PROGRAM DESCRIPTION NAME Alberta Medicine Hat Diploma Built Built Environment Engineering Technology (BEET) studies the built environment College Environment through three core disciplines: mechanical design technology, civil design Engineering technology, and building design technology. The built environment includes all Technology processes, products and places that provide the setting for our world. You will study the intricate relationships between these processes, products and places to gain a better understanding of how to achieve sustainable development which improve our lives and our world. The diploma in Built Environment Engineering Technology program at Medicine Hat College is a multi-disciplinary program focusing on the core disciplines of the built environment; mechanical engineering technology, civil engineering technology and building design technology. This program focuses on the fundamental theories and concepts in these core disciplines while learning and applying current technology so that graduates are prepared to enter a professional career as an engineering technician. Our approach to understanding and modelling the built environment makes the Built Environment Engineering Technology program unique in Canada. Sustainability concepts are introduced early and are then embedded into the Built Environment Engineering Technology program curriculum, recognizing that our built environment, as with its counterpart the natural environment, is a complex ecosystem. The program has been designed to develop critical thinking and problem solving skills to effectively apply technical and theoretical knowledge for a successful career as an engineering technician. The Built Environment Engineering Technology program takes a sustainable approach to product design and manufacturing; civil planning and infrastructure; and building design and construction and provides understanding of current industry practices. In addition to developing standard engineering and architectural technical drawings, graduates will be able to use a variety of digital design applications; create three- dimensional objects; use 3D data capture technologies; create presentation graphics and animations; and use multimedia and immersive presentations to help industry promote their ideas and products. BEET offers hands-on and experiential learning activities, as well as access to advanced, emerging

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CANADIAN POSTSECONDARY INSTITUTIONS PROVINCE INSTITUTION CREDENTIAL PROGRAM DESCRIPTION NAME technologies and applications such as 3D modeling, 3D printing, 3D scanning, virtual reality, augmented reality, simulation and visualization. Students will also have the opportunity to rotate through trades labs to get practical, hands-on experience in the trades for which they will be designing. A strong background in computers, mathematics, and physics is an asset to anyone entering the BEET program. Graduates can apply for membership in the Association of Science and Engineering Technology Professionals of Alberta (ASET). Saskatchewan Saskatchewan Diploma Environmental Environmental engineering technologists are on the front lines of environmental Polytechnic Engineering protection. You apply science, ecology and engineering to minimize the adverse Technology impacts of human activity on the natural world. You will develop the skills to apply engineering and technology solutions to real world environmental issues. At Saskatchewan Polytechnic, you’ll learn the applied science behind environmental protection. When you graduate, you’ll have the skills to work in pollution monitoring, environmental audits, environmental management, site assessment and remediation, project management and waste management. The Environmental Engineering Technology program is a 32-month diploma offered full time at Saskatchewan Polytechnic Moose Jaw campus. You will take five academic semesters and participate in three Co-operative Education work terms (two consecutive terms after first year, and one term in the summer of second year). British The University of Bachelor of Environmental Environmental Design challenges you to examine the role of design in the broad Columbia British Columbia Environmental Design environmental decision-making processes of society. The emphasis is on design Design learning, and it is supported by ecological, social, theoretical, and technical courses. This four-year, non-professional bachelor’s degree is intended as a preparatory degree for students interested in pursuing a Master of Architecture or a Master of Landscape Architecture.

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INTERNATIONAL POSTSECONDARY INSTITUTIONS COUNTRY INSTITUTION CREDENTIAL PROGRAM DESCRIPTION NAME Netherlands Breda University Bachelor of Built This programme will start with a broad basis of knowledge of the built environment. of Applied Science Environment Throughout your course of study, you will have various specialisation opportunities. Sciences Various aspects relating to space and mobility will be dealt with: behaviour, design, planning and research. You will learn how to design safe roads, manage urban planning efficiently, influence people towards making clever transport choices and think and design strategically. You will also learn to plan and design, from the perspective of area development in the broadest sense of the word. You will produce sketches and designs for land use and you will build scale models. In this process, you will take into account a variety of external factors: is everything financially viable; how do stakeholders react; is everything in accordance with relevant laws and regulations? In design workshops you will attend classes delivered by specialists from the field who will teach you all about the required design skills. You work on projects together with fellow-students. You follow courses and training sessions in small groups. You can find detailed information about planning, courses and projects in the study manual of Built Environment (pdf). UK London South Bachelor Built If you’re a mature student looking to progress your career, or don’t satisfy the Bank University Degree Environment requirements for entry onto a degree course; this preparation year is for you. This isn’t Extended a freestanding degree. Think of it as the first year in a four-year period of studying that will lead you to a degree linked to one of the built environment professions: architecture, surveying and construction management. The experience you gain during the year, and your discussions with tutors, will help you choose the degree best suited to your interests and abilities. Florida, US University of Bachelor of Sustainability Whether it is the redesign and rehabilitation of existing structures or innovative new Florida Science and the Built design, students will be provided a theoretical foundation for seeking sustainable Environment solutions to problems in the built environment. The degree program is supported by the globally recognized expertise in sustainability of the faculty in the College of Design, Construction and Planning and from across campus. Graduates will have excellent opportunities for work in various green industries, for government agencies involved with regulation and management of the built environment and with nonprofit organizations promoting the principles of sustainability. Additionally students will be

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INTERNATIONAL POSTSECONDARY INSTITUTIONS COUNTRY INSTITUTION CREDENTIAL PROGRAM DESCRIPTION NAME prepared to enter graduate school in architecture, building construction, historic preservation, interior design, landscape architecture and urban and regional planning. Transfer students for either specialization must complete the A.A. degree, MAC 1147 or (MAC 1140 and MAC 1114), STA 2023, and ECO 2013 and ECO 2023 with minimum grades of C. Students must also have a 3.0 minimum overall GPA. Refer to the admissions website for transfer admission information, application deadlines and the online application. Certain highly qualified students may have the option of pursuing a 4+1 or a 4+2 degree in urban and regional planning, landscape architecture or building construction. Field trips to broaden and expand students' educational experiences through study of planning, design, construction, and sustainability projects are required and will be paid for by students. Arizona, US University of Bachelor of Sustainable The College of Architecture, Planning and Landscape Architecture is pleased to offer a Arizona Science Built degree opportunity for students interested in entering the new "green" economy. The Environments Bachelor of Science in Sustainable Built Environments is a 4-year, 121-credit, interdisciplinary undergraduate degree that educates students in the comprehensive understanding of sustainability principles and prepares them with the skills to make our communities, buildings, and landscapes more sustainable.

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Labour Market Analysis

Graduates end up working at advisory agencies, multinationals, small and medium-sized enterprises, and government services as building surveyors, architects, and project managers. According to Fanshawe College, careers exist in environmental design and planning in both the private and public sectors including: urban design, planning, landscape architecture and geographic information systems/science. These careers fall into the following National Occupational Classification (NOC) codes:

• 2131 – Civil engineers • 2151 – Architects • 2153 – Urban and land use planners • 2154 – Land Surveyors • 2251 – Architectural technologists and technicians OVERVIEW OF BUILT ENVIRONMENT RELATED OCCUPATIONS IN CANADA 2017 Avg. 2018 2019 2020 2021 2022 2023 2024 NOC Description Hourly Wages Jobs Jobs Jobs Jobs Jobs Jobs Jobs 2131 Civil engineers $39.88 48,522 49,528 50,482 51,319 52,140 52,850 53,559

2151 Architects $33.40 13,901 14,181 14,488 14,742 15,005 15,267 15,478 Urban and land use 2153 $42.33 10,324 10,612 10,910 11,161 11,395 11,630 11,820 planners 2154 Land surveyors $35.86 7,183 7,151 7,155 7,149 7,195 7,240 7,275 Architectural technologists 2251 $25.88 7,177 7,369 7,553 7,699 7,813 7,927 8,005 and technicians $37.66 87,107 88,842 90,589 92,070 93,548 94,915 96,137

2131 – CIVIL ENGINEERS Source Overview Civil engineers plan, design, develop and manage projects for the construction or repair of buildings, earth structures, powerhouses, roads, airports, railways, rapid transit facilities, bridges, tunnels, canals, dams, ports and coastal installations and systems related to highway and transportation services, water distribution and sanitation. Civil engineers may also specialize in foundation analysis, building and structural inspection, surveying, geomatics and municipal planning. Civil engineers are employed by engineering consulting companies, in all levels of government, by construction firms and in many other industries, or they may be self-employed.

Common titles for this occupation: airport engineer, appraisal engineer, architectural engineer, asphalt engineer, bridge engineer... R elated occupations • Mechanical engineers • Electrical and electronics engineers • Chemical engineers

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Quick Facts

Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021.

Total projected number of job openings from 2017 - 2021: 3,001 - 4,000

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Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017. Projected change in employment levels from 2017 - 2021: 5.1% - 6%

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Employment requirements Canada: • A bachelor's degree in civil engineering or in a related engineering discipline is required. • A master's degree or doctorate in a related engineering discipline may be required. • Licensing by a provincial or territorial association of professional engineers is required to approve engineering drawings and reports and to practise as a Professional Engineer (P.Eng.). • Engineers are eligible for registration following graduation from an accredited educational program, and after three or four years of supervised work experience in engineering and passing a professional practice examination. • Leadership in Energy and Environmental Design (LEED) certification is offered by the Canada Green Building Council and may be required by some employers. Ontario: • Licence from Professional Engineers Ontario is required to approve engineering drawings and reports, offer or provide services to the public, and engage in the practice of professional engineering.

In-demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Communication Skills Project Management Microsoft Office Planning Civil Engineering AutoCAD Microsoft Office Budgeting Microsoft Excel Organizational Skills Professional Engineer Microsoft Powerpoint Teamwork / Collaboration AutoCAD Civil 3D Writing Scheduling Microstation Microsoft Excel Cost Estimation Microsoft Word Problem Solving Preparing Proposals Microsoft Project Written Communication Engineering Design and Installation Inroads Detail-Oriented Calculation SAP

Industries where these jobs are found • 58%Professional, scientific and technical services • 16%Public administration • 16%Construction • 3%Utilities • 1%Educational services • 6%All other industries

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Employment characteristics

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Oc cupational Regional Trends

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2151 – ARCHITECTS Source Overview Architects conceptualize, plan and develop designs for the construction and renovation of commercial, institutional and residential buildings. They are employed by architectural firms, private corporations and governments, or they may be self-employed. Common titles for this occupation: architect, architectural standards specialist, chief architect, consulting architect, industrial and commercial buildings architect... R elated occupations • Landscape architects • Urban and land use planners • Land surveyors

Quick Facts

Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 - 2021: 1,001 - 2,000

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Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017. Projected change in employment levels from 2017 - 2021: 8.1% - 9%

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Employment requirements Canada: • A bachelor's degree from an accredited school of architecture or Completion of the syllabus of studies from the Royal Architectural Institute of Canada (RAIC) is required. • A master's degree in architecture may be required. • Completion of a three-year internship under the supervision of a registered architect is required. • Completion of the architect registration examination is required. • Registration with a provincial regulatory body is required in all provinces and the Northwest Territories. • Leadership in Energy and Environmental Design (LEED) certification is offered by the Canada Green Building Council and may be required by some employers. Ontario: • Certification by the Ontario Association of Architects is required for architects offering and/or providing services to the public.

In-demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Communication Skills AutoCAD AutoCAD Planning Project Management Revit Teamwork / Collaboration Revit Microsoft Office Microsoft Office Budgeting Adobe Photoshop Creativity Adobe Photoshop Microsoft Excel Research Scheduling Adobe Indesign Writing Adobe Indesign SketchUp Organizational Skills SketchUp Adobe Acrobat English Project Architecture CATIA Problem Solving Repair Adobe Creative Suite

Industries where these jobs are found • 89%Professional, scientific and technical services • 3%Public administration • 3%Construction • 1%Educational services • 1%Real estate and rental and leasing • 3%All other industries

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Employment characteristics

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Oc cupational Regional Trends

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2153 – URBAN AND LAND USE PLANNERS Source Overview Urban and land use planners develop plans and recommend policies for managing land use, physical facilities and associated services for urban and rural areas and remote regions. They are employed by all levels of government, land developers, engineering and other consulting companies, or may work as private consultants. Common titles for this occupation: city planner, city planner – land use, community and urban planner, community planner, community recreation planner... R elated occupations • Architects • Landscape architects • Land surveyors

Quick Facts

Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 - 2021: 701 – 800

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Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017. Projected change in employment levels from 2017 - 2021: 7.1% - 8%

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Employment requirements Canada: • A bachelor's degree in urban and regional planning, geography, architecture, engineering or a related discipline is required. • A master's degree in one of these disciplines may be required. • Membership in the Canadian Institute of Planners is usually required. • Urban and land use planners are regulated in Nova Scotia, New Brunswick, Quebec, Alberta, the Northwest Territories and Nunavut, and membership in a provincial planning institute may be required in other provinces. • Leadership in Energy and Environmental Design (LEED) certification is offered by the Canada Green Building Council and may be required by some employers. Ontario: • Employers may require registration with the Ontario Professional Planners Institute for professional planners.

In-demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Planning Project Management Microsoft Office Communication Skills Land Use Microsoft Excel Research Budgeting Microsoft Powerpoint Teamwork / Collaboration Urban Planning AutoCAD Organizational Skills Scheduling Microsoft Word Microsoft Office Environmental Assessments Microstation Writing Environmental Planning ArcGIS Microsoft Excel Transportation Planning Word Processing Problem Solving AutoCAD Adobe Photoshop Written Communication Urban Design Microsoft Access

Industries where these jobs are found • 52%Public administration • 31%Professional, scientific and technical services • 6%Construction • 3%Real estate and rental and leasing • 2%Educational services • 8%All other industries

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Employment characteristics

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Oc cupational Regional Trends

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2154 – LAND SURVEYORS Source Overview Land surveyors plan, direct and conduct legal surveys to establish the location of real property boundaries, contours and other natural or human-made features, and prepare and maintain cross- sectional drawings, official plans, records and documents pertaining to these surveys. They are employed by federal, provincial and municipal governments, private sector land surveying establishments, real estate development, natural resource, engineering and construction firms, or they may be self-employed. Common titles for this occupation: country surveyor, land surveying party chief, land surveyor, pipeline surveyor, port surveyor... R elated occupations • Architects • Landscape architects • Urban and land use planners

Quick Facts

Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 - 2021: 401 – 500

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Annual number of job postings Chart 2 shows the total number of online job postings from 2013-2017.

Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017. Projected change in employment levels from 2017 - 2021: 3.1% - 4%

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Employment requirements Canada: • A bachelor's degree in geomatics engineering or survey engineering or acollege diploma in survey science or geomatics technology with additional academic credits and successful completion of equivalent examinations set by a regional board of examiners fo • A one- to three-year articling period is required. • Successful completion of professional land surveyor examinations is required. • A federal or provincial land surveyor's licence is required. Ontario: • Licence from the Association of Ontario Land Surveyors is required to perform legal boundary (cadastral) survey work.

In-demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Communication Skills Global Positioning System (GPS) AutoCAD Computer Literacy AutoCAD Microsoft Excel Microsoft Excel Surveys Microsoft Office Organizational Skills Land Survey Civil 3D Written Communication Project Management Microsoft Word Microsoft Office Survey Instruments Computer Aided Drafting/Design (CAD) Detail-Oriented Topographic Surveys Microsoft Outlook Planning Calculation Microsoft Project English Land Development SAP Problem Solving Civil Engineering Geographic Information System (GIS)

Industries where these jobs are found • 67%Professional, scientific and technical services • 16%Construction • 11%Public administration • 3%Mining, quarrying, and oil and gas extraction • 1%Information and cultural industries • 3%All other industries

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Employment characteristics

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Oc cupational Regional Trends

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2251 – ARCHITECTURAL TECHNOLOGISTS AND TECHNICIANS Source Overview Architectural technologists and technicians may work independently or provide technical assistance to professional architects and civil design engineers in conducting research, preparing drawings, architectural models, specifications and contracts and in supervising construction projects. Architectural technologists and technicians are employed by architectural and construction firms, and governments.

Common titles for this occupation: architectural assistant, architectural design technician, architectural design technologist, architectural technician, architectural technologist...

R elated occupations • Industrial designers • Drafting technologists and technicians • Land survey technologists and technicians • Technical occupations in geomatics and meteorology Quick Facts

Projected job openings Chart 1 shows the two components of projected job openings, new jobs and replacement jobs (replacement jobs from retirement, death and emigration) for this job compared with others from 2017 – 2021. Total projected number of job openings from 2017 - 2021: 301 – 400

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Job growth Chart 3 shows how employment levels changed for this job compared with others from 2008-2017. Projected change in employment levels from 2017 - 2021: 5.1% - 6%

Employment requirements Canada: • Completion of a two- to three-year college program in architectural technology or a related subject is usually required. • Certification in architectural technology or in a related field through provincial associations of architectural or engineering/applied science technologists and technicians may be required by employers. • A period of supervised work experience, usually two years, is required before certification. • Membership in the provincial regulatory body is mandatory in British Columbia. • In Quebec, membership in the regulatory body for professional technologists is required to use the title "Professional Technologist." Ontario: • Employers may require accreditation by the Association of Architectural Technologists of Ontario for o Architectural technologists; o Architectural technicians; o Building technologists; and o Building technicians. ENVIRONMENTAL SCAN BACHELOR OF ENGINEERING IN THE BUILT ENVIRONMENT 33

In-demand skills and knowledge Employers frequently request the following skills when posting job opportunities in this occupational group. Foundational Specialized Software Communication Skills AutoCAD AutoCAD English Revit Revit Detail-Oriented Shop Drawings Microsoft Office Organizational Skills Computer Aided Drafting/Design Computer Aided Drafting/Design (CAD) (CAD) Microsoft Office SketchUp SketchUp Writing Prepare Working Drawings CADD Meeting Deadlines CADD Microsoft Excel Teamwork / Collaboration Architectural Design Microsoft Word Planning Building Codes Autodesk Microsoft Excel Contract Preparation Adobe Photoshop

Industries where these jobs are found • 80%Professional, scientific and technical services • 11%Construction • 3%Public administration • 1%Educational services • 1%Health care and social assistance • 4%All other industries Employment characteristics

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Oc cupational Regional Trends

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Educational Trends

The following is a list of built environment related programs that are currently running and/or have been cancelled in Ontario:

College APS Title MTCU Code MAESD Title Start Cancel Mechanical Technician - ALGO Energy Management 71007 9/1/2016 Numerical Control Machining Advanced Mechanical Mechanical Technician - CENT Product Design With Rapid 71007 1/1/2000 4/16/2007 Prototyping Numerical Control Machining SENE Energy Management - 71007 Mechanical Technician - 9/1/2011 Built Environment Numerical Control Machining Honours Bachelor of Bachelor Of Applied Arts FANS Environmental Design and 83905 (integrated Land Planning 12/1/2002 Planning Technologies) Bachelor of Applied Bachelor Of Applied Technology (Honours) - Technology (architecture - CONS 88200 10/20/2003 Architecture - Project and Project And Facility Facility Management Management) Bachelor of Building ALGO Science (Honours) 88203 Bachelor of Building Science 9/1/2013

Seneca’s Energy Management – Built Environment is the only program within Ontario that specializes in Built Environment. This program falls under MTCU Code 71007 – Mechanical Technician – Numerical Control Machining. Although the programs running at Algonquin and Centennial have the same code as Seneca’s program, they are not primarily focused on the built environment. The second closest built environment program is Fanshawe’s Honours Bachelor of Environmental Design and Planning, which has its’ own unique MTCU Code 83905 – Bachelor of Applied Arts (integrated Land Planning Technologies). The other programs listed above, although similar, are not specialized in built environment. The table below displays Seneca’s and Fanshawe’s application and confirmation data for the past 3 years: MTCU Code College 2015 2016 2017 And Title Program Name College Applications Confirmations Applications Confirmations Applications Confirmations 71007 - Mechanical Energy Technician - Management SENE 60 15 115 28 105 29 Numerical - Built Control Environment Machining 83905 - Bachelor Of Honours Applied Arts Bachelor of (integrated Environmental FANS 33 5 31 7 27 7 Land Design and Planning Planning Technologies)

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BUILT ENVIRONMENT ENGINEERING TECHNOLOGY (BEET) PROGRAM ANNOUNCED Medicine Hat College has announced that it will be launching a two-year built environment engineering technology program to replace the current computer aided drafting and design diploma program. The change was intended to address emerging and new technology in the sector, and to better position the program for ASET certification. “The program was multi‐disciplinary already ‐ teaching in the core areas of the built environment, mechanical design technology, civil design technology, and building design technology – but we wanted to address the long-term sustainability of the program, and make sure we remained relevant to both students and industry,” explained BEET/CADD program coordinator Peter Kelly. Resource NOVA SCOTIA COMMUNITY COLLEGE – CENTRE FOR THE BUILT ENVIRONMENT The Centre for the Built Environment (CBE), located at Ivany Campus, is a “living”, learning and research lab for students, staff and industry. With an emphasis on sustainable building practices, environmental stewardship and collaborative learning, the Centre for the Built Environment (CBE) represents a new educational model. The CBE brings together trades and technologies to create change in the built environments of the future. The CBE is an example of restorative building design, blending elements of the 'natural' environment with the 'built' environment to ensure the building and its operations do not contribute to environmental harm. In addition to features like a green roof, living walls, solar and wind energy, and geothermal systems, the CBE is designed to the standards of the Leadership in Energy and Environmental Design (LEED) rating system, as a living, learning and research lab for students, staff and industry. Focus is to create learning environments that enable students to collaborate on projects, see first-hand how building systems function and access the latest in alternative energy technologies. Equipped with advanced skills and knowledge about sustainable practices, NSCC graduates will lead the way in raising awareness about environmental stewardship in the workplace and transform their communities in the future. Resource CBE Highlights • 120,000 square feet, including an outdoor construction pavilion • Large operable doors create flexible work spaces, allowing various trades to work together • Environmental features include solar thermal panels, planted rooftops and livings walls • Designed as a living test bed - the CBE will evolve as new technologies are developed, tested and proven • Geothermal system meets the cooling needs of the building and provides approximately 50% of heating requirements • The building is designed with the capacity for rooftop photovoltaic panels (using solar energy) to generate some of the energy requirements • Shop facilities and public spaces use natural ventilation • Solar wall cladding naturally preheats ventilation air that is supplied to the building • Interior living walls, planted from floor-to-ceiling with plants that act as natural air filters • Green roof reduces heating and cooling costs, and storm water runoff, as well as increasing roof life • Focal point to help the Nova Scotia construction industry develop leading-edge environmental knowledge and sustainable practices that are in growing demand worldwide

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Humber’s Strategic Plan and Mandate HUMBER’S STRATEGIC PLAN (2018-2023)

CAREER-READY CITIZENS It is critical that we prepare our students to succeed in a global, knowledge-based economy that is technology-driven and changing at an unparalleled rate. STRATEGIC PRIORITY 1: Transform education by creating opportunities for all students to participate in meaningful experiential learning, with a focus on work-integrated learning and applied research. • Integrate core, 21st century global citizenship and employability skills into all program curricula. • Expand the value and availability of experiential learning by establishing a tiered organizational framework to promote, develop, implement and manage experiential learning opportunities. • Engage students in innovation by leveraging our world-class Centres of Innovation network to promote and support interdisciplinary, multi-school applied research. • Create a closer integration of applied research, program curriculum and experiential learning outcomes. • Prepare students for changing work environments by teaching and engaging them in new digital technologies. STRATEGIC PRIORITY 2: Establish strong, sustainable collaborations with industry, community, international and alumni partners that create unique learning experiences for our students and reciprocal benefits for our partners. • Engage and support industry and community providers of experiential learning through clearly defined roles and responsibilities, a seamless Humber experience, and mutually beneficial communication and interaction. • Promote excellence in teaching and learning by fostering balanced and diverse faculty teams with expertise in industry, teaching, applied research and partnership. ACCESSIBLE EDUCATION As students increasingly juggle work, family and financial responsibilities, their learning needs and expectations are changing. STRATEGIC PRIORITY 3: Lead the province in developing programs, credentials and pathways that enhance student choice, mobility and access to higher education. • Expand mobility by developing new pathway partnerships and system collaborations with other postsecondary institutions. • Develop a unique mix of credential and non-credential programs that meet the needs of our students, communities and the labour market. STRATEGIC PRIORITY 4: Empower students by transforming the learning environment to offer more choices in how, what, when and where they learn.

• Develop personalized and adaptive learning experiences that facilitate student success and engagement. • Improve accessibility for all students by adopting universal design principles in teaching and learning. STRATEGIC PRIORITY 5: Expand and enhance Indigenous programming, methodology, research, practice and delivery. • Implement the Indigenous Education Plan, which outlines programs and services in support of Indigenous learners and communities. • Honour authentic Indigenous voices by enacting the Protocol for Indigenous Community Engagement, which advances cross-cultural engagement, mutual respect and understanding.

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HEALTH AND INCLUSIVE COMMUNITY Transforming education is a powerful vision that must be anchored in strength of our people.

STRATEGIC PRIORITY 6: Optimize student success by embedding health and well-being into all aspects of campus culture. • Adopt the Okanagan Charter, an international charter to advance health promotion in colleges and universities. • Through research and outreach, identify students at risk of attrition and provide early intervention. • Enhance our vibrant campus communities by supporting students’ needs for social and cultural opportunities. STRATEGIC PRIORITY 7: Continue to build a diverse and inclusive community of exceptional students, faculty and staff. • Establish and implement an institutional framework and strategy for equity, diversity and inclusion that addresses the needs of both students and employees. • Inspire excellence by developing an employee engagement plan that promotes well-being, enhances motivation and facilitates a commitment to organizational goals and values. • Encourage new and existing employees to achieve their highest potential by implementing Humber’s Talent Management Strategy. STRATEGIC PRIORITY 8: Provide national leadership in developing sustainable campuses. • Develop and implement a new 5-year sustainability plan. • Apply universal design principles to ensure Humber’s products and environments enable accessibility, functionality and social inclusion.

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Work Integrated Learning Fanshawe College – Honours Bachelor of Environmental Design and Planning

Fanshawe’s Honours Bachelor of Environmental Design and Planning program has four co-op work term opportunities with one being mandatory.

Students are required to take COOP-1021 Co-op Education Employment Prep in their first semester.

COOP-1021 CO-OP EDUC.EMPLOYMENT PREP COURSE DESCRIPTION: This workshop will provide an overview of the Co- operative Education consultants and students' roles and responsibilities as well as the Co-operative Education Policy. It will provide students with employment preparatory skills specifically related to co-operative education work assignments and will prepare students for their work term.

COURSE LEARNING OUTCOMES: 1.) Discuss the Co-operative Education consultant and students' roles and responsibilities 2.) Create a professional resume and cover letter targeted towards their individual career goals 3.) Identify the various steps and methods involved in conducting an effective job search 4.) Navigate the job posting site for Co-operative Education opportunities 5.) Demonstrate effective interview skills 6.) Describe and explain the importance of positive workplace behaviours in Co-operative Education work experiences and employment expectations in general

EVALUATION: Resume: Pass/Fail Certificate Completion: Pass/Fail Job Search Activities: Pass/Fail Research Assignment(s): Pass/Fail

Seneca College – Energy Management – Built Environment Ontario College Graduate Certificate

Work Integrated Learning not applicable. Breda University of Applied Sciences – Bachelor of Science – Built Environment

All students perform two placements, during year 3, both lasting for three months. These placements provide you with on-the-job-experience and allow you to learn as you work at a company that matches your interests and ambitions. Your placement can be at an international company in the Netherlands or abroad. Multinationals, consultancy firms or government services are examples of suitable companies.

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University of Florida – Bachelor of Science in Sustainability and the Built Environment

Students must complete either DCP 4941 Practicum in Sustainability and the Built Environment or DCP 4942 Field Experience in Sustainability and the Built Environment. DCP 4941 PRACTICUM IN SUSTAINABILITY AND THE BUILT ENVIRONMENT: Students from diverse backgrounds engage in service and learning through the development of sustainable solutions to challenges in the built environment.

DCP 4942 FIELD EXPERIENCE IN SUSTAINABILITY AND THE BUILT ENVIRONMENT: Field experience with a government, non- government or private office that focuses on issues of sustainability.

University of Arizona – Bachelor of Science in Sustainable Built Environments

Students must take SBE 393 Professional Internship. The primary goal of the internship is to give students an opportunity to apply lessons learned in the classroom to a real-world experience set in a professional practice-oriented environment, with the intern’s work overseen by a professional. In addition to offering students the opportunity to demonstrate and develop their technical skills, it allows students to develop professional skills such as teamwork, effective communication, social interaction and professional networking, an understanding of business procedures, leadership, and critical thinking. Finally, it should provide students with work experience within a semi-formal academic framework that carries with it official course credit from The University of Arizona. Course credit equates into 45 hours of internship work per credit hour, meaning 135 hours must be completed to fulfill the internship requirement. Internships ideally align with the student’s academic and professional interests and goals and must be approved in advance by the Coordinator of the Sustainable Built Environments degree program. Students must also participate in the online internship course to submit work logs and participate in discussions, all leading to the submission of a final internship portfolio. LEARNING OBJECTIVES: Upon completion of the course students should have: • Applied academic learning to a real-world experience set in a professional practice-oriented environment; • Developed professional skills such as teamwork, effective communication, social interaction and professional networking, an understanding of business procedures, leadership, and critical thinking. • Created a professional quality internship portfolio, highlighting the projects worked on during the internship.

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Program Standards and Learning Outcomes

SENECA COLLEGE Energy Management – Built Environment - Ontario College Graduate Certificate • Analyze and solve complex technical problems related to the energy efficient design, operations and maintenance of buildings and their respective systems. • Design and analyze mechanical systems, processes, and building comfort systems utilizing knowledge of related conventional and electronic technologies. • Assemble and analyze relevant information, data, and materials using advanced energy modeling software to present in technical review documents, CAD drawings and client‐focused communication reports. • Use advanced energy modeling and building design software, as well as stand-alone and network-based building system and control/automation hardware to complete individual and team projects. • Describe information technology processes and their intended performances as they relate to the integration of building operating functions. • Apply knowledge of materials and engineering principles to building HVAC design, operation and maintenance processes through a comprehensive design project which includes energy performance, system selection, and a complete set of building and HVAC AutoCAD drawings and control strategies. • Use current knowledge of component equipment, building design, software tools and operation processes to identify solutions and retrofit information technology processes as appropriate. • Specify, coordinate, and conduct quality control and quality assurance procedures, including assessment of environmental aspects and impacts of building operating processes and procedures. • Recognize the environmental, economic, legal, safety, and ethical implications of mechanical engineering projects through studies of the interrelationships among technology, society, the environment, politics, the economy, and mechanical engineering projects. • Use and maintain documentation, inventory, and records systems through comprehensive building information databases within, and as an adjunct to, state‐of‐the‐art energy modeling software. • Participate in the management of an engineering project by identifying the comprehensive stages and determining realistic criteria necessary for timely completion. • Solicit constructive feedback to enhance the development of strategies and plans to improve job performance and work relationships.

FANSHAWE COLLEGE Honours Bachelor of Environmental Design and Planning • Identify the varied nature and characteristics of sites, neighbourhoods, communities and regions. • Investigate and analyse complex environmental planning and design problems. • Conceptualize and propose solutions to environmental planning and design problems. • Evaluate proposed solutions to environmental planning and design problems/opportunities. • Participate in the full range of environmental planning and design activities such as land development and municipal planning. • Facilitate participatory environmental planning and design activities such as public meetings and workshops. • Apply planning and design principles in general, and more specifically those related to sustainability, ecology and environmental aesthetics, to the planning and design of the built and natural environment.

ENVIRONMENTAL SCAN BACHELOR OF ENGINEERING IN THE BUILT ENVIRONMENT 43

• Apply contemporary digital technologies such as geographic information systems and computer-aided design to the investigation, analysis and communication of environmental design problems/opportunities and the presentation of design solutions. • Create professional quality written and graphic documentation such as reports, plans and presentations. • Communicate effectively using various digital media such as computer-aided design, visualization software and geographic information systems.

ENVIRONMENTAL SCAN BACHELOR OF ENGINEERING IN THE BUILT ENVIRONMENT 44

Curriculum FANSHAWE COLLEGE Honours Bachelor of Environmental Design and Planning

LEVEL 1 DESG-7025 Environmental Design Fundamentals Design is a creative, problem-solving process by which ideas are given physical form. In a studio setting, students will be introduced to and then explore abstractly and as drawn from history, spatial design topics such as geometry, representation, proportion, scale, space and landscape. Design thinking, seeing and expression is taught through drawing, graphic design, model-making and photography using manual and digital tools and methods. PLAN-7001 Environmental Design & Planning History The history of environmental planning and design corresponds to the history of human settlement. History is presented as an evolution of ideas, theories or concepts influencing human thought and action and manifested physically in built environments. A survey of cultural landscapes, from the Classical to the contemporary, provides students with the historical knowledge necessary to better understand, analyze and critique environmental planning and design practice and the past, present and imagined future state of our designed and planned environments. METH-7013 GIS 1 This introductory course through the use of lecture and workshop/assignment will guide the student in understanding and learning how to use a geographic information system (GIS). Through lectures the structure of a GIS, data acquisition, processing, storage, display and analysis will be covered with a focus on the application of GIS to urban and rural planning. The student will work with tables, layers, data views, layout views, labeling and legends using a GIS software (ESRI ArcMap) to answer real-world questions related to environmental design and land use planning and will prepare finished and labelled maps with supporting tables or charts. GRAF-7005 Design Visualization 1 This course introduces the student to the skills of drafting, hand sketching and colour rendering of design communication drawings including plans, sections, elevations and perspectives sketches. Design exercises are designed to develop a students abilities to effectively communicate ideas visually through various drawing and rendering techniques. Proficiency in the use of drafting instruments, line work, lettering and technical drafting for design purposes serves in the transition to digital drafting. COOP-1021 Co-Op Educ. Employment Prep This workshop will provide an overview of the Co-operative Education consultants and students' roles and responsibilities as well as the Co- operative Education Policy. It will provide students with employment preparatory skills specifically related to co-operative education work assignments and will prepare students for their work term.

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LEVEL 2 DESG-7026 Site Design Design thinking applies an iterative process to problem-solving. In a studio setting, students will learn the design process of analysis, programming, conceptualization, resolution, presentation and evaluation. Site design is taught through the application of the design process and design principles to a specific site within its larger environmental context; the idea of sustainability is introduced and used as a guide for design decisions. Project-based learning focuses on single-use site design and requires adherence to site planning policy and the application of design methods and tools learned previously and concurrently for the introductory level development, completion and communication of assignments. PLAN-7002 Site Planning Site planning concerns the design, organization, designation and development of a singular, identified land area within a larger planning context. In conjunction with their design and GIS learning, students consider the various ways sites may be characterized, classified, regulated and defined physically, politically and legally by municipalities and regulatory agencies. Land development is site-based so that process is considered with respect to: capability and suitability; land acquisition and valuation; infrastructure; development proposal, application, review, approval and implementation as governed by policy and regulation; and sustainability, theoretically and in practice. METH-7014 GIS 2 Geographic information systems provide the environmental designer and land planner a set of software tools to analyze a site in a contextual way. In conjunction with their design and planning learning, students will use GIS to perform an inventory of the biophysical and cultural attributes of sites. Database design, data integration, project planning and cartographic design skills will be emphasized. GRAF-7006 Design Visualization 2 Building on Level 1 learning and in conjunction with the environmental design studio, students will address design visualization pertaining to the exploration and presentation of specific environmental design and planning information. Manual and digital graphic communication in the form of reports, tables, diagrams, plans, sections and perspectives is learned through the use of visualization software such as Autocad. The use of digital photos for documentation, conceptualization and presentation is taught. ARCH-7001 Architecture Architecture is integral to the development of human settlements. Students will consider architecture as a component of environmental design and planning, particularly urban design, through a survey of architectural theory and practice. The design of a simple structure alone and in combination will be used to demonstrate architectural design principles and styles generally and as related to urban design more specifically. LEVEL 3 DESG-7027 Neighbourhood Design Environmental design requires knowledge of the dimensions and elements of physical space and how those may influence and guide ideas and action. In a studio setting, in conjunction with their planning and GIS learning, students consider the neighbourhood as a defined and associated collection of sites, place and community identified by natural and cultural dimensions and elements. Neighbourhood scale design is taught using ecological, socio-cultural and economic design principles to guide analysis and conceptualization. Project-based learning focuses on neighbourhood design with reference to historic and contemporary neighbourhood planning models and the application of computer-aided design ENVIRONMENTAL SCAN BACHELOR OF ENGINEERING IN THE BUILT ENVIRONMENT 46

and visualization tools learned previously and concurrently for the intermediate level development, completion and communication of assignments. PLAN-7003 Neighbourhood & Community Planning Neighbourhood and community denote recognized land areas; collections of sites characterized by a sense of place related to context. In conjunction with their design and GIS learning, students consider the theory and practice of community planning and design with a focus on the neighbourhood as a planning model. The natural and cultural dimensions of neighbourhood are studied in relation to planning history and design form. Suburban development is examined as an expression of planning thought and action directed at the creation of communities. METH-7015 GIS 3 Geographic features can be mapped digitally using various systems such as total station devices, GPS, digital aerial photography, digital maps and remotely revised data. All of this data can be utilized in CAD or GIS applications. The student will acquire this data using a GPS and total station device as well as create data from digital aerial photography. This data will be corrected and linked to existing digital data and used in GIS to create maps. COMP-7006 Design Visualization 3 Visualization tools do not change with the scale of project necessarily, however, the way they are applied and the techniques used to communicate ideas could. Students will continue to develop their visualization skills with greater emphasis on digital tools and the incorporation and communication of GIS data and analysis in support of neighbourhood design and planning. Workflow strategies relating to data sources, acquisition and management and best practices and standards to ensure compatibility and integration with the work of others are introduced and developed. Two and three dimensional communication and presentation in visual form appropriate to small groups and agencies is stressed. LEVEL 4 DESG-7028 Urban Design Urban design signifies a comprehensive, systems approach to the design of urban environments with particular attention paid to the use, function, ecology, economics and aesthetics of public infrastructure and space. In a studio setting in conjunction with their planning and GIS learning, students identify urban issues for which a physical design response is conceptualized, justified and presented in relation to history, present reality and imagined future. The design of public infrastructure and space is explored in relation to urban design principles identified in urban planning and design theory, examined through analysis and demonstrated and upheld by design. Project-based learning focuses on the design of urban areas and requires adherence to planning policy, the application of GIS for analysis and computer-aided design and visualization tools learned previously and concurrently for the intermediate level development, completion and communication of assignments. PLAN-7004 Urban Planning Human society is becoming increasingly urban; the majority of Ontarios population lives in an urban environment. In conjunction with their design and GIS learning, students consider urban planning as the rational, management of human settlement in relation to the built and natural environment. The history, present and future of urban planning will be studied through planning theory and in relation to practice with an emphasis on sustainability. The comprehensive nature of urban planning is demonstrated through the variety of city plans and their common

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participatory, iterative, problem-solving process requiring research, analysis, goal-setting, conceptualization, resolution, evaluation and implementation. METH-7016 GIS 4 Geographic information systems are widely used as tools to inventory, analyze, and display spatial and tabular data for use in urban planning projects. In conjunction with their design and planning learning, students will devise and implement increasingly complex spatial analyses workflows to support of a series of GIS exercises appropriate to urban design and planning problems. COMP-7007 Design Visualization 4 The visual communication of design requires production choices and strategies dictated by purpose and influenced by clients, consultants, agencies, review, time and budget. Workflow requirements, production and application of specific digital visualization capabilities are extended in keeping with the broader scale, scope and planning process of urban design. Visualization is explored by students through a variety of design and planning documents from maps to 3D models in accordance with project expectations and prescribed development and review processes. Leading-edge design visualization practices are reviewed, learned and emulated in the communication of design solutions to assigned problems. LEVEL 5 DESG-7029 Rural & Regional Design Rural and regional design applies landscape systems thinking to the political and/or physical land area outside of and encompassing cities. In a studio setting in conjunction with their planning and GIS learning, students identify rural and/or regional issues for which a physical design response is conceptualized, justified and presented in relation to history, present reality and imagined future. Environmental design is explored in relation to rural communities and/or regional systems based on ecological, cultural and economic principles identified in regional planning and design theory, examined through analysis and demonstrated and upheld by design. Project-based learning focuses on the design of rural and regional sites and areas at various scales and requires adherence to planning policy, the application of GIS for analysis and computer-aided design and visualization tools learned previously and concurrently for the intermediate/advanced level development, completion and communication of assignments. PLAN-7005 Rural & Environmental Planning Ontarios population is urban primarily; however, the majority of Ontarios environment is non-urban or rural. In conjunction with their design and GIS learning, students will examine four subjects of rural planning: communities, agriculture, recreation and resources. The social, economic, cultural and ecological dimensions of rural environments are studied in order to understand and suggest sustainable approaches to environmental protection, conservation, maintenance and enhancement. The contrast between urban and rural living, infrastructure and availability of services is highlighted. METH-7017 GIS 5 Geographic information systems and remote sensing analysis software are widely used as tools to inventory, analyze, and display spatial and tabular data for use in rural planning projects. In conjunction with their design and planning learning, students will analyze land use patterns, vegetation, and change over time using remote sensing software and associated remotely-sensed data including aerial photography, satellite imagery, and LIDAR. ENVIRONMENTAL SCAN BACHELOR OF ENGINEERING IN THE BUILT ENVIRONMENT 48

COMP-7008 Design Visualization 5 Building on design visualization for urban design, students turn to the rural landscape for the continued development of their design visualization skills. In conjunction with their design, planning and GIS courses large scale plans and maps to document and convey information are created. The presentation of GIS data and analysis and diagramming of ideas, principles, processes and research findings is practiced and evaluated for visual effectiveness in support of design and planning documentation and communication and as an aid to decision-making. LEVEL 6 DESG-7030 Environmental Design & Provincial Policy Environmental design and provincial policy considers all scales of environmental design as it is influenced and impacted directly by provincial policy. In a studio setting in conjunction with their planning and GIS learning, students conduct design case studies of sites, neighbourhoods, urban and rural places and regional landscapes in relation to provincial planning policy and decisions. The design of existing and future environments is explored and critiqued in relation to provincial planning policy and decisions and alternative designs developed and presented based on an identified ecological and cultural context. Case study focuses on design critique and the presentation of alternative designs requiring the interpretation of provincial planning policy, the application of GIS for analysis and computer-aided design and visualization tools learned previously and concurrently for the advanced level development, completion and communication of assignments. PLAN-7006 Regional & Provincial Planning Planning in Ontario is governed by provincial legislation. In conjunction with their design and GIS learning, students will focus on provincial planning policy and the way it has and will shape Ontarios urban and rural environments; as well, the effects of government health, transportation and environmental policy on community form and sustainability is analyzed. Ontarios regional planning system is examined by case study as a particular approach to growth management, resource development, infrastructure renewal, transportation and environmental protection. METH-7018 GIS 6 Geographic information systems are software tools for organizing digital spatial data in an accessible and logical manner for site design, land use planning, and visual analysis. In conjunction with their design and planning learning, students will enhance their GIS skill set through a series of exercises that are appropriate to landscape analysis. Spatial and tabular data will be processed, stored, transformed, analyzed, and displayed for use in intrgrated environmental design and planning or geodesign projects. COMP-7009 Design Visualization 6 Visualization tools and techniques are applied in support of integrated design, planning and GIS or geodesign projects. Strategies for workflow and software integration required to complete projects on time at an advanced level of communication are developed and implemented by students as necessitated by the growing complexity and high resolution of design work. Emphasis is on post production, refinement and achieving advanced level production and design visualization quality. Dynamic visualization techniques and tools are applied to facilitate communication of large scale design.

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LEVEL 7 DESG-7031 World Environmental Design National and international environmental design considers all scales of environmental design as it is practiced nationally and internationally. In a studio setting in conjunction with their planning and GIS learning, students conduct design case studies of environmental designs at any scale elsewhere in Canada and throughout the world. National and international environmental design projects are studied to identify and communicate similarities and differences resulting from the ecological and cultural context. Case study focuses on design understanding and interpretation and the demonstration of learning in the design of a national or international project and the application of GIS for analysis and computer-aided design and visualization tools learned previously and concurrently for the advanced level development, completion and communication of assignments PLAN-7007 National & International Planning Environmental design and planning is a process that may be applied to any scale of place in any jurisdiction. In conjunction with their design and GIS learning, students use a case study method to consider environmental design and planning practice throughout Canada and internationally. Design and planning context is examined through historical research. Existing and proposed design and planning models are applied and evaluated in relation to identified and analyzed environmental problems. METH-7019 GIS 7 Geographic information systems are a foundational technology for use in an integrated geodesign project. In conjunction with their design and planning learning, students will use a GIS to measure and analyze the affect of proposed environmental design and planning interventions on landscapes and human-environment interaction. GIS will be used to conceptualize, analyze, and evaluate an environmental context to inform design solutions. Stakeholder participation and collaboration in a design process will be enhanced with the use of GIS. COMP-7010 Design Visualization 7 Professional quality design visualization is undertaken in support of integrated design, planning and GIS or geodesign projects in a national or international setting. Post production for dynamic design visualization is emphasized. Achievement of state-of-the-art production is established as a minimum bench mark and is pursued by researching, identifying, acquiring and synthesizing new skills as justified by stated project requirements. The focus is on achieving an integrated, professional standard workflow using design visualization tools and techniques creatively and effectively to communicate ideas and information as required. BUSI-7001 Business & Professional Practice This course guides the student through an exploration of professional and business ethics, intellectual property and employment law. In addition, students will be introduced to organizational structures, project management, and business planning. Students will apply research and writing skills gained in previous communication courses to complete and present various projects including a business plan.

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LEVEL 8 DESG-7032 Capstone Integrated Project The Capstone term is a synthesis course requiring program learning to be integrated and demonstrated coherently and professionally as a Capstone Project. The Capstone Project is a comprehensive study instigated by a research question/problem/opportunity pertaining to the physical environment at the scale of a site, neighbourhood, city or region. It is a study for which the solution or response is an environmental design. Students complete the project through directed and self-directed research, analysis, conceptualization, resolution and presentation necessitating the application of design, planning and GIS knowledge and methods and the use of design visualization tools and techniques for project development, completion and communication at a professional level.

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Appendix 17A: Letters of Support – Information and Communications Technology

BACHELOR OF ENGINEERING APPENDICES

IT PROFESSIONAL SERVICES INFRASTUCTURE CLOUD MANAGED IT SERVICES

Jonathan Kim, Ph.D. P.Eng.

Associate Dean Information and Communications Technology Faculty of Applied Sciences and Technology Humber College Institute of Technology and Advanced Learning 205 Humber College Blvd. Toronto, ON M9W 5L7

Subject: Letter of support for the baccalaureate engineering degree program in Information and Communications Technology, proposed by Humber College Institute of Technology and Advanced Learning in Ontario.

Dear Dr. Kim,

I had an opportunity to review the plans for the baccalaureate engineering degree program in Information and Communications Technology, with Internet of Things (IoT) and Data Network & Security specializations, proposed by Humber College Institute of Technology and Advanced Learning in Ontario, and am pleased to offer this letter of endorsement.

I believe that the courses in the program demonstrate how graduates would be prepared with the knowledge and skills appropriate for the degree-level standards and the need of industry for entry level of engineers. I believe the program provides the solid foundation for Information and Communications Technology while preparing the students for specialization in IoT or Data Network and Security field. I am also convinced that the balance of theoretical study and engineering practices is very well considered by adopting CDIO framework in the program, which can prepare the students for their professional career as engineers after graduation.

I applaud your efforts to bring this well-balanced and industry-relevant engineering program forward, and I believe it will make a great contribution to the successful growth of Canadian innovation. The graduates from this program can fill the gap existing and positions badly needed in our industry, especially in communications, data network, informatics, Internet of Things, Industry 4.0, sectors. I will be very much interested in offering the students co-op placement opportunities in my organization and hiring the future graduates of the proposed program.

I wish you the best of luck in this program, and look forward to our further engagement with the Faculty of Applied Sciences and Technology at Humber.

Sincerely, Zoreena Abas, CEO Duologik Solutions

100 Leek Crescent, Unit 9 www.Duologik.com Pg. 1 Richmond Hill, On. L4B 3E6 Phone: 905-709-4900

Ministry of Transportation Ministère des Transports Innovation and Planning Unit Systèmes de Transport Intelligents Intelligent Transportation Systems Unité Innovation et Planification Central Region Traffic Office Bureau de la circulation routière, 159 Sir William Hearst Avenue Région du Centre 6th Floor 159, avenue Sir William Hearst Toronto ON M3M 0B7 6e étage Tel: 416 235-4594 Toronto ON M3M 0B7 Fax: 416 235-4097 Tél. : 416 235-3534 Téléc. : 416 235-4097

Wednesday, July 31st 2019

Jonathan Kim, Ph.D. P.Eng. Associate Dean Information and Communications Technology Faculty of Applied Sciences and Technology Humber College Institute of Technology and Advanced Learning 205 Humber College Blvd. Toronto, ON M9W 5L7

Subject: Letter of support for the baccalaureate engineering degree program in Information and Communications Technology, at the Humber College Institute of Technology and Advanced Learning in Ontario.

Dear Dr. Kim,

Thank you for inviting me to join and participate in the Program Advisory Committee (PAC) for this new Bachelor of Engineering degree program at Humber. I am pleased to offer you this letter of endorsement and I am very confident that all of time you and your colleagues have invested in developing these important degree programs will meet the needs of Ontario’s growing Technology Companies and Business Partners.

As you know, I have faithfully attended the ad hoc PAC meetings and reviewed the materials that have you shared with us throughout the important planning and development milestones of this proposal; and specifically, these new baccalaureate engineering degree programs in Information and Communications Technology, with Internet of Things (IoT) and Data Network & Security specializations, at the Humber College Institute of Technology and Advanced Learning in Ontario.

I believe that the course material included in these programs will fully equip your graduates with the requisite knowledge and skills that our PAC members have agreed to be the most essential, relevant and appropriate for the requisite degree-level standards needed to address the growing demands for these entry level of engineering positions across many import industries in Ontario.

I believe these new programs will provide a unique foothold and build a solid foundation for these students and graduates in the Information and Communications Technology (ICT) sector; while preparing the students for their specialization within the IoT, Data Network and Security career streams.

I am thoroughly convinced that your proposal to fully utilize the Conceive Design Implement Operate (CDIO) framework (originally developed at the Massachusetts Institute of Technology in the late 1990s) to focus on outcome-based assessments for the active learning components used in group projects and problem-based learning, will provide an inspiring blend of the theoretical study and practical engineering experience needed to launch these students into their professional career as ICT Engineers.

Jonathan, I applaud your efforts to bring this well-balanced and industry-relevant engineering program forward, and I believe it will make a great contribution towards the success and growth of Canada’s largest economic engine – the innovation hub, right here in heart of Ontario. These new graduates are sorely needed to fill the unanswered job postings for advertised positions that have largely remained vacant; in these important and emerging ICT, IoT, and Industry 4.0 sectors.

I look forward to learning more about your trail-blazing achievements, the many new vistas and exciting career opportunities that these new degree programs will afford to your students and bring to the Faculty of Applied Sciences and Technology at Humber.

In closing, I am confident that the proposed program will become an important part of the success of Ontario’s Open for Business Action Plan; and that these students and future graduates will: reach their full potential and launch their careers, kick-start their ideas with the talent and skills needed to start a new business; to build a team that can grow their businesses and to create new investment opportunities in Ontario’s future.

Sincerely,

Christopher Matthews ITS Technical/Business Analyst

Jonathan Kim, Ph.D. P.Eng. Associate Dean Information and Communications Technology Faculty of Applied Sciences and Technology Humber College Institute of Technology and Advanced Learning 205 Humber College Blvd. Toronto, ON M9W 5L7

Subject: Letter of support for the baccalaureate engineering degree program in Information and Communications Technology, proposed by Humber College Institute of Technology and Advanced Learning in Ontario.

Dear Dr. Kim,

I have reviewed the plans for the baccalaureate engineering degree program in Information and Communications Technology, with Internet of Things (IoT) and Data Network & Security specializations, proposed by Humber College Institute of Technology and Advanced Learning in Ontario. I write today to offer my letter of endorsement.

I believe that the content in the proposed program would prepare potential students with the knowledge and skills appropriate for degree-level standards and the need of industry for entry level engineers. I believe the program provides the solid foundation for Information and Communications Technology while preparing the students for specialization in IoT or Data Network and Security field. I am also convinced that the balance of theoretical study and engineering practices is very well considered by adopting CDIO framework in the program, which can prepare the students for their professional career as engineers after graduation.

I applaud your efforts to bring this well-balanced and industry-relevant engineering program forward, and I believe it will make a great contribution to the successful growth of Canadian innovation. The graduates from this program are greatly needed in our industry, especially in virtualization, security, informatics, Internet of Things, and Industry 4.0 sectors. Rogers Communications is proud to offer new graduate, intern, and co-op opportunities and we look forward to interviewing and selecting students from this Humber program for these roles.

I wish you the best of luck in this program, and look forward to our further engagement with the Faculty of Applied Sciences and Technology at Humber.

Sincerely,

Christopher Emery MBA Senior Director – Technology Strategy Rogers Communications Inc.

Appendix 17B: Letters of Support – Mechatronics

BACHELOR OF ENGINEERING APPENDICES

September 18, 2019

Shaun Ghafari, Ph.D. P.Eng. Associate Dean Advanced Manufacturing Faculty of Applied Sciences and Technology Humber College Institute of Technology and Advanced Learning 205 Humber College Blvd. Toronto, ON M9W 5L7

Subject: Letter of support for the baccalaureate engineering degree program in Mechatronics, proposed by Humber Institute of Technology and Advanced Learning

Dear Shaun,

I had an opportunity to review the plans for the baccalaureate engineering degree program in Mechatronics, with Robotics and Embedded Systems specializations, proposed by Humber, and am pleased to offer this letter of endorsement.

I believe the program demonstrates how graduates would be prepared with the knowledge and skills appropriate for the degree-level standards and the need of industry for entry level engineers. I believe the program provides the solid foundation in Mechatronics field while preparing the students for specialization in Robotics and Embedded Systems. I am also convinced that the balance of theoretical study and engineering practices is well considered by several hands-on-learning opportunities, which can prepare the students for their professional career as engineers after graduation.

I applaud your efforts to bring this well-balanced and industry-relevant engineering program forward, and I believe it will make a great contribution to the successful growth of Canadian innovation. The graduates from this program can fill the skill gap existing in our industry

I wish you the best of luck in this program and look forward to our further engagement with the Faculty of Applied Sciences and Technology at Humber.

Sincerely,

Michael Rende, C.E.T., P.MM Production Manager Tech Centre - Prototype ABC Technologies

August 8, 2019

Shaun Ghafari, Ph.D. P.Eng. Associate Dean Advanced Manufacturing Faculty of Applied Sciences and Technology Humber College Institute of Technology and Advanced Learning 205 Humber College Blvd. Toronto, ON M9W 5L7

Subject: Letter of support for the baccalaureate engineering degree program in Mechatronics, proposed by Humber Institute of Technology and Advanced Learning

Dear Shaun,

Javelin-Cimetrix is very pleased to be providing this letter of support for your proposal for a baccalaureate engineering degree program in Mechatronics, with Robotics and Embedded Systems specializations at Humber College.

From our understanding of the program we believe it demonstrates how graduates would be prepared with the knowledge and skills appropriate for the degree-level standards and the need of industry for entry level engineers. We believe the program provides the solid foundation in Mechatronics field while preparing the students for specialization in Robotics and Embedded Systems. I am also convinced that the balance of theoretical study and engineering practices is well considered by several hands-on-learning opportunities, which can prepare the students for their professional career as engineers after graduation.

We will be very much interested in offering the students co-op placement opportunities at Javelin- Cimetrix and we will consider hiring future graduates of the proposed program.

We all wish you the best of luck in this program, and look forward to further engagement with the Faculty of Applied Sciences and Technology at Humber.

Sincerely,

JAVELIN TECHNOLOGIES INC CIMETRIX SOLUTIONS (a division of Javelin Technologies)

John Carlan Managing Director

Javelin Technologies Inc. 3457 Superior Court, Unit #1, Oakville, Ontario, Canada, L6L 0C4 1-877-21-WORKS (96757) | [email protected] | www.javelin-tech.com

September 4, 2019

Dr. Shaun Ghafari Associate Dean Advanced Manufacturing Faculty of Applied Sciences and Technology Humber College Institute of Technology and Advanced Learning 205 Humber College Blvd. Toronto, ON M9W 5L7

Subject: Letter of support for the baccalaureate engineering degree program in Mechatronics, proposed by Humber Institute of Technology and Advanced Learning

Dear Dr. Ghafari:

I have reviewed the provided materials for your proposed Baccalaureate Engineering Degree in Mechatronics with Robotics and Embedded Systems specialization from Humber Institute of Technology and Advanced Learning in Ontario. I am writing this letter to express my full support of the proposed program.

Based on the materials presented to me, I believe that program demonstrates how graduates will be prepared with the knowledge and skills appropriate to the degree-level standard of similar degree programs. I believe that the program provides the foundations of Mechatronics Engineering, while preparing students for the fields of Robotics and Embedded Systems. Qualified graduates from this program would be considered for admission on an individual basis, as are all students, into graduate program in the related fields in our University.

Should more information be required, please feel free to contact me.

Yours truly,

Wilson Wang, PhD, PEng, FISEAM, SMIEEE Lakehead Research Chair Graduate Program Coordinator Dept. of Mechanical Engineering Lakehead University Phone: (807) 766-7174 Email: [email protected]

Shaun Ghafari, Ph.D. P.Eng. August 29, 2019 Associate Dean Advanced Manufacturing Faculty of Applied Sciences and Technology Humber College Institute of Technology and Advanced Learning 205 Humber College Blvd. Toronto, ON M9W 5L7

Subject: Letter of support for the baccalaureate engineering degree program in Mechatronics, proposed by Humber Institute of Technology and Advanced Learning

Dear Shaun,

I had an opportunity to review the plans for the baccalaureate engineering degree program in Mechatronics with Robotics and Embedded Systems specializations, proposed by Humber, and am pleased to offer this letter of endorsement.

I believe the program demonstrates how graduates would be prepared with the knowledge and skills appropriate for the degree-level standards and the need of industry for entry level engineers. I believe the program provides a solid foundation in Mechatronics field while preparing the students for specialization in Robotics and Embedded Systems. I believe that the balance of theoretical study and engineering practices is well considered by several hands-on learning opportunities which can prepare the students for their professional career as engineers after graduation.

I applaud your efforts to bring this engineering program forward, and I believe it will make a great contribution to the successful growth of Canadian innovation. I see a significant potential for students to gain valuable experience in the co-op placement opportunities as well as for graduates of this program to hold high-standing positions in related fields of the industry.

I wish you the best of luck in this program, and look forward to our further engagement with the Faculty of Applied Sciences and Technology at Humber.

Sincerely,

Vahid B. Zadeh, CTO

Quanser 119 Spy Court Markham, ON L3R 5H6, Canada Tel: +1 905-940-3575 | Fax: +1 905-940-3575

August 21, 2019

Shaun Ghafari, Ph.D. P.Eng. Associate Dean, Advanced Manufacturing Faculty of Applied Sciences and Technology Humber College Institute of Technology and Advanced Learning 205 Humber College Blvd. Toronto, ON M9W 5L7

Subject: Letter of support for the baccalaureate engineering degree program in Mechatronics, proposed by Humber Institute of Technology and Advanced Learning

Dear Shaun,

Thank you for giving me and Quanser an opportunity to review Humber’s proposed Bachelor’s program in Mechatronics, with Robotics and Embedded Systems specialization. On behalf of my colleagues at Quanser, I am delighted to offer this statement of endorsement for the new program.

As you are aware, Quanser collaborates with an extensive range of global colleges and universities who, like Humber, are leading the transformation of engineering and technology education to help students succeed in the face of immense challenges and opportunities in modern engineering. We are impressed with the clarity of vision and level of focus in the proposed Humber program and we believe your program fares well when compared to global best practices. Your program strikes a strong balance between the robust and rigorous foundations that tomorrow’s engineering leaders need with the eminently practical, progressive, and strongly application-oriented skill sets.

Mechatronics, robotics, and related topics are becoming arguably the most important fields that drive the innovation needed for the engineering community to lead the world to a more sustainable and prosperous future. We believe that your approach will significantly increase the available talent pool to fuel and your graduates will compete effectively in not just the regional context but they will help our province and country compete in the global context.

I wish you and your faculty, the best with this exciting program, and look forward to our further engagement with the Faculty of Applied Sciences and Technology at Humber.

Sincerely,

Thomas Lee PhD FCAE Chief Education Officer, Quanser Fellow Canadian Academy of Engineering

S OUTHERN MECHANICAL ENGINEERING DEPARTMENT

M ETHODIST

U NIVERSITY

Shaun Ghafari, Ph.D. P.Eng. Associate Dean Advanced Manufacturing Faculty of Applied Sciences and Technology Humber College Institute of Technology and Advanced Learning 205 Humber College Blvd. Toronto, ON M9W 5L7

Subject: Letter of support for the baccalaureate engineering degree program in Mechatronics, proposed by Humber Institute of Technology and Advanced Learning

Dear Dr. Ghafari:

I have reviewed the proposed Honours Bachelor of Mechatronics Engineering from Humber Institute of Technology and Advanced Learning in Ontario. I am pleased to write a letter of support for the proposed programs.

The programs offer specializations in two areas, Robotics and Embedded Systems, both of which address the rapidly changing needs of industry. Robotics, the internet of things, machine learning, and various forms of artificial intelligence are becoming pervasive in daily life. Examples include medical diagnosis, manufacturing technologies, smart buildings, and automated warehouses, to name a few. While there are many disciplines that contribute to these fields, few degrees are designed specifically to address these areas. The proposed degree will provide students that are well-rounded in traditional engineering practices, yet also well-prepared to enter to the specialized workforce in Robotics and Embedded Systems.

Since the program is being developed to meet Canadian Engineering Accreditation Board (CEAB) standards, graduates will receive a high-quality education that is internationally recognized. Since the CEAB is equivalent to other accrediting organizations such as ABET, graduates will have a great deal of flexibility and many opportunities in their career paths. Based on the background provided by these programs, graduates of this program would be competitive for admission to our graduate programs in engineering which are related to Robotics and Embedded Systems, mainly Electrical Engineering and Mechanical Engineering. Their background in artificial intelligence would likely prepare them for other graduate programs as well, such as operations research.

Should more information be required, please feel free to contact me.

Sincerely,

David A. Willis, PhD Altshuler Distinguished Teaching Professor Associate Professor & Undergraduate Program Director

Mechanical Engineering Department • Southern Methodist University PO Box 750337 • Dallas TX 75275-0337 Phone 214-768-3125 • Fax 214-768-1473 • Email [email protected] Kemper Lewis, Ph.D., MBA Moog Professor of Innovation Chair, Department of Mechanical and Aerospace Engineering, FASME Director, Sustainable Manufacturing and Advanced Robotic Technologies (SMART) Community of

Excellence

July 30, 2019

Shaun Ghafari, Ph.D. P.Eng. Associate Dean Advanced Manufacturing Faculty of Applied Sciences and Technology Humber College Institute of Technology and Advanced Learning 205 Humber College Blvd. Toronto, ON M9W 5L7

Subject: Letter of support for the baccalaureate engineering degree program in Mechatronics, proposed by Humber Institute of Technology and Advanced Learning

Dear Dr. Ghafari:

I have reviewed the provided materials for your proposed baccalaureate engineering degree in Mechatronics with Robotics and Embedded Systems specialization from Humber Institute of Technology and Advanced Learning in Ontario. I am writing this letter to express my support of the proposed program.

Based on the materials presented to me, I believe that program demonstrates how graduates will be prepared with the knowledge and skills appropriate to the degree-level standard of similar degree programs. I believe that the program provides the foundations of Mechatronics Engineering, while preparing students for the Robotics and Embedded Systems fields. Elements of the program are timely and relevant and will develop strong cohorts of students in this area. Qualified graduates from this program would be considered for admission on an individual basis, as are all students, into graduate programs in the related fields in our University including Robotics, Aerospace Engineering, Computer Science, Electrical Engineering, and Mechanical Engineering.

I am impressed by the proposed program and look forward to seeing the impact on many students and industries.

Should more information be required, please feel free to contact me.

Sincerely

Professor and Chair

College of Engineering and Applied Science Department of Mechanical and Materials Engineering University of Cincinnati 598 Rhodes Hall, P.O. Box 210072 Cincinnati, OH 45221-0072 Tel/Fax: (513) 556-6300 / 3390 Email: [email protected]

Shaun Ghafari, Ph.D. P.Eng. Associate Dean Advanced Manufacturing Faculty of Applied Sciences and Technology Humber College Institute of Technology and Advanced Learning 205 Humber College Blvd. Toronto, ON M9W 5L7

Subject: Letter of support for the baccalaureate engineering degree program in Mechatronics, proposed by Humber Institute of Technology and Advanced Learning Date: July 31, 2019

Dear Dr. Ghafari:

I have reviewed the provided materials for your proposed baccalaureate engineering degree in Mechatronics with Robotics and Embedded Systems specialization from Humber Institute of Technology and Advanced Learning in Ontario. I am writing this letter to express my support of the proposed program.

Based on the materials presented to me, I believe that program demonstrates how graduates will be prepared with the knowledge and skills appropriate to the degree-level standard of similar degree programs in this very promising field. I believe that the program provides the foundations of Mechatronics Engineering, while preparing students for the Robotics and Embedded Systems fields. Qualified graduates from this program would be considered for admission on an individual basis, as are all students, into graduate programs in the related fields such as Mechanical Engineering in our University.

Should more information be required, please feel free to contact me.

Sincerely,

Jay Kim, Ph.D. Professor of Mechanical Engineering Head, Department of Mechanical and Materials Engineering College of Engineering and Applied Science

July 30, 2019

Dr. Shaun Ghafari, Ph.D. P.Eng. Associate Dean Advanced Manufacturing Faculty of Applied Sciences and Technology Humber College Institute of Technology and Advanced Learning 205 Humber College Blvd. Toronto, ON M9W 5L7

Subject: Letter of support for the baccalaureate engineering degree program in Mechatronics, proposed by Humber Institute of Technology and Advanced Learning

Dear Dr. Ghafari:

I have reviewed the provided materials for your proposed baccalaureate engineering degree in Mechatronics with Robotics and Embedded Systems specialization from Humber Institute of Technology and Advanced Learning in Ontario. I am writing this letter to express my support of the proposed program.

Based on the materials presented to me, I believe that program demonstrates how graduates will be prepared with the knowledge and skills appropriate to the degree‐level standard of similar degree programs. I believe that the program provides the foundations of Mechatronics Engineering, while preparing students for the Robotics and Embedded Systems fields. Qualified graduates from this program would be considered for admission on an individual basis, as are all students, into graduate program in the related fields in our University.

Should more information be required, please feel free to contact me.

Sincerely,

Reza Iravani Professor, Ph.D., P.Eng., Fellow IEEE Fellow of Royal society of Canada L Lau Chair Department of Electrical and Computer Engineering University of Toronto 10 King’s College Road Toronto, Ontario Canada M5S 3G4 416‐978‐7755 [email protected]

Appendix 17C: Letters of Support – The Built Environment

BACHELOR OF ENGINEERING APPENDICES Andy Kikites, P.Eng. Capital Project Group, Metrolinx 10 Bay Street, 13th floor Toronto, ON

October 7, 2019

Carl Oliver Associate Dean Humber Faculty of Applied Sciences & Technology 205 Humber College Blvd Toronto, ON

Dear Carl,

I write this letter in support of Humber’s intention to offer an Honours Bachelor Degree in Built Environment Engineering. For the past 20 years I have been involved in the planning and execution of some of the largest engineering and construction projects and programs in the world (Dubai, U.S.A., Canada), procured by both typical and Alternate Finance and Procurement (P3) methods. I have also established private and public-sector infrastructure program funding, controls and governance models, and have used both international and domestic experience to develop curricula for numerous organizations including post-secondary institutions in Ontario, such as Humber, McMaster, Ryerson and OGRA and the Canadian Military.

My work internationally has allowed me to develop best practices with respect to the design, procurement, construction, operation, maintenance and asset management of infrastructure, while applying sustainable solution using ENVISION and LEED practices, and ensuring value for money using Value Methodology and Value Analysis. This has resulted in some of those programs being recognized with sustainability awards for their minimal environmental impact and their life-cycle strategies, while also considering regional socio-economic development.

Based on the curriculum of the proposed program, I believe that graduates of this program would possess skills and competencies that would be of value to industry, and my company in the capacity of Project Coordinators and Project Managers. With the solid academic and practical foundation Humber’s Honours Bachelor of Built Environment Engineering degree will provide, I am confident graduates of this program will not only be able to contribute to the development and execution of infrastructure programs, but will also be able to fill an industry need of professional programs providing exposure to and knowledge of various procurement methods and sustainable project management principles. This is all the more important as Ontario embarks on a 10+ year program of infrastructure and transit expansion with key sustainability initiatives such as reduction of diesel and increased use of electrification. Humber’s decades-long track record of successfully preparing students for industry along with the current and future industry need of skilled professionals due to the resource constraints of local markets make this program well-positioned to address the current gap in industry.

I have a long history of being involved with Humber and its programs and students; Humber’s prioritization of experiential learning and industry-focused delivery approach position them well to be able to offer a program that will prepare graduates well for entering the workforce.

Yours Truly,

Andy Kikites, P.Eng.

October 4, 2019

To Whom It May Concern:

I am writing to express my support for Humber College’s proposed new Bachelor of The Built Environment Engineering program. As an Assistant Professor in the Department of Interior Design in the Faculty of Architecture at the University of Manitoba, this sounds like a wonderful and timely proposal in the portfolio of programs offered by Humber. The curriculum includes opportunities for experiential and multidisciplinary learning in conjunction with industry partners, which is significant for student learning.

Last year, I was the Subject Matter Expert of the Program Evaluation Committee (PEC) assessing Humber’s Bachelor of Interior Design, which was up for consent renewal with the Ministry of Training, Colleges and Universities. In the process, I was able to meet students, faculty members, administrators, program advisory committee members, alumni, and others. I was able to tour the labs in Humber’s Faculty of Applied Sciences and Technology and was very impressed with the state-of-the-art equipment, facilities, and dedicated faculty. Since then, I understand the Barrett Centre for Technology Innovation has opened with even greater workspaces and exceptional opportunities for interdisciplinary applied research projects with industry partners.

In the final PEC report for the Bachelor of Interior Design review, we wrote that the program has the history and foundation to forge ahead with a uniqueness offered by the faculty and learning spaces at Humber to differentiate itself from other interior design schools in the province. I am happy to learn that PEQAB has recommended the Interior Design program be granted consent for another seven years with no conditions.

I am equally confident that the proposed Bachelor of The Built Environment Engineering program will excel equally at Humber with its strong reputation for excellence in applied degree programming. In the PEC report, the other assessors and I noted the positive energy of change and growth at Humber, with a strong sense of an active academic life and anticipation for the technological opportunities on campus. The new Engineering program in the Built Environment can only flourish under such conditions. I am also impressed that the faculty have designed the courses to meet the accreditation standards of the Canadian Engineering Accreditation Board.

I wish Humber all the best with this endeavour.

Sincerely,

Kurt Espersen-Peters Assistant Professor Department of Interior Design, Faculty of Architecture 201 John A. Russell Building University of Manitoba Winnipeg, MB R3T 2N6

Appendix 18: Council of Ontario Universities (COU) Statement

BACHELOR OF ENGINEERING APPENDICES

HONOURS BACHELOR OF ENGINEERING

Appendix 19A - Student Interest Survey – Information and Communications Technology

1. Please indicate your current program of study. • 74 total responses. The highest respondents are from the following programs: o 42 responses from the Computer Engineering Technology program; o 30 responses from the Computer and Network Support Technician program.

Student's Current Program of Study 45 40 35 30 25 20 15 10 5 0 Civil Engineering Computer and Network Computer Engineering Computer Programmer Technology Support Technician Technology

2. Please indicate your current year of study. • 74 total responses: o 18 respondents from Year 1 o 35 respondents from Year 2 o 19 respondents from Year 3 o 2 respondents from Year 4

Student's Current Year of Study

Year 1 Year 2 Year 3 Year 4

HONOURS BACHELOR OF ENGINEERING 3. Please indicate your current semester of study. • 74 total responses: o 22 respondents from Semester 2 o 35 respondents from Semester 4 o 2 respondents from Semester 5 o 13 respondents from Semester 6 o 1 respondent from Semester 8

Student's Current Semester of Study 40

35

30

25

20

15

10

5

0 Semester 2 Semester 4 Semester 5 Semester 6 Semester 8

4. I am interested in applying to the proposed program.

• 68% (n=50) of respondents are interested in applying to the proposed program; • 23% (n=17) are uncertain; • 8% (n=6) are not interested.

Interest in Applying to Bachelor of Engineering - ICT Program

NO UNCERTAIN YES

HONOURS BACHELOR OF ENGINEERING 5. If NO- Please indicate the reason. Of the 8% that are not interested in applying, 4 respondents state that their main reason for not wanting to apply is that they plan to work after graduation.

Reasons for Not Applying to Bachelor of Engineering - ICT Program 2.5 2 1.5 1 0.5 0 I plan to work I plan to continue I don't believe I plan to continue I lack the after my my studies in the proposed my studies at financial graduation another program would another resources to program/field advance my institution further pursue career my studies opportunities

6. If YES- Please indicate the reason. Of the 68% that are interested in applying, 43 respondents state that their main reason for wanting to apply is that they believe that this program will advance their career opportunities.

Reasons for Applying to Bachelor of Engineering - ICT Program

I want to enhance my skills in this field I want to increase my knowledge in this field I believe the proposed program will advance my career opportunities I want to grow my social network in this field

HONOURS BACHELOR OF ENGINEERING 7. To what degree do each of the following program components influence your interest in the proposed program?

• 68 total respondents: o 55.9% of respondents are stating that work-integrated learning opportunities would be extremely likely to influence their interest in this program o 60.3% of respondents are stating that transfer opportunities would be extremely likely to influence their interest in this program

HONOURS BACHELOR OF ENGINEERING Appendix 19B - Student Interest Survey - Mechatronics

1. Please indicate your current program of study.

• 112 total responses. The highest respondents are from the following programs: o 51 responses from the Electromechanical Engineering Technology program, o 21 responses from the Mechanical Engineering Technology program, o 16 responses from the Electrical Engineering Technology - Control Systems program, o 12 responses from the Electronics Engineering Technology program.

HONOURS BACHELOR OF ENGINEERING 2. Please indicate your current year of study. • 112 total responses: o 55 respondents from Year 2 o 57 respondents from Year 3

Student's Current Year of Study

Year 2

Year 3

3. Please indicate your current semester of study. • 112 total responses: o 1 respondents from Semester 2 o 1 respondents from Semester 3 o 54 respondents from Semester 4 o 2 respondents from Semester 5 o 54 respondents from Semester 6

Student's Current Semester of Study 60

50

40

30

20

10

0 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6

HONOURS BACHELOR OF ENGINEERING 4. I am interested in applying to the proposed program.

• 76% (n=85) of respondents are interested in applying to the proposed program; • 20% (n=22) are uncertain; • 4% (n=4) are not interested.

Interest in Applying to Bachelor of Engineering - Mechatronics Program

NO UNCERTAIN YES

5. If NO- Please indicate the reason. Of the 4% that are not interested in applying, 2 respondents state that their main reason for not wanting to apply is that they plan to work after graduation.

Reasons for Not Applying to Bachelor of Engineering - Mechatronics Program 2.5

2

1.5

1

0.5

0 I plan to work after my graduation I plan to continue my studies in another I lack the financial resources to further program/field pursue my studies

I plan to work after my graduation I plan to continue my studies in another program/field I lack the financial resources to further pursue my studies

HONOURS BACHELOR OF ENGINEERING 6. If YES- Please indicate the reason. Of the 76% that are interested in applying, 77 respondents state that their main reason for wanting to apply is that they believe that this program will advance their career opportunities, 69 respondents want to increase their knowledge in this field, and 65 respondents want to enhance their skills in this field.

Reasons for Applying to Bachelor of Engineering - Mechatronics Program

I want to enhance my skills in this field

I want to increase my knowledge in this field

I believe the proposed program will advance my career opportunities

I want to grow my social network in this field

HONOURS BACHELOR OF ENGINEERING 7. To what degree do each of the following program components influence your interest in the proposed program?

• 108 total respondents: o 63% of respondents are stating that work-integrated learning opportunities would be extremely likely to influence their interest in this program o 64.8% of respondents are stating that transfer opportunities would be extremely likely to influence their interest in this program

HONOURS BACHELOR OF ENGINEERING Appendix 19C - Student Interest Survey - The Built Environment

Q1: Please indicate your current program of study. • 90 total responses. The highest respondents are from the following programs: o 39 responses from the Civil Engineering Technology program o 35 responses from the Architectural Technology program; o 15 responses from the Sustainable Energy and Building Technology program.

Student's Current Program of Study 45 40 35 30 25 20 15 10 5 0 Architectural Technology Civil Engineering Mechanical Engineering Sustainable Energy and Technology Technology Building Technology

Q2: Please indicate your current year of study. • 90 total responses: o 35 respondents from Year 1 o 22 respondents from Year 2 o 31 respondents from Year 3 o 2 respondents from Year 4

Student's Current Year of Study

Year 1 Year 2 Year 3 Year 4

HONOURS BACHELOR OF ENGINEERING Q3: Please indicate your current semester of study. • 90 total responses: o 8 respondents from Semester 1 o 31 respondents from Semester 2 o 21 respondents from Semester 4 o 2 respondents from Semester 5 o 27 respondents from Semester 6

Student's Current Semester of Study 35

30

25

20

15

10

5

0 Semester 1 Semester 2 Semester 4 Semester 5 Semester 6

Q4: I am interested in applying to the proposed program.

• 60% (n=53) of respondents are interested in applying to the proposed program; • 36% (n=33) are uncertain; • 3% (n=3) are not interested.

Interest in Applying to Bachelor of Engineering - The Built Environment Program

NO UNCERTAIN YES

HONOURS BACHELOR OF ENGINEERING Q5: If NO- Please indicate the reason. Of the 3% that are not interested in applying, 2 respondents state that their main reason for not wanting to apply is that they plan to continue their studies in either another program/field or at another institution.

Reasons for Not Applying to Bachelor of Engineering - The Built Environment Program

I plan to work after my graduation I plan to continue my studies in another program/field I don't believe the proposed program would advance my career opportunities I plan to continue my studies at another institution

Q6: If YES- Please indicate the reason. Of the 60% that are interested in applying, 47 respondents state that their main reason for wanting to apply is that they believe that this program will advance their career opportunities and 40 respondents want to enhance their skills in this field.

Reasons for Applying to Bachelor of Engineering - The Built Environment Program

I want to enhance my skills in this field I want to increase my knowledge in this field I believe the proposed program will advance my career opportunities I want to grow my social network in this field

HONOURS BACHELOR OF ENGINEERING Q7: To what degree do each of the following program components influence your interest in the proposed program?

• 87 total respondents: o 59.8% of respondents are stating that work-integrated learning opportunities would be extremely likely to influence their interest in this program, o 70.1% of respondents are stating that transfer opportunities would be extremely likely to influence their interest in this program.

HONOURS BACHELOR OF ENGINEERING