Bachelor of Applied Technology (Industrial Design)

Consent Renewal Application

Ontario Colleges of Applied Arts and Technology

Date of Submission: June 2007

PART A

REPORT ON THE DELIVERY OF THE CURRENT CONSENT PROGRAM

B.A.T. (Industrial Design)) Part A Consent Renewal Application

Table of Contents – Part A Page

Submission Checklist for Part A...... 1

Appendix 1 College and Program Information...... 4

Appendix 2 Abstract of Proposed Program ...... 5

Appendix 3 Delivery of Current Consent Program Checklist...... 6

Degree Level Standard

Appendix 4.1 Degree Level Standard ...... 19

Program Content

Appendix 6.1.1 Program Advisory Committe ...... 23 Appendix 6.2.1 Professional/Accreditation or Other Requirements...... 24 Appendix 6.2.2 Letters of Support: Professional/Accreditation of Other Requirements ...... 24 Appendix 6.3.1 Program Level Learning Outcomes (Met)...... 25 Appendix 6.3.3.1 Program Hour/Credit Conversion Justification...... 29 Appendix 6.3.3.2 Academic Course Schedule ...... 29 Appendix 6.4A Explanation of Added or Dropped “P” Courses ...... 30 Appendix 6.4.A.1 Added “P” Course Outlines...... 30 Appendix 6.4.B Explanation of Added “O” Courses...... 30 Appendix 6.4.B.1 Added “O” Course Outlines ...... 30 Appendix 6.5.1 Program Structure Requirement...... 31 Appendix 6.5.2 Support for Work Experience...... 31 Appendix 6.5.3 Work Experience Outcomes and Evaluation ...... 31 Appendix 6.6 Summary of Program Changes ...... 32 Appendix 5.1.1 Admission Requirements Direct Entry...... 33 Appendix 5.1.2 Admission Policies and Procedures for Mature Students...... 33 Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures...... 34 Appendix 5.2.2 Advanced Placement Policies ...... 34 Appendix 5.2.3 Degree Completion Arrangements ...... 34 Appendix 5.2.4 Gap Analysis...... 34 Appendix 5.2.5 Bridging Courses ...... 34 Appendix 5.2.6 Admissions Information ...... 35 Appendix 5.3 Promotion and Graduation Requirements ...... 36 Appendix 5.3.1 Student Retention Information...... 36

Program Delivery Standard

Appendix 7.1.1 Quality Assurance Policies ...... 37 Appendix 7.1.2 Policy on Student Feedback ...... 37 Appendix 7.1.3 Student Feedback Instruments ...... 37 Appendix 7.2.1 On-line Learning Policies and Practices ...... 38

B.A.T. (Industrial Design)) Part A - i Consent Renewal Application

Appendix 7.2.2 Academic Community Policies...... 38 Appendix 7.2.3 Expansion of On-line Learning...... 38 Appendix 7.2.4 Introduction of On-line Learning Policies ...... 38

Capacity to Deliver Standard

Appendix 8.2.1 Library Resources...... 39 Appendix 8.2.2 Computer Access...... 40 Appendix 8.2.3 Improvements/Expansion of Classroom Space ...... 41 Appendix 8.2.4 Laboratories/Equipment...... 42 Appendix 8.3 Resource Renewal and Upgrading ...... 43 Appendix 8.4 Support Services...... 45 Appendix 8.5 Policies on Faculty ...... 46 Appendix 8.6.2.A Exception Statements Approved by the President...... 47 Appendix 8.6.2.B Faculty Qualifications: Discipline Related Courses...... 49 Appendix 8.6.2.C Faculty Qualifications: Breadth Courses...... 50 Appendix 8.7 Enrolment Projections and Staffing Implications...... 51

Credential Recognition

Appendix 10.1.1 Regulatory or Licensing Requirements...... 52 Appendix 10.1.2 Letters of Support from Regulatory/Licensing Bodies...... 52 Appendix 9.1.A Credential Recognition...... 53 Appendix 9.1.B Credit Transfer Recognition ...... 53 Appendix 9.1.C Policy on Informing Students on Recognition ...... 54

Program Evaluation

Appendix 11.1 Periodic Review Policy and Schedule...... 55 Appendix 11.2 Update on Program Evaluation Measures ...... 55

B.A.T. (Industrial Design)) Part A - ii Consent Renewal Application

Submission Checklist for Part A

Item Name and Binder Tab Status Submission Checklist for Part A [3] Attached Appendix 1 College and Program Information [3] Attached Appendix 2 Abstract of Proposed Program [3] Attached Appendix 3 Delivery of Current Consent Program Checklist [3] Attached Degree Level Standard Appendix 4.1 Degree Level Standard Summary [3] Attached Program Content Appendix 6.1.1 Program Advisory Committee [3] Not required [ ] Attached Appendix 6.2.1 Professional/Accreditation or Other Requirements [3] Not applicable [ ] Attached Appendix 6.2.2 Letters of Support: Professional/Accreditation or Other [3] Not applicable Requirements [ ] Attached Appendix 6.3.1 Program Level Learning Outcomes (Met) [ ] Not required [3] Attached Appendix 6.3.1.1 Program Level Learning Outcomes (Not Met) [3] Not required [ ] Attached Appendix 6.3.1.1 Program Hour/Credit Conversion Justification [3] Not required [ ] Attached Appendix 6.3.3.2 Academic Course Schedule [3] Not required [ ] Attached Appendix 6.4.A Explanation of Added or Dropped “P” Courses [3] Not required [ ] Attached Appendix 6.4.A.1 Added “P” Course Outlines [3] Not required [ ] Attached Appendix 6.4.B Explanation of Added “O” Courses [3] Not required [ ] Attached Appendix 6.4.B.1 Added “O” Course Outlines [3] Not required [ ] Attached Appendix 6.5.1 Program Structure Requirement [3] Not required [ ] Attached Appendix 6.5.2 Support for Work Experience [3] Not required [ ] Attached

B.A.T. (Industrial Design)) Part A - 1 Consent Renewal Application

Item Name and Binder Tab Status Appendix 6.5.3 Work Experience Outcomes and Evaluation [3] Not required [ ] Attached Appendix 6.6 Summary of Program Changes [3] Not required [ ] Attached Appendix 5.1.1 Admission Requirements Direct Entry [3] Not required [ ] Attached Appendix 5.1.2 Admission Policies and Procedures for Mature [3] Not required Students [ ] Attached Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures [3] Not required [ ] Attached Appendix 5.2.2 Advanced Placement Policies [3] Not required [ ] Attached Appendix 5.2.3 Degree Completion Arrangements [3] Not required [ ] Attached Appendix 5.2.4 Gap Analysis [3] Not required [ ] Attached Appendix 5.2.5 Bridging Courses [3] Not required [ ] Attached Appendix 5.2.6 Admissions Information [3] Attached Appendix 5.3 Promotion and Graduation Requirements [3] Not required [ ] Attached Appendix 5.3.1 Student Retention Information [3] Attached Program Delivery Standard Appendix 7.1.1 Quality Assurance Policies [3] Not required [ ] Attached Appendix 7.1.2 Policy on Student Feedback [3] Not required [ ] Attached Appendix 7.1.3 Student Feedback Instruments [3] Not required [ ] Attached Appendix 7.2.1 On-line Learning Policies and Practices [3] Not required [ ] Attached Appendix 7.2.2 Academic Community Policies [3] Not required [ ] Attached Appendix 7.2.3 Expansion of On-line Learning [3] Not required [ ] Attached Appendix 7.2.4 Introduction of On-line Learning Policies [3] Not required [ ] Attached

B.A.T. (Industrial Design)) Part A - 2 Consent Renewal Application

Item Name and Binder Tab Status Capacity to Deliver Standard Appendix 8.2.1 Library Resources [3] Attached Appendix 8.2.2 Computer Access [3] Attached Appendix 8.2.3 Improvements/Expansion of Classroom Space [3] Attached Appendix 8.2.4 Laboratories/Equipment [3] Attached Appendix 8.3 Resource Renewal and Upgrading [3] Attached Appendix 8.4 Support Services [3] Not required [ ] Attached Appendix 8.5 Policies on Faculty [3] Not required [ ] Attached Appendix 8.6.2.A Exception Statements Approved by the President [ ] Not required [3] Attached Appendix 8.6.2.B Faculty Qualifications: Discipline Related Courses [3] Attached Appendix 8.6.2.C Faculty Qualifications: Breadth Courses [3] Attached Appendix 8.7 Enrolment Projections and Staffing Implications [3] Attached Credential Recognition Appendix 10.1.1 Current Regulatory or Licensing Requirements [3] Not applicable [ ] Attached Appendix 10.1.2 Letters of Support from Regulatory/Licensing Bodies [3] Not applicable [ ] Attached Appendix 9.1.A Credential Recognition [ ] Not required [3] Attached Appendix 9.1.B Credit Transfer Recognition [ ] Not required [3] Attached Appendix 9.1.C Policy on Informing Students on Recognition [3] Not required [ ] Attached Program Evaluation Appendix 11.1 Periodic Review Policy and Schedule [3] Not required [ ] Attached Appendix 11.2 Update on Program Evaluation Measures [3] Attached Appendix 12.1 to 12.n Additional Information [3] Not required [ ] Attached

B.A.T. (Industrial Design)) Part A - 3 Consent Renewal Application

Appendix 1: College and Program Information

Full Legal Name of Organization: Humber College Institute of Technology and Advanced Learning Operating Name of Organization: Humber Institute of Technology and Advanced Learning Common Acronym of Organization (if applicable):

URL for Organization Homepage (if applicable): www.humber.ca Degree Program for Which Consent Renewal is Being Sought: Bachelor of Applied Technology (Industrial Design) Location (specific address) Where Program is Delivered: Humber North Campus 205 Humber College Boulevard Toronto, ON M9W 5L7

Date on which the program commenced: _08_ day _09_ month 2003 year Date when the initial class of students will complete the program: _20_ day _04_ month 2007 year Contact Information: Person Responsible for this Submission: Name/Title: Rick Embree Dean, Planning & Development Full Mailing Address: Humber Institute of Technology & Advanced Learning 205 Humber College Boulevard Toronto, ON M9W 5L7 Telephone: 416-675-6622, ext. 4553 Fax: 416-675-6681 E-mail: [email protected] Site Visit coordinator (if site visit is required and if different from above): Name/Title: Joanne McLeod Program Development Consultant Full Mailing Address: Humber Institute of Technology & Advanced Learning 205 Humber College Boulevard Toronto, ON M9W 5L7 Telephone: 416-675-6622, ext. 4592 Fax: 416-675-6681 E-mail: [email protected]

B.A.T. (Industrial Design)) Part A - 4 Consent Renewal Application

Appendix 2: Abstract of Proposed Program

The Bachelor of Applied Technology (Industrial Design) is a four-year honours degree in an applied area of study consisting of eight academic semesters plus one 14-week work term. A unique feature of the degree is the option to specialize in automotive design in the third and fourth years of the program.

The program ensures that students acquire vital critical thinking, organizational, communication and interpersonal skills along with the core design knowledge. This interdisciplinary program consists of concentrated course work in industrial design, course work in related areas such as business, marketing and environmental studies, as well as general education courses in humanities, social sciences and natural science and/or math.

The program combines higher level thinking skills in research, reasoning, ethics, logic, quantitative analysis and writing with the practical skills pertinent to the design, development, marketing and manufacture of products. A variety of teaching/learning strategies are applied to foster creativity and enhance the delivery of the curriculum. Close cooperation with industry is a major characteristic of the program. Students gain practical experience through special projects, by participating in design competitions, and through the work term.

The program prepares students for professional roles in industrial design. Many businesses employ industrial designers to create and develop corporate branding, toys and games, sports equipment, kitchen appliances, gardening equipment, entertainment/theme park/film set design, lighting fixtures, home and office furniture, promotional materials and products, medical aids and equipment, sports apparel and luggage, bathware, hardware and tools, electronic entertainment and communication devices, and automotive and transportation products.

B.A.T. (Industrial Design)) Part A - 5 Consent Renewal Application

Appendix 3: Delivery of Current Consent Program Checklist

Achieving the Degree Level Standard: Appendix 4 Documents

Degree Level Standard

Holders of qualifications at this level will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this qualification, they will have learned to evaluate the appropriateness of different approaches to solving problems. Their studies may well have had a vocational orientation, enabling them to perform effectively in their chosen field. They will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision making.

Holders of this degree will have demonstrated: a. knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed; b. ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context; c. knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; d. an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

Typically, holders of the qualification will be able to: a. use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis; b. effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively; c. undertake further training, develop existing skills, and acquire new competencies that will enable them to assume significant responsibility within organizations; and will have: d. qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making.

Benchmark for assessing degree level The program meets or exceeds the learning outcome standards specified in this Degree Level Standard. Given that your institution has not offered the program for a full four-year [3] Yes cycle, is the institution confident that it is on track to meeting the intended [ ] No learning and performance outcomes of the full program?

If ‘yes’, attach as Appendix 4.1. Degree Level Standard Summary, a concise [3] Attached statement that explains how the institution is able to make this positive determination (e.g., use of internal progress assessments by the program advisory board or committee; external assessments; periodic faculty or program committee meetings examining student performance and progress; employer reports of the level of student preparedness for work placement

B.A.T. (Industrial Design)) Part A - 6 Consent Renewal Application terms; et cetera)

If “no”, attach as Appendix 4.1., (i) a detailed explanation of how this [ ] Attached determination has been made; (ii) the reasons why this is the case; (iii) what measures the institution has/is/will be taking to correct this situation; (iv) why these measures are expected to correct the situation; and (v) what monitoring regime will be used to ensure that these are effective.

Program Content, Admissions Policies: Appendices 5 and 6 Documents

Program Content a. The content of the program, in both subject matter and outcome standards, meets the Applied Degree Level Standard. b. The program offers an education of sufficient breadth and rigour to be comparable to similar programs offered by institutions that meet recognized standards in Ontario and in other jurisdictions. c. The curriculum is current, reflecting the state of knowledge in the field and the needs of the field of practice. d. The program ensures an appropriate balance of theory and practice in the formal studies in the main field of concentration, in addition to a full-time, paid co-op work term (Round 2: educationally supervised, paid work placement) of no less than 14 consecutive weeks prior to graduation. e. The instructional program ensures an appropriate balance of professional and liberal studies in accordance with the following guidelines: • at least 70% (Round 2: at least 70% and no more than 80%) of the time in courses in the professional or main field of study (all required elements in theory, practice, and corollary disciplines); and • at least 20% of the time in courses (Round 2: at least 20% and no more than 30% of the program hours1 in degree level courses) outside the professional or main field of study, of which some are free-electives, to ensure that students are aware (a) of the distinctive assumptions and modes of analysis of at least one discipline outside their main field of study, and (b) of the society and culture in which they live and work, (Round 2: specifically: o no less than 15% of the program hours in degree level courses in the humanities, social sciences and sciences unrelated to the main field of study; and o at the Applicant=s option, the remaining 5 to 15% of the program hours may be in complementary, degree level courses which may be linked to the main field of study (e.g., the history/ economics/ ethics of the main field of study). If the applicant does not choose this option, then the remaining 5 to 15% must be in the humanities, social sciences and sciences unrelated to the main field of study.

Benchmark for assessing program consent 1. Learning outcomes and standards for the program demonstrate how graduates will be

1AProgram hours@ refers to all contact hours between instructor and student, or equivalent hours for distributed learning programs excluding work term components. B.A.T. (Industrial Design)) Part A - 7 Consent Renewal Application

prepared with a sound basis in theory, as well as the intellectual, communications, and other skills necessary to be effective in the workplace upon graduation, and know how to remain current in their field, specifically including but not limited to evidence of the following outcomes: a. the learning outcomes and standards in the subjects/courses in the program meet the requirements of relevant regulatory bodies, and meet or exceed any related requirements or standards set by any relevant regulatory or licensing body, or where appropriate, a professional or accrediting body; b. the learning outcomes and standards in the subjects/courses in the program (Round 2: including the breadth courses are at the degree level and) meet or exceed those required in the same subjects for similar applied degree programs in Ontario and in other jurisdictions; c. the learning outcomes and standards for the program meet or exceed the requirements of the field of practice. 2. Courses in the program provide an increasingly complex exposure to theory at the degree level and the application of that theory to practice and the demands of practice in the field. Including (a) in-class laboratory or simulated work experiences, where appropriate; and (b) at least one required work experience component in a block of not less than 14 weeks, with clearly defined learning outcome standards and a method for joint employer/instructor assessment leading to the assignment of a grade. 3. The time allotments to components in the program are appropriate to the stated learning outcomes. 4. The design of the breadth requirement component of the instructional program is at least 20% and meets the standard for program content. (Round 2: 4. The breadth requirement component meets the standard in time and content.) 5. The type and frequency of assessments of student learning are commensurate with the stated learning outcomes and provide appropriate information to students about their achievement levels. 6. Admission requirements and levels of student achievement for promotion and graduation are appropriate to the learning outcome goals and Degree Level Standard. 7. Existence of an appropriately qualified and representative Program Advisory Committee (or Program Development Advisory Committee if more appropriate) to ensure that the curriculum is current, reflecting the state of knowledge in the field and the needs of the field of practice. There is an appropriately qualified and representative Program Advisory [3] Yes Committee (or Program Development Advisory Committee if more appropriate) [ ] No and it is ensuring that the curriculum is current, reflecting the state of knowledge in the field and the needs of the field of practice.

If “no”, attach as Appendix 6.1.1 Program Advisory Committee, a statement [ ] Attached explaining why this has occurred, and what measures the institution took or is taking to remediate this situation. The program has adhered to the requirements set by professional or accrediting [3] Not app. bodies. [ ] Yes [ ] No

If “no”, attach as Appendix 6.2.1, Professional/Accreditation or Other [ ] Attached Requirements, an explanation of where there has been a shortfall, why this has occurred, and what measures the institution is taking to remediate this situation.

B.A.T. (Industrial Design)) Part A - 8 Consent Renewal Application

If “yes”, attach as Appendix 6.2.2, Letters of Support: Professional/ [ ] Attached Accreditation or Other Requirements, documentation to the effect that the program has received such accreditation, and, in the case where it has not, a description of its status in the accreditation process. The intended learning outcomes of the individual courses in the program have [3] Yes been met (up to the current point of delivery). [ ] No

If ‘yes’, attach as Appendix 6.3.1, Program Level Learning Outcomes (Met), a [ ] Not req. concise statement that explains how the institution is able to make this positive [3] Attached determination (e.g., use of internal progress assessments by the program advisory board or committee; external assessments of particular courses; periodic faculty or program committee meetings examining student performance in specific courses, student performance on examinations; et cetera).

If “no”, attach as Appendix 6.3.1.1, Program Level Learning Outcomes (Not [3] Not req. Met): (i) a detailed explanation of how this determination has been made; (ii) the [ ] Attached reasons why this is the case; (iii) what measures the institution has/is/will be taking to correct this situation; (iv) why these measures are expected to correct the situation; and (v) what monitoring regime will be used to ensure that these are effective.

The Program Hour/Credit Conversion has remained the same. [3] Yes [ ] No

If “no”, attach as Appendix 6.3.3.1, the new Program/Hour Conversion, and an [ ] Attached explanation of the changes and their reasons The Academic Course Schedule has remained essentially the same. [3] Yes [ ] No

If “no”, attach as Appendix 6.3.3.2, the new Academic Course Schedule, and [ ] Attached an explanation of the changes and their reasons. Have any “P” (“professional field of study”) courses been added or dropped [ ] Yes from the program? [3] No

If “yes”, attach as Appendix 6.4.A, Explanation of Added or Dropped “P” [ ] Attached Courses, an explanation of why the course(s) was added or dropped, and a description of the process used to make the change, with particular reference to how the change(s) related to maintenance of program currency or to improvements as the result of formal program evaluation; and

If there were additions, attach as Appendix 6.4.A.1, Added “P” Course [ ] Attached Outlines, the outlines of all courses that were added. Have any “O” (outside field of study”) courses been added to the program that [ ] Yes are not a part of the current program consent or that are not courses that were [3] No approved in consents for other programs?

B.A.T. (Industrial Design)) Part A - 9 Consent Renewal Application

If “yes”, attach as Appendix 6.4.B., Explanation of Added “O” Courses, an [ ] Attached explanation of why the course(s) was added or dropped, and a description of the process used to make the change, with particular reference to how the change(s) related to maintenance of program currency or to improvements as the result of formal program evaluation; and [ ] Attached If there were additions, attach as Appendix 6.4.B.1, Added “O” Course [3] Not Outlines, the outlines of the courses that were added. required The Program Structure has remained essentially the same. [3] Yes [ ] No

If “no”, attach as Appendix 6.5.1, the new Program Structure Requirement with [ ]Attached a description of the changes and reasons. Have there been instances when students were unable to secure a required [ ] Yes work experience? [3] No

Note: 5 students did not complete the placement as scheduled. This was due [ ] Attached to medical reasons (2 students) or other personal reasons (3 students), not because they were unable to find a placement. These students will be required to complete the 14 week placement before they can graduate.

If “yes”, attach Appendix 6.5.2 Support for Work Experience, an explanation of how many students were affected, and how you were able to meet the requirement. Have there been any revisions, deletions, or additions to the work experience [ ] Yes outcomes and /or the method of evaluating students during their placements? [3] No

If “yes”, attach Appendix 6.5.3 Work Experience Outcomes and Evaluation, and a brief explanation of the change(s). [ ] Attached Have there been changes to the program since the original consent? [ ] Yes [3] No

Attach as Appendix 6.6, Summary of Program Changes, a brief summary of [ ] Attached the changes in the program content from the time of the original consent to the present. Since specific details about any content changes that were made have been reported in various appendices under 6.3, 6.4 and 6.5.1, this summary should focus on the most salient of these and on the broader picture of how the program has changed to enhance its appropriateness, currency and quality. The direct entry admission requirements approved under the current consent [ ] Yes have been lowered. [3] No

If “yes”, attach the changed requirements as Appendix 5.1.1 Admission [ ] Attached Requirements Direct Entry, and an explanation of (i) why there was a change, (ii) when the change occurred and (iii) why the change was made without seeking a change of consent from the Minister. The admissions policy or procedures for mature students approved under the [ ] Not app.

B.A.T. (Industrial Design)) Part A - 10 Consent Renewal Application current consent or under the consent for a subsequent program has been [3] Yes followed without material change. [ ] No

If “no”, attach the changed policy as Appendix 5.1.2 Admission Policies and [ ] Attached Procedures for Mature Students, and an explanation of (i) what the change was, including the introduction of policies where none were previously approved (ii) why there was a change, (iii) when the change occurred and (iv) why the change was made without seeking a change of consent from the Minister. The advanced standing admissions policy for “Credit Transfer/Recognition [ ] Not app. Policies and Procedures” relating to an individual student approved under the [3] Yes current consent or under the consent for a subsequent program has been [ ] No followed without material change. [ ] Attached If “no”, attach the changed policy as Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures, and an explanation of: (i) what the change was, including the introduction of policies where none were previously approved, (ii) why there was a change, (iii) when the change occurred, and (iv) why the change was made without seeking a change of consent from the Minister. The advanced standing admissions policy for “Prior Learning Assessment” [ ] Not app. relating to an individual student approved under the current consent or under [3] Yes the consent for a subsequent program has been followed without material [ ] No change. [ ] Attached If “no”, attach the changed policy as Appendix 5.2.2, Advanced Placement Policies, Prior Learning Assessment, and an explanation of: (i) what the change was, including the introduction of policies where none were previously approved (ii) why there was a change, (iii) when the change occurred and (iv) why the change was made without seeking a change of consent from the Minister. The advanced standing admissions policy for “Degree Completion [ ] Not app. Arrangements” on a “block” basis approved under the current consent has been [3] Yes followed without material change. 2 [ ] No

If “no”, attach the changed policy as Appendix 5.2.3 Degree Completion [ ] Attached Arrangements, and an explanation of: (i) what the change was, including the introduction of policies where none were previously approved (ii) why there was a change, (iii) when the change occurred and (iv) why the change was made without seeking a change of consent from the Minister. The advanced standing admissions policy for “Bridging Courses” approved [ ] Not app. under the current consent has been followed without material change. [3] Yes [ ] No

If “no”, attach the changed policy as Appendix 5.2.5 Bridging Courses, and an [ ] Attached explanation of: (i) what the change was, including the introduction of policies

2“Advanced standing or credit recognition” policies relating to Degree Completion and Bridging Course are program specific, and they cannot be introduced into one consent program because they were accepted as part of a later consent. B.A.T. (Industrial Design)) Part A - 11 Consent Renewal Application where none were previously approved (ii) why there was a change, (iii) when the change occurred and (iv) why the change was made without seeking a change of consent from the Minister. Attach as Appendix 5.2.6, Admissions Information (See Page 29) [3] Attached The promotion and/or graduation requirements approved under the current [ ] Yes consent have been lowered. [3] No

If “yes”, attach the changed policy as Appendix 5.3, Promotion and Graduation [ ] Attached Requirements, and an explanation of (i) why there was a change, (ii) when the change occurred and (iii) why the change was made without seeking a change of consent from the Minister. Attach as Appendix 5.3.1, Student Retention Information (See Page 30) [3] Attached

Program Delivery: Appendix 7 Documents

Program Delivery Standard

The method of delivery will achieve the desired learning outcomes at an acceptable level of quality.

Benchmarks for assessing program delivery 1. Evidence demonstrating how achievement of the learning outcomes will be facilitated and/or enhanced by the selected method(s) of delivery. 2. Evidence demonstrating that the Applicant will regularly invite feedback from students of the quality of delivery methods. Have there been any revisions, deletions, or additions to the policies pertaining [ ] Yes to program delivery quality assurance? [3] No

If “yes”, attach Appendix 7.1.1, Quality Assurance Policies, and a brief [ ] Attached explanation of the change(s). Have there been any revisions, deletions, or additions to the policies pertaining [ ] Yes to student feedback? [3] No

If “yes”, attach Appendix 7.1.2, Policy on Student Feedback, and a brief [ ] Attached explanation of the change(s). Have there been any revisions, deletions, or additions to the student feedback [ ] Yes instruments? [3] No

If “yes”, attach Appendix 7.1.3, Student Feedback Instruments, and a brief [ ] Attached explanation of the change(s). 1. Does your consent include the authority to offer parts of the program through [ ] Yes internet, asynchronous, distance or distributed delivery? [3] No

2. If “yes” to 1, have there been any revisions, deletions, or additions to the On- [ ] Yes

B.A.T. (Industrial Design)) Part A - 12 Consent Renewal Application

line Learning Policies and Procedures? [ ] No

3. If “yes” to 2, attach Appendix 7.2.1, On-line Learning Policies and Practices, [ ] Attached an explanation of (i) why there was a change, (ii) when the change occurred and (iii) why the change was made without seeking a change of consent from the Minister.

4. If “yes” to 1, have there been any revisions, deletions, or additions to the [ ] Yes Academic Community Policies? [ ] No

5. If “yes” to 4, attach as Appendix 7.2.2, Academic Community Policies, an [ ] Attached explanation of (i) why there was a change, (ii) when the change occurred and (iii) why the change was made without seeking a change of consent from the Minister.

6. If “yes” to 1, has there been an increase that either (i) has more than [ ] Yes doubled the number of courses using the alternate delivery methods, or (ii) [ ] No has increased the number of alternate delivery courses that more than 50% of the program requirements can be taken in this manner?

7. If “yes” to 6, attach as Appendix 7.2.3, Expansion of On-line Learning, an [ ] Attached explanation of (i) why there was a change, (ii) when the change occurred and (iii) why the change was made without seeking a change of consent from the Minister.

8. If “no” to 1, have internet, asynchronous, distance or distributed delivery [ ] Yes courses been introduced into the program? [3] No

9. If “yes” to 8, attach as Appendix 7.2.4, Introduction of On-line Learning [ ] Attached Policies: (i) a list of the course/s to which the alternate form of delivery has been added; (ii) an explanation of (a.) why there was a change, (b.) when the change occurred and (c.) why the change was made without seeking a change of consent from the Minister.

Capacity to Delivery: Appendix 8 Documents

Program Delivery Standard

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

Benchmarks for assessing capacity to deliver 1. An Applicant record demonstrating capacity to deliver high-quality education as seen in Key Performance Indicators (KPI) and other appropriate measures. 2. Academic and other staff in sufficient numbers to develop and deliver the program and to meet the needs of the projected student enrolment. 3. The Applicant submits curriculum vitae of its faculty members demonstrating that faculty possess an appropriate mix of:

B.A.T. (Industrial Design)) Part A - 13 Consent Renewal Application

a. advanced academic credentials (normally the terminal academic credential in the field); b. any required or desired professional credentials; and/or c. related work experience of substantial depth and range. 4. Evidence of satisfactory policies relating to faculty (Round 2: to faculty teaching in a degree program), including: a. a policy defining the academic/professional credentials required of faculty teaching all courses in the program; b. a policy requiring the college to have on file possession of evidence supplied direct to the college from the granting agency of the highest academic credential and any required professional credential claimed by faculty members; c. a policy requiring the regular review of faculty performance, including student evaluation of teaching; d. a policy identifying the means of ensuring the currency of faculty knowledge in the field; e. a policy promoting curricular and instructional innovation. 5. Evidence of reasonable student access to a comprehensive range of support services including but not limited to tutoring, academic advising, career and personal counselling, placement, and services for students with disabilities. 6. Evidence of reasonable student and faculty access to information (Round 2: access to learning) resources (such as library, databases, computing, classroom equipment and laboratory facilities) sufficient in scope, quality, currency, and kind to support students and faculty in the program. 7. Evidence of commitment to build necessary information (Round 2: information and learning) resources, to maintain their currency, and to supplement them as necessary. 8. Evidence that the program is appropriate to the college’s mission and goals, the college’s capacity to fulfill its mission, and that the program is offered in areas where the college has demonstrated uncommon strength. Attach as Appendix 8.2.1 Library Resources (See Page 31) [3] Attached

Attach as Appendix 8.2.2 Computer Access (See Page 32) [3] Attached

Attach as Appendix 8.2.3 Improvements/Expansion of Classroom Space (See [3] Attached Page 32) Attach as Appendix 8.2.4 Laboratories/Equipment (See Page 32) [3] Attached

Attach as Appendix 8.3 Resource Renewal and Upgrading, a description of how [3] Attached the information in Appendices 8.2.1-4 relates to the Resource Renewal and Upgrading Plans that were submitted in your initial consent proposal. Have there been any revisions, deletions, or additions to the support services [ ] Yes available to students? [3] No

If “yes”, attach Appendix 8.4 Support Services, and a brief explanation of the [ ] Attached change(s). Has there been a revision in the policy that was part of your original consent [ ] Yes that resulted in a reduction in the qualifications of faculty?3 [3] No

3 See Section 7, 4 above for context. B.A.T. (Industrial Design)) Part A - 14 Consent Renewal Application

If “yes”, attach Appendix 8.5 Policies on Faculty, (i) the new policy and (ii) an [ ] Attached explanation of (a.) why there was a change, (b.) when the change occurred and (c.) why the change was made without seeking a change of consent from the Minister. Have faculty been hired for the program who do not have at least one degree [3] Yes higher in a related field than the degree level of the program for which the [ ] No college is seeking renewal?

If “yes” attach as Appendix 8.6.2 A, all Exception Statements Approved by the [3] Attached President of the organization Attach as Appendix 8.6.2 B Faculty Qualifications: Discipline Related Courses [3] Attached (See Page 33) Attach as Appendix 8.6.2 C Faculty Qualifications: Breadth Courses (See Page [3] Attached 34) Attach as Appendix 8.7 Enrolment Projections and Staffing Implications, a [3] Attached description of how the information in Appendices 5.2.6, 5.3.1, 8.6.2 B, and 8.6.2.C relates to the Enrolment Projections and Staffing Implications that were submitted in your initial consent proposal.

Credential Recognition and Credit Transfer: Appendices 9 and 10 Documents

Credential Recognition

While meeting particular needs, programs are designed to maximize the graduates’ potential for promotion in their field as well as their life-long learning potential. Accordingly: a. the program’s learning outcomes and standards are sufficiently clear and at a level that will facilitate appropriate recognition of the credential by other postsecondary institutions; and b. where appropriate, and without distorting the main purposes of the program, courses or curricular elements in it are designed to facilitate credit transfer recognition by other postsecondary institutions.

Benchmarks for assessing credential recognition The applicant submits an explanation of how the design of the program meets this standard. 1. Evidence of consultation with employers, relevant occupational groups and professional colleges with respect to their recognition of the credential and their assessment of whether the credential will contribute to the professional advancement of the graduate. 2. Evidence of consultation with relevant regulatory bodies regarding those requirements for entry into practice that may be subject to government regulations and policies, e.g., the Regulated Health Professions Act, 1991 or the Ontario College of Teachers Act, 1996. 3. Evidence that the Applicant will inform students of any provisions for credential recognition and credential transfer; that students have confirmed their understanding of these provisions in writing; and that the Applicant will advise students of changes to credential recognition or transfer in a timely manner. Have there been any revisions or additions to the requirements set by [3] Not app. regulatory bodies associated with this program? [ ] Yes [ ] No

B.A.T. (Industrial Design)) Part A - 15 Consent Renewal Application

If “yes”, attach: Appendix 10.1.1 Current Regulatory or Licensing Requirements, and a brief [ ] Attached explanation of the change; and Appendix 10.1.2 Letters of Support from Regulatory/Licensing Bodies to the [ ] Attached effect that either your program has been adapted to meet these requirements, or, if applicable, the program continues to be accredited. Have any additional provisions (formal or informal) been made for the [3] Yes credentials of the graduates of your program to be recognized by other [ ] No postsecondary institutions?

If “yes”, attach as Appendix 9.1.a, Credential Recognition, a description of the [3] Attached formal and informal arrangements.

If “no”, attach as Appendix 9.1.a, an explanation of the steps (and results) that [ ] Attached you have taken to meet this benchmark. Have any additional provisions (formal or informal) been made for the courses [ ] Yes or curricular elements in the program to be recognized for credit transfer by [3] No other postsecondary institutions?

If “yes”, attach as Appendix 9.1.b, Credit Transfer Recognition, a description of [ ] Attached the formal and informal arrangements. Have there been any revisions in your policy of informing students of any [ ] Yes provisions for credential recognition and credential transfer; that students [3] No confirm their understanding of these provisions in writing; and that the Applicant will advise students of changes to credential recognition or transfer in a timely manner?

If “yes”, attach Appendix 9.1.c Policy on Informing Students of any Provisions [ ] Attached for Credential Recognition and Credential Transfer, and a brief explanation of the change(s).

Program Evaluation: Appendix 11 Documents

Program Evaluation

Evidence of a formal, institutionally-approved policy and procedure for the periodic review of programs in reasonable conformity with the program review elements identified in Appendix III of this Handbook.

Benchmarks for assessing program evaluation 1. Frequency Degree-granting institutions formally commit themselves to undertake program reviews at regular intervals, normally not exceeding five to seven years. The results of such reviews and the conclusions to be drawn from them are shared with the Senate or an equivalent body and/or the governing board. The first such evaluation should occur before a request for renewal of ministerial consent.

B.A.T. (Industrial Design)) Part A - 16 Consent Renewal Application

2. Criteria The criteria for program reviews include the following: a. continuing consistency of the program with the goals of the institution’s mission and long- range plan; b. assessment of the learning outcome achievements of students/graduates by comparison with: i. the program’s stated learning outcomes and standards; ii. the Degree Level Standard; iii. the opinions of employers, students/graduates; and iv. the standards of any related regulatory, accrediting or professional association; c. assessment of graduate employment rates, (ii) graduate satisfaction level, (iii) employer satisfaction level, (iv) student satisfaction level, (v) graduation rate, and (vi) OSAP default rate; d. continuing relevance of the program to the field of practice it serves, including evidence of revisions made to adapt to changes in the field of practice; e. continuing appropriateness of the method of delivery and curriculum for the program’s educational goals and standards; f. continuing appropriateness of admission requirements (i.e. achievement level, subject preparation) for the program’s educational goals and standards; g. continuing appropriateness of the program’s structure, method of delivery and curriculum for its educational goals and standards; h. continuing adequacy of the methods used for evaluating student progress and achievement; i. adequacy of, and efficient and effective utilization of existing human, physical, and financial resources; j. indicators of faculty performance, including the quality of teaching and demonstrable currency in the field of specialization.

3. Procedure The procedure includes: a. Self Study: a study undertaken by faculty members and administrators of the program based on evidence relating to program performance against the criteria stated above, including strengths and weaknesses, desired improvements, and future directions. b. Program Evaluation Committee: a committee struck by the senior administration to evaluate the program based on (a) the Self-Study and (b) a Site Visit during which members of the committee normally meet with faculty members, students, graduates, employers, and administrators to gather information. A majority of the members should be peers from outside the organization and free of any conflict of interest. c. Report of the Committee: the overarching purpose of the report is to assess program quality and recommend any changes needed to strengthen that quality. As external audits of such processes include actions taken as a result of reviews, the report should be addressed to the senior administration and shared with the governing board, together with any consequent plan of action. d. Other Evaluations: program reviews required for licensing and regulatory bodies, or for accreditation by accrediting agencies recognized by the Board, may overlap to a greater or lesser degree with the standards of the program review process described above. Colleges may use such accreditation reviews to satisfy the program evaluation process to the extent that the accreditation reviews can be demonstrated to be consistent with the objective, structure and elements of the program review process outlined above. Where accreditation reviews are more focused than required by the program evaluation process, a college should supplement the accreditation review so that the broader requirements are met.

B.A.T. (Industrial Design)) Part A - 17 Consent Renewal Application

Have there been any revisions, deletions, or additions to the policies and/or [ ] Yes procedures pertaining to program evaluation? [3] No

If “yes”, attach Appendix 11.1, Periodic Review Policy and Schedule, and a brief [ ] Attached explanation of the change(s). Attach as Appendix 11.2, Update on Program Evaluation Measures, a [3] Attached description of the measures that have already been taken to monitor the quality and appropriateness of the consent program.

The applicant hereby confirms and warrants that all information and representations provided by the applicant as part of Appendix 3 checklist and the accompanying appendices are true.

June 19, 2007 ______President’s Signature Date

B.A.T. (Industrial Design)) Part A - 18 Consent Renewal Application

Degree Level Standard

Appendix 4.1 – Degree Level Summary

The degree program is on track to meet the intended learning and performance outcomes of the full program. Students are excelling in their performance in the degree program. For example, 41 students were on the honour roll this past semester. In addition, students have won corporate sponsored competitions from the ABC Group, Cosmoda, Bell Canada, Bombardier Recreational Products, Umbra, The World Automobile Design Competition, TCH Hardware, Dupont Canada, Skyjack Inc. and the Bombay Sapphire Glass competition

Humber follows a rigorous approval process for the course outlines utilized in the degree program. The course outlines are reviewed by the Planning and Development Department at Humber, and important input is derived from this form of consultation. This includes implementation of the Humber Ethics Policy, which governs primary research in class assignments. Following the consultation stage, the Degree Council at Humber formally reviews the course outlines, including the course content and learning outcomes. The Degree Council is comprised of representatives from the University of Guelph-Humber and the Humber College Institute of Technology and Advanced Learning.

Depth and Breadth of Knowledge

Professional courses are organized around the critical and contextual dimensions of industrial design and its key intellectual tools. Students explore various related theories within the historical, contemporary and cultural settings which inform the context of industrial design, how these evolved and changed and how they relate to the design process. Students are required to engage in a critical analysis of texts, fields of knowledge, concepts and practices and to test their analyses against known understandings, practices and simulated models. Students demonstrate mastery of these areas through the analysis of the works of other practitioners, essays, written assignments and exams that require them to show an appropriate depth and breadth of knowledge and level of conceptual and analytical sophistication.

Through consultation with industry representatives and the advisory committee members, the curriculum is fine-tuned to meet the needs of employers. The increasing use of technology in design, the emphasis on safety, sustainability and ecology, efficient manufacturing and logistical practices, newly developed materials and the focus on total user satisfaction are reflected in the delivery of course material and the teaching techniques of the faculty. The interaction between full-time and part-time faculty members supports a bridge between the classroom and the workplace. Ongoing professional development by faculty members and the sharing of information concerning new developments in the field ensure the currency and relevance of the curriculum.

The Industrial Design degree uses a diverse and comprehensive set of resources to support delivery of the content, drawing on both texts and articles from a wide range of publications. Texts such as Design Secrets: Products 2, Mass Production Technology for Product Design and Focus on Designing are also used in other baccalaureate programs in industrial design, as are resources such as the video The Next Industrial Revolution.

B.A.T. (Industrial Design)) Part A - 19 Consent Renewal Application

In addition to depth and breadth of knowledge in the professional field, breadth courses serve a dual function of both promoting insights and approaches to a range of theoretical frameworks drawn from the social sciences, arts, humanities and sciences and also pointing to the enduring connections among different disciplines. Many of these courses are organized around a central problem or problems. They explore the central philosophical problems as well as methodologies and practices of the discipline and provide both a disciplinary focus and a reflection on common concerns of contemporary life. Each course contains evaluation methods that require sustained writing assignments that test the student’s ability to communicate, ability to apply theory to a particular context and the demonstration of an appropriate level of conceptual and analytic sophistication.

Knowledge of Methodologies

Courses are designed so that students develop and employ critical thinking skills as they acquire knowledge and skills associated with the content areas of the courses. Students are exposed to current research, disciplinary debates and modes of analysis used in the area of study. Each course incorporates discussion of key issues, practice in applying concepts orally, visually and in writing, analysis and interpretation of material and individual feedback on work produced. In evaluating student work, professors look for evidence that students have incorporated appropriate research and methodological approaches and have examined the options available in developing solutions for the problems presented.

Evaluation strategies are demanding and require both an increasing level of sophistication in critical analysis and greater independence as students progress through the program. In evaluating the students, there is greater emphasis centred on self appraisal, independent research and contextualizing industrial design as it impacts society. Student work must demonstrate a critical awareness of contemporary developments in design and the application of concepts and frameworks, enabling the formulation of strategies and professional responses to design challenges. Studio projects, culminating in the design thesis, require students to employ a variety of design methodologies. In these projects, students demonstrate their ability to challenge discipline orthodoxies, to critically evaluate research, scholarship and methodologies, to apply techniques of research and enquiry to their own investigations, and to demonstrate originality through the production of independent work.

Application of Knowledge

Throughout the program, students have been required to assemble information from a variety of sources, discern and establish connections and synthesize that data in order to gain a coherent understanding of theory and practice. For example, students have been required to create solutions for complex issues in real-world settings presented through industry partners by applying kowledge gained in courses such as Marketing, Interdisciplinary Practices and Environmental Practices. Increasingly sophisticated studio projects require the exercise of creative skills, imagination, vision and, at the highest level, innovation, and require students to apply knowledge of design methods and techniques, materials and processes, environmental impact, economic benefits and social implications to the finished product. Students have also been required to analyze the work of other practitioners, as well as complete research assignments where they were required to gather information, and critically evaluate the material and present evidence and arguments in support of their recommendations and conclusions.

B.A.T. (Industrial Design)) Part A - 20 Consent Renewal Application

The first cohort of students had their work term placement last summer, and all students who were available for the work term obtained employment in the field. Their employers included such organizations as Nienkamper Furniture and Accessories, Inveco Products, Royal Ontario Museum, Irwin Toy, Soheil Mosun, Pathway Design & Manufacturing, Array Marketing, Salus Marine Wear, and Shape Products. Reports from employers indicate that the students are excelling in their work term responsibilities. The employers have indicated in their Employer Feedback reports that students were well-prepared, quick learners, professional, a pleasure to have as a team member and showed a lot of promise as designers.

Communication Skills

Throughout the four years of the program, students have participated in a variety of activities designed to hone their communication skills, including structured class discussions and debates, topic presentations, and subject review sessions. They have completed numerous written assignments including such exercises as research reports, presentation reports and essays and have undertaken case analyses which require them to communicate information, arguments and analyses accurately and reliably. They have been required to make numerous formal presentations using different media tools and to participate in class discussions and debates. These activities have taken on an increasing sophistication as the degree has progressed, demanding stronger student performance. Professors look for thoroughness, clarity and accuracy in their evaluation of student work and students have performed very well.

Awareness of Limits of Knowledge

The program encourages students to clearly define their role in the economic and social development of society through studio studies in core industrial design courses and closely related courses in subjects such as Computer Aided Design, Manufacturing Fundamentals, and Portfolio Development. Other non-design courses such as Marketing, Interdisciplinary Practices, Economics of Industrial Design, and Design Research Analysis offer students a survey of related but distinct disciplines of which they need to be aware. The interface between the fields of study is drawn clearly through the teaching format of non-studio courses which begin with a big picture overview. The historical, economic and societal contexts clearly depict the aspects of the discipline which will not be emphasized in the course of study.

Students are encouraged to provide a rebuttal to their own works when data are deemed inconclusive. Structured class discussions are often centred around such topics as developing technology, whereby historical examples can give indicators as to probable outcomes, but in which students are also aware that they do not possess the knowledge to draw firm conclusions.

Professional Capacity/Autonomy

Every student at Humber develops employability skills in the areas of personal skills (resource management, time management, responsibility, career development, adaptability), interpersonal skills (teamwork, assertiveness, conflict management), mathematical skills, communication skills (written and verbal), thinking skills (problem solving, research, critical thinking, creative thinking), and computer application skills. These skills are incorporated into and evaluated in courses throughout the program. Students in the Industrial Design program have participated in a variety of group activities such as team centred studio projects, joint submissions for design competitions and topic discussion groups that require working effectively with others, effective

B.A.T. (Industrial Design)) Part A - 21 Consent Renewal Application decision making in complex situations, and taking accountability and accepting responsibility for their actions. Peer, faculty and third party evaluations confirm that students are demonstrating these abilities. Employer evaluation reports from the work term also indicate that students have demonstrated the required qualities.

Students have been exploring opportunities for further study. Within the framework of the program, students have conducted research and made contacts during their fourth year thesis. Externally, students have investigated and applied for Masters degree-level studies in Europe and Australia. One student has already been accepted into a Masters program in Industrial Design at the Queensland University of Technology and another student has been accepted into the Masters program at UMEA University in Sweden. Some students are seeking further studies at Humber through post-degree certificate programs.

B.A.T. (Industrial Design)) Part A - 22 Consent Renewal Application

Program Content

Appendix 6.1.1 – Program Advisory Committee

Not required

B.A.T. (Industrial Design)) Part A - 23 Consent Renewal Application

Appendix 6.2.1 - Professional/Accreditation or Other Requirements

Not required

Appendix 6.2.2 – Letters of Support: Professional/Accreditation or Other Requirements

Not required

B.A.T. (Industrial Design)) Part A - 24 Consent Renewal Application

Appendix 6.3.1 – Program Level Learning Outcomes (Met)

Professional Courses

The program outcomes and intended learning outcomes in the individual courses in the program have been met.

A. STUDENT PERFORMANCE

Ways in which student performance is monitored and supported

ƒ Evaluation strategies are demanding and require both an increasing level of sophistication in critical analysis and greater independence as students progress through the degree. For example, as previously stated in Section 4.1, there is greater emphasis centred on self appraisal, independent research and contextualizing industrial design as it impacts society. ƒ The percentage of students in their final semester achieving honours standing, with a GPA of 80% or more, was 46%. Students are excelling in their written assignments, studio projects, class presentations, and written exams and are clearly demonstrating mastery of the course outcomes. As the assignments are designed for both group and individual completion, students are developing strong teamwork skills and facility in independent study. ƒ Student performance in industry sponsored competitions has shown that students excel in performing under the realities of externally based business paradigms. Students are quick to understand the competitive nature of designing for both aspirational concepts and production scenarios. This assessment is exemplified by the number of long-term relationships with business which the program has built. One measure of student success is the awards they have won for their performance at these design competitions including: o A third place finish in the 2007 World Automotive Design Competition. o Five of six sponsor awards, three of six first prizes and five of six honourable mentions at the 2007 Rocket Show, which is a combined graduation show/competition of Carleton University, the Ontario College of Art and Design and Humber’s Industrial Design programs sponsored by the Association of Chartered Industrial Designers of Ontario. o A 3rd place in Canada finish at the Bombay Sapphire Glass competition o The Insitu Chair Show competition o Competitions sponsored by such organizations as Bombardier, Bell Canada, TCH Hardware, and Axiom Products ƒ Business feedback on student workplace performance during the 14 week paid work placement has been overwhelmingly positive. This fact is reinforced by the many work placement sponsoring companies hiring graduates full-time while at the same time agreeing to take another student for his/her 14 week placement. ƒ The results of the industry sponsored competitions and competitive shows such as the three Industrial Design programs’ Rocket Show illustrate clearly through ample positive feedback directly to students and through faculty that student work is meeting industry expectations.

B.A.T. (Industrial Design)) Part A - 25 Consent Renewal Application

B. FACULTY PERFORMANCE

Ways in which high levels of teaching are established, maintained and supported

ƒ Hiring depends on demonstrated excellence in teaching as well as on industry experience. ƒ An extensive Professional Development Program exists which includes a two-year program for new, full-time faculty, and class visits and teaching strategy seminars for both full-time and part-time faculty. ƒ Faculty members participate in departmental meetings where they share research interests and help to keep the curriculum up-to-date. ƒ Faculty members are practicing professional members of the Association of Chartered Industrial Designers of Ontario. Two faculty members hold international membership in the Industrial Designers Society of America. Faculty members regularly take advantage of educational and occupationally-related seminars offered through these associations. ƒ Other faculty members have taught related courses at the Ontario College of Art and Design. ƒ Most faculty members sit on evaluation committees for the awarding of annual industrial design awards such as the Carleton, Humber and Ontario College of Art and Design Rocket Show. ƒ Support is offered for faculty members to pursue doctoral degrees in the design field. ƒ Some faculty members have been featured both in books such as Design in Canada by R. Gotlieb and C. Golden, 2004, and in several recent newpaper and magazine articles. ƒ Some faculty members have international design experience with multinational corporate design leading companies.

C. CURRICULUM DESIGN

Ways in which courses promote the specific insights and approaches of the discipline

ƒ Almost all studio courses within the industrial design program begin with an historical perspective, starting at a critical point of origin of the particular subject. For example, in the first year studio class in visual communications and design presentations, the student is taken from the writings of Emmanual Kant, John Ruskin and George Santayana. The origins of artificial pictorial perspective, the basis of a three dimensional drawing and representation of design is introduced as Filippo Brunelleschi first demonstrated it in the drawings of the Piazza del Duomo in the thirteenth century. Students then follow the ascent of perspective into the early twentieth century when it was successfully deployed by early industrial designers. They then move on to contemporary methods. ƒ Students are exposed to this historical/contextual approach in other non-studio core courses such as Economics of Industrial Design where they become familiar with Adam Smith, Karl Marx, Fredrich Engels, John Keynes, Milton Friedman and Fredrich Hayek before moving on to their impact on the modern market economy in which design plays an increasingly important role. ƒ Courses are structured to encourage frequent student-to-student and student-to- professor exchanges. These discussions become increasingly more numerous and more in-depth as the curriculum progresses.

B.A.T. (Industrial Design)) Part A - 26 Consent Renewal Application

ƒ In courses where on-site experience is necessary, appropriate field trips are undertaken. Manufacturing Fundamentals, Design for Production 1 and 2, and Environmental Practices are but four examples. Students in Environmental Practices will visit conservation offices and recycling plants to reinforce their classroom experience. ƒ Disciplines tangential to design are introduced often within the curriculum to ensure students possess specific insights related to these fields. Professors are recruited from specific disciplines such as marketing, economics, ergonomics and manufacturing, for example, to support these courses. ƒ Most studio courses such as Industrial Design Studio 2 - 4 engage sponsors to undertake student design competitions. Industry sectors are specifically selected to ensure students are exposed to a variety of forward-looking design challenges. Sponsors are also vetted for their willingness to participate in the classroom instruction at a variety of levels during the course of the sponsored project. ƒ Guest lectures augment faculty to foster an emphasis on effective communication skills, analytical and research skills and the latest technological applications to best meet the needs of students in preparation for work in the design industry. ƒ Resources used in the courses are current and at a level appropriate for a baccalaureate degree. As set out in Appendix 4.1, texts and other resources used are also used in similar courses at other universities.

D. EXTERNAL ASSESSMENT

ƒ Courses are benchmarked against similar degree-level courses offered at other educational institutions. ƒ The Program Advisory Committee reviewed the curriculum in its entirety.

E. INTERNAL ASSESSMENT

All degree professional courses are vetted and approved by Humber’s Planning & Development Department and by the Degree Council.

Breadth Courses

A. STUDENT PERFORMANCE

Ways in which student performance is monitored and supported

ƒ Students are assessed using a variety of instruments, but each course contains evaluation that requires sustained writing. These writing assignments test the ability to communicate, the ability to apply theory to a particular context, and the demonstration of an appropriate level of conceptual and analytic sophistication. ƒ Faculty within disciplines exchange tests and student papers to ensure a continuity of standard. ƒ The Awards Committee sees the top-level work produced by students. Prize winners at Humber could be prize winners anywhere. ƒ Faculty are working on a rubric for essay assignments that will further aid in consistency and clarity of expectation.

B.A.T. (Industrial Design)) Part A - 27 Consent Renewal Application

B. FACULTY PERFORMANCE

Ways in which high levels of teaching are established, maintained and supported

ƒ Hiring depends on demonstrated excellence in teaching ƒ An extensive Professional Development Program exists which includes a two-year program for full-time permanent faculty; class visits and teaching seminars for contract faculty ƒ Department meetings where teaching strategies and methodologies are shared ƒ Department meetings where faculty share research interests through frequent oral reports help to keep the curriculum up-to-date ƒ Department meetings where discussion among faculty teaching different disciplines or interdisciplinary courses encourages a sense of connection between the various disciplines. ƒ Encouragement and support for faculty to participate in academic conferences ƒ Support for research and writing in refereed journals and the popular press. ƒ Support for faculty in finishing their doctoral degrees.

C. CURRICULUM DESIGN

Ways in which courses serve a dual function of promoting the specific insights and approaches of the discipline and in addition point to the enduring connections among different disciplines

ƒ Courses such as City Life, Sociology of Consumption, Power, Human Security and World Disorder, The Good Life, Breakthroughs in Scientific Achievement, Desire and Discontent, and Money, Markets and Democracy are organized around a central problem or problems. The fundamental nature of these problems or questions means that each course not only provides a disciplinary focus, but also reflects on common concerns of contemporary life. In this manner, courses build on each other’s insights, and students are encouraged to see the connections between disciplines. ƒ As well as addressing the philosophical problems at the center of the discipline, students learn the special practices and methodologies of specific disciplines.

D. EXTERNAL ASSESSMENT

These institutions have recognized the courses that follow as appropriate undergraduate level courses:

ƒ The University of Guelph City Life Sociology of Consumption Sociology of the Everyday Principles of Sociology (Introductory Sociology) Astronomy Scientific Achievement (Breakthroughs in Scientific Achievement) Human Security and World Disorder Desire and Discontent Betrayal in Contemporary Fiction

B.A.T. (Industrial Design)) Part A - 28 Consent Renewal Application

Money, Markets and Democracy

ƒ University of New Brunswick Sociology of Health City Life Sociology of Consumption Scientific Achievement Ethics and Moral Theory Power 1 and 2 Human Security and World Disorder Philosophy of Love and Sex Desire and Discontent Betrayal in Contemporary Fiction Trauma and Memory in Fiction The Good Life Leadership

ƒ York University The Good Life Human Security and World Disorder Knowing and Believing Ethics and Moral Theory How is Society Possible? Power 1 and 2 Trauma and Memory in Fiction Betrayal in Contemporary Fiction Introduction to Psychology Social Psychology City Life Sociology of Consumption Introduction to Sociology Introduction to Politics

E. INTERNAL ASSESSMENT

All degree breadth courses are vetted and approved by Humber’s Degree Council.

Appendix 6.3.3.1 – Program / Hour Conversion

Not required

Appendix 6.3.3.2 – Academic Course Schedule

Not required

B.A.T. (Industrial Design)) Part A - 29 Consent Renewal Application

Appendix 6.4.A – Explanation of Added or Dropped “P” Courses

Not required

Appendix 6.4.A.1 – Added “P” Course Outlines

Not required

Appendix 6.4.B – Explanation of Added “O” Courses

Not required

Appendix 6.4.B.1 – Added “O” Course Outlines

Not required

B.A.T. (Industrial Design)) Part A - 30 Consent Renewal Application

Appendix 6.5.1 – Program Structure Requirement

Not required

Appendix 6.5.2 – Support for Work Experience

If required

Appendix 6.5.3 – Work Experience Outcomes and Evaluation

Not required

B.A.T. (Industrial Design)) Part A - 31 Consent Renewal Application

Appendix 6.6 – Summary of Program Changes

There have been no changes to the program.

B.A.T. (Industrial Design)) Part A - 32 Consent Renewal Application

Admissions Policies

Appendix 5.1.1 – Admission Requirements Direct Entry

Humber has not lowered the direct entry admission requirements, but has allowed some flexibility for otherwise qualified applicants who are deficient in math. Such students have been given an opportunity to complete a Grade 12U math or equivalent prior to the beginning of semester 3. These students receive a conditional admission to the degree. Failure to complete the math requirement prior to Semester 3 results in withdrawal from the degree. This change was not reported to the Minister because Humber did not consider it a lessening of the standard or a significant deviation from the admission requirements as originally written since students must still meet the requirement to complete a Grade 12U math or equivalent with a minimum grade of 60%.

Program Admission Requirements Academic Ontario secondary school students must have completed a minimum of a secondary school diploma (OSSD) with 6 12U, M (U/C) or OAC level courses and a minimum average of 65% including Grade 12U English or OAC English 1, or equivalent, and a Grade 12U mathematics or OAC math or equivalent. In addition to the minimum average of 65%, the applicant must achieve a final grade of not less than 60% in each of the published subject requirements for his/her program of interest.

For the B.A.T. (Industrial Design) degree:

Offers of admission may be given to applicants who are deficient in the required math if they meet all other admission requirements. Such applicants will be required to complete a Grade 12U math or equivalent prior to the beginning of semester 3.

Related work/volunteer N/A experience Other (e.g. portfolio, Interview and presentation of portfolio specialized testing, interview, G.R.R., etc.)

Appendix 5.1.2 – Admission Policies and Procedures for Mature Students

Not required

B.A.T. (Industrial Design)) Part A - 33 Consent Renewal Application

Appendix 5.2.1 – Credit Transfer/Recognition Policies and Procedures

Not required

Appendix 5.2.2 – Advanced Placement Policies, Prior Learning Assessment

Not required

Appendix 5.2.3 – Degree Completion Arrangements

Not required

Appendix 5.2.4 – Gap Analysis

Not required

Appendix 5.2.5 – Bridging Courses

Not required

B.A.T. (Industrial Design)) Part A - 34 Consent Renewal Application

Appendix 5.2.6 – Admissions Information

Number of students entering program by academic year (Please insert the relevant years in the columns headings)

Number of New Students New Intakes New Intakes New Intakes New Intakes Highest Certification into Program into into into Program in 2003-04 Program in Program in in 2006-07 Academic 2004-05 2005-06 Academic Year Academic Academic Year Year Year 1. Secondary School 24* 32* 26* 34* Graduates

3. College Graduates 8 15 15 15

4. University Graduates 6 2 4 6

5. Mature Students 2 1 4 1

6. Total Students 40 50 49 56 Commencing Program

6. Average Secondary School 76.8% 77.6% 76.7% 74.1% G.P.A. of students listed in (1) above 7. Number of Total Students 0 0 0 0 (5) granted Advanced Standing into the Program** 8. Number of Total Students 2 0 1 2 (5) who are International Students (i.e., on a Student Visa)

*Though their highest credential was graduation from secondary school, several of these students had completed some university or college courses before registering in this degree, as follows: Secondary School Graduates 13 5 8 3 with Partial College or University

B.A.T. (Industrial Design)) Part A - 35 Consent Renewal Application

Appendix 5.3 – Promotion and Graduation Requirements

Not required

Appendix 5.3.1 – Student Retention Information

Retention Rates for Each Potential Four-Year Cohort Row Academic Year Full-time Part-time 1 Total who commenced program in 2002–2003 academic year 2 Total from row 1 who re-enrolled in 2003–2004 academic year 2002-2003 3 Total from row 2 who re-enrolled in 2004–2005 academic year starting 4 Total from row 3 who re-enrolled in 2005–2006 academic year cohort 5 Total from the 2002-2003 starting cohort who graduated 6 Total from row 4 who are still in program 7 Total who commenced program in 2003-2004 academic year 40 2003-2004 8 Total from row 7 who re-enrolled in 2004 – 2005 academic year 33 starting 9 Total from row 8 who re-enrolled in 2005 – 2006 academic year 29 cohort 10 Total from row 9 who re-enrolled in 2006 – 2007 academic year 27 11 Total from the 2003-2004 starting cohort who graduated 22 12 Total from row 10 who are still in program To be conf. 13 Total who commenced program in 2004-2005 academic year 14 Total from row 13 who re-enrolled in 2005–2006 academic year 50 2004-2005 15 Total from row 14 who re-enrolled in 2006–2007 academic year 40 starting 16 Total from row 15 who re-enrolled in 2007–2008 academic year 40 cohort 17 Total from the 2004-2005 starting cohort who graduated 18 Total from row 14 who are still in program (if reporting before the beginning of the 2007-2008 academic year) 19 Total from row 15 who are still in program (if reporting after the beginning of the 2007-2008 academic year) 20 Total who commenced program in 2005-2006 academic year 49 21 Total from row 20 who re-enrolled in 2006–2007 academic year 45 2005-2006 22 Total from row 21who re-enrolled in 2007–2008 academic year starting 23 Total from the 2005-2006 starting cohort who graduated cohort 24 Total from row 21 who are still in program (if reporting before the beginning of the 2007-2008 academic year) 25 Total from row 22 who are still in program (if reporting after the beginning of the 2007-2008 academic year) 26 Total who commenced program in 2006-2007 academic year 56 27 Total from row 22 who re-enrolled in 2007–2008 academic year 2006-2007 28 Total from the 2006-2007 starting cohort who graduated starting 29 Total from row 26 who are still in program (if reporting before the cohort beginning of the 2007-2008 academic year) 30 Total from row 27 who are still in program (if reporting after the beginning of the 2007-2008 academic year)

B.A.T. (Industrial Design)) Part A - 36 Consent Renewal Application

Program Delivery Standard

Appendix 7.1.1 – Quality Assurance Policies

Not required

Appendix 7.1.2 – Policy on Student Feedback

Not required

Appendix 7.1.3 – Student Feedback Instruments

Not required

B.A.T. (Industrial Design)) Part A - 37 Consent Renewal Application

Appendix 7.2.1 – On-line Learning Policies and Practices

Not required

Appendix 7.2.2 – Academic Community Policies

Not required

Appendix 7.2.3 – Explanation of On-line Learning

Not required

Appendix 7.2.4 – Introduction of On-line Learning Policies

Not required

B.A.T. (Industrial Design)) Part A - 38 Consent Renewal Application

Program Delivery Standard

Appendix 8.2.1 – Library Resources

Number at time of Current Number (2007) consent (2003) Holdings - Books (print) Number Number North 76,130 items (all North 86,426 items (all subjects) subjects) 6,264 of 86,426 are core to Industrial 3,443 of 76,130 are core Design to Industrial Design Holdings – Journals Number Number (print) North – 363 (all subjects) North – 332 (all subjects) 17 of 363 are relevant to 46 of 332 are relevant to Industrial Design Industrial Design Holdings – Books 0 7368 (all subjects) (electronic) 1,515 of 7368 are relevant to Industrial Design

Holdings – Journals Number 8269 plus other electronic journals (electronic) 4500 plus those available accessible from Lexis/Nexis (all subjects) on Lexis/Nexis (all subjects) Expenditure during this New acquisitions since Books (print) 1141 items $ 95,763 period for 2003 Reference (print) 29 items $ 3,485 purchase/access to Journals (print) 29 titles $ 25,274 ADDITIONAL library Videos 62 items $ 11,384 resources pertaining Databases – core (3) $ 52,235 specifically to this - electives (10) $189,036 program. Total $377,177

B.A.T. (Industrial Design)) Part A - 39 Consent Renewal Application

Appendix 8.2.2 – Computers and Computer Access

Directly Related to the Consent Number at Time of Current Number Program Consent Number of Students in Program 222 (Cumulative)

Number of Computers without Internet Access available solely (i.e., they have priority of use) to Students in Program Number of Computers with Internet Access available solely to Students in Program

Expenditure during this period for $ purchase/rental of ADDITIONAL computer equipment pertaining specifically to this program. Number of Computers without Internet Access reasonably accessible to Students in Program Number of Computers with Internet Access 1700 2400 reasonably accessible to Students in Program Humber has approximately 100 computer labs available to students.

B.A.T. (Industrial Design)) Part A - 40 Consent Renewal Application

Appendix 8.2.3 – Improvements/Expansion of Classroom Space

Directly Related to the Consent Number at time of Current Number Program consent Expenditure for construction/rental of $262,000 for ADDITIONAL classroom space pertaining electronic specifically to this program. classrooms

$225,000 for renovations to the Lecture Theatre

$54,000 for upgrades to industrial design classrooms/labs

Note: The expenditures in this chart relate to improvements made to classroom space at the North Campus. This space is used by students from a number of programs, including the Industrial Design degree program. It does not reflect space that is exclusive to the Industrial Design program. Classroom and lab space at the College is not typically dedicated to one particular program. Rather space is assigned to classes from a number of different programs depending upon need and availability.

B.A.T. (Industrial Design)) Part A - 41 Consent Renewal Application

Appendix 8.2.4 – Laboratories/Equipment (if applicable)

Directly Related to the Consent Number at time of Current Number Program consent Number of Specifically-Equipped Work Technical Media Lab* - Stations and/or Specialized Equipment # of workstations - 0 4

Students access a variety of labs to support project and studio work such as the fabrication shop and assembly shop. These labs are not exclusive to industrial design students. Equipment in each lab varies and the number of pieces of specialized equipment also varies depending upon the type of equipment. A list of new equipment purchased since consent is included in the resource renewal and upgrading section. Expenditure for construction/rental of $101,919 for the ADDITIONAL laboratories and equipment purchases of pertaining specifically to this program. additional equipment purchased since 2005.

*The equipment in this lab complements other computer labs used by students and adds additional resources for students.

Note: Lab space at the College is not typically dedicated to one particular program. Rather space is assigned to classes from a number of different programs depending upon need and availability. The above information represents labs that are used by the industrial design degree students.

B.A.T. (Industrial Design)) Part A - 42 Consent Renewal Application

Appendix 8.3 – Resource Renewal and Upgrading

Library Resources

Humber has made significant improvements in the library resources, both print and electronic, available to industrial design students since consent was granted (see details in Section 8.2.1). Investments in these resources exceeded the amounts committed to in the original submission.

Computer Labs

Humber replaces computer workstations in open access labs every four years. The average age of workstation currently is just over 2 years. Software is upgraded regularly.

Classrooms/Labs

Since consent was granted, Humber has continued its development of classroom facilities at both the North and Lakeshore campuses. Through a variety of funding mechanisms, the college has converted or upgraded many classrooms to electronic classes affording both students and faculty a broader teaching and learning environment. To date, Humber has converted or upgraded 26 electronic classrooms at the North campus at a cost of $262,000. In addition to the classroom upgrades, Humber has completed a major renovation to the Lecture Theatre at the North Campus at a cost of $225,000. Additionally, classroom/lab space for the Industrial Design program has been upgraded at a cost of $54,000.

Humber is committed to continuously improving its learning environment and endeavours to undertake a significant number of projects each year.

The improvements made to classroom space used by students in the School of Applied Technology specifically include such things as:

ƒ Upgrading several traditional classrooms to electronic classrooms L126, L136, N204, N124, N199, N102, L119 and L122 ƒ Painting ƒ Adding soundproofing doors ƒ New furniture in some classrooms – L126

Since consent, Humber has improved lab space and equipment to meet the growing needs of the Industrial Design students as follows:

ƒ renewed equipment in the fabrication shop including such things as a bench top spindle sander, DeWalt sliding compound miter saw, 17” and 20” General drill presses, spot welder with floor stand, 17” General band saw, milling machine with digital readout, clay oven ƒ a new technical media lab with four networked work stations with SolidWorks/Alias/Adobe software and high speed graphics cards ƒ revamping the assembly shop L127 with improved lighting and better access ƒ new 3D printer and CNC machine for rapid prototyping ƒ purchase of two P.C. sketching tablets and a corporate donation of several more expected in the summer of 2007 ƒ clear curtain for the clay area in Shop L127

B.A.T. (Industrial Design)) Part A - 43 Consent Renewal Application

Improvements will continue to be made as budget allows.

The School of Applied Technology continually updates software as per industry standards and according to recommendations of Humber’s Information and Technology Services Department. The School also considers recommendations from the panels of experts that sit on the Schools’ advisory committees.

Software available to students in the lab includes:

ƒ Autodesk/Alias SketchPro 2 ƒ Solidworks 2007 – full suite ƒ AutoCad ƒ Adobe Illustrator / Photoshop ƒ Bunkspeed

B.A.T. (Industrial Design)) Part A - 44 Consent Renewal Application

Appendix 8.4 – Support Services

Not required

B.A.T. (Industrial Design)) Part A - 45 Consent Renewal Application

Appendix 8.5 – Policies on Faculty

Not required

B.A.T. (Industrial Design)) Part A - 46 Consent Renewal Application

Appendix 8.6.2.A – Exception Statements Approved by the President

Discpline Related Courses

Industrial Design is a studio-based discipline and as such, Humber is requesting that a Master’s degree be considered the terminal degree for the professional courses. This is consistent with practices as other institutions and with PEQAB’s explanation of terminal credentials which states that “the doctorate is normally the terminal academic credential in all fields or disciplines with the exception of studio disciplines where a master’s degree in the field/discipline is more typical.”

Humber recognizes the value of having faculty members with advanced degrees involved in its degree programs. The college is equally cognisant of the importance of practical experience in the field for degrees in applied areas of study and continually strives to achieve a workable balance between the two factors. For the B.A.T. (Industrial Design), this means that while Humber has hired faculty with academic credentials at least one degree higher than that offered by the program in the field or a closely related field/discipline for professional courses, the college will not require 50% of the faculty complement in the professional core to hold a doctoral degree. The rationale for this decision is based on an analysis of the credentials required to teach in similar degrees in Canada and the U.S., the need to have students trained by those who have extensive practical experience in industrial design, and the paucity of doctoral programs in industrial design. The details of this rationale are outlined in the following paragraphs.

The professional faculty in the Bachelor of Applied Technology degree program in Industrial Design are required to have practical experience in industrial design. The curriculum in this degree program combines the theoretical underpinnings of design with a strong emphasis on the practical applications of those theories in studio and, in this context, the practical experience of the faculty is a crucial component to the ultimate success of the students.

In the context of a degree in an applied area of study, a doctorate will provide greater depth for the educator, but can be at the expense of becoming detached from the working environment. Having faculty with doctoral degrees would be an asset to the program in strengthening the theoretical dimension of the program. However, this credential is not readily available in the field (there is only one Ph.D. program in industrial design in North America) and should be balanced against faculty who hold a Master’s degree and who have been able to maintain their connection with the practical delivery of design services.

Courses in the Industrial Design degree are delivered by a balance of full-time and adjunct faculty, as is the practice in other institutions. An analysis of the terminal faculty credentials at other institutions in Canada and the U.S. with industrial design baccalaureate programs shows that faculty members hold a range of credentials from diplomas and baccalaureates through to doctorates.

Of the 34 U.S. institutions offering baccalaureate degrees in industrial design studied, only 12 faculty members out of a total of 308 held a Ph.D.;147 held a Master’s degree; 88 held a baccalaureate degree; and the credentials of the remainder were not published.

Within Canada, there are 6 institutions (excluding Humber) offering degrees in Industrial Design. Five offer baccalaureates and 3 have Master’s programs. There is a slightly higher percentage

B.A.T. (Industrial Design)) Part A - 47 Consent Renewal Application of faculty members with doctorates in Canada than in the U.S., although these doctorates are not in industrial design but in other areas such as art history, engineering, management, ergonomics and anthropology. For the five institutions that publish faculty credentials, the breakdown of qualifications is as follows:

Total # of College or Baccalaureate Masters Ph.D. Unknown faculty OCAD diploma 54 6 4 21 11 6

CV Exemption Proposal:

For courses in the professional core, Humber requests that a Master’s degree be considered the terminal credential. Humber will continue to hire faculty with the appropriate mix of academic qualifications and professional experience to best reflect the orientation and requirements of the program, with a view to hiring faculty members with a Ph.D. whenever appropriate and possible. For breadth courses, Humber recognizes that the terminal academic credential is a Ph.D. and commits to the Board’s benchmark for faculty responsible for these courses.

The President has approved this exception.

Breadth Courses

Humber hired one instructor for one of the breadth courses in the first academic year of delivery who “did not hold an academic degree at least one level higher in a related field than that offered by the program.” This individual, who taught two sections of Introduction to Psychology, holds an M.D. and is a psychiatrist. In addition to his years of experience in the field, he has taught degree-level psychology courses at the University of Toronto.

The President has approved this exception.

______Robert A. Gordon President

B.A.T. (Industrial Design)) Part A - 48 Consent Renewal Application

Appendix 8.6.2.B – Faculty Qualifications: Discipline Related Courses

Faculty holding Academic Degrees higher than a Bachelor in a field of study related to the subject to be taught4

1st Academic 2nd Academic 3rd Academic 4th Academic Year of Delivery Year of Delivery Year of Delivery Year of Delivery 2003 to 2004 2004 to 2005 2005 to 2006 2006 to 2007

Highest Number Number Number Number Number Number Number Number Qualification with of with of with of with of credential Courses credential Courses credential Courses credential Courses Taught Taught Taught Taught Doctorate 3 3 3 5 1 4 Degree Master 4 13 6 23 6 34 11 45 Degree

Faculty not holding Academic Degrees higher than a Bachelor in a field of study related to the subject to be taught

1st Academic Year 2nd Academic Year 3rd Academic Year 4th Academic Year of Delivery of Delivery of Delivery of Delivery 2003 to 2004 2004 to 2005 2005 to 2006 2006 to 2007

Instructor Course Instructor Course Instructor Course Instructor Course qualification Taught qualification Taught qualification Taught qualification Taught 1.

2.

3.

…

4 Where appropriate, identify the degree deemed “terminal” by the college if other than a Masters or Doctoral program. B.A.T. (Industrial Design)) Part A - 49 Consent Renewal Application

Appendix 8.6.2.C – Faculty Qualifications: Breadth Courses

Faculty holding Academic Degrees higher than a Bachelor in a field of study related to the subject to be taught

1st Academic 2nd Academic 3rd Academic 4th Academic Year of Delivery Year of Delivery Year of Delivery Year of Delivery 2003 to 2004 2004 to 2005 2005 to 2006 2006 to 2007****

Highest Number Number Number Number Number Number Number Number Qualification with of with of with of with of credential Courses credential Courses credential Courses credential Courses Taught Taught Taught Taught Doctorate 3 4 3 4 7 13 7 11 Degree Master Degree 2 2 2* 11 14** 19 7*** 10

*2 of these faculty members are Ph.D. candidates **6 of these faculty members are Ph.D. candidates ***5 of these faculty members are Ph.D. candidates

Faculty not holding Academic Degrees higher than a Bachelor in a field of study related to the subject to be taught

1st Academic Year of 2nd Academic Year 3rd Academic Year 4th Academic Year Delivery of Delivery of Delivery of Delivery 2003 to 2004 2004 to 2005 2005 to 2006 2006 to 2007

Instructor Title of Instructor Title of Instructor Title of Instructor Title of qualifications Course qualifications Course qualifications Course qualifications Course Taught Taught Taught Taught 1. M.D., FRCP Introduction to Psychology

B.A.T. (Industrial Design)) Part A - 50 Consent Renewal Application

Appendix 8.7 – Enrolment Projections and Staffing Implications

There has been strong interest in the Industrial Design program from its inception. The program attracted 40 students in its first year of operation, meeting the projection in the original submission. First year enrolment has grown steadily since the program began, with 56 students entering the program in the last academic year. These numbers represent a deviation from the numbers originally projected. In the original submission, Humber projected growing first year enrolment to 65 students; however, the College subsequently decided that, for a number of reasons including space considerations, this was too high and revised projections to 50 first year students annually. Retention rates are slightly higher than anticipated in the original submission, resulting in a cumulative enrolment of 168 in the 4th year of operation.

To date, 6 full-time faculty members have delivered 82 course sections (or 65% of the course sections in the professional core) and 11 adjunct faculty members have delivered 45 course sections (35%). In the original submission, Humber estimated that the ratio of courses delivered by full-time faculty members to those delivered by part-time faculty members would be 70% delivered by full-time faculty to 30% part-time. The School made a conscious decision to increase the percentage of adjunct professors to ensure that it had faculty members with the best mix of academic qualifications and practical experience to deliver the courses. There is a full-time Program Coordinator for the Industrial Design degree program.

B.A.T. (Industrial Design)) Part A - 51 Consent Renewal Application

Credential Recognition

Appendix 10.1.1 – Current Regulatory or Licensing Requirements

Not required

Appendix 10.1.2 – Letters of Support from Regulatory/Licensing Bodies

Not required

B.A.T. (Industrial Design)) Part A - 52 Consent Renewal Application

Appendix 9.1.A – Credential Recognition

In the original degree submission, several institutions indicated a willingness to consider graduates of the Humber Industrial Design baccalaureate degree for admission to graduate studies and students have been made aware of these opportunities.

Carleton University has just introduced the first masters program in industrial design in Ontario and has extended an invitation to Humber graduates to apply. In addition, Humber’s School of Applied Technology will be looking outside the province to establish relationships with other institutions to promote the recognition of the credential for admission to graduate school. One student has already been accepted into a Masters program in Industrial Design at the Queensland University of Technology and another student has been accepted into the Masters program at UMEA University in Sweden.

Appendix 9.1.B – Credit Transfer Recognition

Many of Humber’s existing courses (for example, courses offered through our Liberal Arts and Science Division) have already been recognized by universities such as the University of Guelph, University of New Brunswick, York University, and the Open University of British Columbia as well as various universities in the United States and Australia, as being equivalent to their level of instruction.

For example, these institutions have recognized the courses that follow as appropriate undergraduate level courses:

The University of Guelph City Life Sociology of Consumption Sociology of the Everyday Principles of Sociology (Introductory Sociology) Astronomy Scientific Achievement (Breakthroughs in Scientific Achievement) Human Security and World Disorder Desire and Discontent Betrayal in Contemporary Fiction Money, Markets and Democracy

University of New Brunswick Sociology of Health City Life Sociology of Consumption Scientific Achievement Ethics and Moral Theory Power 1 and 2 Human Security and World Disorder Philosophy of Love and Sex Desire and Discontent Betrayal in Contemporary Fiction Trauma and Memory in Fiction

B.A.T. (Industrial Design)) Part A - 53 Consent Renewal Application

The Good Life Leadership

York University The Good Life Human Security and World Disorder Knowing and Believing Ethics and Moral Theory How is Society Possible? Power 1 and 2 Trauma and Memory in Fiction Betrayal in Contemporary Fiction Introduction to Psychology Social Psychology City Life Sociology of Consumption Introduction to Sociology Introduction to Politics

Appendix 9.1.C – Policy on Informing Students of any Provisions for Credential Recognition and Credential Transfer

Not required

B.A.T. (Industrial Design)) Part A - 54 Consent Renewal Application

Program Evaluation

Appendix 11.1 – Periodic Review Policy and Schedule

Not required

Appendix 11.2 – Update on Program Evaluation Measures

Although a full program review has not yet taken place since the first cohort of students just graduated this spring, a number of interim measures have been used to evaluate the quality and appropriateness of the program. These include:

ƒ Annual review of the Student Feedback Questionnaires. The feedback forms were developed in consultation with a broad range of stakeholders in the College community and encompass questions about the physical facilities available and the quality of teaching and learning, including information about whether or not:

• the course outline was followed; • the professor was prepared for classes; • the professor’s teaching style helped students to learn; • assignment expectations were clear; • enough feedback was given to help students to improve; • students were treated with courtesy; • students were treated fairly; • the professor was available for consultation outside of the classroom; • class time was as scheduled; • the professor managed student classroom behaviour well; • computer software used by a professor helped students to learn; • tests were clearly worded; • assignments were returned within a reasonable time.

The student feedback form also asks students to rate their own performance in the course under review and asks for feedback about what they liked most about the course and how it might be improved. The results of these questionnaires are reviewed by the Vice President, Academic, academic managers in the School and faculty members. ƒ Review of course outlines by both the Planning and Development Department and the Degree Council. Before being approved, every course outline is reviewed by members of the Planning & Development Department as well as the Degree Council to ensure: o the program and the content of the courses meet the degree level standard and are appropriate to the field of study; o the program includes the required balance of breadth and professional courses; o the course outlines meet the requirements of the degree course outline template including a review of such things as congruence between course descriptions, learning outcomes, evaluation strategies and level of the course, the inclusion of

B.A.T. (Industrial Design)) Part A - 55 Consent Renewal Application

underlying theory, current research, and business/career applications, modes of delivery, inclusion of generic skills, the currency of texts and other resources; o the program meets regulatory, accreditation or association requirements (where applicable); o the program and courses have been approved by an advisory committee; and o the program includes a paid work placement.

ƒ Every year program coordinators and faculty members review the degree program courses to ensure that the most up-to-date textbooks and course materials are included in the delivery of the course. Courses are benchmarked against similar courses in Ontario universities as well as the University of Guelph-Humber if appropriate. Detailed plans and schedules are developed annually for the renewal and upgrading of program- related resources such as library, computers, classrooms, labs and equipment.

ƒ Informal and formal advisory committee feedback. The Advisory Committee for the Industrial Design degree has met throughout the four years of the program with the most recent meeting being June 14, 2007. In addition, throughout the first years of the program, the program coordinator has had informal discussions with and sent broadcast e-mail updates to advisory committee members and other industry representatives to discuss developments in the program.

B.A.T. (Industrial Design)) Part A - 56 Consent Renewal Application

PART B

APPLICATION FOR NEW CONSENT FOR A CURRENT CONSENT PROGRAM

B.A.T. (Industrial Design)) Part B Consent Renewal Application

Table of Contents – Part B Page

Submission Checklist for Part B...... 1

Record of Changes to the Current consent Program and Required Submission Elements ...... 5

Record of Proposed Changes: Academic Freedom and Student Protection...... 10

Organization and Program Information

1.1 Submission Title Page...... 14

Executive Summary

2.1 Executive Summary ...... 15

Program Abstract

3.1 Program Abstract ...... 16

Program Degree Level Standard

4.1 Degree Level Standard Summary ...... 17 4.2 Samples of Student Work...... 17

Admission, Promotion and Graduation Standard

5.1 Admissions 5.1.1 Admissions Requirements Direct Entry ...... 18 5.1.2 Admissions Policies and Procedures for Mature Students ...... 18 5.2 Credit Transfer/Recognition 5.2.1 Credit Transfer/Recognition Policies and Procedures...... 18 5.2.2 Advanced Placement Policies ...... 18 5.2.3 Degree Completion Arrangements ...... 18 5.2.4 Gap Analysis...... 18 5.2.5 Bridging Courses ...... 18 5.3 Promotion and Graduation Requirements...... 18

Program Content Standard

6.3 Program Content Summary Material 6.3.1 Program Level Learning Outcomes...... 19 6.3.2 Course Descriptions ...... 19 6.3.3 Academic Course Schedule Information 6.3.3.1 Program Hours/Credit Conversion Justification...... 58

B.A.T. (Industrial Design) Part B - i Consent Renewal Application

6.4 Course Outlines Industrial Design Method ...... 73 Technical Communication 1...... 80 Visual Communication 1 ...... 85 Aesthetic Principles and Elements ...... 91 Scaled Construction 1...... 97 History of Art ...... 102 Industrial Design Studio 1...... 108 Technical Communication 2...... 115 Visual Communication 2 ...... 120 History of Technology ...... 125 Scaled Construction 2...... 132 Industrial Design Studio 2...... 137 Project Presentation 1...... 145 Computer Aided Design Studio 1...... 151 Commercial Graphics ...... 157 Manufacturing Fundamentals ...... 164 Industrial Design Studio 3...... 170 Introduction to Systems ...... 176 Computer Aided Design Studio 2...... 182 Project Presentation 2...... 188 Design for Production 1 ...... 193 Ergonomic Principles ...... 199 Industrial Design Studio 4...... 205 Introduction to Vehicle Design ...... 211 Computer Aided Design Studio 3...... 219 Multimedia Application...... 225 Design for Production 2 ...... 231 Marketing ...... 237 Industrial Design Studio 5...... 243 Vehicle Design Studio 1...... 248 Portfolio Development 1...... 255 Environmental Practices ...... 261 Professional Practices...... 268 Interdisciplinary Practices...... 276 Industrial Design Practice 1 ...... 282 Vehicle Design Studio 2...... 289 Design Thesis 1...... 295 Case Studies in Design...... 300 Economics of Industrial Design...... 308 Industrial Design Practice 2 ...... 315 Vehicle Design Studio 3...... 322 Design Thesis 2...... 327 Portfolio Development 2...... 332 Design Research Analysis...... 339 Design Management...... 346 Academic Writing and Critical Reasoning...... 356 Astronomy: Discovering Our Place in the Universe ...... 360 Betrayal in Contemporary Fiction...... 365

B.A.T. (Industrial Design) Part B - ii Consent Renewal Application

Brainstorm...... 373 Breakthroughs in Twentieth Century Science...... 375 Business and Politics...... 380 Canadian Studies...... 386 City Life...... 388 Communications: Technology and Culture ...... 394 Composition and Literature...... 396 The Corporation in Society ...... 400 Desire and Discontent...... 409 Developmental Psychology...... 417 Ethics and Moral Theory...... 425 Film Survey and Analysis...... 431 The Good Life ...... 433 How is Society Possible? Conflict, Cooperation & Social Theory...... 439 Human Security and World Disorder ...... 446 Influence of Mass Media on Canadian Culture ...... 453 Introduction to Environmental Studies ...... 464 Introduction to Politics...... 474 Introduction to Psychology...... 480 Introduction to Sociology...... 489 Knowing and Believing: Epistomology...... 495 Leadership ...... 499 Money, Markets, and Democracy ...... 507 Philosophy of Law...... 514 Power 1...... 516 Power 2...... 525 Research Methods...... 533 Social Psychology...... 540 Sociology of Consumption ...... 548 Sociology of the Everyday ...... 555 Sociology of Technology...... 564 Quantitative Methods & Statistics ...... 573 Statistics...... 579 Theories of Beauty...... 587 6.5 Work Experience Required for Degree Completion 6.5.1 Program Structure Requirement...... 593 6.5.2 Support for Work Experience...... 593 6.5.3 Work Experience Outcomes and Evaluation ...... 593

Program Delivery Standard

7.1 Quality Assurance for Program Delivery 7.1.1 Quality Assurance Policies ...... 594 7.1.2 Policy on Student Feedback...... 594 7.1.3 Student Feedback Instruments...... 594 7.2 On-line Delivery 7.2.1 a – Listing of the Courses Incorporating Distance Delivery...... 594 b – On-line Learning Policies and Practices ...... 594

B.A.T. (Industrial Design) Part B - iii Consent Renewal Application

7.2.2 Academic Community Policies ...... 594

Capacity to Deliver Standard

8.2 Learning and Information Resources 8.2.1 Library Resources...... 595 8.2.2 Computer Access ...... 596 8.2.3 Classroom Space ...... 596 8.2.4 Laboratories/Equipment...... 596 8.4 Support Services ...... 597 8.5 Policies on Faculty...... 598 8.6 Curriculum Vitae for Faculty Assigned to This Degree Program 8.6.1 CV Release...... 599 8.6.2.A Curriculum Vitae Exception Statements...... 599 8.6.2.B Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development for DW Courses...... 599 8.6.2.C Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development for DO and DL Courses...... 599 8.6.2.D Curriculum Vitae for Program Development Consultants ...... 599 8.6.2.E Curriculum Vitae for On-line Learning Professional and Technical Staff ...... 599 8.7 Enrolment Projections and Staffing Implications ...... 600

Regulation and Accreditation Standard

10.1 Regulatory or Licensing Requirements 10.1.1 Current Regulatory or Licensing Requirements...... 601 10.1.2 Letters of Support from Regulatory/Licensing Bodies...... 601

Program Evaluation Standard

11.1 Periodic Review Policy and Schedule ...... 602

Academic Freedom and Integrity Standard

12.1 Policy on Academic Freedom and Academic Honesty 12.1.1 Academic Freedom Policy ...... 603 12.1.2 Academic Honesty Policy ...... 603 12.1.3 Academic Honesty Procedure ...... 603 12.2 Policy on Intellectual Products ...... 603 12.3 Policy on Ethical Research Practices...... 603

Student Protection Standard

13.1 Academic Calendar Information ...... 604 13.1.1 a – Credential Recognition Information ...... 604 b – Organization Information ...... 604 13.2 Student Protection Policies 13.2.1 Dispute Resolution...... 604

B.A.T. (Industrial Design) Part B - iv Consent Renewal Application

13.2.2 Fees and Charges ...... 604 13.2.3 Student Dismissal ...... 604 13.2.4 Withdrawals and Refunds...... 604 13.3 Student Protection Information...... 604

B.A.T. (Industrial Design) Part B - v Consent Renewal Application

Submission Checklist for Part B

Item Name and Binder Tab Status Submission Checklist for Part B [3] Attached Record of Changes to the Current consent Program and Required [3] Attached Submission Elements Record of Proposed Changes: Academic Freedom and Student [3] Attached Protection Title Page Appendix 1.1 Submission Title Page [3] Not required [ ] Attached Appendix 1.2 Table of Contents [3] Not required [ ] Attached Executive Summary Appendix 2.1 Executive Summary [3] Not required [ ] Attached Program Abstract Appendix 3.1 Program Abstract [3] Not required [ ] Attached Program Degree Level Standard Appendix 4.1 Degree Level Standard Summary [3] Not required [ ] Attached Appendix 4.2 Samples of Student Work [3] Attached Admissions, Promotion, Graduation Standard Appendix 5.1.1 Admissions Requirements Direct Entry [3] Not required [ ] Attached Appendix 5.1.2 Admissions Policies and Procedures for Mature [3] Not required Students [ ] Attached Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures [3] Not required [ ] Attached Appendix 5.2.2 Advanced Placement Policies [3] Not required [ ] Attached Appendix 5.2.3 Degree Completion Arrangements [3] Not required [ ] Attached Appendix 5.2.4 Gap Analysis [3] Not required [ ] Attached Appendix 5.2.5 Bridging Courses [3] Not required

B.A.T. (Industrial Design) Part B - 1 Consent Renewal Application

[ ] Attached Appendix 5.3 Promotion and Graduation Requirements [3] Not required [ ] Attached Program Content Appendix 6.3.1 Program Level Learning Outcomes [3] Not required [ ] Attached Appendix 6.3.2 Course Descriptions [3] Attached Appendix 6.3.1.1 Program Hour/Credit Conversion Justification [3] Not required [ ] Attached Appendix 6.3.3.2 Academic Course Schedule [3] Attached Appendix 6.4 Course Outlines [3] Attached Appendix 6.5.1 Program Structure Requirement [3] Attached Appendix 6.5.2 Support for Work Experience [3] Not required [ ] Attached Appendix 6.5.3 Work Experience Outcomes and Evaluation [3] Not required [ ] Attached Program Delivery Standard Appendix 7.1.1 Quality Assurance Policies [3] Not required [ ] Attached Appendix 7.1.2 Policy on Student Feedback [3] Not required [ ] Attached Appendix 7.1.3 Student Feedback Instruments [3] Not required [ ] Attached Appendix 7.2.1.a Listing of the courses incorporating distance delivery [3] Not required [ ] Attached Appendix 7.2.1.b On-line Learning Policies and Practices [3] Not required [ ] Attached Appendix 7.2.2 Academic Community Policies [3] Not required [ ] Attached Capacity to Deliver Standard Appendix 8.2.1 Library Resources [ ] Not required [3] Attached Appendix 8.2.2 Computer Access [3] Not required [ ] Attached Appendix 8.2.3 Classroom Space [3] Not required [ ] Attached

B.A.T. (Industrial Design) Part B - 2 Consent Renewal Application

Appendix 8.2.4 Laboratories/Equipment (where applicable) [ ] Attached Appendix 8.4 Support Services [3] Not required [ ] Attached Appendix 8.5 Policies on Faculty [3] Not required [ ] Attached Appendix 8.6.1 CV Release [3] Not required [ ] Attached Appendix 8.6.2.A Curriculum Vitae Exception Statements [3] Not required [ ] Attached Appendix 8.6.2.B Curriculum Vitae for Faculty Responsible for [3] Not required Teaching and Curriculum Development of DW Courses [ ] Attached Appendix 8.6.2.C Curriculum Vitae for Faculty Responsible for [3] Not required Teaching and Curriculum Development of DO and DL Courses [ ] Attached Appendix 8.6.2.D Curriculum Vitae for Program Development [3] Not required Consultants [ ] Attached Appendix 8.6.2.E Curriculum Vitae for On-line Learning Professional [3] Not required and Technical Staff [ ] Attached Appendix 8.7 Enrolment Projections and Staffing Implications [3] Attached Credential Recognition Standard Not required Regulation and Accreditation Standard Appendix 10.1.1 Current Regulatory or Licensing Requirements [3] Not required [ ] Attached Appendix 10.1.2 Letters of Support from Regulatory/Licensing Bodies [3] Not required [ ] Attached Program Evaluation Standard Appendix 11.1 Periodic Review Policy and Schedule [3] Not required [ ] Attached Academic Freedom and Integrity Standard Appendix 12.1.1 Academic Freedom Policy [3] Not required [ ] Attached Appendix 12.1.2 Academic Honesty Policy [3] Not required [ ] Attached Appendix 12.1.3 Academic Honesty Procedure [3] Not required [ ] Attached Appendix 12.2 Policy on Intellectual Products [3] Not required [ ] Attached Appendix 12.3 Policy on Ethical Research Practices [3] Not required

B.A.T. (Industrial Design) Part B - 3 Consent Renewal Application

[ ] Attached Student Protection Standard Appendix 13.1 Academic Calendar Information [3] Not required [ ] Attached Appendix 13.1.A Credential Recognition Information [3] Not required [ ] Attached Appendix 13.1.B Organization Information [3] Not required [ ] Attached Appendix 13.2.1 Dispute Resolution [3] Not required [ ] Attached Appendix 13.2.2 Fees and Charges [3] Not required [ ] Attached Appendix 13.2.3 Student Dismissal [3] Not required [ ] Attached Appendix 13.2.4 Withdrawals and Refunds [3] Not required [ ] Attached Appendix 13.3 Student Protection Information [3] Not required [ ] Attached Economic Need Not required Non-Duplication of Programs Not required Optional Material 16.1 etc. (as required) [3] Not required [ ] Attached

B.A.T. (Industrial Design) Part B - 4 Consent Renewal Application

Record of Proposed Changes to the Current Consent Program and Required Submission Elements

Are you proposing to change the title of the program? [ ] Yes [3] No

If yes, attach Appendix 1.1 Submission Title Page [ ] Attached Are you proposing to change the location of the program? [ ] Yes [3] No

If yes, attach Appendix 1.1 Submission Title Page [ ] Attached Are you proposing to change the content of the program? [ ] Yes [3] No

If yes, attach:

Appendix 2.1 Executive Summary [ ] Attached and Appendix 3.1 Program Abstract [ ] Attached Degree Level Standard Are you proposing to change the content of the program? [ ] Yes [3] No

If yes, attach Appendix 4.1 Degree Level Summary [ ] Attached Appendix 4.2 Samples of Student Work Statement [3] Attached Admissions, Promotion, Graduation Standard Are you proposing to make any revisions, deletions or additions to the [ ] Yes [3] No direct entry admission requirements?

If yes, attach Appendix 5.1.1 Admission Requirements Direct Entry and [ ] Attached an explanation of the change Are you proposing to make any revisions, deletions or additions to the [ ] Yes [3] No advanced standing admission requirements?

If yes, attach, where applicable, a brief explanation of the change(s): ƒ Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures [ ] Attached [ ] Not applicable ƒ Appendix 5.2.2 Advanced Placement Policies [ ] Attached [ ] Not applicable ƒ Appendix 5.2.3 Degree Completion Arrangements [ ] Attached [ ] Not applicable ƒ Appendix 5.2.4 Gap Analysis [ ] Attached [ ] Not applicable ƒ Appendix 5.2.5 Bridging Courses [ ] Attached [ ] Not applicable Are you proposing to make any revisions to the program level learning [ ] Yes [3] No outcomes?

B.A.T. (Industrial Design) Part B - 5 Consent Renewal Application

If yes, attach as Appendix 6.3.1 Program Level Learning Outcomes, a [ ] Attached table that indicates the program outcomes and the corresponding courses, course segments or workplace requirements that contribute to the outcome. Are you planning to make any revisions to the academic calendar [ ] Yes [3] No descriptions of the courses in the program?

Attach as Appendix 6.3.2 Course Descriptions, a table that indicates [3] Attached course descriptions as these may appear in an academic calendar by semester for each academic year. Are you proposing to make any revisions to the program hour/credit [ ] Yes [3] No conversion formula for the program?

If yes, attach as Appendix 6.3.3.1 Program Hour/Credit Conversion [ ] Attached Justification, answers to the questions contained in that appendix and, where appropriate, a table with the information requested. Are you proposing to make any revisions to the academic course [ ] Yes [3] No schedule of the program?

If no, attached as Appendix 6.3.3.2 Academic Course Schedule, the [3] Attached current (and continuing) course schedule; or [ ] Not applicable

If yes, attach as Appendix 6.3.3.2 Academic Course Schedule, the [ ] Attached revised course schedule (please denote the new courses – e.g., bold or [ ] Not applicable colour) Attach as Appendix 6.4, the outlines of the courses in the program for [3] Attached which you are applying for consent.

Note 1: Immediately after giving the “Course Title” in the first line of the standard template of Appendix 6.4, please include the relevant option from the following four: ƒ No change (indicates that, apart from normal updating, the course has ƒ remained the same as that approved in the original application) ƒ Changed (indicates that there has been a significant addition or change in ƒ the content or method of delivery of the course that was approved in the original consent application) ƒ Added (indicates that the course was not part of the original consent ƒ application but was subsequently added to the program) ƒ New ( indicates that the courses has never been a part of the program) Note 2: If a course outline has already been supplied in Part A of the application, it need not be replicated here. In such cases, simply complete the first two lines of Appendix 6.4: ƒ Line 1: “Course Title” followed by the annotations (i) “no change” and (ii) a page reference to where it can be found in the submission, and

B.A.T. (Industrial Design) Part B - 6 Consent Renewal Application

ƒ Line 2: “Year and Semester”. The subsequent sections of Appendix 6.4 are not required. Attach as Appendix 6.5.1, Program Structure Requirement, a table [3] Attached indicating the structure for the proposed renewed program including the identification of: ƒ On-campus semesters; ƒ Vacation semesters; and ƒ Paid full-time consecutive work experience(s). Are you proposing to make any revisions to the support for work [ ] Yes [3] No experience?

If “yes”, attach as Appendix 6.5.2, Support for Work Experience, a [ ] Attached summary of the types of placements students will be seeking, the college’s plans to develop placement opportunities for students, and the level of support the college will extend to students seeking placements. Are you proposing to make any revisions, deletions, or additions to the [ ] Yes [3] No work experience outcomes and/or the method of evaluating students during their placements?

If “yes”, attach Appendix 6.5.3, Work Experience Outcomes and [ ] Attached Evaluation, and a brief explanation of the change(s). Program Delivery Standard Are you proposing to make any revisions, deletions, or additions to the [ ] Yes [3] No policies pertaining to program delivery quality assurance?

If “yes”, attach Appendix 7.1.1 Quality Assurance Policies, and a brief [ ] Attached explanation of the change(s). Are you proposing to make any revisions, deletions, or additions to the [ ] Yes [3] No policies pertaining to student feedback?

If “yes”, attach Appendix 7.1.2 Policy on Student Feedback, and a brief [ ] Attached explanation of the change(s). Are you proposing to make any revisions, deletions, or additions to the [ ] Yes [3] No student feedback instruments?

If “yes”, attach Appendix 7.1.3 Student Feedback Instruments, and a [ ] Attached brief explanation of the change(s). Are you proposing: a. either to introduce the delivery of courses using internet, [ ] Yes [3] No asynchronous, distance or distributed delivery where none was reviewed and approved for the current consent? b. or, if such delivery methods were part of the current consent, to [ ] Yes [3] No i. make available at least double the number of requirements/courses in which any of these delivery methods is the principle method of delivery, or

B.A.T. (Industrial Design) Part B - 7 Consent Renewal Application

ii. make available more than 50% of the program requirements [ ] Yes [3] No using any of these methods, regardless of the number proposed during the application and review process?

If “yes” to any of the above: ƒ attach Appendix 7.2.1.a, a listing of the courses incorporating [ ] Attached distance delivery; ƒ attach Appendix 7.2.1.b, On-line Learning Policies and [ ] Attached Procedures; ƒ attach Appendix 7.2.2, Academic Community Policies; [ ] Attached ƒ attach Appendix 8.6.2.E, Curriculum Vitae for On-line Learning [ ] Attached Professional and Technical Staff Capacity to Deliver Standard Are you proposing to make any revisions, deletions, or additions to your [3] Yes [ ] No organization’s detailed plans and schedule for the renewal and upgrading of its library resources?

If “yes”, attach Appendix 8.2.1 - Library Resources. [3] Attached Are you proposing to make any revisions, deletions, or additions to your [ ] Yes [3] No organization’s detailed plans and schedule for the renewal and upgrading of its computers and computer access?

If “yes”, attach Appendix 8.2.2 – Computer Access [ ] Attached Are you proposing to make any revisions, deletions, or additions to your [ ] Yes [3] No organization’s detailed plans and schedule for the renewal and upgrading of its classroom requirements?

If “yes”, attach Appendix 8.2.3 – Classroom Space [ ] Attached Are you proposing to make any revisions, deletions, or additions to your [ ] Yes [3] No organization’s detailed plans and schedule for the renewal and upgrading of its laboratories/equipment requirements?

If “yes”, attach Appendix 8.2.4 – Laboratories/Equipment [ ] Attached Are you proposing to make any revisions, deletions, or additions to the [ ] Yes [3] No support services available to students?

If “yes”, attach Appendix 8.4 Support Services, and a brief explanation [ ] Attached of the change(s). Are you proposing to make any revisions, deletions, or additions to the [ ] Yes [3] No policies on faculty identified in Appendix 8.5?

If “yes”, attach Appendix 8.5 Policies on Faculty, and a brief explanation [ ] Attached of the change(s). Are you required to attach an Appendix 6.4? [ ] Yes [3] No

B.A.T. (Industrial Design) Part B - 8 Consent Renewal Application

If “yes”, then attach those that are relevant from the following:

Appendix 8.6.1 – CV release [ ] Attached [3] Not required

Appendix 8.6.2 A – Curriculum Vitae Exceptions [ ] Attached [3] Not required

Appendix 8.6.2 B – Curriculum Vitae for Faculty responsible for [ ] Attached Teaching and Curriculum Development of DW courses [3] Not required

Appendix 8.6.2 C – Curriculum Vitae for Faculty responsible for [ ] Attached Teaching and Curriculum Development of DO and DL courses [3] Not required

Appendix 8.6.2 D Curriculum Vitae for Program Development [ ] Attached Consultants [3] Not required Attach as Appendix 8.7.2 Enrolment Projections and Staffing [3] Attached Implications

Program Design and Credential Recognition Not Applicable Regulation and Accreditation Standard Are you proposing to make any revisions or additions to the requirements [ ] Yes [3] No set by regulatory bodies associated with this program?

If “yes”, attach: Appendix 10.1.1 Current Regulatory or Licensing Requirements, and a [ ] Attached brief explanation of the change and Appendix 10.1.2 Letters of Support From Regulatory/Licensing Bodies [ ] Attached Program Evaluation Standard Are you proposing to make any revisions, deletions, or additions to the [ ] Yes [3] No policies and/or procedures pertaining to program evaluation?

If “yes”, attach Appendix 11.1 Periodic Review Policy and Schedule, and [ ] Attached a brief explanation of the change(s). Economic Need Not applicable Non-Duplication of Programs Not applicable

B.A.T. (Industrial Design) Part B - 9 Consent Renewal Application

Record of Proposed Changes to the Current Consent Program and Required Submission Elements: Academic Freedom and Integrity and Student Protection

Academic Freedom and Integrity

The applicant 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.

Benchmarks for assessing academic freedom and integrity The applicant has a policy on academic freedom that recognizes and protects the rights of individuals in their pursuit of knowledge without fear of reprisals by the applicant or by third parties, and the right of individuals to communicate acquired knowledge and the results of research freely. The applicant has appropriate policies pertaining to academic honesty and procedures for their enforcement. The applicant provides an appropriate plan for informing students and faculty about and ensuring their understanding of the policies and procedures concerning academic honesty. The applicant has an appropriate policy on the ownership of the intellectual products of employees and students. Where appropriate, there are formal ethical research standards, as evidenced by police on human research participants, the use of animals in research, and the management of research funds.

Have you received a ministerial consent for a program post-pilot project? [3] Yes [ ] No

If “no”, you are required to establish your institutional policies for this standard as a part of your renewed application. This is to be done by attaching the following appendices: ƒ 12.1.1 Academic Freedom Policy [ ] Attached ƒ 12.1.2 Academic Honesty Policy [ ] Attached ƒ 12.1.3 Academic Honesty Procedure, [ ] Attached ƒ 12.2 Policy on Intellectual Products, [ ] Attached ƒ 12.3 Policy on Ethical Research Practices [ ] Attached

If “yes” in the row above, complete the following rows. Have there been any revisions, deletions, or additions to the policies [ ] Yes and/or procedures pertaining to academic freedom? [3] No

If “yes”, attach Appendix 12.1.1 Academic Freedom Policy, and a brief [ ] Attached explanation of the change(s). Have there been any revisions, deletions, or additions to the policies [ ] Yes and/or procedures pertaining to academic honesty? [3] No

B.A.T. (Industrial Design) Part B - 10 Consent Renewal Application

If “yes”, attach Appendix 12.1.2 Academic Honesty Policy, and a brief [ ] Attached explanation of the change(s). Have there been any revisions, deletions, or additions to the policies [ ] Yes and/or procedures pertaining to students’ awareness of the policies and [3] No procedures pertaining to academic honesty?

If “yes”, attach Appendix 12.1.3 Academic Honesty Procedure, and a [ ] Attached brief explanation of the change(s). Have there been any revisions, deletions, or additions to the policies [ ] Yes and/or procedures pertaining to intellectual products? [3] No

If “yes”, attach Appendix 12.2 Policy on Intellectual Products, and a brief [ ] Attached explanation of the change(s). Have there been any revisions, deletions, or additions to the policies [ ] Yes and/or procedures pertaining to ethical research practices? [3] No

If “yes”, attach Appendix 12.3 Policy on Ethical Research Practices, and [ ] Attached a brief explanation of the change(s).

Student Protection

The applicant values and upholds integrity and ethical conduct in its relations with students.

Benchmarks for assessing student protection 1. Information provided in any advertising, brochures, calendars, and other publications about the formal recognition of credits or credentials specifically mentions the party granting such recognition. 2. Key information about the applicant's organization, policies, and programs is published in its academic year calendar and is otherwise readily available to students and the public, specifically including: a. the organization's mission and goals statement; b. a history of the organization and its governance and academic structure; c. a general description of each degree program (e.g., purpose, outcomes, length); d. the academic credentials of faculty and senior administrators; and e. individual descriptions of all subjects in these programs and their credit value. 3. The applicant has satisfactory policies and procedures that protect student and consumer interests in the following areas: a. the resolution of students' academic appeals, complaints, grievances, and/or other disputes; b. payment schedule of fees and charges; c. student dismissal; and d. withdrawals and refunds. 4. Prior to registration, students are provided with and confirm in writing their awareness of policies (and procedures) pertaining to:

B.A.T. (Industrial Design) Part B - 11 Consent Renewal Application

a. method of course delivery; b. academic honesty; c. admissions; d. credit transfer arrangements with and recognition by other institutions; e. credit transfer arrangements for incoming students; f. prior learning assessment; g. entrance examinations; h. dispute resolution; i. grading; j. intellectual property rights; k. the ability of international students admitted to the program to meet program requirements for degree completion; l. payment of fees and charges; m. scholarships and other financial assistance; n. student complaints and grievances; o. student dismissal; p. student support and services; q. tuition; and r. withdrawals and refunds. Have you received a ministerial consent for a program post-pilot project? [3] Yes [ ] No If “no”, you are required to establish your institutional policies for this standard as a part of your renewed application. This is to be done by attaching the following appendices: ƒ 13.1 Academic Calendar Information [ ] Attached ƒ 13.2.1 Dispute Resolution [ ] Attached ƒ 13.2.2 Fees and Charges [ ] Attached ƒ 13.2.3 Student Dismissal [ ] Attached ƒ 13.2.4 Withdrawals and Refunds [ ] Attached ƒ 13.4 Student Protection Information [ ] Attached

If “yes” in the row above, complete the following rows. Are you proposing to make any changes to the policy of providing in any [ ] Yes advertising, brochures, calendars, and other publications about the [3] No formal recognition of credits or credentials specifically mentions the party granting such recognition.

If “yes”, attach as Appendix 13.1.a., Credential Recognition Information, [ ] Attached an explanation of and rationale for the change. Are you proposing to make any changes to the policy that key [ ] Yes information about the applicant's organization, policies, and programs is [3] No published in its academic year calendar and is otherwise readily available to students and the public, specifically including: the organization's mission and goals statement; a history of the organization and its governance and academic structure; a general description of each degree program (e.g., purpose, outcomes, length);

B.A.T. (Industrial Design) Part B - 12 Consent Renewal Application

the academic credentials of faculty and senior administrators; and individual descriptions of all subjects in these programs and their credit value.

If “yes”, attach as Appendix 13.1.b, Organization Information, an [ ] Attached explanation of and rationale for the change. Are you proposing to make any revisions, deletions, or additions to the [ ] Yes policies and/or procedures pertaining to dispute resolution? [3] No

If “yes”, attach Appendix 13.2.1 Dispute Resolution, and a brief [ ] Attached explanation of the change(s). Are you proposing to make any revisions, deletions, or additions to the [ ] Yes policies and/or procedures pertaining to payment schedule of fees and [3] No charges?

If “yes”, attach Appendix 13.2.2 Fees and Charges, and a brief [ ] Attached explanation of the change(s). Are you proposing to make any revisions, deletions, or additions to the [ ] Yes policies and/or procedures pertaining to student dismissal from the [3] No program?

If “yes”, attach Appendix 13.2.3 Dismissal, and a brief explanation of the [ ] Attached change(s). Are you proposing to make any revisions, deletions, or additions to the [ ] Yes policies and/or procedures pertaining to withdrawals and refunds? [3] No

If “yes”, attach Appendix 13.2.4 Withdrawals and Refunds, and a brief [ ] Attached explanation of the change(s). Are you proposing to make any revisions, deletions, or additions to the [ ] Yes policies and/or procedures pertaining to the requirement that students [3] No confirm their awareness of all policies specified in Appendix 13.3?

If “yes”, attach Appendix 13.3 Confirmation of Awareness, and a brief [ ] Attached explanation of the change(s).

B.A.T. (Industrial Design) Part B - 13 Consent Renewal Application

Title Page

Appendix 1.1 – Submission Title Page

Not required

B.A.T. (Industrial Design) Part B - 14 Consent Renewal Application

Executive Summary

Appendix 2.1 – Executive Summary

Not required

B.A.T. (Industrial Design) Part B - 15 Consent Renewal Application

Program Abstract

Appendix 3.1 – Program Abstract

Not required

B.A.T. (Industrial Design) Part B - 16 Consent Renewal Application

Program Degree Level Standard

Appendix 4.1 – Degree Level Summary

Not required

Appendix 4.2 – Samples of Student Work

With regard to students registered in the new consent program, the organization will have on file and available upon request samples of assessed, individual student work in the terminal stage of the program, that reflects exemplary, average, and minimally acceptable performance, and demonstrates that the degree level standard has been achieved.

B.A.T. (Industrial Design) Part B - 17 Consent Renewal Application

Admission, Promotion, Graduation Standard

Appendix 5.1.1 – Admission Requirements Direct Entry

Not required

Appendix 5.1.2 – Admission Policies and Procedures for Mature Students

Not required

Appendix 5.2.1 – Credit Transfer/Recognition Policies and Procedures

Not required

Appendix 5.2.2 – Advanced Placement Policies

Not required

Appendix 5.2.3 – Degree Completion Arrangements

Not required

Appendix 5.2.4 – Gap Analysis

Not required

Appendix 5.2.5 – Bridging Courses

Not required

Appendix 5.3 – Promotion and Graduation Requirements

Not required

B.A.T. (Industrial Design) Part B - 18 Consent Renewal Application

Program Content Standard

Appendix 6.3.1 – Program Level Learning Outcomes

Not required

Appendix 6.3.2 – Course Descriptions

Year and Semester Course Title Calendar Course Description YEAR 1 Semester 1 Industrial Design Method Industrial Design Method is a course of examining and learning industrial design from its origins in ancient artifacts, tools, craftwork, furniture, and flatware to the “machine ethic” of Bauhaus and art movements like Art Deco, Modernism and Post Modern that have influenced today’s products. Each period has its technological base, attendant theory and methodology grounded in, social, political and business imperatives of its day. The construct in the equation is creative thought expressed through utilitarian objects. From this backdrop, learning will focus on contemporary stages in product development derived from the “scientific method” wherein problem recognition and statement is followed by inquiry and idea generation through a creative process which will render several alternatives to be discussed, tested and evaluated. Thinkers in creative cognition and design method will form a foundation for design processes in the development of product semantics. Semester 1 Technical Communication 1 Technical Communication 1 is a course of increasingly advanced modules leading to mastery of fundamental geometric and scaled projected drawings representing existing objects in three dimensions. With a background in the history and

B.A.T. (Industrial Design) Part B - 19 Consent Renewal Application

Year and Semester Course Title Calendar Course Description derivation of mechanical drafting, drawings will be plotted, projected and manipulated using drawing conventions that follow CSA, ISO standards of symbology and graphical communication. Concept and principles combine to develop skill and ensure compliance with recognized conventions representing objects drawn for production. Semester 1 Visual Communication 1 Visual Communication1 is an applied course of learning focused on enhancing competencies in visualization, manipulation and presentation of ideas and concepts. Drawing elements and principles of central point projection (perspective) are explored in an historical and social context then applied to three dimensional spaces and objects in contemporary design. Viewer orientation in relation to the drawn subject is calculated and represented graphically to illustrate a product or interior space in a variety of disciplines. Emphasis is placed on the intrinsic communicative qualities of three-dimensional visualizations as a vital augmentation to linguistic and quantitative paradigms. Semester 1 Aesthetic Principles and Aesthetic Principles and Elements is a Elements course in creative thinking through self-awareness and psychological alignment which foster creative, original ideas centred on the discrete elements of design and the principles which are manipulated to create compositions that influence viewers in predictable ways. From a backdrop of nature’s structures, societal references on art and design from leading thinkers in creativity and the study of aesthetic principles, abstract imagery is used to guide learners into unique visual solutions with universal meaning. Colour studies lead to a

B.A.T. (Industrial Design) Part B - 20 Consent Renewal Application

Year and Semester Course Title Calendar Course Description physical understanding of the visible light spectrum and its relationship to direct and reflected light sources as applied in practical design applications. Semester 1 Scaled Construction 1 Scaled Constructions 1 is a foundation program of instruction regarding materials, tools, equipment and practices in constructing scaled models to illustrate the visual impact, size and ergonomic characteristics of products. In the context of design modeling employed by the design industry, material characteristics are aligned with appropriate processes and tools to accurately and safely fashion wood, plastic, and composite materials for the purposes required in communicating the aesthetic and functional characteristics of design. Semester 1 History of Art History of Art is an historical course of study and analysis of artistic endeavours that represent human values, conflicts and aspirations. Art and architecture are examined from early cultures to the end of the twentieth century to provide a broad awareness, understanding and appreciation for the aesthetic ideals of civilization. Subjects of analysis will be compared and contrasted to morals, values and belief paradigms of the time in which they were created. In this framework, the student will be able to fully contextualize their own work as creators of tomorrow’s artifacts. Semester 1 Introduction to Psychology See table of breadth course descriptions below. Semester 2 Industrial Design Studio 1 Industrial Design Studio 1 studies, analyses, selects and applies aesthetic, historic, professional, marketing, psychological and functional approaches used in designing products.

B.A.T. (Industrial Design) Part B - 21 Consent Renewal Application

Year and Semester Course Title Calendar Course Description Following a clear statement of purpose, and reflecting appropriate schools of artistic thought, designs will be developed to meet aesthetic and performance criteria. Through collaborative studio activities, students will develop solutions to specific design problems. Presentations will afford opportunities to compare designs and to analyze the different influences and theoretical frameworks that result in different design solutions. Semester 2 Technical Communication 2 Technical Communication 2 focuses on the graphical representation of three dimensional objects in standard CSA and ISO conventions. Framed by industry standards of practice, multi-faceted objects with complex features are constructed and manipulated in section multi-views and axonometric projections to reveal shape and features in a clear and reproducible format. Parts lists, materials specifications, components listings, assembly drawings and dimensioning are mastered. Assignments are evaluated in the context of their impact, clarity, comprehensiveness, the application of scientific and engineering conventions and the recognition of their historic context. Semester 2 Visual Communication 2 Visual Communication 2 is founded in geometry and applies visual communications theory to the selection and development of techniques for illustrating surface, light source and environment in three- dimensional settings. As in professional design practice, the course will demonstrate how to illustrate and present designs to decision makers employing media methods to show contour, surface material, basic reflections, depth and details. Media are applied to

B.A.T. (Industrial Design) Part B - 22 Consent Renewal Application

Year and Semester Course Title Calendar Course Description demonstrate techniques for emulating realism through highlighting unique characteristics in gradations of value and colour. Semester 2 Scaled Construction 2 Scaled Constructions 2 focuses on the acquisition of model development skills for use in industrial design. It also explores the value of models in investigating, integrating, testing and explaining design ideas. Building on traditional practices (including stereo lithography and 3-D printing), learners will source, specify, cut and form materials into shapes that can be assembled into design models. The models will illustrate the aesthetic characteristics including scale, proportion, and details and finish while demonstrating the functional aspects of product concepts. History and social context of this course is discussed and evaluated in BIND 104 Scaled Constructions 1. Semester 2 History of Technology History of Technology covers much of the foundation upon which the further study of Industrial Design will build. It investigates the evolution of applied technology during the past 500 years with particular attention given to developments that are relevant to contemporary commercial products. Studies demonstrate the impact of pivotal innovations on contemporary life and behaviour. Factors influencing technological breakthroughs (including available resources, social influences, economic conditions, scientific developments and design vision) will be discussed. Classes, discussions and assignments develop the relationship between technological innovation and the evolution of design and society. Semester 2 Breadth Elective See table of breadth course descriptions below.

B.A.T. (Industrial Design) Part B - 23 Consent Renewal Application

Year and Semester Course Title Calendar Course Description YEAR 2 Semester 3 Industrial Design Studio 2 Industrial Design Studio 2 introduces the issues of market demand, the application of mechanics to functional appliances and production implications as they impact on industrial design in contemporary social, technical and economic contexts. Collaborative and experimental activities are designed to meet the learning outcomes below. Projects allow students to explore current market trends, apply principles of physics, develop design alternatives for personal accessories, and walk a proposed new product through a manufacturing environment. Student work will demonstrate sound methodologies, established schools of design thought, appropriate marketing considerations, relevant manufacturing concerns and a response to client wants or needs. This course will include an integrated project with BIND 201, BIND 204 and BIND 205. Semester 3 Project Presentation 1 In Project Presentation 1 students study the reasons for clear visual representations, the processes used to construct lucid images, and the practices to layout and effectively render a comprehensive project. Through group presentations, students experiment in a variety of graphic modes to communicate complex ideas and information. Tactics for effectively conveying information to corporate decision-makers are studied with particular reference to prioritizing information and synthesizing images to aid in the navigation of data. This course outlines the standards for three-dimensional rendering and product information transfer for concurrent design courses. Semester 3 Manufacturing Fundamentals This course provides an ‘industrial designer’s’ overview of the economic

B.A.T. (Industrial Design) Part B - 24 Consent Renewal Application

Year and Semester Course Title Calendar Course Description context and nature of product manufacture. It will briefly examine manufacturing from a macroeconomic perspective and identify the requirements and advantages of participating in the global marketplace. The production of goods and services is examined from an operations management perspective. Topics include project management, quality assurance, process strategies, small plant layout, human resources, supply- chain management and inventory management. Emphasis is placed on the interaction of product design and production issues at all levels of manufacturing. The course includes an integrated project (design) developed in BIND 200 which will be used as a case study in the application of knowledge from this course. Semester 3 Commercial Graphics This course embraces a broad framework in which visual communication is examined and explored in a commercial context. An historical backdrop of commercial graphics is developed and discussed with respect to both its intent and context. Recognizable visual patterns and verbal messages found in contemporary commercial graphics are analyzed. Using case studies, students investigate various marketplace expectations and the commercial design elements and imagery intended to meet consumers’ needs and wants that elicit buying behaviour. This course includes an integrated project with BIND 200 Industrial Design Studio 2. Semester 3 Computer Aided Design Studio The Computer Aided Design Studio 1 1 course introduces and applies computer technology to the design and detailing of three-dimensional parts. Computer architecture and user software form the backdrop for

B.A.T. (Industrial Design) Part B - 25 Consent Renewal Application

Year and Semester Course Title Calendar Course Description understanding computer aided design. Constructing, manipulating, transforming, revising, and dimensioning geometric shapes are mastered by students to enable them to scale and plot design plans. The operational context of computers in the design and development of products is part of the course of study. This course supports major studio work through the development of the CAD skills used to communicate product form and production specifications. Semester 3 Research Methods See table of breadth course descriptions below. Semester 3 Breadth Elective See table of breadth course descriptions below. Semester 4 Industrial Design Studio 3 BIND 250 Industrial Design Studio 3 is a plan of learning in Industrial Design focused on the role of industrial design as a catalyst for change in improving the built environment. The view of consumers and society in general is compared and contrasted to the business agenda in the development of contemporary product concepts. Analysis and articulation of free market forces are summarized and applied to development plans which formulate a strategy that includes economic considerations of business and the expectations, needs and aspirations of consumers. Representatives of the business and academic community will address the class to underscore the course of study and evaluate solutions. Semester 4 Project Presentation 2 BIND 253 Project Presentation 2 is a program of acquiring knowledge and skills in communicating complex design information in a diverse format. Image generation and manipulation through traditional and digital methods will be synthesized with written work to

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Year and Semester Course Title Calendar Course Description convey a complete design concept. Assignments in the course are constructed to facilitate the transference of information through computer manipulation and the internet as well as through public showings and presentations. Semester 4 Design for Production 1 BIND 254 Design for Production 1 is a course of study in the uses of metal alloys in production environments. A background and context in the history of metal, its impact on civilization and its current uses gives the framework for the role metals play in contemporary product technology. The comparative advantages and disadvantages of a variety of metal alloys used in products will be revealed in conjunction with manufacturing processes and environmental concerns that relate to optimal product design solutions. Semester 4 Introduction to Systems BIND 251 Introduction to Systems is a broad based study of the interrelationship of transportation, communication, production, and distribution for sustaining social and economic development in contemporary civilization. The underlying infrastructures in support of society will be identified and compared as they relate to the introduction of change such as technological innovation and design, scientific discovery, and social trends and unexpected environmental variations. Semester 4 Ergonomic Principles BIND 255 Ergonomic Principles is a course of applied study of ergonomic principles and parameters employed by industrial designers. Beginning with the pioneering work done by the U.S. Air Force and the advancements made by Dreyfuss and Associates later, topics include: anthropometry, physical measurement, size variations

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Year and Semester Course Title Calendar Course Description in individuals and groups, averaging range for percentiles, reach and strain, physical pivot points and leverage, grasp and hand articulation, seating, posture, nerves and circulation, sight parameters, thresholds of hearing vibration, temperature, and atmosphere. A study of human factors issues introduces students to a broad range of physical and psychological applications. Semester 4 Computer Aided Design Studio BIND 252 Computer-Aided Design 2 Studio 2 is a course of study and application of computer aided design to foster communication of design and production parameters to manufacturing. Learning conventions of construction and assembly sequences assist in defining design scale, dimension, functional configuration and efficiency. By manipulating the design, through several phases of development, mastery of part design will be accomplished in a manufacturing framework. Semester 4 Statistics See table of breadth course descriptions below. YEAR 3 Semester 5 Industrial Design Studio 4 Industrial Design Studio 4 is a course wherein students examine, analyze and practice Canadian product development in a world context. The political infrastructure and economic climate frame a business-driven model put forward with concurrent educational modes with corporate sponsors helping to set design goals. Faculty ensure educational outcomes are met in a dynamic environment of education and business collaboration. Semester 5 Introduction to Vehicle Design BIND 301 Introduction to Vehicle Design is a course using the fundamental principles of design in the

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Year and Semester Course Title Calendar Course Description development of the automobile. From a background in the origins of transportation modes from the cart to car through the early industrial age, to today’s complex interlaced transportation structure from public transit to limited-access highways, students are engaged in a journey of inquiry and discovery to design vehicles in a variety of environments. Body architecture, people packaging, safety, drive line, propulsion and suspension layout will be explored with a specific design proposal in mind. Ergonomic principles will be practiced in seating, accommodation, driver sight lines, ingress/egress and vehicle controls with safety, manufacturability and sustainability as essential considerations. Semester 5 Design for Production 2 Design for Production 2 is a course of study in the contemporary use of polymers and resins in both a cultural and production setting. A background and context in the history of plastic through cellulosics, phenolics, and early petro chemical polymerization to today’s engineering performance resins sets the stage for contemporary exploration of this versatile family of materials. The comparative characteristics of each polymer is examined, evaluated, and then applied to product concepts. Product assemblies are understood through a variety of processes used in the forming, shaping and moulding of plastics for product design with a view toward economic viability and sustainable development. Semester 5 Multimedia Application Multimedia Application is a course of study concerning the interplay between media, message, intent, and feedback for design appraisal and promotion. Computer technology drives the software that provides the

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Year and Semester Course Title Calendar Course Description application for practice and learning. Mastery of the skills required to create, transform, and manipulate imagery to achieve specified goals of design in communicating visual messages for a multimedia presentation including web page design are applied in current media promotional contexts. Semester 5 Computer Aided Design Studio Computer-Aided Design Studio 3 is a 3 course in both the study and application of computer-aided design to illustrate assemblies of parts and complex surface character in product applications. A background in lofting history in ship building and twentieth century automotive body design is explored through to current product aesthetic in a C.A.D. medium. An introduction to the underlying suggestive character of the surface will be demonstrated to create designs with appeal to specific consumer markets. Manufacturing and fabricating considerations for downstream production technologies will form the working guidelines for computed solutions. Semester 5 Marketing BIND 305 Marketing provides an overview of marketing as practiced in Canada today both domestically and internationally. Product, price, promotion, and distribution frameworks are examined both as separate and integrated subsets of the marketing mix. The resulting strategies are oriented toward satisfying customer wants and needs to achieve organizational objectives. Legal, social, cultural and other elements of the marketing environment are considered in cases requiring research of current materials and practical application of course studies. Semester 5 Breadth Elective See table of breadth course

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Year and Semester Course Title Calendar Course Description descriptions below. Semester 6 Industrial Design Studio 5 BIND 350 ID Studio 5 is a concurrent educational course involving students, faculty, business goals, and learning outcomes in the strategic development of innovative products. International corporate product development plans, which form the framework for developing skill and knowledge in business practices, product marketing, new manufacturing processes and technology, will be evaluated. Team- created designs are developed and promoted with industry advisors in this practitioner environment. A Memorandum of Understanding with industry for the protection of intellectual property is part of this course. Semester 6 Vehicle Design Studio 1 Vehicle Design Studio 1 is a course of selection, study and analysis of methods that apply to the design of vehicles. Through a statement of purpose based on an established school of aesthetic thought, designs will be created and developed to meet a variety of performance envelopes. This course focuses on a collaborative studio setting of individual contributions that lead to team and independent designs where solutions are compared/contrasted, analyzed and evaluated against current and past industry practice in visual approach and concept development. The breadth of study may include design concepts for vehicles such as downhill racing bicycles, intercity and urban travel conveyances, motorcycles, snowmobiles, watercraft, automobiles and light trucks, and all terrain vehicles. Semester 6 Portfolio Development 1 Portfolio Development 1 is a course in synthesizing course work into presentation and media methods to

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Year and Semester Course Title Calendar Course Description develop an individualized junior year portfolio in preparation for paid work placement. Institutional and student strengths are identified and amplified to formulate and bring together a complete presentation portfolio that is focused on the individual’s design abilities and career goals, while reflecting current market trends in the design employment market. Semester 6 Professional Practices BIND 354 Professional Practices is a course of study and an examination of professional practices and practical studio conduct for industrial designers. The derivation and definition of professions is the framework in which contemporary and evolving roles and conventions are applied. The Association of Chartered Industrial Designers of Ontario rules of professional practice and code of ethics are explored to expand and illuminate the learner’s concept of “professional”. A comparative analysis of the characteristics of industrial design organizations such as the International Council of Societies of Industrial Design (ICSID) and the Industrial Designers Society of America (IDSA) provides an international context and facilitates the promotion of professional development and the concept of lifelong learning. Guest speakers and international correspondence may be used to expand students’ viewpoint of this profession. Included in this course are design contracts and a framework of legal concerns for designers. Semester 6 Interdisciplinary Practices BIND 355 Interdisciplinary Practices is a course relating the parameters of the architecture, graphic design, marketing, interior design and engineering disciplines and their relationship to industrial design. The

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Year and Semester Course Title Calendar Course Description discipline subsets of mechanical, structural, industrial and product engineering, interior and exhibit design, are drawn together to synthesize a design continuum of product development from conception to application. These disciplines as well as the legal and business requirements as they relate to product development are examined. Members of these professions often work collaboratively in an innovation design team. This course will emphasize the importance of collaborative, concurrent design strategies. Experts in all fields will help form the framework for student achievement. Semester 6 Environmental Practices Environmental Practices is a course in the methods of inquiry, discovery, statement and evaluation of the environmental impact of products and contemporary life styles. In the context of industrial development, a history of environmental issues and pioneering thinkers is considered regarding environmental concerns. While practicing sound ecological assessment processes – from product conception, development, production, distribution, use, re-use and recycle stages – new products/services are developed and evaluated. Semester 6 Breadth Elective See table of breadth course descriptions below. Semester 6 Breadth Elective See table of breadth course descriptions below. YEAR 4 Semester 7 Industrial Design Practice 1 BIND 400 Industrial Design Practice 1 is a collaborative educational course encompassing a broad liberal arts and applied technology base. Historical perspectives are drawn together with comparative examples of today to foster original thinking in a joint

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Year and Semester Course Title Calendar Course Description educational experience enhanced with business and industry leaders in the classroom or boardroom. A memorandum of understanding between students, faculty and business protects confidentiality and intellectual property in this innovation- driven learning experience. Semester 7 Vehicle Design Studio 2 BIND 401 Vehicle Design Studio 2 is a collaborative educational experience incorporating a broad liberal arts and technological base with historical perspectives assembled with comparative contemporary examples to foster original thinking in a joint experience enhanced by business and industry leaders in the classroom or boardroom. Design concepts are guided through development in a business paradigm embracing real world opportunities and challenges of automotive and vehicle design. A memorandum of understanding between students, faculty and business enables learning to take place in an open intellectual environment. Semester 7 Design Thesis 1 BIND 402 Design Thesis 1 is a student initiated inquiry of contemporary design practice. This adult learning project, comprising the full curriculum of the program and the learner’s life experience, encourages learner self-reflection and analysis of strategies for success in a holistic win- win idiom where new discovery and professional discipline culminate in design statement of unique yet universal appeal. Business and external academic sponsors support learners with exclusive manufacturing, marketing and distribution information to enable them in the development of a creative and realistic design solution. Confidentiality agreements and other correspondence with business are part

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Year and Semester Course Title Calendar Course Description of this course, where business and academic professionals collaborate with students and faculty. Semester 7 Case Studies in Design BIND 403 Case Studies in Design is a course of study based on a detailed history of notable design projects. The range of activities to be considered cover areas such as management structure, design strategy, economic constraints or opportunities, market timing, distribution, supplier relations, advertising and promotion, political climate and government regulations. Exposure to an array of variables will enable designers to contextualize their contribution to the well-being of society and enhanced economic growth. Semester 7 Economics of Industrial Design BIND 404 Economics of Industrial Design is a study of the influences that global economics has on design activity. A summary of the major shifts in development starting with the advance of financial institutions through to recent events will trace the consumer society by contrasting the political and economic climate region by region. Important thinkers like Smith, Marx, Keynes and Hayek will be examined. National design initiatives such as JIDPO in Japan, the Design Council in England, the KIDP in Korea, and the Design Exchange in Canada will cap off the course in the context of the European Union, NAFTA and WTO. Semester 7 Breadth Elective See table of breadth course descriptions below. Semester 8 Industrial Design Practice 2 BIND 450 Industrial Design Practice 2 is a collaborative educational experience conducted with business and industry encompassing design innovation drawn through consensus and cooperation to strike a balance between the economic agenda of

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Year and Semester Course Title Calendar Course Description business, ecological imperatives, and the learning requirements of students. Within a broadly framed structure of liberal arts and technology, designs are generated to enhance the human experience. Analysis of intent and result will guide the process in the development of holistically responsible product concepts and prototypes uniquely suited to their audiences. A memorandum of understanding between the institution and the student protects confidentiality and intellectual property in this advanced course of study. Semester 8 Vehicle Design Studio 3 Vehicle Design Studio 3 is a focused educational collaboration conducted with business and industry encompassing design innovation drawn through consensus and cooperation to strike a balance between the economic imperative of business in maintaining market share, ecological considerations and the complex learning requirements of students. Within a broadly framed structure of liberal arts and technology, designs are generated to enhance the human experience. Analysis of original intent and the resulting process for development will guide the thinking in the development of holistically responsible product concepts and prototype models uniquely suited to their respective audiences. A memorandum of understanding between the students, faculty and business enables learning to take place in an open intellectual environment in this advanced course of study. Semester 8 Design Thesis 2 BIND 452 Design Thesis 2 is a student initiated and driven adult learning project. Faculty, students and industry cooperate in an inquiry of contemporary design knowledge and

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Year and Semester Course Title Calendar Course Description practice. This course is the completion phase of BIND 402 Thesis 1, forming a two-term in-depth application of the full program curriculum which encourages self- assessment and a development of success strategies in an holistic career based application of professionalism applied to a product or system that reflects personal intent, business requirements, and environmental imperatives. Confidentiality agreements, regular meetings and other correspondence with business are part of this course. Semester 8 Design Research Analysis Design Research Analysis is a course in the methods of research analysis and application to design. In a fast- developing profession that is innovation-centred, industrial designers require practice in diverse research methods. Qualitative and quantitative approaches are analyzed and compared in a case-by-case framework. Cause and effect analysis and alternative methods of inferential inquiry are summarized and applied to develop awareness in all phases of product development from market analysis to the final user, the client and the environment. Semester 8 Portfolio Development 2 BIND 453 Portfolio Development 2 is a senior course in creating, analyzing, synthesizing and applying strategies for presenting and evaluating a design portfolio. Economic, social, political and aesthetic considerations are harmonized to form a cohesive picture of knowledge, talent, and ability in a complex and developing career market where graduates differentiate themselves through a comprehensive design portfolio of concise copy, statistical summary, aesthetic layout and design intent in a multimedia format.

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Year and Semester Course Title Calendar Course Description Semester 8 Design Management BIND 455 Design Management is a course outlining the concepts and practice of effective management in the context of design. Through a business model, design is defined by its unique relationship within the corporate structure, consisting of contact with and influence from marketing, engineering, production, customers and senior management. Consensus building strategies, negotiating, and team leadership sessions are combined to focus the organization’s innovation and corporate growth. Corporate leaders will participate in the learning experience as facilitators. Contact with business decision makers is part of this course of study.

Year and Semester Course Title Calendar Course Description Breadth Electives Academic Writing and Critical The purpose of this course is twofold: Reasoning (i) to reinforce students’ academic writing skills, with an emphasis on exposition, analysis, and argumentation, and (ii) to develop critical reasoning through discussion and analysis of readings drawn from various academic disciplines and of varying complexity. These readings, which have a general relevance to students’ area of study, may vary from semester to semester. Emphasis will be placed on clear writing and the ability to develop reasoned arguments. Students will be required to write on topics related to their field of study. Astronomy: Discovering Our At the beginning of the 21st Century Place in the Universe we have the capacity to understand, in a way no previous generation could, our unique and privileged place on a planet in our solar system as part of

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Year and Semester Course Title Calendar Course Description the Milky Way galaxy in an expanding universe of galaxies. Through direct observation and classroom simulations, we will encounter and describe the movements of the night sky; the same night sky ancient civilizations observed and recorded with amazing accuracy. We will uncover the birth of scientific thought as humans developed models and physical laws to explain the dance of the heavens. With the benefit of data from modern land-based telescopes, the Hubble Space Telescope and space probes, we will explore the planets, the life cycle of stars, the nature of galaxies in an expanding universe, the origins and future of the cosmos and the possibility of extraterrestrial life. Direct observation will be encouraged using binoculars, the college telescope plus local and worldwide resources. Betrayal in Contemporary It is probably safe to say that betrayal, Fiction of one kind or another, is a universal human experience. We have all felt betrayed. We should admit, though, that some betrayals are more serious, more profound, than others. Some betrayals are the stuff of tragedy itself. Through the study of fiction, mainly novels, published since 2000, this course explores betrayal: its kinds: personal, communal, historical, linguistic, technological; its implications: physical, emotional, moral; and its outcomes: change, loss, revelation. Brainstorm This course investigates what it means to think rationally and intelligently through an examination of powerful arguments on topics such as the nature of truth, the relationship between religion and science, campus speech codes and censorship, the nature of mental illness, war crimes,

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Year and Semester Course Title Calendar Course Description and the nature of evil. Through this examination of the ideas and arguments of great thinkers, students are encouraged to question underlying assumptions, appreciate the formal structure of good argumentation, and evaluate the ultimate strength of various positions. Students will develop complex thinking skills that will allow them to analyze their own beliefs as well as assess the arguments of others for soundness and reasonableness.

Breakthroughs of 20th Century The Twentieth Century saw Science breakthroughs in scientific understanding that went a long way to answering ancient questions: the source of heredity in the DNA molecule, the explanation of earthquakes and volcanoes through plate tectonics. Our view of the universe expanded from thousands to billions of light years while at the same time our understanding of fundamental particles imploded from the billiard ball like atom to the weird quantum features of the subatomic world. These understandings have dramatically impacted the way we live. Nanotechnologies built on our quantum understanding make GigaByte storage devices and GigaHz processors everyday terms. Although rapid international travel makes SARS a global threat, advances in medical understanding and practice avoid the disaster of the Spanish Flu. There was also a shift in our fundamental understanding of nature from the familiar, deterministic world of Newtonian Mechanics and Maxwell’s Electromagnetism to the counterintuitive domains of Einstein’s Relativity and Heisenberg’s Uncertainty Principle. Throughout the

B.A.T. (Industrial Design) Part B - 40 Consent Renewal Application

Year and Semester Course Title Calendar Course Description 20th century productive accomplishments based on the reductionist approach of previous centuries were supplemented by breakthroughs in the integrative approaches of ecology, systems theory and complexity. Based on our exploration of the nature and direction of the breakthroughs of the 20th century, what breakthroughs can we anticipate and what breakthroughs do we need to survive in the 21st century? These are some of the ideas and questions that will be explored in a manner accessible and of interest to all students. Business and Politics The last two decades have witnessed (Advanced Level) a momentous shift in the relationship between business and the state. Amid talk of “the end of big government,” the post-World War II consensus in favour of a strong public sector regulating and supervising economic activity has come under attack from economists, public policy analysts, journalists, politicians, corporate elites, and even segments of the public. This course investigates this evolution, adopting an interdisciplinary approach that synthesizes insights from history, political science, economics, and political theory. After setting out the theoretical framework underlying contemporary policy debates concerning government and business, the course will address specific issues such as macroeconomic stabilization policy, international trade, anti-trust law, environmental regulation, labour unions, pensions, corporate liability, consumer protection, health care and education, as well as fairness/equality policies. This course encourages students to reflect on the implications of the changing relationship between business and politics.

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Year and Semester Course Title Calendar Course Description Canadian Studies This course examines four fundamental challenges (political, economic, social, and cultural) that Canadians face on a regular basis. As well as examining the current status of these challenges, students investigate the historical roots of contemporary problems. Questions such as the future of sovereignty, the problem of ongoing regional grievances, the transition from a resource and industrial economy to an information economy, multiculturalism and equity, and the future of Canadian culture in the “McWorld” of television, film, and music will be analyzed in detail. Students evaluate Canada’s strengths and weaknesses as a player in the global economy and in the light of various trade agreements such as NAFTA and MAI. Canada’s Charter of Rights and Freedoms and its connection to contemporary and future social change will be explored and assessed. City Life As a result of their magnetic attraction, (Advanced Level) cities concentrate people, money and power so that now three out of four North Americans live within their confines. What began as the natural growth of settlements around agriculture evolved into regional market towns that have now been further transformed into spaces where millions live and struggle and work and play. The city intensifies our focus, making possible both the best and the worst of human activity. The best health care, the most vital and competitive markets, the greatest diversity of human culture and the most sophisticated knowledge in science and the arts co-exist with the most appalling corruption, crime, ignorance, violence and homelessness. This course examines

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Year and Semester Course Title Calendar Course Description how it feels to live in cities as well as how different cities afford different experiences among their citizens. As well, it explores how the city is both a response to, and an actor in, fundamental economic and political factors that can have a global reach. Sociological theory provides students with a solid foundation in university- level sociology as well as a perspective from which to view the theme of the city and the issues it raises, such as culture, class, stratification, race, ethnicity, gender and deviance. Communications, Technology By adopting an interdisciplinary and Culture approach that draws upon resources from literature, philosophy, sociology, and media studies, this course examines the interdependence of communications, technology and culture. Integrating practical lab assignments with theory, students will reflect on the ways in which the new media is changing how we view the world and see ourselves. Contemporary Narrative This course investigates our intense (Advanced Level) relationship with narrative. Our fascination with narrative points to the desire to find meaning in the sometimes chaotic realm of real world experience. Using a number of theoretical perspectives, this course examines a variety of contemporary texts whose compelling nature has found a wide audience. Students explore texts by authors such as Atwood, Richler, Ondaatje, Byatt, Barker, de Bernieres, McEwan, Coetzee, De Lillo, Roth, Morrison, and McCarthy. The Corporation and Society Traditionally, corporations have been permitted to operate free from the moral and social obligations imposed on other institutions. The maximization

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Year and Semester Course Title Calendar Course Description of profits for shareholders has long been seen as the only appropriate object for corporations. Recently, however, this view has been challenged. A growing movement insists that corporations ought to subordinate the pursuit of profit to the fulfillment of social responsibilities. This course explores how socially responsible corporations should conduct their business affairs. The course begins by laying out the general principles of corporate social responsibility, while identifying the parties, known as stakeholders, whose interests corporations ought to heed. Afterwards, the course proceeds through each of the stakeholders, analyzing the particular challenges each pose to the socially responsible corporation. At the end of the course, a framework for the comprehensive social evaluation of corporations is developed in the form of a social audit. Desire and Discontent Much has been written, thought, and (Advanced Level) said about the cycles of human yearning and our subjugation to endless, often fleeting desires that, even when fulfilled, leave a residue of discontent. Our relentless search for a rich life can leave us dissatisfied with our jobs, our partners, and our lives as a whole, and so we are constantly on the lookout for something new, something other than what we have. Focusing on our experiences of passion, acquisitiveness, success, happiness, shame, guilt, regret, boredom and anger, this course examines the role which desire and discontent play in motivating human behaviour and shaping personality. Developmental Psychology This course is designed to introduce students to theory, methodology and research findings in the field of life- span developmental psychology.

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Year and Semester Course Title Calendar Course Description Students will explore human development from conception to death, focusing on biological, cognitive and emotional processes. Ethics & Moral Theory Whatever our cultural and socio- economic backgrounds, all of us seek to achieve a good life. Though most people immediately identify that with happiness, there can be little doubt that the good life must also include being a moral person. For no matter how much pleasure, money and power we happen to have at our disposal, most people will ultimately find it unsatisfying unless they feel that they deserve their situation in life by virtue of the acts they’ve performed and the causes they’ve supported. The purpose of this course is to examine and clarify the moral component of the good life. Our focus will be on contemporary issues of the sort that people are likely to come across in their everyday lives. Hence, the course considers moral dilemmas that arise in our relations with family, friends, lovers, work, business, law, health care, animals, and the environment. Moral theories are discussed to ensure students can thoughtfully engage the issues, but the emphasis will be on resolving practical dilemmas. Film Survey and Analysis This is an introductory survey of the cinema as 20th century art. The course will analyze the basic elements of movies – shots, angles, camera movement, editing and composition – and explore the language of film through viewing and discussion of notable examples of movies from various decades. Students will examine film theories to help understand the meaning of films. Several genres will be studied both for the images of society they project, and

B.A.T. (Industrial Design) Part B - 45 Consent Renewal Application

Year and Semester Course Title Calendar Course Description to understand their influence on current cinema. The course will also examine examples of propaganda and documentary, and the way in which contemporary, popular cinema can deal with ideologically oppressed groups. Foundations of Literature and This course introduces students to Composition some of the major themes of literature through the four genres: novels, poetry, short fiction, and drama. Students read and analyze some of the classics of these literary forms. Through reading and discussion, students develop an understanding of literature’s relationship to history, society, and philosophy. Students increase their appreciation of language by studying drama, poetry, and prose from the 16th to the 20th century. They also recognize themes, situations, and character types that recur in literature in different guises in different ages and cultures. Through examination of key texts, they observe the development of such types as the Machiavellian, the aristocratic, the romantic, and the bourgeois. How is Society Possible? What constitutes the social glue that Conflict, Cooperation and Social binds individuals together to form a Theory society? How is conflict (Advanced Level) accommodated and sufficient cooperation encouraged to ensure continuity? How is society best organized? Looking at issues such as the concept of human nature, the dynamics of group behaviour, the development of social institution, the distribution of scarce resources, and the notions of power and punishment, students reflect on these questions in a critical and theoretically informed manner. Through the study of the works of Marx, Durkheim, Weber, Mead, Parsons, Mills, Goffman, Habermas, Foucault, and Bourdieu,

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Year and Semester Course Title Calendar Course Description this course explores competing social theories. Human Security and World A survey of 20th century history Disorder reveals two disparate trends in world politics. States, nations and individuals increasingly seem willing to abandon public goods in order to ensure a sense of security. Yet, even as such fundamental values as equality, liberty, and justice are bargained away in return for peace and stability, the world seems to slip further into a state of disorder – a state in which the conditions for the possibility of security are undermined. Is public fear of lawlessness well founded? How can real security be achieved? What are citizens willing to surrender in order to meet this objective? At what cost? Examining such issues as the changing relationship between states and corporations, the creation of a world court and legislature, contemporary warfare, and the rise of the personal security industry, in this course students address these questions as they analyze works in political theory by such authors as Hobbes, Machiavelli, Rousseau, Hegel, Nietzsche and Arendt. The Influence of Mass Media on This course investigates the impact of Canadian Society mass media on Canadian culture. The relationship between the messages transmitted through mass communication and politics, corporate interests, human behaviour and the individual will be covered through readings, discussions and analysis of current, national examples. Comparisons between the role of mass media on Canadian and American soil as well as in European and developing cultures will also be considered. Introduction to Environmental Each of us is part of various

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Year and Semester Course Title Calendar Course Description Studies environments and form relationships with nature every day of our lives such that our memories, identities and knowledge are wrapped up in how we understand nature and our links to environments. Environmental Studies is fundamentally an attempt to integrate understandings of the natural world with knowledge about the social (or human) world. How we form connections among ourselves and with nature, what values underlie our understandings of nature, and how we can improve the environment are all questions worthy of exploration in this context. This introductory course to environmental studies will challenge students to investigate these questions through the themes of social justice, technology, sustainability, activism, and ethics. The overall purpose of this course is to develop greater knowledge and critical awareness about the complex relationships between natural environments and people. We will do this by actively engaging with the lecture materials, readings, tutorial discussions and case studies and by relating these ideas to our daily lives and our future hopes. Introduction to Politics Politics is the study of the ideas and institutions that underlie the distribution of power in any human society. An introduction to politics focuses on political theories about the best form of government, the limits (if any) placed on government, and the rights of citizens. The study of politics also includes an understanding of the basic political institutions that compose one’s own society. Additionally, the study of politics compares different forms of government (totalitarian, communist, democratic, authoritarian, etc.) and the

B.A.T. (Industrial Design) Part B - 48 Consent Renewal Application

Year and Semester Course Title Calendar Course Description ideologies on which they are based. The comparison of different types of governmental systems is also concerned with how political change occurs, i.e. revolution vs. reform, and the definition and causes of terrorism. An introduction to politics would not be complete without consideration of international relations. To this end the rules and institutions that regulate politics amongst nations and effectiveness of international political institutions will be considered. Introduction to Psychology This course is designed to introduce students to the field of psychology. Students will be exposed to a discipline that is rich in theoretical diversity, research findings, and practical applications. They will be encouraged to think critically and challenge their preconceptions. Introduction to Sociology In a dynamic society, it is important for everyone to understand the social forces, cultural values, and ideological beliefs that frame and shape their behaviour and the pace and direction of change. Sociology, as the scientific study of collective human life, attempts to understand why people think, function and behave the way they do. This course examines the classical sociological theories of Marx, Durkheim, and Weber, in addition to more contemporary social theorists. This theoretical examination is then applied to understanding the importance of economic and political power, cultural and religious values, ethnic and racial identity, as well as gender, age, and class, in shaping who we are both as individuals and as members of a social group. Knowing and Believing: Not only does the theoretical Epistemology investigation of knowledge – epistemology – occupy one of the

B.A.T. (Industrial Design) Part B - 49 Consent Renewal Application

Year and Semester Course Title Calendar Course Description main branches of philosophical study, but as Louis Pojman has ventured, it is also arguably “the central subject in philosophy…basic to virtually everything else”. Epistemologists have wrestled with such age-old questions as: What is the difference between knowledge and opinion? How do I know the external world? What counts as adequate justification for my beliefs? And what, if anything, can I know for certain?

But while the approach to such questions has grown increasingly refined in the Anglo-American world since the early part of the 20th century, challenges from feminist and other post-colonial writers have been gaining momentum in recent times, threatening the “epistemological project” as it has traditionally been conceived. These challengers have insisted on new questions such as: What is the relationship between knowledge and power? What political interests underlie the quest for objectivity? And is the sex of the knower epistemologically significant?

These and other such questions will be examined throughout the course, as we navigate a path through the history of epistemology – from a brief survey of its Ancient origins and Early Modern rebirth, to a more sustained investigation of its present-day concerns and outlook for the future. Microeconomics This course provides students with knowledge of economic models that include consumer demand, supply, prices, wages, employment, and the role of market structures in making decisions about what to buy, sell, price, and pay in a business environment.

B.A.T. (Industrial Design) Part B - 50 Consent Renewal Application

Year and Semester Course Title Calendar Course Description

The course begins with the concepts of opportunity costs and tradeoffs, and then proceeds to a consideration of how different types of economies determine which goods and services to produce, how to produce them, and to whom to distribute them.

Other course topics will include the theory of markets, price determination, and the economic theory of the firm in a global economy. The features and elements of competitive markets and monopolistic competition are compared. Finally, the course examines the causes of income inequality and the tradeoff between income equality and economic efficiency. Money, Markets and Democracy Over the past two-and-a-half decades, capital markets have markedly grown in influence, increasingly taking over from governments and banks the tasks of financing economic activity and serving the public’s saving and retirement needs. After introducing students to the operational and regulatory framework of the currency, bond, equity, mutual/hedge funds, and derivative markets, the course poses the question: Do these markets, on balance, negatively or positively influence the social structure, economy, and politics of nations? In assessing this issue, the course surveys the debate surrounding theories of capital market efficiency and rationality, the history of recurring financial bubble and crash sequences, social justice issues raised by investment in morally suspect industries and emerging economies, the constraints imposed by the markets on governments’ ability to manage their economies, the tension

B.A.T. (Industrial Design) Part B - 51 Consent Renewal Application

Year and Semester Course Title Calendar Course Description between democratic governance and central banking, the spread of an equity culture, and proposals for a new international financial architecture. Essentially, this course stresses the institutional details of capital markets, while placing them within their socio- economic and political contexts. Philosophy of Law The law is both the source of our admiration and often our disappointment. While we increasingly turn to the law to adjudicate disputes that arise in our public and private lives, we are, from time to time, surprised at its failure to mete out justice. What is it that we expect from the law? Why do we look to the law to govern not only our actions but also our beliefs and ideas? Adopting an interdisciplinary approach, this course provides students with an opportunity to address these issues as they are introduced to key concepts and theories in the philosophy of law through the reading of literary works including Antigone, Crime and Punishment, The Outsider, and The Trial. Power Power. It is something that most of us strive for but few of us obtain. Why do we desire power? Why is it that, for many, power is allusive? In order to address these questions, it is first necessary to ask: What is power? How is power acquired? How is power maintained? In this course we will examine the answers to these questions provided by some of the central figures in the history of political theory. In so doing, we will investigate underlying issues concerning the relation between ethics and politics, the notion of good government, the qualities of leaders, the rationality of the use of violence, the importance of property, and the relation between

B.A.T. (Industrial Design) Part B - 52 Consent Renewal Application

Year and Semester Course Title Calendar Course Description power and truth. Students will be asked to employ the theories and concepts studied in the analysis of issues in contemporary society. Power 2: The Question of When historians in the future stand Legitimation back and reflect upon the 20th century, (Advanced Level) they will no doubt see it as a time period marked by violence. That this will be the legacy of this century is surprising, for as the philosopher Hannah Arendt noted, “All great nineteenth-century thinkers were convinced that the next century would be the one of progress and reason. And yet, from Auschwitz to the Gulag, the barbarians ruled.” Why was this the case? Why, when the world had become smaller and we had mastered a vast array of technology, did we so vehemently turn against each other? And what will be the repercussions of this violence and its increasing acceptance as we enter the 21st century?

This course attempts to address these issues focusing on the problem of legitimation. In a time in which violence infiltrates our public and private lives, it is important to question when and under what circumstances, if any, violence can legitimately be employed. However, before addressing these issues, it is first necessary to examine the meaning of the term violence, to look at the conditions which give rise to violent action and to examine the variety of contexts in which violence flourished in the 20th century. Students will be challenged to reflect on these issues, considering how they inform not only our past but also our future. Principles of Leadership Leaders surround us – we find them in the political arena, the military, families, and the workplace. The

B.A.T. (Industrial Design) Part B - 53 Consent Renewal Application

Year and Semester Course Title Calendar Course Description quality of our lives depends on how well our leaders perform. This course explores what it means to be an effective leader. Using both classical and contemporary writings, the course examines the psychological, moral, and socially acquired characteristics of leaders. We will consider the tasks and challenges leaders face, such as initiating change, motivating people, formulating strategy, communications, decision-making, negotiations, and crisis management. The course ends with a case study of a famous leader. Social Psychology Social Psychology is an extremely diverse field that generally deals with people in social situations. Core topics include social behaviour such as aggression, obedience, conformity, intimate relationships, discrimination, and how groups function. They also include attitudes, social cognition, social perception, prejudice, and feelings of guilt, all of which are assumed to affect social behaviour. In addition, we will cover some applied areas, such as psychology and the law. We will also discuss basic methodological issues as they pertain to the above topics. Class discussion will be an integral part of the course. Sociology of Consumption It’s not who you know, but who you wear. Such is the advice from dedicated followers of fashion and others who might urge us to declare our identities and allegiances through the codes of consumption. The pursuit of the good life has been replaced by that of the “goods life.” As the globalization process seeks to expand the market economy, this expansion requires the manufacture of desire for ever more “stuff” and an industry devoted to the creation of the false hope that just one more purchase may buy happiness. This

B.A.T. (Industrial Design) Part B - 54 Consent Renewal Application

Year and Semester Course Title Calendar Course Description course tackles some of the most compelling interpretations of the function of consumption. Through exposure to a variety of contemporary and classical theories, students reflect on the social patterns of consumption and how these patterns reproduce, subvert, or reformulate inequalities of class, gender, and ethnicity. In order to promote self-reflexivity about our own role in the marketplace, methods of resistance are studied and arguments for ecological constraint are considered. Sociology of the Everyday Our everyday lives are taken up with a myriad of practical accomplishments, and we routinely carry out activities and conversations and patterns often without thinking about how the world is constituted and negotiated in such work. Sociology of the everyday topicalizes the ways in which we as social actors animate the world and establish its order and sensibility through our ongoing practices, while simultaneously acting as if the world is something outside and external to us. It makes a distinction between our orientation as everyday actors, who are caught up in successfully accomplishing and achieving what we need to do in the course of a day, and our orientation as social inquirers, who are interested in understanding the accomplishment of the world in and through what we routinely do and say. The readings and examples developed in this course will make vivid how we stand as both the everyday person who is immersed in the ‘natural attitude’ of daily life and the social inquirer who seeks to raise the question of what in such practices and talk is taken-for-granted. In this difference and tension, the ‘seen but unnoticed’ qualities and characteristics

B.A.T. (Industrial Design) Part B - 55 Consent Renewal Application

Year and Semester Course Title Calendar Course Description of everyday life can be brought into view, allowing us not only to orient to what actually occurs in our practices of living, but to what also could be. Sociology can then serve as an imaginative aid, inviting us to temporarily bracket our commonsense orientations in the interest of reflective understanding. Sociology of Technology This course examines the complex implications of the increasing importance of technology in our lives. Is the Internet changing the way we think about ourselves? Will personal computers and artificial intelligence change how we understand the human mind? How will biotechnology affect the most intimate aspects of our lives, such as the food we eat and the way we reproduce? Do we all share equally in the benefits of technology, or do some of us gain more from technological advances than others? Students examine the twin myths of technology: how technology is thought to be the key to all our hopes, on the one hand, and a kind of hazardous force that we must control lest it control us, on the other. Statistics This course examines statistical techniques for presenting, analyzing, and interpreting facts in a quantitative format. Students gain an understanding of quantifying and organizing data, measuring variables, and determining variance and standard deviation from frequency distributions. The course covers rules of probability, probability distributions, and the use and abuse of the multiplication rule. Sample data is used to estimate population parameters. Tests of significance include one and two-way Chi-Squares. Statistical reasoning and probability are applied to quantitative and forensic

B.A.T. (Industrial Design) Part B - 56 Consent Renewal Application

Year and Semester Course Title Calendar Course Description evidence for use in litigious contexts. Theories of Beauty We are bombarded with images and (Advanced Level) ideas of the beautiful, frequently in (a corporate environment) the context of someone trying to sell us something. We assume that we know what the beautiful is, even though our notions of beauty are constantly challenged and clearly undergo frequent change. Not often do we reflect on the theories that lie behind these images and think through our own presuppositions about beauty, art and culture. This course provides an introduction to key concepts and issues in aesthetics. Drawing on resources from literature, fine art, music, film and architecture, students reflect on the significance of art in our lives as individuals and the role it plays in the social order as they investigate mimetic, cathartic, expressionistic, hermeneutic, and post-modern theories of art.

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Appendix 6.3.3.1 – Program Hour / Credit Conversion Justification

Not required

B.A.T. (Industrial Design) Part B - 58 Consent Renewal Application

Appendix 6.3.3.2 – Academic Course Schedule

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor (or applicable, highest Year and Semester Semester Semester Course Pre-requisites indicate if faculty to be qualifications in Semester Course Title Hours Hours Hours and Co-Requisites recruited) progress Year One Semester 1 Industrial Design 42 Co-Requisites: Ken Cummings M.A. Method ƒ Technical Don Wilson M.Des. Communication 1 Dennis Kappen M.Des. ƒ Visual Bruce Thomson M.Des. Communication 1 ƒ Scaled Construction 1 Technical 42 Co-Requisites: Don Wilson M.Des. Communication 1 ƒ Industrial Design Dennis Kappen M.Des. Method Ken Cummings M.A. ƒ Visual Communication 1 ƒ Scaled Construction 1 Visual 42 Co-Requisites: Don Wilson M.Des. Communication 1 ƒ Industrial Design Max Gatta M.F.A. Method Ken Cummings M.A. ƒ Technical Dennis Kappen M.Des. Communication 1 Bruce Thomson M.Des. ƒ Scaled Construction 1 Aesthetic Principles 42 None Don Wilson M.Des. and Elements Eric Hillmer M.Des. Max Gatta M.F.A. Scaled Construction 28 Co-Requisites: Eric Hillmer M.Des. 1 ƒ Industrial Design Gary McFadyen M.Des. Method Bruce Thomson M.Des. ƒ Technical Don Wilson M.Des.

B.A.T. (Industrial Design) Part B - 59 Consent Renewal Application

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor (or applicable, highest Year and Semester Semester Semester Course Pre-requisites indicate if faculty to be qualifications in Semester Course Title Hours Hours Hours and Co-Requisites recruited) progress Communication 1 ƒ Visual Communication 1 History of Art 42 None Karen White M.A. Introduction to 42 None See breadth chart below. Psychology Semester 2 Industrial Design 42 Pre-Requisite: Roger Ball M.Des. Studio 1 ƒ Industrial Design Ken Cummings M.A. Method Bruce Thomson M.Des. Co-Requisites:* Dennis Kappen M.Des. ƒ Technical Don Wilson M.Des. Communication 2 Mardi Najafi M.A. ƒ Visual Communication 2 ƒ Scaled Construction 2 Technical 42 Pre-Requisite: Don Wilson M.Des. Communication 2 ƒ Technical Dennis Kappen M.Des. Communication 1 Ken Cummings M.A. Co-Requisites: ƒ Industrial Design Studio 1 ƒ Visual Communication 2 ƒ Scaled Construction 2 Visual 42 Pre-Requisite: Don Wilson M.Des. Communication 2 ƒ Visual Eric Hillmer M.Des. Communication 1 Max Gatta M.F.A. Co-Requisites: Ken Cummings M.A. ƒ Industrial Design Bruce Thomson M.Des. Studio 1 Dennis Kappen M.Des. ƒ Technical

B.A.T. (Industrial Design) Part B - 60 Consent Renewal Application

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor (or applicable, highest Year and Semester Semester Semester Course Pre-requisites indicate if faculty to be qualifications in Semester Course Title Hours Hours Hours and Co-Requisites recruited) progress Communication 2 ƒ Scaled Construction 2 Scaled Construction 42 Pre-Requisite: Eric Hillmer M.Des. 2 ƒ Scaled Construction Gary McFadyen M.Des. 1 Bruce Thomson M.Des. Co-Requisites: Don Wilson M.Des. ƒ Industrial Design Studio 1 ƒ Technical Communication 2 ƒ Visual Communication 2 History of 42 None Ken Cummings M.A. Technology Patrick Burke Ph.D. Breadth Elective 42 Depends upon selection See breadth course chart below. Year Two Semester 1 Industrial Design 56 Pre-requisite: Ken Cummings M.A. Studio 2 ƒ Industrial Design Dennis Kappen M.Des. Studio 1 Mardi Najafi M.A. Co-requisites* Bruce Thomson M.Des. ƒ Project Presentation Don Wilson M.Des. 1 ƒ Manufacturing Fundamentals ƒ Computer Aided Design Studio 1 ƒ Commercial Graphics Project Presentation 42 Pre-Requisite: Don Wilson M.Des. 1 ƒ Visual Eric Hillmer M.Des.

B.A.T. (Industrial Design) Part B - 61 Consent Renewal Application

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor (or applicable, highest Year and Semester Semester Semester Course Pre-requisites indicate if faculty to be qualifications in Semester Course Title Hours Hours Hours and Co-Requisites recruited) progress Communication 2 Max Gatta M.F.A. Ken Cummings M.A. Dennis Kappen M.Des. Bruce Thomson M.Des. Manufacturing 28 None Carlos Frewin Ed.D. Fundamentals Patrick Burke Ph.D. Commercial 28 Pre-Requisite: Karen White M.A. Graphics ƒ Aesthetic Principles Ken Cummings M.A. and Elements Bruce Thomson M.Des. Computer Aided 28 Pre-requisite: Dennis Kappen M.Des. Design Studio 1 ƒ Technical Communications 2 Research Methods 42 Pre-Requisite: See breadth course chart ƒ Introductory social below. science course Breadth Elective 42 Depends upon selection See breadth course chart below. Semester 2 Industrial Design 56 Pre-requisite: Don Wilson M.Des. Studio 3 ƒ Industrial Design Dennis Kappen M.Des. Studio 2 Mardi Najafi M.A. Co-requisites:* Ken Cummings M.Des. ƒ Project Presentation Bruce Thomson M.Des. 2 ƒ Design for Production 1 ƒ Introduction to Systems ƒ Ergonomics ƒ CAD Studio 2 Project Presentation 42 Pre-requisite: Don Wilson M.Des. 2 ƒ Project Presentation Bruce Thomson M.Des. 1 Dennis Kappen M.Des.

B.A.T. (Industrial Design) Part B - 62 Consent Renewal Application

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor (or applicable, highest Year and Semester Semester Semester Course Pre-requisites indicate if faculty to be qualifications in Semester Course Title Hours Hours Hours and Co-Requisites recruited) progress Ken Cummings M.A. Design for 42 Pre-requisite: Patrick Burke Ph.D. Production 1 ƒ Manufacturing Fundamentals Introduction to 28 Pre-requisite: Scott Hadley Ph.D. Systems ƒ Industrial Design Bruce Thomson M.Des. Studio 2 Ergonomic Principles 28 Pre-requisite: Ginette Taylor M.S. Industrial Design Studio 2 Don Wilson M.Des. Peter Kerz M.S. Bruce Thomson M.Des. Computer Aided 28 Pre-requisite: Dennis Kappen M.Des. Design Studio 2 ƒ Computer Aided Design Studio 1 Statistics 56 None See breadth course chart below. Year Three Semester 1 Industrial Design 56 Pre-requisite: Don Wilson M.Des. Studio 4 ƒ Industrial Design Dennis Kappen M.Des. Studio 3 Ken Cummings M.A. OR Co-requisites:* Bruce Thomson M.Des. for transportation ƒ Design for option Production 2 ƒ CAD Studio 3 Introduction to ƒ Multimedia Ken Cummings M.A. Vehicle Design Application Bruce Thomson M.Des. ƒ Environmental Practices Design for 42 Pre-requisite: Patrick Burke Ph.D. Production 2 ƒ Design for Production 1

B.A.T. (Industrial Design) Part B - 63 Consent Renewal Application

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor (or applicable, highest Year and Semester Semester Semester Course Pre-requisites indicate if faculty to be qualifications in Semester Course Title Hours Hours Hours and Co-Requisites recruited) progress Multimedia 28 Pre-requisite: Dennis Kappen M.Des. Application ƒ Commercial Bruce Thomson M.Des. Graphics Computer Aided 28 Pre-requisite: Dennis Kappen M.Des. Design Studio 3 ƒ CAD Studio 2 Marketing 42 None Bhupesh Shah M.B.A. Breadth Elective 42 Depends upon selection See breadth course chart below. Semester 2 Industrial Design 56 Pre-requisite: Don Wilson M.Des. Studio 5 ƒ Industrial Design Dennis Kappen M.Des. Studio 4 or Bruce Thomson M.Des. OR Introduction to Ken Cummings M.A. for transportation Vehicle Design option Co-requisites:* ƒ Interdisciplinary Vehicle Design Practice Ken Cummings M.A. Studio 1 ƒ Portfolio Bruce Thomson M.Des. Development 1 ƒ Environmental Practices ƒ Professional Practices Portfolio 28 Pre-requisite: Dennis Kappen M.Des. Development 1 ƒ Industrial Design Bruce Thomson M.Des. Studio 4 or Don Wilson M.Des. Introduction to Ken Cummings M.Des. Vehicle Design Professional 28 Pre-requisite: Dennis Kappen M.Des. Practices ƒ Industrial Design Don Wilson M.Des. Studio 4 or Ken Cummings M.A. Introduction to Vehicle Design

B.A.T. (Industrial Design) Part B - 64 Consent Renewal Application

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor (or applicable, highest Year and Semester Semester Semester Course Pre-requisites indicate if faculty to be qualifications in Semester Course Title Hours Hours Hours and Co-Requisites recruited) progress Interdisciplinary 28 Pre-requisite: Karen White M.A. Practices ƒ Industrial Design Dennis Kappen M.Des. Studio 4 or Bruce Thomson M.Des. Introduction to Vehicle Design Environmental 28 Pre-requisite: Patrick Burke Ph.D. Practices ƒ Design for Production 2 Breadth Elective 42 Depends upon selection See breadth course chart below. Breadth Elective 42 Depends upon selection See breadth course chart below. Semester 3 Work Placement Year Four Semester 1 Industrial Design 70 Pre-requisite: Dennis Kappen M.Des. Practice 1 ƒ Industrial Design Don Wilson M.Des. Studio 5 or Vehicle Ken Cummings M.A. OR Design Studio 1 for transportation ƒ Work placement option Co-requisites:* ƒ Case Studies in Vehicle Design Design Ken Cummings M.A. Studio 2 ƒ Economics of Bruce Thomson M.Des. Industrial Design Design Thesis 1 70 Pre-requisite: Don Wilson M.Des. ƒ Industrial Design Ken Cummings M.A. Studio 5 or Vehicle Dennis Kappen M.Des. Design Studio 1 ƒ Research Methods Case Studies in 42 Pre-requisite: Karen White M.A. Design ƒ Professional Dennis Kappen M.Des.

B.A.T. (Industrial Design) Part B - 65 Consent Renewal Application

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor (or applicable, highest Year and Semester Semester Semester Course Pre-requisites indicate if faculty to be qualifications in Semester Course Title Hours Hours Hours and Co-Requisites recruited) progress Practices Bruce Thomson M.Des. Economics of 42 Pre-requisite: Bhupesh Shah M.B.A. Industrial Design ƒ Professional Don Wilson M.Des. Practices Bruce Thomson M.Des. Ken Cummings M.A. Breadth Elective 42 Depends upon selection. See breadth course chart below. Semester 2 Industrial Design 70 Pre-requisite: Dennis Kappen M.Des. Practice 2 ƒ Industrial Design Don Wilson M.Des. Practice 1 or Vehicle Ken Cummings M.A. OR Design Studio 2 for transportation Co-requisites:* option ƒ Design Research Analysis Vehicle Design ƒ Portfolio Ken Cummings M.A. Studio 3 Development 2 Bruce Thomson M.Des. ƒ Design Management Design Thesis 2 84 Pre-requisite: Don Wilson M.Des. Design Thesis 1 Dennis Kappen M.Des. Ken Cummings M.A. Design Research 42 Pre-requisite: Angelo Crupi M.B.A. Analysis ƒ Research Methods Ken Cummings M.A. ƒ Statistics Karen White M.A. Portfolio 42 Pre-requisite: Dennis Kappen M.Des. Development 2 ƒ Portfolio Don Wilson M.Des. Development 1 Bruce Thomson M.Des. Design Management 42 Pre-requisite: Bhupesh Shah M.B.A. ƒ Professional Don Wilson M.Des. Practices Subtotal Course Hours 1638 392 84 Total Program Hours 2114

B.A.T. (Industrial Design) Part B - 66 Consent Renewal Application

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor (or applicable, highest Year and Semester Semester Semester Course Pre-requisites indicate if faculty to be qualifications in Semester Course Title Hours Hours Hours and Co-Requisites recruited) progress Calculate the percentage of program offered in DO and DL 22.52% Must be at least 20% of total program courses Calculate the percentage of the breadth courses offered in DO 82.35% Must be at least 75% of total DO and DL courses courses Calculate the percentage of the breadth courses offered in DL 17.65% Must not be greater than 25% of the total DO and DL courses courses *These courses could be completed prior to taking this course in lieu of the co-requisite requirement.

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor applicable, highest Year and Semester Semester Semester Course Pre-requisites (or indicate if faculty qualifications in Semester Course Title Hours Hours Hours and Co-Requisites to be recruited) progress Breadth Electives Academic Writing and 3 None David Wallace Ph.D. (English) Critical Reasoning James MacDonald M.A. Astronomy: 3 None Tom Olien Ph.D. (biophysics) Discovering our Place in the Universe Betrayal in 3 Successful completion of Mary Ellen Kappler Ph.D. (English) Contemporary Fiction at least two lower level Ella Ophir Ph.D. breadth courses or letter of permission.

B.A.T. (Industrial Design) Part B - 67 Consent Renewal Application

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor applicable, highest Year and Semester Semester Semester Course Pre-requisites (or indicate if faculty qualifications in Semester Course Title Hours Hours Hours and Co-Requisites to be recruited) progress Brainstorm 3 None John Elias Ph.D. (social & political thought) in progress Greg Narbey Ph.D. (political science) in progress Ian Gerrie Ph.D. (philosophy) Breakthroughs of 20th 3 None Tom Olien Ph.D. (biophysics) Century Science Business and Politics 3 Successful completion of George Bragues Ph.D. (political science) at least two lower level breadth courses or letter of permission. Canadian Studies 3 None Greg Narbey Ph.D. (political science) in progress City Life 3 Successful completion of Danita Kagan Ph.D. (sociology) at least two lower level Guy Letts Ph.D. (sociology) in breadth courses or letter progress of permission. Saeed Hydaralli Ph.D. in progress Mark Lede Ph.D. in progress Kate Anderson Ph.D. (sociology) Communications, 3 None To be recruited. Ph.D. (communication) Technology and Culture The Corporation & 3 None Georges Bragues Ph.D. (political science) Society Desire and 3 Successful completion of Wendy O’Brien- Ph.D. (philosophy) in Discontent at least two lower level Ewara progress breadth courses or letter of permission. Developmental 3 None Ann Wainwright Ph.D. (developmental Psychology process psychology) Rena Borovilos M.A. (psychology)

B.A.T. (Industrial Design) Part B - 68 Consent Renewal Application

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor applicable, highest Year and Semester Semester Semester Course Pre-requisites (or indicate if faculty qualifications in Semester Course Title Hours Hours Hours and Co-Requisites to be recruited) progress Ethics and Moral 3 None Melanie Chaparian M.A. (philosophy) Theory Ian Gerrie Ph.D. (philosophy) Georges Bragues Ph.D. (political science) Wendy O’Brien- Ph.D. (philosophy) in Ewara progress John Elias Ph.D. (social & political thought) in progress Film Survey and 3 None To be recruited Ph.D. Analysis The Good Life: A 3 None Georges Bragues Ph.D. (political science) Philosophic Doug Wright Ph.D. Investigation How is Society 3 Successful completion of George Bragues Ph.D. (political science) Possible? Conflict, at least two lower level Wendy O’Brien- Ph.D. (philosophy) in Cooperation & Social breadth courses or letter Ewara progress Theory of permission. Human Security and 3 None Wendy O’Brien- Ph.D. (philosophy) in World Disorder Ewara progress Ian Baird Ph.D. ABD (criminology) Georges Bragues Ph.D. (political science) The Influence of 3 None Mark Ihnat Ph.D. (communications) Mass Media on in progress Canadian Society Introduction to 3 None Catherine Phillips Ph.D. ABD Environmental (environmental studies) Studies Introduction to Politics 3 None Greg Narbey Ph.D. (political science) in progress George Bragues Ph.D. (political science) Aileen Cowen M.A.

B.A.T. (Industrial Design) Part B - 69 Consent Renewal Application

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor applicable, highest Year and Semester Semester Semester Course Pre-requisites (or indicate if faculty qualifications in Semester Course Title Hours Hours Hours and Co-Requisites to be recruited) progress Introduction to 3 None Ann Wainwright Ph.D. (developmental Psychology process psychology) Rena Borovilos M.A. (psychology) Rejeanne Dupuis Ph.D. (in progress) Murray Staintain Ph.D. (in progress) Introduction to 3 None Danita Kagan Ph.D. (sociology) Sociology Angela Aujla Ph.D (sociology) in progress Naomi Couto Ph.D. (sociology) Guy Letts Ph.D. (sociology) in progress Arthur Younger Ph.D. in progress Mark Ihnat Ph.D. (communications) in progress Saeed Hydaralli Ph.D. in progress

Knowing and 3 None Ian Gerrie Ph.D. (philosophy) Believing: Melanie Chaparian M.A. (philosophy) Epistemology Money, Markets and 3 None George Bragues Ph.D. (political science) Democracy Narine Grigoryan Ph.D. in progress Arthur Younger Ph.D. in progress Philosophy of Law 3 None Wendy O’Brien- Ph.D. (philosophy) in Ewara progress Power 3 None Wendy O’Brien- Ph.D. (philosophy) in Ewara progress George Bragues Ph.D. (political science) Chris Anderson-Irwin Ph.D. Paul Corey Ph.D. Power 2: The 3 None Wendy O’Brien- Ph.D. (philosophy) in Question of Ewara progress Legitimation George Bragues Ph.D. (political science)

B.A.T. (Industrial Design) Part B - 70 Consent Renewal Application

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor applicable, highest Year and Semester Semester Semester Course Pre-requisites (or indicate if faculty qualifications in Semester Course Title Hours Hours Hours and Co-Requisites to be recruited) progress Principles of 3 None Georges Bragues Ph.D. (political science) Leadership Research Methods 3 Statistics Dan Andreae Ph.D. (adult education) Agnes Kopinska Ph.D. Narine Grigoryan Ph.D. in progress Arthur Younger Ph.D. in progress

Social Psychology 3 None Rena Borovilos M.A. (psychology) Sociology of 3 None Danita Kagan Ph.D. (sociology) Consumption Angela Aujla Ph.D (sociology) in progress Naomi Couto Ph.D. (sociology Guy Letts Ph.D. (sociology) in progress Mark Ihnat Ph.D. in progress Saeed Hydaralli Ph.D. in progress

Sociology of the 3 None Kate Anderson Ph.D. (sociology) Everyday Sociology of 3 None Danita Kagan Ph.D. (sociology) Technology Naomi Couto Ph.D. (sociology) Guy Letts Ph.D. (sociology) in progress Statistics 3 None Alexei Gohkman Ph.D. (math) Mohammed Hussain M.A. (applied math – statistics) Gerard Leung Master of Mathematics (statistics) Midori Kobayashi M.S. (mathematics) Theories of Beauty 3 Successful completion of Wendy O’Brien- Ph.D. (philosophy) in at least two lower level Ewara progress breadth courses or letter Ian Gerrie Ph.D. (philosophy)

B.A.T. (Industrial Design) Part B - 71 Consent Renewal Application

Highest Qualification earned (or required of faculty to be hired) Total DW Total DO Total DL and, only where Course Course Course Proposed Instructor applicable, highest Year and Semester Semester Semester Course Pre-requisites (or indicate if faculty qualifications in Semester Course Title Hours Hours Hours and Co-Requisites to be recruited) progress of permission. John Elias Ph.D. (social & political thought) in progress

B.A.T. (Industrial Design) Part B - 72 Consent Renewal Application

Appendix 6.4 – Course Outlines

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 100 COURSE NAME: Industrial Design Method COREQUISITE(S): BIND 101 Technical Communication 1 BIND 102 Visual Communication 1 BIND 104 Scaled Constructions 1 Industrial Design Method and the three corequisite courses incorporate cross assignments where each course applies learning from the others. PREREQUISITE FOR: BIND 150 Industrial Design Studio 1 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Ken Cummings

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Industrial Design Method is a course of examining and learning industrial design from its origins in ancient artifacts, tools, craftwork, furniture, and flatware to the “machine ethic” of Bauhaus and art movements like Art Deco, Modernism and Post Modern that have influenced today’s products. Each period has its technological base, attendant theory and methodology grounded in, social, political and business imperatives of its day. The construct in the equation is creative thought expressed through utilitarian objects. From this backdrop, learning will focus on contemporary stages in product development derived from the “scientific method” wherein problem recognition and statement is followed by inquiry and idea generation through a creative process which will render several alternatives to be discussed, tested and evaluated. Thinkers in creative cognition and design method will form a foundation for design processes in the development of product semantics.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Compare the creative methods expressed by diverse thinkers such as Kelley, Jones and Csikszentmihalyi.

B.A.T. (Industrial Design) Part B - 73 Consent Renewal Application

2. Trace historical design development through writings by Bronowski and Heskett. 3. Select a variety of previously designed objects by historical category such as Bauhaus or Post-Modern to differentiate art from design. 4. Analyze a selection of contemporary designs for their aesthetic characteristics and trace their lineage. 5. Explain the impact of the Industrial Revolution to design. 6. Apply the stages of project resolution methods such as those outlined by Jones. 7. Employ appropriate design communication techniques. 8. Apply focused research methods to develop a personal design archive. 9. Create sketches showing preliminary ideas for further development. 10. Categorize and manipulate ideas to develop stage two concepts. 11. Refine purpose-driven designs with notated sketch techniques. 12. Compare designs in different contexts and dimensions. 13. Review, improve and rework designs. 14. Relate an original design to specific stages of industrial design project resolution methods. 15. Evaluate design proposals against established standards, such as scientific method or boundary searching, and generate improved alternatives.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

B.A.T. (Industrial Design) Part B - 74 Consent Renewal Application

V METHODS OF PRESENTATION

Lectures, labs, demonstrations, projects

How Delivery Mode(s) Facilitate(s) Learning to Meet the Outcomes of Each Course

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Textbooks:

1. Heskett, John. (1980). Industrial Design. New York: Thames & Hudson Inc. ISBN 0-500-20181-1

2. Woodham, Jonathan M. (1997). Twentieth-Century Design. London: Oxford University Press. ISBN 0-19-284204-8

3. A Coursepack for BIND 100 (Ken Cummings, Ed.) with excerpts from the following:

Csikszentmihalyi, Mihaly. (1996). Creativity. New York: HarperCollins. ISBN 0-06-017133-2.

Dombroski, Thomas W. (2000). Creative Problem-Solving. New York: toExcel. ISBN 1583487239.

Heskett, John. (2002). Toothpicks and Logos. Toronto: Oxford. ISBN 0-19-280321-2.

Ruggiero, Vincent Ryan. (1995). The Art of Thinking (4th Edition). New York: HarperCollins. ISBN 0673993256.

Bronowski, J. (1973). The Ascent of Man. Toronto: Little, Brown and Company. ISBN 0-316-10933-9.

Hirsch, Alan J. (1986). Physics for a Modern World. Toronto: John Wiley & Sons. ISBN 0-471-79747-2.

Jones, J. Christopher. (1970). Design Methods. Toronto: Wiley-Interscience. ISBN 0-471-28496-3.

B.A.T. (Industrial Design) Part B - 75 Consent Renewal Application

Landgraf, Mike. (1992). “User-Centred Design.” Innovation – The Quarterly Journal of the Industrial Designers Society of America. (Winter 1992, Vol.11 No. 1) McLean, VA.

Cooper, Robert G. (2001). Winning at New Products, 3rd Edition. Cambridge: Perseus. ISBN 0-201-12038-0.

Gilder, George. (1989). Microcosm. Toronto: Touchstone. ISBN 0-671-70592-X.

Heskett, John. (2001). “Past Present and Future in Design for Industry.” Design Issues. ( Winter 2001. Vol.17 No.1) Cambridge, MA: MIT Press. Published Quarterly for the School of Design, Carnegie Mellon University.

Kelley, Tom. (2001). The Art of Innovation. New York: Doubleday. ISBN 0- 38549984-1.

Recommended Reading (optional):

Hauffe, T.H. (1996). Design an Illustrated Overview. New York: Barron’s Educational Series, Inc. ISBN 0-8120-9772-6.

Lawson, Bryan. (1997). How Designers Think - The Design Process Demystified. Oxford: Architectural Press. ISBN 0-7506-3073-6.

Lucie-Smith, Edward. (1983). A History of Industrial Design. Oxford: Phaidon Press Limited. ISBN 0-7148-2281-7.

Sparke, Penny. (1987). Design in Context. London: Quarto Publishing pic. ISBN 0-7475-1094-6.

VII EVALUATION Weighting

Project One, Report 10% Project Two, Report 10% Reflective Essays (two @ 5% each) 10% Mid-term Review and Evaluation 15% Final Exam/Project Presentation 35% Team Presentation (Active Contribution to Learning) 20% 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES

1, 2 Industrial Design Learning and Creative • Csikszentmihalyi, Creativity Thought • Dombroski, Creative Problem • The Evolution of Design Solving

B.A.T. (Industrial Design) Part B - 76 Consent Renewal Application

• Secrets of the Mind/Brain • Ruggiero, The Art of Thinking • Combining Free Thought and Discipline – • Bronowski, The Ascent of Man Harnessing Creativity Hirsch, Physics for a Modern • The Scientific Method and the Designer World • Jones, Design Methods • Landgraf, in Innovation Winter 1992 • Kelley, The Art of Innovation

• Woodham, Twentieth Century 3, 4 Industrial Design Methods From Ancient Design Beginning to Arts and Craft Movement • Lucie-Smith, A History of • How early civilization solved design problems – Industrial Design the wheel, shelter, food gathering, preparation • Sparke, Design in Context and eating • Heskett, Industrial Design • Design as an activity of its own – early • www.idsa.org examples from the Industrial Revolution • Heskett, Toothpicks and Logos • Arts and Crafts – the industrial age gets a human touch

5, Design Methods and Aesthetic Schools of • Woodham, Twentieth Century 6,7 Thought Design • Art Nouveau influences on the design of • Heskett, Industrial Design everyday objects • Lucie-Smith, History of Industrial • Invention, technology and design – the Design, machine aesthetic goes domestic • Sparke, Design in Context • Art Deco – a look back and Streamlining – a look forward

8 Assessment and Review • Cooper, Winning at New Products • Heskett, in Design Issues Winter 2001

9,10 Post War Modernism – New Methods and • Heskett, Industrial Design Materials • Woodham, Twentieth Century • The first professional industrial designers and Design their influence • Lucie-Smith, History of Industrial • Sources of aesthetic inspiration and expression Design in the office, home and on the road • Sparke, Design in Context • The emergence of ergonomics and human comfort • New materials – new possibilities

B.A.T. (Industrial Design) Part B - 77 Consent Renewal Application

11, Pop Modern, Post Modern, High Tech/Hi Touch • Woodham, Twentieth Century 12,13 – Media and Method Design • Industrial Design as fashion and fun – the • Lucie-Smith, History of Industrial consumer rules Design • Rational design/irrational design – modernists • Sparke, Design in Context and post modernists clash • IDSA Innovation Journal, 2003 • The environmental movement and sustainable • Gilder, Microcosm design • Heskett, in Design Issues Winter • Computers – design goes digital; a whole new 2001 method? • What now?

14 Final Exam / Project

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

B.A.T. (Industrial Design) Part B - 78 Consent Renewal Application

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 79 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 101 COURSE NAME: Technical Communication 1 PREREQUISITE(S): None COREQUISITE(S): BIND 100 Industrial Design Method BIND 102 Visual Communication 1 BIND 104 Scaled Constructions 1 Technical Communication 1 and the three corequisite courses incorporate cross assignments where each course applies learning from the others. PREREQUISITE FOR: BIND 151 Technical Communication 2 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Don Wilson

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Technical Communication 1 is a course of increasingly advanced modules leading to mastery of fundamental geometric and scaled projected drawings representing existing objects in three dimensions. With a background in the history and derivation of mechanical drafting, drawings will be plotted, projected and manipulated using drawing conventions that follow CSA, ISO standards of symbology and graphical communication. Concept and principles combine to develop skill and ensure compliance with recognized conventions representing objects drawn for production.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Identify and select important developments such as the concept of standardization and interchangeability of parts that lead to the need for dimensioned plans. 2. Analyze the technical conditions surrounding the advancement in drawing quality and accuracy. 3. Trace the origin of and characterize current conventions for drawing format. 4. Interpret, construct and annotate geometric drawings. 5. Measure, manipulate and calculate scale in a variety of settings.

B.A.T. (Industrial Design) Part B - 80 Consent Renewal Application

6. Classify drawings by their underlying construction characteristics such as architectural, mechanical, engineering and electrical drawings. 7. Identify and apply CSA, ISO standards to constructed drawings. 8. Identify and select the appropriate practices for object recognition and line interpretation and meaning. 9. Construct plans using mechanical, architectural and engineering measures. 10. Recognize, interpret and correct projection anomalies. 11. Compare and contrast the effectiveness of drawing techniques such as isometric or oblique projection. 12. Prepare a comprehensive set of dimensioned plans.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in: 1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 3. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 4. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 3. Developing students’ depth and breadth of understanding of the subject matter 4. Developing students’ independent thinking and learning skills

V METHODS OF PRESENTATION

Lectures, labs, demonstrations, projects How Delivery Mode(s) Facilitate(s) Learning to Meet the Outcomes of Each Course:

• Mini-lectures provide the theoretical context; introduce key concepts and help learners order and categorize information • Directed readings expand knowledge of subject matter under discussion and/or extend knowledge of areas beyond the scope or classroom discussion • Labs develop hands-on skills, provide opportunities for active experimentation, the application of principles and procedures to real life situations and practice for mastery • Demonstrations develop understanding of application of processes • Projects assess prior knowledge, recall and understanding, develop skills in analysis, critical thinking, application, performance, problem solving, synthesis and creative

B.A.T. (Industrial Design) Part B - 81 Consent Renewal Application

thinking, and provide opportunity for the creation of a product and promote self- awareness as learners • Essays enable students to explore and reflect on learning • Discussions give students a format for interactively exchanging ideas and values • On-line activities: course Web sites, e-mail access, internet browser for primary and related research, word processing (MS Word), printer and related communication software

VI REQUIRED TEXTS AND SUPPLIES

Required Textbooks:

1. Spencer, Henry Cecil, John Thomas Dygdon and James E. Novak. (2004). Basic Technical Drawing (8th Edition). Peoria, IL: Glencoe/McGraw-Hill. ISBN 0-02-682553-8

2. Cummings, Ken. (1995). Simple Geometry for Designers.

Recommended Reading:

Heskett, John. (1980). Industrial Design. New York: Thames & Hudson Inc.

VII EVALUATION Weighting

Essays 20% Drawing Assignments 30% Mid Term Test 15% Final Exam 30% Active Contribution to Learning 5% 100%

VIII COURSE SCHEDULE

WEEK TOPICS READING / RESOURCES Excerpts from:

1 Course introduction Spencer, Dygdon, Novak, • Materials and equipment list Basic Technical Drawing 8th • Assignment timelines Edition • Resource list Technical Drawing and Interchangeable Heskett, “The American Manufacturing System and Mass Production,” Industrial Design

2,3 Technical Drawing Fundamentals Spencer, Dygdon, Novak, • ISO Basic Technical Drawing 8th • Basic form elements Edition

B.A.T. (Industrial Design) Part B - 82 Consent Renewal Application

• Lines, types and meanings

4 Technical Drawing Fundamentals Spencer, Dygdon, Novak, • Standards of measurement Basic Technical Drawing 8th • Conventions Edition

5, 6, 7 Technical Drawing Fundamentals Spencer, Dygdon, Novak, Basic Technical Drawing 8th Edition

8 Mid-Term Exam

9, 10 Technical Drawing Applications Spencer, Dygdon, Novak, • Architecture Basic Technical Drawing 8th • Mechanical Edition

11, 12 Technical Drawing Applications Spencer, Dygdon, Novak, • Isometrics, obliques Basic Technical Drawing 8th • design project drawing Edition

13 Technical Drawing Applications Spencer, Dygdon, Novak, • Evaluations Basic Technical Drawing 8th • CAD discussion Edition

14 Final Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful.

B.A.T. (Industrial Design) Part B - 83 Consent Renewal Application

Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 84 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 102 COURSE NAME: Visual Communication 1 PREREQUISITE(S): None COREQUISITE(S): BIND 100 Industrial Design Method BIND 101 Technical Communication 1 BIND 104 Scaled Constructions 1 Visual Communication 1 and the three corequisite courses incorporate cross assignments wherein each course applies learning from the others. PREREQUISITE FOR: BIND 152 Visual Communication 2 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME:

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Visual Communication1 is an applied course of learning focused on enhancing competencies in visualization, manipulation and presentation of ideas and concepts. Drawing elements and principles of central point projection (perspective) are explored in an historical and social context then applied to three dimensional spaces and objects in contemporary design. Viewer orientation in relation to the drawn subject is calculated and represented graphically to illustrate a product or interior space in a variety of disciplines. Emphasis is placed on the intrinsic communicative qualities of three- dimensional visualizations as a vital augmentation to linguistic and quantitative paradigms.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Contrast the central purpose of art and drawing in ancient and medieval times to contemporary society. 2. Source and discuss the origins of perspective and its application to planning and design. 3. Select, evaluate, draw and label the elements of perspective.

B.A.T. (Industrial Design) Part B - 85 Consent Renewal Application

4. Compare and contrast the theories of perception expressed by Jung, Maslow and Csikszentmihalyi 5. Manipulate scale and proportion objects to enhance a sense of reality in visual representation. 6. Construct freehand geometric forms and interior spaces for specific purposes 7. Scale and measure object features in perspective and manipulate these features to enhance the visual effect. 8. Manipulate and construct drawings with differing viewer positions and orientations. 9. Calculate scale and manipulate proportion to create the illusion of depth and dimension. 10. Create a drawing with overlapping objects on a common reference plane to enhance three-dimensionality. 11. Rearrange objectives to fit within the periphery of vision to clarify and enhance interpretation. 12. Construct scale and present spherical, conical and right objects in a variety of settings. 13. Evaluate and rearrange drawings that do not conform to principles and practices of efficacious comprehension.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 4. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES This course will foster students’ development of the following learning values:

1. Developing students’ broader perspectives through an understanding of context 2. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 3. Developing students’ depth and breadth of understanding of the subject matter 4. Developing students’ independent thinking and learning skills

V METHODS OF PRESENTATION

Lectures, labs, demonstrations, projects How Delivery Mode(s) Facilitate(s) Learning to Meet the Outcomes of Each Course:

• Mini-lectures provide the theoretical context; introduce key concepts and help learners order and categorize information

B.A.T. (Industrial Design) Part B - 86 Consent Renewal Application

• Directed readings expand knowledge of subject matter under discussion and/or extend knowledge of areas beyond the scope or classroom discussion • Labs develop hands-on skills, provide opportunities for active experimentation, the application of principles and procedures to real life situations and practice for mastery • Demonstrations develop understanding of application of processes • Projects assess prior knowledge, recall and understanding, develop skills in analysis, critical thinking, application, performance, problem solving, synthesis and creative thinking, and provide opportunity for the creation of a product and promote self- awareness as learners • Essays enable students to explore and reflect on learning • Structured discussions give students a format for interactively exchanging ideas and values • On-line activities: course Web sites, e-mail access, internet browser for primary and related research, word processing (MS Word), printer and related communication software

VI REQUIRED TEXTS AND SUPPLIES

Required Textbooks:

1. De Reyna, Rudy. (1996). How to Draw What You See. New York: Watson- Guptill Publications. ISBN 0-8230-2375-3.

2. Stokstad, Marilyn. (2007). Art: A Brief History. 3rd ed. Upper Saddle River, NJ: Pearson-Prentice Hall. ISBN 0-13-195541-1. (BIND 105 Text).

3. A Coursepack for BIND 102/152 (Don Wilson, Ken Cummings, Ed.) containing excerpts from:

Wilson, Don. (2003). Perspective in History and Theories of Perception. Historical/Reference Summaries. Compiled for BIND 102 Visual Communication 1.

Kant, Immanuel. (1783). Prolegomena to Any Future Metaphysics. New York: The Bobbs-Merrill Company Inc. 1950.

Berger, John et al. (1977). Ways of Seeing. London: Penguin Group and the British Broadcasting Corporation. ISBN 0140135154.

Ruskin, John. The Lamp of Beauty: Writings on Art. London: Phaidon Press Limited. 1995. ISBN 0714833584.

White, John. (1967). The Birth and Rebirth of Pictorial Space. London: Faber and Faber Limited.

Glenn, Jim. (1996). Scientific Genius – The Twenty Greatest Minds. Rowayton, CT: Soraband Inc. ISBN 18877354050.

B.A.T. (Industrial Design) Part B - 87 Consent Renewal Application

Recommended Reading:

Norling, Ernest R. (1939). Perspective Made Easy. Reprinted in 1999. New York: Dover Publications Inc. ISBN 0-486-40473-0 Other Resources:

Perspective Drawing http://mathforum.org/sum95/math_and/perspective/perspect.html

Drawing in One-point Perspective http://www.olejarz.com/arted/perspective/

Perspective http://home.att.net/~tisone/lesson10perspective.htm

Perspective – Measuring the Human Form http://www.wetcanvas.com/ArtSchool/Drawing/HumanForm/Lesson2/

Linear Perspective http://www2.evansville.edu/studiochalkboard/draw.html

History of Perspective http://www.msichicago.org/scrapbook/scrapbook_exhibits/reverspective/history.html

VII EVALUATION Weighting

Essay 15% Drawing Assignments 20% Mid Term Test 25% Final Exam 30% Active Contribution to Learning 10% Total 100%

VIII COURSE SCHEDULE

WEEK TOPICS READING / RESOURCES Excerpts from:

1 Course introduction • Stokstad, Art: A Brief History

Art and Drawing in Ancient and Medieval • http://www2evansville.edu/ Times • studiochalkboard/draw.html Perspective in History • Subject Information sheet • Class lecture and discussion • www.msichicago.org/ scrapbook/scrapbook_ exhibits/reverspective/ history.html

B.A.T. (Industrial Design) Part B - 88 Consent Renewal Application

2 Theories of Perception • Subject information sheets • Jung, Maslow, Csikszentmihalyi

3, 4, 5 Perspective Fundamentals • De Reyna, How to Draw • Elements What You See • Types

6 Visualization, Construction and Presentation • De Reyna, How to Draw of Simple Objects What You See • Perspective constructions • “Perspective Drawing” • Ellipse constructions www.mathforum.org/sum95/ math_and/perspective/ perspect.html.

7 Mid-Term Exam

8,9,10 Visualization, Construction and Presentation • De Reyna, How to Draw of Scaled Objects What You See • Scaled constructions • “Drawing in One-Point Perspective” http://www. olejarz.com/arted/ perspective/

11,12,13 Visualization, Construction and Presentation • De Reyna, How to Draw of Multiple Objects What You See • iPod design sketch • “Perspective – Measuring • overlapping objects the Human Form” • spherical / conical objects http://www.wetcanvas.com/ ArtSchool/Drawing/ HumanForm/Lesson2/

14 Final Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

B.A.T. (Industrial Design) Part B - 89 Consent Renewal Application

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 90 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 103 COURSE NAME: Aesthetic Principles and Elements COREQUISITE(S): BIND 100 Industrial Design Method BIND 101 Technical Communication 1 BIND 102 Visual Communication 1 BIND 104 Scaled Constructions 1 Aesthetic Principles and Elements and the four corequisite courses incorporate cross assignments where each course applies learning from the others. PREREQUISITE FOR: BIND 204 Commercial Graphics CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME:

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Aesthetic Principles and Elements is a course in creative thinking through self- awareness and psychological alignment which foster creative, original ideas centred on the discrete elements of design and the principles which are manipulated to create compositions that influence viewers in predictable ways. From a backdrop of nature’s structures, societal references on art and design from leading thinkers in creativity and the study of aesthetic principles, abstract imagery is used to guide learners into unique visual solutions with universal meaning. Colour studies lead to a physical understanding of the visible light spectrum and its relationship to direct and reflected light sources as applied in practical design applications.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Identify, define and characterize universal emotions. 2. Abstract universally held human values and behaviour in a visual format. 3. Compare, contrast and evaluate visual expression of class work in a group setting to develop the ability to assess one’s work. 4. Identify and contrast elements from principles of design aesthetics.

B.A.T. (Industrial Design) Part B - 91 Consent Renewal Application

5. Construct creative solutions to abstract verbal expressions using aesthetic elements and principles. 6. Manipulate and arrange meaningless composition to impart a message combining aesthetic elements and principles. 7. Compare and contrast aesthetic elements to current product aesthetics. 8. Compare and evaluate proportion, scale, surface character and other aesthetic differences to enhance design effectiveness and clarity of intent 9. Identify and manage obstructions that may confuse the meaning of a graphic composition. 10. Describe the role of aesthetics in an overall design context. 11. Source, select, compare and present examples of aesthetic success in other disciplines to put the learning of this course into a broader context. 12. Demonstrate contrast in colour through a variety of contexts to impart meaning and purpose to designs. 13. Compare and contrast colour application to product intent. 14. Compare and match colours to other colours and apply them to product solutions. 15. Source and explain: Munsell, Ostwald and Pantone colour systems. 16. Prepare and present a compendium of aesthetic compositions that demonstrate a holistic context for aesthetics. 17. Evaluate and reconstruct complex aesthetic challenges such as low impact obscurity of meaning to improve their impact. 18. Develop individual and independent methods of visual discovery.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work- related goals, within the context of a changing environment 3. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 4. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 4. Developing students’ depth and breadth of understanding of the subject matter 5. Developing students’ independent thinking and learning skills 6. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

B.A.T. (Industrial Design) Part B - 92 Consent Renewal Application

V METHODS OF PRESENTATION

Lectures, labs, demonstrations, projects

How Delivery Mode(s) Facilitate(s) Learning to Meet the Outcomes of Each Course:

• Lectures provide the theoretical context; introduce key concepts and help learners order and categorize information • Directed readings expand knowledge of subject matter under discussion and/or extend knowledge of areas beyond the scope or classroom discussion • Labs develop hands-on skills, provide opportunities for active experimentation, the application of principles and procedures to real life situations and practice for mastery • Demonstrations develop understanding of application of processes • Projects assess prior knowledge, recall and understanding, develop skills in analysis, critical thinking, application, performance, problem solving, synthesis and creative thinking, and provide opportunity for the creation of a product and promote self- awareness as learners • Essays enable students to explore and reflect on learning • Structured discussions give students a format for interactively exchanging ideas and values • On-line activities: course Web sites, e-mail access, internet browser for primary and related research, word processing (MS Word), printer and related communication software

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

A Syllabus/Coursepack for BIND 103 Aesthetic Principles and Elements (Ken Cummings, Ed.) with excerpts from the following:

Hubel, Vello and Diedra B. Lussow. (1984). Focus on Designing. Toronto: McGraw-Hill Ryerson Limited. ISBN 07-548661-X.

Recommended Reading:

Berger, John. (Edited by Geoff Dyer). (2001). Selected Essays. New York: Random House, Inc. ISBN 0-375-71318-2.

Editors, International Artist Magazine. (2001). Design & Composition Secrets of Professional Artists: 16 Successful Painters Show How They Create Prize-Winning Work. North Light Books. ISBN 1-929834-09-8.

Santayana, George. (1896). The Sense of Beauty: Being the outline of Aesthetic Theory. Reprinted 1955. New York: Dover Publications, Inc. ISBN 0-486-20238-0

Wilde, Judith and Richard Wilde. (2000). Visual Literacy: A Conceptual Approach to Graphic Problem Solving. Watson-Guptill Publications. ISBN 0823056201.

B.A.T. (Industrial Design) Part B - 93 Consent Renewal Application

http://users.design.ucla.edu/~fwinkler/21/index.html (section on value charts)

http://pantone.com/

http://greatideasinc.com/pms-pantone-chart.htm

http://www.worqx.com/ (Colour and Contrast) (Itten’s Contrasts)

http://www.mauigateway.com/~donjusko/colorwheel.htm

http://aestheticrealism.org/GUERNICA_dk.htm

VII EVALUATION Weighting

Assignments 40% Essays 5 @ 5% each 25% Mid-term Test 10% Final Exam 15% Active Contribution to learning 10% 100%

VIII COURSE SCHEDULE

WEEK TOPICS READING / RESOURCES

1 LINE • Berger, Selected Essays as a tool of expression • Hubel, Lussow Focus on Designing • Santayana, The Sense of Beauty • Wilde, A Conceptual Approach to Graphic Problem Solving

2 ORGANIZATION OF SHAPE • Hubel, Lussow, Focus on as a method for adding meaning Designing • Ed. International Artist, Design and Composition • Wilde, A Conceptual Approach to Graphic Problem Solving

3 COMPOSITION • Ed. International Artist, as a systematic expression of value Design and Composition • Wilde, A Conceptual

B.A.T. (Industrial Design) Part B - 94 Consent Renewal Application

Approach to Graphic Problem Solving

4 PATTERN / TEXTURE / SHAPE • Ed. International Artist, as an enhancing process for relationships Design and Composition • Wilde, A Conceptual Approach to Graphic Problem Solving

5 THREE-DIMENSIONAL FUNCTIONAL • Hubel, Lussow, Focus on COMPOSITION Designing as a method of combining beauty and utility

6 GREY SCALE • http://users.design.ucla. as a concept for understanding reflectivity edu/~fwinkler/21/index.html • http://pantone.com/ • http://greatideasinc.com/pms- pantone-chart.htm

7,8 VALUE / INTENSITY CHART • www.worqx.com/ as a means to measure colour • www.mauigateway.com/~ and reflectivity donjusko/colorwheel.htm

9 COLOUR WHEEL as a guide to • Hubel, Lussow, Focus on chromatic character Designing • www.worqx.com/

10, 11 CONTRAST CHART as a method • www.worqx.com/ for synthesizing the colour spectrum

12 COLOUR SCHEMES as a sample of colour use in a broad context

13 COURSE SYNTHESIS • http://aestheticrealism.org/ GUERNICA_dk.htm

14 Final Exam

B.A.T. (Industrial Design) Part B - 95 Consent Renewal Application

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 96 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 104 COURSE NAME: Scaled Constructions 1 COREQUISITE(S): BIND 100 Industrial Design Method BIND 101 Technical Communication 1 BIND 102 Visual Communication 1 Scaled Constructions 1 and the three corequisite courses incorporate cross assignments where each course applies learning from the others. PREREQUISITE FOR: BIND 154 Scaled Constructions 2 CREDIT VALUE: 2 HOURS OF INSTRUCTION: 2 FACULTY NAME:

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Scaled Constructions 1 is a foundation program of instruction regarding materials, tools, equipment and practices in constructing scaled models to illustrate the visual impact, size and ergonomic characteristics of products. In the context of design modeling employed by the design industry, material characteristics are aligned with appropriate processes and tools to accurately and safely fashion wood, plastic, and composite materials for the purposes required in communicating the aesthetic and functional characteristics of design.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Determine when a model is required to demonstrate the visual or functional features of a new design. 2. Identify and select tools for their efficacy and purpose. 3. Demonstrate proficiency in manipulating tools. 4. Measure and shape wood, plastic and composites. 5. Research, specify, and employ current model making techniques such as tooling boards. 6. Formulate a sequence of operations to facilitate model construction. 7. Identify, select and apply preferred joining and fastening methods.

B.A.T. (Industrial Design) Part B - 97 Consent Renewal Application

8. Design, draw and build from the plans an assembly of moving parts. 9. Plan and execute a model consisting of diverse materials. 10. Analyze, select and prepare finishes for models. 11. Evaluate the accuracy of a model by comparing it to the original drafted plan.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Developing students’ broader perspectives through an understanding of context 2. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 3. Developing students’ depth and breadth of understanding of the subject matter 4. Developing students’ independent thinking and learning skills

V METHODS OF PRESENTATION

Lectures, labs, demonstrations, projects How Delivery Mode(s) Facilitate(s) Learning to Meet the Outcomes of Each Course:

• Mini lectures provide the theoretical context; introduce key concepts and help learners order and categorize information • Directed readings expand knowledge of subject matter under discussion and/or extend knowledge of areas beyond the scope or classroom discussion • Labs develop hands-on skills, provide opportunities for active experimentation, the application of principles and procedures to real life situations and practice for mastery • Demonstrations develop understanding of application of processes • Projects assess prior knowledge, recall and understanding, develop skills in analysis, critical thinking, application, performance, problem solving, synthesis and creative thinking, and provide opportunity for the creation of a product and promote self- awareness as learners • Essays enable students to explore and reflect on learning • Structured discussions give students a format for interactively exchanging ideas and values • On-line activities: course Web sites, e-mail access, internet browser for primary and related research, word processing (MS Word), printer and related communication

B.A.T. (Industrial Design) Part B - 98 Consent Renewal Application

software

VI REQUIRED TEXTS AND SUPPLIES

Required Text:

A Coursepack for BIND 104 (Ken Cummings, Ed.) with excerpts from:

Trudeau, Norman. (1995). Professional Modelmaking – A Handbook of Techniques and Materials for Architects and Designers. New York: Whitney Library of Design. ISBN 0-8230-4098-4.

Recommended Reading:

Lucci, Roberto and Paolo Orlandini. (1990). Product Design Models. New York: Van Nostrand Reinhold. ISBN 0-442-20654-2.

Trudeau, Norman. (1995). Professional Modelmaking. New York: Watson-Guptill Publications. ISBN 0-8230-4098-4.

VII EVALUATION

Weighting

Essays 20 One Set of Sweeps 10 Two Stereo Speaker 10 Three Cell Phone 15 Four Child's Toy 15 Five Auto Form 15 Six iPod 15 100%

VIII COURSE SCHEDULE

WEEK TOPICS READING/ RESOURCES

1, 2 Controlling Curves: • Trudeau, Professional Model • Automotive Sweeps Making • Existing templates/ research on use of sweeps

3, 4 Linear Materials: • Trudeau, Professional Model • Model of Stereo Speakers in white Making foam core

B.A.T. (Industrial Design) Part B - 99 Consent Renewal Application

5, 6, 7 Shaping Material: • Trudeau, Professional Model • Cell Phone Making • Clip File Drawings/Research into target market

8, 9,10 Assembly of Parts: • Trudeau, Professional Model • Toy Making • Drawings/Store visit/web search

11,12 Shaping Material: • Automotive form

13 Integrating Plan and Model: • Trudeau, Professional Model • iPod Making • Research into target market/ drawings/web research

14 Exam Week

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 100 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 101 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 105 COURSE NAME: History of Art PREREQUISITE FOR: BIND 153 History of Technology CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Karen White

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

History of Art is an historical course of study and analysis of artistic endeavours that represent human values, conflicts and aspirations. Art and architecture are examined from early cultures to the end of the twentieth century to provide a broad awareness, understanding and appreciation for the aesthetic ideals of civilization. Subjects of analysis will be compared and contrasted to morals, values and belief paradigms of the time in which they were created. In this framework, the student will be able to fully contextualize their own work as creators of tomorrow’s artifacts.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Analyse the motivating factors in civilizations’ need to create art. 2. Define and discuss the mystical and ritualistic stages of early civilization to later periods. 3. Categorize and analyze spirituality and religious beliefs and identify related examples in art and architecture. 4. Compare and contrast the aesthetic characteristics of ancient and modern work. 5. Identify and analyze the functional aspects of artifacts and architecture. 6. Contextualize ritual or ceremony as it is manifest in art from differing periods. 7. Research, analyze and compare Eastern and Western art of a similar period. 8. Research and sort artifacts into major social movements. 9. Source and trace an art movement from its origin to today. 10. Source and categorize artistic expression from the ancient world through the middle ages and renaissance to the modern world and relate them to contemporary values.

B.A.T. (Industrial Design) Part B - 102 Consent Renewal Application

11. Create a referenced yet contemporary work of art blending values of two periods as a synthetic expression. 12. Research and relate a contemporary artifact to its percipient historical reference with temporal reference. 13. Evaluate contemporary art in a broad but defined frame of reference.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work- related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems

IV LEARNING VALUES This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

Lectures, labs, demonstrations, projects How Delivery Mode(s) Facilitate(s) Learning to Meet the Outcomes of Each Course: • Lectures provide the theoretical context; introduce key concepts and help learners order and categorize information • Directed readings expand knowledge of subject matter under discussion and/or extend knowledge of areas beyond the scope or classroom discussion • Labs develop hands-on skills, provide opportunities for active experimentation, the application of principles and procedures to real life situations and practice for mastery

B.A.T. (Industrial Design) Part B - 103 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Text:

Stokstad, Marilyn. (2007). Art: A Brief History. 3rd ed. Upper Saddle River, NJ: Pearson- Prentice Hall. ISBN 0-13-195541-1.

Recommended Reading:

Fer, Briony [et al]. (1993). Realism, Rationalism, Surrealism: Art Between the Wars. Modern Art Practices and Debates. New Haven & London: Yale University Press (in Association with The Open University).

Frank, Isabelle. Ed. (2000). The Theory of Decorative Art: An Anthology of European & American Writings, 1750-1940. New Haven & London: Yale University Press (in Association with The Bard Graduate Centre for Studies in the Decorative Arts).

Frascina, Frances [et al]. (1993). Modernity and Modernism: French Painting in the Nineteenth Century. Modern Art Practices and Debates. New Haven & London: Yale University Press (in Association with The Open University).

Gorman, Carma. Ed. (2003). The Industrial Design Reader. New York: Allworth Press.

Harrison, Charles [et al]. (1993). Primitivism, Cubism, Abstraction: The Early Twentieth Century. Modern Art Practices and Debates. New Haven & London: Yale University Press (in Association with The Open University).

Moffett, Marian; Fazzio, Michael; Woodhouse, Lawrence. (2004). A World History of Architecture. New York, NY: McGraw Hill Publishing.

Watkin, David. (2000). A History of Western Architecture. Third Edition. New York: Watson-Guptill.

Wood, Paul [et al]. (1993). Modernism in Dispute: Art Since the Forties. Modern Art Practices and Debates. New Haven & London: Yale University Press (in Association with The Open University).

VII EVALUATION Weighting

Assignment One 15% Assignment Two 15% Mid-term test 20% Assignment Three 15% Final Exam 30% Active Contribution to Learning 5% TOTAL 100%

B.A.T. (Industrial Design) Part B - 104 Consent Renewal Application

VIII COURSE SCHEDULE

WEEK TOPICS READING / RESOURCES Excerpts from:

1 Introduction: History, Society and Art • Stokstad, Art: A Brief Prehistoric Art and Art of the Ancient World History • Class information package

2 Greek Heritage: Art of the Aegean World • Stokstad, Art: A Brief History • Class information package

3 Greek Heritage: The Spread of Greek Art & Culture • Stokstad, Art: A Brief The Rise and Fall of the Roman Empire History • Class information package

4 Early Christian, Jewish and Byzantine Art • Stokstad, Art: A Brief Islamic & Later Asian Art: An Overview History • Class information package

5 The Dark Ages and Religious Doctrine • Stokstad, Art: A Brief History • Class information package

6 Early Renaissance: A New Awakening • Stokstad, Art: A Brief History • Class information package

7 Mid-term Exam • Stokstad, Art: A Brief History • Class information package

B.A.T. (Industrial Design) Part B - 105 Consent Renewal Application

8 Renaissance & Reformation: Breaking New Ground • Stokstad, Art: A Brief History • Class information package

9 Baroque & Rococo: Art for Its Own Sake • Stokstad, Art: A Brief History • Class information package

10 Colonialism and the “New” World: • Stokstad, Art: A Brief Art of the Americas and Africa History • Class information package

11 The Modern World: • Stokstad, Art: A Brief A New Social Economic Order History • Class information package

12 Early Twentieth Century Art and Architecture: • Stokstad, Art: A Brief The Triumph of Modernism History • Class information package

13 Later Twentieth Century Art and Architecture: • Stokstad, Art: A Brief The Emergence of Postmodernism History • Class information package

14 Final Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

B.A.T. (Industrial Design) Part B - 106 Consent Renewal Application

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 107 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY COURSE OUTLINE 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 150 COURSE NAME: Industrial Design Studio 1 PREREQUISITE(S): BIND 100 Industrial Design Method COREQUISITES: BIND 151 Technical Communication 2 BIND 152 Visual Communication 2 BIND 154 Scaled Constructions 2 : Industrial Design Studio 1 and the three corequisite courses incorporate a number of cross assignments and each course applies learning from the others. These courses need to be taken concurrently. Exceptions must be approved by the program coordinator. PREREQUISITE FOR: BIND 200 Industrial Design Studio 2 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Bruce Thomson

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Industrial Design Studio 1 studies, analyses, selects and applies aesthetic, historic, professional, marketing, psychological and functional approaches used in designing products. Following a clear statement of purpose, and reflecting appropriate schools of artistic thought, designs will be developed to meet aesthetic and performance criteria. Through collaborative studio activities, students will develop solutions to specific design problems. Presentations will afford opportunities to compare designs and to analyze the different influences and theoretical frameworks that result in different design solutions.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Apply recognized design strategies such as those developed by Doblin, Jones and Zaccai. 2. Formulate a research scheme to resolve a design problem and communicate the findings using resources such as Santayana, Veblen, Dreyfuss and Packard. 3. Source an appropriate aesthetic to convey meaning in form. 4. Summarize influences on design proposals such as technology resources, time, and social context. 5. Refine design proposals to enhance the quality of the output. B.A.T. (Industrial Design) Part B - 108 Consent Renewal Application

6. Develop alternative solutions to design problems in collaboration with others. 7. Create unique designs using metaphors to communicate function. 8. Rework design features to meet performance criteria. 9. Synthesize feedback from a presentation. 10. Create an innovative design solution to address simple design problems. 11. Evaluate design solutions through presentations according to their original intent.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning

B.A.T. (Industrial Design) Part B - 109 Consent Renewal Application

• Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

1. Required Reference: A coursepack for BIND 150 Industrial Design Studio1 (Ken Cummings, Ed.) containing excerpts from:

Postrel, Virginia. (2003). The Substance of Style. New York: HarperCollins Publishers, Inc.

Santayana, George. (1896). The Sense of Beauty – Being the outline of Aesthetic Theory (new edition). New York: Dover Publications Inc. 1955.

Key, Wilson Bryan. (1974). Subliminal Seduction. New York: Signet.

Calkins, Earnest Elmo. (1927). “Beauty The New Business Tool.” The Atlantic Monthly. (Vol.140 No.2).

Packard, Vance. (1957). The Hidden Persuaders. New York: Random House.

Veblen, Thorstein. (1899). The Theory of the Leisure Class. New York: Random House, Inc. 2001.

Dreyfuss, Henry. (1955). Designing for People. Reprinted 2003. New York: Allworth Press.

Hubel, Vello and Diedra B. Lussow. (1984). Focus on Designing. Toronto: McGraw-Hill Ryerson Limited.

Krippendorff, K. and R. Butter. (1984). “Product Semantics: Exploring the Symbolic Qualities of Form.” Innovation IDSA Journal.

2. Recommended Reading (optional):

Caplan, Ralph. (1976). The Design of Herman Miller. New York: Watson-Guptill Publications.

Hauffe, T.H. (1996). Design an Illustrated Overview. New York: Barron’s Educational Series, Inc.

Heath, Adrian, Ditte Heath and Aage Lund Jensen. (2000). 300 Years of Industrial Design. New York: Watson Guptill Publications.

Heskett, John. (1980). Industrial Design. New York: Thames & Hudson Inc.

Lucie-Smith, Edward. (1983). A History of Industrial Design. Oxford: Phaidon Press Limited.

Norman, Donald A. (1989). The Design of Everyday Things. New York: Doubleday

B.A.T. (Industrial Design) Part B - 110 Consent Renewal Application

Petroski, Henry. (1992). The Evolution of Useful Things. New York: Random House Inc.

Sparke, Penny. (1998). A Century of Design – Design Pioneers of the 20th Century. New York: Barron’s Educational Series, Inc.

Sparke, Penny, et al. (1986). Design Sourcebook. Secaucus, NJ: Chartwell Books, Inc. Sparke, Penny, et al. (1995). The New Design Sourcebook. London: Little, Brown and Company.

Tilley, Alvin R. (1993). The Measure of Man and Woman. (Henry Dreyfuss Associates). New York: Watson-Guptill Publications.

VII EVALUATION Weighting

Project 1 10% Project 2 15% Project 3 15% Essay 15% Final Exam/Project 4 Presentation 35% Active Contribution to Learning 10% (Class discussion) ____ 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES

1, 2 Industrial Design Pioneers of the Twentieth • Woodham, Twentieth Century Century – Establishing a Profession Design Streamlining • Heskett, Industrial Design Modernism • Postrel, The Substance of Functionalism Style Bauhaus • Sparke, A Century of Design Power of Personality • Video: “60 Minutes” 10-21-79 In-class discussion Raymond Loewy Interview with Morley Safer CBS • Video: “Powers of 10” Charles Eames • Santayana, The Sense of Beauty - Being the Outline of Aesthetic Theory • Calkins, “Beauty – The New Business Tool” The Atlantic Monthly

B.A.T. (Industrial Design) Part B - 111 Consent Renewal Application

3, 4 Form Follows Function, Fashion and Fantasy • Woodham, Twentieth Century A Design Framework Design Bring on the 50’s • Jackson, The New Look – Design in the Fifties • Sparke, Design in Context • Hodges et al, New Design Sourcebook • Sparke et al, Design Sourcebook • Heskett, Industrial Design

5, 6 Aesthetics and Markets – Why We Buy • Woodham, Twentieth Century In-class critique and discussion Design The The Smashing ‘60’s • Jackson, The New Look – The Youth Market Design in the Fifties • Sparke, Design in Context • Hodges et al, New Design Sourcebook • Sparke et al, Design Sourcebook

7 Mid Term Exam and Project Student Presentations

8,9 Conspicuous Consumption • Woodham, Twentieth Century The Psychology of Buying and Selling Design The 70’s to the 90’s – Looking Back to the Future • Key, Subliminal Seduction • Packard, The Hidden Persuaders • Veblen, The Theory of the Leisure

10 Corollary and Semantic Forms • Dreyfuss, Designing for People Designing for the Human Form • Dreyfuss, The Measure of Man Design for a Growing Field and Woman • Hubel, Lussow, Focus on Designing

11 Functional Forms cont. • Dreyfuss, Designing for People Does It Say Push, Pull or Turn? • Dreyfuss, The Measure of Man and Woman • Hubel,Lussow, Focus on Designing • Krippendorff, Butter in

B.A.T. (Industrial Design) Part B - 112 Consent Renewal Application

Innovation Spring 1984 “Product Semantics: Exploring the Symbolic Qualities of Form”

12,13 Semantics and Function • Dreyfuss, Designing for People Generating Ideas that Work • Dreyfuss, The Measure of Man Project Presentations and Woman • Krippendorff, Butter in Innovation Spring 1984 “Product Semantics: Exploring the Symbolic Qualities of Form”

14 Final Project and Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 113 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 114 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY COURSE OUTLINE 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 151 COURSE NAME: Technical Communication 2 PREREQUISITE(S): BIND 101 Technical Communication 1 COREQUISITES: BIND 150 Industrial Design Studio 1 BIND 152 Visual Communication 2 BIND 154 Scaled Constructions 2 Technical Communications 2 and the three corequisite courses incorporate a number of cross-curricular assignments and each course applies learning from the others. These courses need to be taken concurrently. Exceptions must be approved by the program coordinator. PREREQUISITE FOR: BIND 202 Computer Aided Design Studio 1 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Don Wilson

APPROVAL: ------(Signature and date)

I COURSE DESCRIPTION

Technical Communication 2 focuses on the graphical representation of three dimensional objects in standard CSA and ISO conventions. Framed by industry standards of practice, multi-faceted objects with complex features are constructed and manipulated in section multi-views and axonometric projections to reveal shape and features in a clear and reproducible format. Parts lists, materials specifications, components listings, assembly drawings and dimensioning are mastered. Assignments are evaluated in the context of their impact, clarity, comprehensiveness, the application of scientific and engineering conventions and the recognition of their historic context.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Source, identify and select conventions for technical drawing (CSA, ISO) for product design. 2. Construct a multi-view, scaled drawing illustrating section cutting planes in three views. 3. Identify and employ sectional views to reveal interior features. 4. Analyse drawings and plot an auxiliary view when required. 5. Manipulate dimensions on three planes to read clearly without confusion. B.A.T. (Industrial Design) Part B - 115 Consent Renewal Application

6. Formulate and apply specifications required for plan projected drawings. 7. Develop and draw assemblies. 8. Draw a lofted surface in multiview drafting mode. 9. Show assembly components in a series of parts drawings. 10. Explain how drawing CSA, ISO standards and practices relate to CAD. 11. Draw conclusions from the theory and history of visual communications and apply them to the enhancement of various professional practices.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures will develop connections between the assignments required in this course and theoretical frameworks learned in other courses and provide contexts within which students order and analyze information • Required readings clarify professional standards of practice • Labs and projects develop hands-on skills, provide opportunities for active experimentation and incorporate the application of principles and procedures to real

B.A.T. (Industrial Design) Part B - 116 Consent Renewal Application

life situations. Additionally, they assess prior knowledge, develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis, and promote self-awareness. • Mini-demonstrations develop understanding of the application of each topic • Essays enable students to reflect on learning and relate various visual communications strategies to their historic, scientific and engineering roots. • Structured discussions give students a format for interactively exchanging ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Texts:

Cummings, K. (1995). Simple Geometry for Designers. Toronto: Humber College

Spencer, Henry Cecil, John Thomas Dygdon and James E. Novak. (2004). Basic Technical Drawing (8th Edition). Peoria, IL: Glencoe/McGraw-Hill. ISBN 0-02-682553-8

VII EVALUATION Weighting

In-Progress Evaluations (2 @ 5%, 3 @ 10%) 40% Essays (2 @ 10%) 20% Mid Term Exam 15% Final Exam 15% Active Contribution to Learning 10% 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES Excerpts from:

1 Introduction • Information Pack Refreshers: • Glenn, Scientific Genius Multiview Projection 0-Based, Datum-based Dimensioning

2 Technical Drawing Fundamentals • Spencer, Basic Technical 3rd Angle Projection revisited Drawing Drawing Layout & Dimensioning Conventions • Cummings, Simple Geometry Sectioning – Cutting Planes • Information Pack Drawing Tapped Holes

3 Technical Drawing • Spencer, Basic Technical

B.A.T. (Industrial Design) Part B - 117 Consent Renewal Application

Drawing Layout & Dimensioning Review Drawing Symbolic Part Feature Conventions • Cummings, Simple Geometry • Information Pack

4 Technology Symbology and Conventions • Spencer, Basic Technical Symbolic Part Feature Conventions Review Drawing Schematic Threads • Cummings, Simple Geometry

5 Assemblies & Sub-assemblies • Spencer, Basic Technical Drawing • Cummings, Simple Geometry

6 Assembly Hierarchies • Spencer, Basic Technical Drawing • Cummings, Simple Geometry

7 Mid-term Exam

8,9 Auxiliary Views in Technical Drawings • Information Pack • Cummings, Simple Geometry

10 Geometric Constructions • Information Pack Conic Sections • Cummings, Simple Geometry Parabola & Ellipse Constructions

11 Technical Drawing Fundamentals • Information Pack Specialty Sections in Technical Drawing • Cummings, Simple Geometry

12 Specialty Sections • Information Pack Sections and Complex Forms

13 Manufacturing Feasibility: Drafted Parts • Information Pack Introduction to Computer Assisted Design • Spencer, Basic Technical Drawing

14 Final Exam

B.A.T. (Industrial Design) Part B - 118 Consent Renewal Application

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 119 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY COURSE OUTLINE 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 152 COURSE NAME: Visual Communication 2 PREREQUISITE(S): BIND 102 Visual Communication 1 COREQUISITES: BIND 150 Industrial Design Studio 1 BIND 151 Technical Communication 2 BIND 154 Scaled Constructions 2 Visual Communication 2 and the three corequisite courses integrate subject matter and require overlapping assignments. These courses must be taken concurrently. Any exceptions to this requirement must have the prior approval of the program coordinator. PREREQUISITE FOR: BIND 201 Project Presentation 1 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Max Gatta

APPROVAL: ------(Signature and date)

I COURSE DESCRIPTION

Visual Communication 2 is founded in geometry and applies visual communications theory to the selection and development of techniques for illustrating surface, light source and environment in three-dimensional settings. As in professional design practice, the course will demonstrate how to illustrate and present designs to decision makers employing media methods to show contour, surface material, basic reflections, depth and details. Media are applied to demonstrate techniques for emulating realism through highlighting unique characteristics in gradations of value and colour.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Identify and select structural drawing solutions such as 1, 2, 3 point perspective to illustrate a product. 2. Select and apply techniques in dry media to enhance line drawings. 3. Select and employ dry media techniques to create a realistic image with shaded gradations. 4. Identify and manipulate graphic drawing aids in ideation sketches. 5. Scale and construct an automobile and other large objects from a still-life set up. B.A.T. (Industrial Design) Part B - 120 Consent Renewal Application

6. Locate and illustrate primary and secondary light sources and shadows that fall on objects. 7. Source and employ paint media to create realism through observational feedback. 8. Source and construct effective and product enhancing backgrounds. 9. Plot surface characteristics and apply appropriate media. 10. Arrange surface reflections based on observation and analysis of the total environment in which the object is situated. 11. Create a colour illustration of a complex product. 12. Evaluate the effectiveness of product illustrations using appropriate theoretical frameworks (including visual communications theory, historical insights, aesthetic principles, logical sequencing, concepts of function and paradigmatic contexts) and suggest improvements.

III GENERIC SKILLS OUTCOMES

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures stress the theoretical and professional context of student assignments • Labs and projects develop hands-on skills, provide opportunities for active

B.A.T. (Industrial Design) Part B - 121 Consent Renewal Application

experimentation and require the application of principles and procedures to real life situations. Additionally, they assess prior knowledge, promote self awareness and develop skills in analysis, critical thinking, creativity, application, performance, problem solving and synthesis. • Mini-demonstrations develop an understanding of the practices being studied and their application • Projects Essays enable students to explore alternatives and reflect on their learning • Structured discussions give students a format for interactively exchanging ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. De Reyna, R. (1996). How to Draw What You See. New York: Watson-Guptill Publications.

2. A Coursepack for BIND 102/152 (Don Wilson, Ken Cummings, Ed.) containing excerpts from:

Wilson, Don. (2003). Perspective in History and Theories of Perception. Historical/Reference Summaries. Compiled for BIND 102 Visual Communication 1.

Kant, Immanuel. (1783). Prolegomena to Any Future Metaphysics. New York: The Bobbs-Merrill Company Inc. 1950.

Berger, John et al. (1977). Ways of Seeing. London: Penguin Group and the British Broadcasting Corporation. ISBN 0140135154.

Ruskin, John. The Lamp of Beauty: Writings on Art. London: Phaidon Press Limited. 1995. ISBN 0714833584.

White, John. (1967). The Birth and Rebirth of Pictorial Space. London: Faber and Faber Limited.

Glenn, Jim. (1996). Scientific Genius – The Twenty Greatest Minds. Rowayton, CT: Soraband Inc. ISBN 18877354050.

VII EVALUATION Weighting

Essay 1 and 2 20% Drawing Assignment 1 and 2 10% Drawing Assignment 3 10% Drawing Assignment 4 10% Mid Term Exam 20% Final Exam 30% 100%

B.A.T. (Industrial Design) Part B - 122 Consent Renewal Application

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES Excerpts from:

1 Perspective Expanded • Kant, Prolegomena to any Theoretical interpretations of beauty, visualization Future Metaphysics and perception and their relevance to the • Berger, Ways of Seeing assignments. • Semester Handout Set • White, The Birth and Rebirth of Pictorial Space

2 Lighting Sources in Perspective • Semester Handout Set Interior and Exterior

3 Light & Shade on Surfaces • De Reyna, How to Draw What You See • Ruskin, The Lamp of Beauty: Writings on Art

4 Black and White as Local Colour • De Reyna, How to Draw What You See

5 Sketching Techniques • De Reyna, How to Draw What Line, Texture, Hatching, Fielding You See

6 Representation of Surfaces • De Reyna, How to Draw What Monochromatic Applications You See • Glenn, Scientific Genius

7 Mid Term Exam

8,9,10 Media Exploration • De Reyna, How to Draw What Mixed Media as a Tool You See • Powell, Design Rendering Techniques

11,12,13 Large Object Illustration • Semester Handout Set

B.A.T. (Industrial Design) Part B - 123 Consent Renewal Application

Multi-technique applications • Ungar, Rendering in Mixed Media

14 Final Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 124 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY COURSE OUTLINE 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 153 COURSE NAME: History of Technology PREREQUISITE(S): None COREQUISITES: None PREREQUISITE FOR: CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Ken Cummings

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

History of Technology covers much of the foundation upon which the further study of Industrial Design will build. It investigates the evolution of applied technology during the past 500 years with particular attention given to developments that are relevant to contemporary commercial products. Studies demonstrate the impact of pivotal innovations on contemporary life and behaviour. Factors influencing technological breakthroughs (including available resources, social influences, economic conditions, scientific developments and design vision) will be discussed. Classes, discussions and assignments develop the relationship between technological innovation and the evolution of design and society.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Analyze the literature of discovery focusing on the central themes of technological development since the Renaissance. 2. Study the development of selected products to understand the varied processes through which innovation occurs. 3. Evaluate the long-term impact of key technological / product advances on global cultural norms, the environment and the health of humanity. 4. Analyze the impact on social and economic conditions by the development of significant product innovations during the past 80 years. 5. Draw relationships among contemporary artistic themes, technological innovations, industrial design and social attitudes. 6. Through selected examples of innovative technologies, evaluate the impact of new product developments on social behaviour. B.A.T. (Industrial Design) Part B - 125 Consent Renewal Application

7. After considering historic examples, draw conclusions about contemporary market demand, concept development, product design and the public presentation of innovations.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

B.A.T. (Industrial Design) Part B - 126 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

A Coursepack for BIND 153 (Ken Cummings, Ed.) containing the text of

Buchanan, R. A. (1992). The Power of the Machine – The Impact of Technology from 1700 to the Present Day. New York: Penguin Group.

and excerpts from:

Cowan, Ruth Schwartz. (1997). A Social History of American Technology. New York: Oxford University Press.

Cowan, Ruth Schwartz. (1983). More Work for Mother. Basic Books, Inc.

Lascoe, O.D. (1988). Handbook of Fabrication Processes. Metals Park, Ohio: ASM International.

Lewis, Tom. (1997). Divided Highways – Building the Interstate Highways, Transforming American Life. New York: Penguin Group.

McNeil, Ian (Ed.). (2003) An Encyclopaedia of the History of Technology. London: Routledge.

Pacey, Arnold. (1990). Technology in World Civilization. Cambridge, Massachusetts: The MIT Press.

Pacey, Arnold. (1992). The Maze of Ingenuity. Cambridge, Massachusetts: The MIT Press.

Taylor, Frederick Winslow. (1911). The Principles of Scientific Management. Republished 1998. Mineola, NY: Dover Publications, Inc.

Toffler, Alvin. (1970). Future Shock. New York: Random House, Inc.

Recommended Reading (optional):

Books:

Gilder, George. (1989). Microcosm. Toronto: Touchstone.

Heath, Adrian, Ditte Heath and Aage Lund Jensen. (2000). 300 Years of Industrial Design. New York: Watson Guptill Publications.

Hillman, David and David Gibbs. (1999). Century Makers – One hundred clever things we take for granted which have changed our lives over the last one hundred years. New York: Welcome Rain.

B.A.T. (Industrial Design) Part B - 127 Consent Renewal Application

Knauer, Kelly (Ed.). (2003). Great Inventions – Geniuses and Gizmos: Innovation in Our Time. New York: TIME Books.

Lascoe, O.D. (1988). Handbook of Fabrication Processes. Metals Park, Ohio: ASM International. Suplee, Curt. (2000). Milestones of Science. Washington, D.C.: National Geographic Society.

Periodicals:

American Heritage of Invention & Technology. (Published Quarterly). New York: American Heritage, Div. of Forbes, Inc.

VII EVALUATION Weighting

Major Presentation / Project / Essay 40 % Mid-term Exam 20 % Final Exam 30 % Active Contribution to Learning 10 % 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES Excerpts from:

1,2,3 Technology as a Force in Cultural Evolution • Toffler, Future Shock • Introduction • Cowan, More Work for Mother Replacing Muscle, Water and Wind Power • McNeil, An Encyclopedia of the • Steam and internal combustion engines History of Technology • Electric motors, generators • Buchanan, The Power of the • The need for fuel Machine • Pacey, Technology in World Civilization • Pacey, The Maze of Ingenuity

4 The Building Blocks of the Manufactured World • Buchanan, The Power of the – Materials Machine • Non-ferrous metals: • Cowan, A Social History of copper, tin, bronze, brass, zinc nickel, American Technology aluminium, magnesium, titanium, alloys • McNeil, An Encyclopedia of the • Ferrous metals: History of Technology wrought iron, cast iron, steel, alloys • Lascoe, Handbook of Fabrication

B.A.T. (Industrial Design) Part B - 128 Consent Renewal Application

5 Change Agents - Chemical Compounds • McNeil, An Encyclopedia of the • Ceramics, textile chemistry, fuels, rubber, History of Technology plastics, synthetics • Pacey, Technology in World Civilization • Buchanan, The Power of the Machine

6 Methods of Making: Manufacturing and • Cowan, A Social History of Production American Technology • Measurement and duplication • Buchanan, The Power of the • The new work Machine • Shops and factories • McNeil, An Encyclopedia of the • Assembly lines History of Technology • The “American System” – Slater, Ford, • Taylor, the Principles of Taylor Scientific Management • Pacey, The Maze of Ingenuity

7 Review • Cowan, A Social History of American Technology • Buchanan, The Power of the Machine • McNeil, An Encyclopedia of the History of Technology • Taylor, the Principles of Scientific Management • Pacey, The Maze of Ingenuity

8 MID-TERM EXAM • Buchanan, The Power of the Getting Around – Goods and People on the Machine Move • Cowan, A Social History of • Water: American Technology canals, rivers, oceans, harbours • McNeil, An Encyclopedia of the • Land: History of Technology carts, carriages, automobiles, trucks • Lewis, Divided Highways roads, bridges, tunnels, expressways • Rail: steam railways, passenger rail, freight rail, diesel railways, high speed rail, bridges, tunnels • Air: from propeller to jet, airports, international travel, beyond air – spaceflight (continued in Week 9)

B.A.T. (Industrial Design) Part B - 129 Consent Renewal Application

9 Getting Around – Goods and People on the • Buchanan, The Power of the Move Machine • Water: • Cowan, A Social History of canals, rivers, oceans, harbours American Technology • Land: • McNeil, An Encyclopedia of the carts, carriages, automobiles, trucks History of Technology roads, bridges, tunnels, expressways • Lewis, Divided Highways • Rail: steam railways, passenger rail, freight rail, diesel railways, high speed rail, bridges, tunnels • Air: from propeller to jet, airports, international travel, beyond air -- spaceflight

10,11 At Home – Food Clothing and Shelter • Cowan, A Social History of • Home layout, lifestyle American Technology • Fabric, footwear, fashion and furniture • McNeil, An Encyclopedia of • Homecare / healthcare the History of Technology • Food, cooking, entertaining • Cowan, More Work for Mother • Raising children, education

12 Electric to Electronic • Cowan, A Social History of • Communication information American Technology • Printing, graphics, media, imaging • Gilder, Microcosm • PC’s, software, personal electronics, • McNeil, An Encyclopedia of entertainment the History of Technology

13 Course Review

14 FINAL EXAM

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

B.A.T. (Industrial Design) Part B - 130 Consent Renewal Application

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 131 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY COURSE OUTLINE 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 154 COURSE NAME: Scaled Constructions 2 PREREQUISITE(S): BIND 104 Scaled Constructions 1 COREQUISITES: BIND 150 Industrial Design Studio 1 BIND 151 Technical Communication 2 BIND 152 Visual Communication 2 Scaled Constructions 2 and the corequisite courses employ overlapping assignments and draw on and interpret common subject matter. They are expected to be taken concurrently. Any exceptions must have the prior approval of the program coordinator. PREREQUISITE FOR: BIND 200 Industrial Design Studio 2 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Gary McFayden

APPROVAL: ------(Signature and date)

I COURSE DESCRIPTION

Scaled Constructions 2 focuses on the acquisition of model development skills for use in industrial design. It also explores the value of models in investigating, integrating, testing and explaining design ideas. Building on traditional practices (including stereo lithography and 3-D printing), learners will source, specify, cut and form materials into shapes that can be assembled into design models. The models will illustrate the aesthetic characteristics including scale, proportion, and details and finish while demonstrating the functional aspects of product concepts. History and social context of this course is discussed and evaluated in BIND 104 Scaled Constructions 1.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Identify, rank and select the most suitable equipment for specific modelling operations. 2. Explain and demonstrate standards of fabricating practice such as those outlined by Lucci and Orlandini which include design models in architecture, interiors, landscape and product. 3. Plan, measure, cut, form and assemble material to illustrate design features. 4. Identify and select preferred methods of plastic forming and shaping. B.A.T. (Industrial Design) Part B - 132 Consent Renewal Application

5. Plan and execute a CSA, ISO scaled drawing using a sequence of fabrication operations. 6. Analyze and order a series of procedures to build a model from a drafted plan. 7. Research, formulate and apply current model making techniques for sub- assemblies. 8. Calculate material loss in pre-assembly operations. 9. Estimate the time and materials requirements to construct a photo-ready design model. 10. Evaluate the accuracy of a model by comparing it to the original procedure schedule and statement of intent. 11. Use models to investigate alternatives, integrate different planning paradigms, test out options, discuss implications, compare solutions and explain complex design ideas.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Labs and projects develop hands on skills, provide opportunities for experimentation, and require the application of principles to real life situations. Additionally, they promote self awareness, assess prior knowledge and develop the strengths of critical analysis, creativity, synthesis, problem solving and application.

B.A.T. (Industrial Design) Part B - 133 Consent Renewal Application

• Demonstrations develop understanding of the practices being studied and their application. • The essay enables students to synthesize related learning from several courses, to explore connected ideas and to reflect on learning. • Discussions of assignments give students a context for the debate of the ideas, values and theories behind their submissions. • On-line activities include the use of internet browsers for primary and related research, word processing, printers and related communication software.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

A Coursepack for BIND 154 (Ken Cummings, Ed.) containing excerpts from:

Remus, Timothy. (1999). Ultimate Sheet Metal Fabrication. Scandia, MN: Wolfgang Publications Inc. ISBN 0-9641358-9-2.

Trudeau, Norman. (1995). Professional Modelmaking. New York: Whitney Library of Design. ISBN 0-8230-4098-4.

Recommended Reading (optional):

Grinyer, Clive. (2001). Smart Design, Products That Change Our Lives. East Sussex, UK: RotoVision. ISBN 2-88046-524-9 Lucci, Roberto and Paolo Orlandini. (1990). Product Design Models. New York: Van Nostrand Reinhold. Remus, Timothy. (1999). Ultimate Sheet Metal Fabrication. Scandia, MN: Wolfgang Publications. ISBN 0-9641358-9-2. Trudeau, Norman. (1995). Professional Modelmaking. New York: Watson-Guptill Publications. Vitra Design Museum and authors. (1998), Mies van der Rohe, Architecture and Design in Stuttgart, Barcelona, Brno, ISBN 3-931936-15-5.

VII EVALUATION Weighting

Project 1 Pre-teen Personal Electronics 15 Project 2 Home Illumination 10 Project 3 Cosmetic Container 15 Project 4 Transit Shelter 20 Project 5 Street Amenities 20 Essays (2 @ 10% each) 20 100 %

B.A.T. (Industrial Design) Part B - 134 Consent Renewal Application

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES

1,2,3 Pre-teen Personal Electronics • Trudeau, Professional Modelmaking The value of models in investigating, integrating, testing and explaining design ideas.

3,4,5 Home Illumination • Remus, Ultimate Sheet Metal Fabrication Combining Function and Aesthetics

5,6,7 Cosmetic Container • Trudeau, Professional Modelmaking Combining marketability and practicality

8,9,10 Transit Shelter • Trudeau, Professional Modelmaking Combining identification, aesthetics, safety, comfort and durability

11,12, Street Amenities • Trudeau, Professional Modelmaking 13 Transit Shelter Bench, Refuse Recycling/Collection and signage

14 Final Presentation

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the

B.A.T. (Industrial Design) Part B - 135 Consent Renewal Application

School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 136 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 200 COURSE NAME: Industrial Design Studio 2 PREREQUISITE(S): BIND 150 Industrial Design Studio 1 COREQUISITE(S): BIND 201 Project Presentation 1 BIND 202 Computer Aided Design Studio 1 BIND 204 Commercial Graphics BIND 205 Manufacturing Fundamentals Industrial Design Studio 2 and the four corequisite courses incorporate a number of cross assignments and each course applies learning from the others. These courses need to be taken concurrently. Exceptions must be approved by the program coordinator. PREREQUISITE FOR: BIND 250 Industrial Design Studio 3 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 4 FACULTY NAME:

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Industrial Design Studio 2 introduces the issues of market demand, the application of mechanics to functional appliances and production implications as they impact on industrial design in contemporary social, technical and economic contexts. Collaborative and experimental activities are designed to meet the learning outcomes below. Projects allow students to explore current market trends, apply principles of physics, develop design alternatives for personal accessories, and walk a proposed new product through a manufacturing environment. Student work will demonstrate sound methodologies, established schools of design thought, appropriate marketing considerations, relevant manufacturing concerns and a response to client wants or needs. This course will include an integrated project with BIND 201, BIND 204 and BIND 205.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

B.A.T. (Industrial Design) Part B - 137 Consent Renewal Application

1. Articulate both historical and current design influences such as those expressed by Harold Van Doren, Edgar Kaufmann Jr., Theo Van Doesburg, Charles Eastlake and Thomas Kelley. 2. Work effectively within a group to research and define a problem. 3. Manipulate effective design strategies to project development. 4. Formulate a product that reflects a market demand and present the product rationale. 5. Design a product, a target marketing strategy and a branding program for a specific market sector. 6. Discuss the meaning of originality in design and apply it to a contemporary product. 7. Analyze research to support industrial design activities. 8. Articulate findings from research and self-discovery that present challenges to designers and develop strategies to overcome them. 9. Research a strategy for economic growth through product development and product line extensions. 10. Develop a design to achieve a set of specific mechanical criteria. 11. Create an innovative design solution to design challenges involving three- dimensional models and scaled drawings. 12. Evaluate a design against its potential impact upon economic activity and effect on society.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills

B.A.T. (Industrial Design) Part B - 138 Consent Renewal Application

7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference

1. Gorman, Carma (Ed.). (2003). The Industrial Design Reader. New York: Allworth Press. ISBN 1-58115-310-4.

2. A Coursepack for Industrial Design Studio 2 (Ken Cummings, Ed.) containing excerpts from:

Naisbitt, John. (1982). Megatrends: Ten New Directions Transforming Our Lives. New York: Warner Books, Inc. ISBN 0-446-51251-6.

Popcorn, Faith. (1991). The Popcorn Report. New York: Bantam Doubleday Dell Publishing Group, Inc. ISBN 0-385-40000-4.

Quart, Alissa. (2003). Branded: the Buying and Selling of Teenagers. Cambridge, MA: Perseus Publishing. ISBN 0-7382-0664-4.

Coates, Del. (2003). Watches Tell More Than Time. New York: McGraw-Hill. ISBN 0-07-1362436.

Robbins, Michael. (1975). Electronic Clocks and Watches. Indianapolis, IN. Howard W. Sams and Co. ISBN 0-672-21162-9.

Smith, Alan. (1975). Clocks and Watches. London: BAS Printers Limited. ISBN 0-90030-508-8.

Sclater, Neil and Nicholas P. Chironis. (2001). Mechanisms and Mechanical Devices Sourcebook. New York: McGraw-Hill Companies, Inc. ISBN 0-07-136169-3.

Kelley, Tom. (2001). The Art of Innovation. New York: Random House, Inc. ISBN 0-385-49984-1.

B.A.T. (Industrial Design) Part B - 139 Consent Renewal Application

SME Editors. (1998). Fundamentals of Tool Design. Dearborn, Michigan: Society of Mechanical Engineers. ISBN 0-87263-490-6.

Giblin, James. (1987). From Hand to Mouth. New York: Thomas Crowell & Co. ISBN 0-690-04660-X.

Clarke, Alison. (1975). Tupperware: the Promise of Plastic in 1950’s America. Washington, DC: Smithsonian Press. ISBN 1-56098-827-4.

Beck, Ronald D. (1970). Plastic Product Design. New York: Van Nostrand Reinhold Company. ISBN 0-442-20632-1.

Gordon, J. E. (1978). Structures – Or Why Things Don’t Fall Down. New York: Penguin Books Ltd. ISBN 0-14-013628-2.

Morgan, W. (1971). The Elements of Structure. London: Pitman Publishing. ISBN 0-273-42924-8.

Recommended Reading

Althouse, Norm R. et al. (2005). The Future of Business (First Canadian Edition). Toronto: Thomson Nelson.

Caplan, Ralph. (1982) By Design. New York: McGraw-Hill Book Company.

Forty, Adrian. (2000). Objects of Desire: Design and Society Since 1750. London: Thames & Hudson Ltd.

Hauffe, Thomas. (1996). Design: An Illustrated Historical Overview. Hauppauge, NY: Barron’s Educational Series, Inc.

Heath, Adrian, Ditte Heath and Aage Lund Jensen. (2000). 300 Years of Industrial Design. New York: Watson-Guptill Publications.

Heskett, John. (1980). Industrial Design. London: Thames & Hudson Ltd.

Hillman, David and David Gibbs. (1999). Century Makers: one hundred clever things we take for granted which have changed our lives over the last one hundred years. New York: Welcome Rain.

Industrial Designers Society of America. (2003). Design Secrets: Products. Gloucester, Massachusetts. Rockport Publishers, Inc.

Jones, John Chris. (1992). Design Methods. New York: John Wiley & Sons, Inc.

Lawson, Bryan. (2001). How Designers Think: The Design Process Demystified. London: Architectural Press.

McGarry, Richard and Greg Madsen. (1993). Marker Magic: The Rendering

B.A.T. (Industrial Design) Part B - 140 Consent Renewal Application

Problem Solver for Designers. New York: John Wiley & Sons, Inc. Norman, Donald. (1988). The Design of Everyday Things. New York: Bantam Doubleday Dell Publishing Group, Inc.

Sparke, Penny. (1998). A Century of Design: Design Pioneers of the 20th Century. Hauppauge, NY: Barron’s Educational Series, Inc.

Sparke, Penny. (1991). Design in Context. London: Bloomsbury Publishing Ltd.

Spencer, Henry Cecil, John Thomas Dygdon and James E. Novak. (2004). Basic Technical Drawing (8th Edition). Peoria, IL: Glencoe/McGraw-Hill. (BIND 101 Textbook).

VII EVALUATION Weighting

Project/Presentation 1 20% Project/Presentation 2 20% Project/Presentation 3 30% Active Class Contribution, Essays and Class Oral Presentations 30% 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES Excerpts from:

1 Design Check Up • Coates, Watches Tell More Than • Schools of thought Time • Assessing market trends • Loewy, “The Maya Stage,” • Cultural Products – Designing Lifestyle Industrial Design Reader Accessories • Quart, Branded: the Buying and Selling of Teenagers • Website: umbra.com

2 Does Culture Determine Design or Design • IDSA, Design Secrets: Projects Determine Culture? “Nike Triax Watches” • Demonstrating how customers and traditions • Heskett, Industrial Design influence industrial design aesthetics • Smith, Clocks and Watches

3 Popping and Clicking • Popcorn, Popcorn Report • Fashion, trends, fads: explaining their effect on • Naisbitt, Megatrends people and products • On-site research selected Web sites

4 How Does It Work? • Sclater & Chironis, Mechanisms

B.A.T. (Industrial Design) Part B - 141 Consent Renewal Application

• Recognizing and analyzing applied physics: & Mechanical Devices the beauty of mechanics Sourcebook • Van Doesburg, “The Will to Style,” Industrial Design Reader

5 & 6 Bits and Pieces • Kelley, The Art of Innovation • The components of motion and transmission • Van Doren, “The Designer’s Place in Industry,” Industrial Design Reader • Gordon, Structures or Why Things Don’t Fall Down • Morgan, The Elements of Structure

7 Mid-Term Assessment

8 Making Things Work • SME, Fundamentals of Tool • Testing the mechanical hypothesis Design • Barr, “Machine Art”, The Industrial Design Reader • Heskett, Industrial Design

9 • Evaluating an elegant mechanical solution • Woodham, Twentieth Century Design • Hauffe, Design: An Illustrated Historical Overview

10 Form, Function, Fun and Frustration in Industrial • Eastlake, “Hints on Household Design Taste,” The Industrial Design • formulating a balance between pretty and Reader practical • Kaufmann, “What is Modern Design?” The Industrial Design Reader • Giblin, From Hand to Mouth

11 Reeling It In: Function and Lifestyle • Althouse et al, The Future of • Putting the theory to practice Business • Synthesizing industrial design into a holistic • Heskett, Industrial Design solution • Clarke, Tupperware: the Promise of Plastic in 1950’s America

B.A.T. (Industrial Design) Part B - 142 Consent Renewal Application

12 Truth is in the Details • Spencer, Basic Technical • Researching, assessing and selecting the right Drawing process and configurations to synthesize a sound • Beck, Plastic Product Design design • Selected readings from material and process suppliers

13 Sizzle and Steak • McGarry, Madsen, Marker Magic • Presenting a design in context • Selecting, discussing and applying strategies to communicate positive social and economic impact of a product solution

14 Final Assessment • Student Course Portfolio

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 143 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 144 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 201 COURSE NAME: Project Presentation 1 PREREQUISITE(S): BIND 152 Visual Communication 2 COREQUISITE(S): None PREREQUISITE FOR: BIND 253 Project Presentation 2 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME:

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

In Project Presentation 1 students study the reasons for clear visual representations, the processes used to construct lucid images, and the practices to layout and effectively render a comprehensive project. Through group presentations, students experiment in a variety of graphic modes to communicate complex ideas and information. Tactics for effectively conveying information to corporate decision-makers are studied with particular reference to prioritizing information and synthesizing images to aid in the navigation of data. This course outlines the standards for three-dimensional rendering and product information transfer for concurrent design courses.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to: 1. Illustrate form and detail of design solutions by researching, selecting and applying effective techniques drawn from principles mastered in Visual Communications 1 and 2. 2. Create a clear communication strategy for presenting new product ideas or methods to illustrate system-based solutions. 3. Research techniques for graphically displaying comparative, quantitative data. 4. Describe visual features in a manner that conveys benefits to a prospective user. 5. Write concise descriptions of purpose for particular product configurations targeted to different readers within a visual framework. 6. Manipulate media images, text, and data to effectively present ideas to specific demographic markets. 7. Execute presentations strategies to convey specific visual objectives.

B.A.T. (Industrial Design) Part B - 145 Consent Renewal Application

8. Identify and select optimal colours, values, textures and compositions to convey the form and detail of a design. 9. Rework layout visual features to optimize their impact in the development of a personal communication style. 10. Evaluate the effectiveness of a comprehensive presentation for specific audiences and offer suggestions for improvement.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 3. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES This course will foster students’ development of the following learning values:

1. Developing students’ broader perspectives through an understanding of context 2. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 3. Developing students’ depth and breadth of understanding of the subject matter 4. Developing students’ independent thinking and learning skills 5. Encouraging students’ appreciation of and capacity for lifelong learning

V METHODS OF PRESENTATION

• Lectures provide the theoretical context; introduce key concepts and help learners order and categorize information. • Directed readings expand knowledge of subject matter under discussion and/or extend knowledge of areas beyond the scope or classroom discussion. • Projects assess prior knowledge, recall and understanding, develop skills in analysis, critical thinking, creativity, application, problem solving and synthesis and promote self-awareness as learners. • Essays enable students to explore and reflect on learning. • Structured discussions give students a context for exchanging ideas and values. • On-line activities include e-mail access, internet browser for primary and related research and the use of word processing, printers and related communication software.

VI REQUIRED TEXTS AND SUPPLIES

Equipment: The standard Design Kit required for the program.

B.A.T. (Industrial Design) Part B - 146 Consent Renewal Application

Required Reference:

1. Powell, Dick. (2002). Presentation Techniques. Boston: Little, Brown and Company. ISBN 0-316-91243-3. 2. A Coursepack for BIND 201 (Don Wilson, Ed.) with excerpts from:

Barron’s. All About Techniques in Illustration (2001 – English version). New York: Barron’s Educational Series Inc. ISBN 0-7641-5361-7.

Murray, Charles. (2003). Human Accomplishment. New York: HarperCollins Publishers Inc. ISBN 0-06-019247-X.

Doblin, Jay. Perspective: a new system for designers. (1956). Reprinted in 1979. New York: Whitney Library of Design. ISBN 0-8230-7419-6.

Wang, Thomas C. Sketching With Markers. (1986). Reprinted 1993. New York. Van Nostrand Reinhold ISBN 0-442-00491-5.

Kemnitzer, Ronald B. Rendering With Markers. (1983). New York. Watson-Guptill Publications ISBN 0-8230-4533-1.

Recommended Reading

Doblin, Jay. Perspective: a new system for designers. (1956). Reprinted in 1979. New York: Whitney Library of Design. ISBN 0-8230-7419-6.

Gorman, Carma (Ed.). (2003). The Industrial Design Reader. New York: Allworth Press. ISBN 1-58115-310-4.

Kemnitzer, Ronald B. Rendering With Markers. (1983). New York. Watson-Guptill Publications ISBN 0-8230-4533-1.

Murray, Charles. (2003). Human Accomplishment. New York: HarperCollins Publishers Inc. ISBN 0-06-019247-X.

Slade, Catharine. (1997). The Encyclopedia of Illustration Techniques. Philadelphia, PA: Running Press Book Publishers. ISBN 0-7624-0083-8.

Wang, Thomas C. Sketching With Markers. (1986). Reprinted 1993. New York. Van Nostrand Reinhold ISBN 0-442-00491-5.

Editorial Team. (2001). All About Techniques in Illustration. Hauppauge, NY: Barron's Educational Series, Inc. ISBN 0-7641-5361-7.

Online:

http://www.khulsey.com/history.html

B.A.T. (Industrial Design) Part B - 147 Consent Renewal Application

VII EVALUATION Weighting

2 Essays 20 Projects 1 – 3 30 Major Presentation 25 Final Exam / Project 20 Active Contribution to Learning 5 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES

1,2 Introduction - Exploration of Industry Segments • Barron’s, All About Techniques in and Related Functional Project Presentation Illustration Requirements Introduction to historical evolution & context of commercial presentations Introduction to industry segments and related presentation applications

3 Identification & Development of a Project • Lecture Presentation Design Brief: Presentation Intent Efficacy of presentations Written Design Brief Identification of functional elements Matrix for evaluation analysis

4 Presentation Supported by Design Brief • Information package Derivation of Pictorial Realism and • Murray, Human Accomplishment Perspective Drawing • Loos, “Ornament and Crime,” The Art or Illustration / Fancy or Plain? Industrial Design Reader

5,6 Fundamental Elements of Project Presentations • Powell, Presentation Techniques Marker As A Presentation Technique • Doblin, Perspective – A New Characteristics of: System for Designers - elements • Wang, Sketching With Markers - technique • “Colour in Industry,” Fortune - media Magazine, The Industrial Design Review and update Reader Concept sketch integration Perspective, proportion & composition

B.A.T. (Industrial Design) Part B - 148 Consent Renewal Application

7 Presentation Planning; • Wang, Sketching With Markers Technique Development & Form • Powell, Presentation Techniques Multiple sketch preparation • Kemnitzer, Rendering With Sketch evaluation and modification Markers Marker evaluation and modification Review Form representation: its importance Developing technique, form and surface rendering

8 Presentation Technique Development: • Powell, Presentation Techniques Supportive Methodologies • Kemnitzer, Rendering With Presentation quality enhancement Markers Masking; blending; substrates

9 Material Representation Representation of production materials • Powell, Presentation Techniques Reflective qualities and characteristics Material alternatives to a specific presentation

10 Graphics as a Presentation Tool • BIND 204 Supplemental Reading

Exploration of the use of graphics in commercial product presentations Importance; efficacy; marketing implications

11, 12 MAJOR PRESENTATION • Information package Project Presentation Development • Powell, Presentation Techniques (for BIND 200)

Design Brief preparation and presentation Evaluation matrix preparation Sketch development; graphics planning Complementary media selection Presentation development Individual presentations Class evaluation by matrix of brief realization and efficacy

13 Final Project: Portfolio Revisions

14 Exam Week

B.A.T. (Industrial Design) Part B - 149 Consent Renewal Application

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 150 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 202 COURSE NAME: Computer Aided Design Studio 1 PREREQUISITE(S): BIND 151 Technical Communication 2 PREREQUISITE FOR: BIND 252 Computer Aided Design Studio 2 CREDIT VALUE: 2 HOURS OF INSTRUCTION: 2 FACULTY NAME: Dennis Kappen

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

The Computer Aided Design Studio 1 course introduces and applies computer technology to the design and detailing of three-dimensional parts. Computer architecture and user software form the backdrop for understanding computer aided design. Constructing, manipulating, transforming, revising, and dimensioning geometric shapes are mastered by students to enable them to scale and plot design plans. The operational context of computers in the design and development of products is part of the course of study. This course supports major studio work through the development of the CAD skills used to communicate product form and production specifications.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to: 1. Explain computer-aided design and relate its advantages to product development. 2. Apply software to three-dimensional applications. 3. Translate ideas and concepts into plans using CAD software packages. 4. Present ideas in a variety of ways including measured and pictorial views. 5. Use commands for efficient translation of plans. 6. Create and evolve an assembly of forms. 7. Manipulate assemblies and sequence operations. 8. Analyze and articulate the process used to represent an assembly of parts of a complete product. 9. Configure efficient part files. 10. Contextualize the computer generated design process and explain the potential for its misapplication in the design process.

B.A.T. (Industrial Design) Part B - 151 Consent Renewal Application

11. Analyze, and explain computer aided design in the overall context of the creative process.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in: 1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 3. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 4. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 4. Developing students’ depth and breadth of understanding of the subject matter 5. Developing students’ independent thinking and learning skills 6. Encouraging students’ appreciation of and capacity for lifelong learning

V METHODS OF PRESENTATION

• Lectures provide the theoretical context; introduce key concepts and help learners order and organize design solutions. • Directed readings expand knowledge of subject matter under discussion and/or extend knowledge of areas beyond the scope or classroom discussion • Projects assess prior knowledge, recall and understanding, develop skills in analysis, critical thinking, creativity, application, problem solving and synthesis and promote self-awareness as learners • Essays enable students to explore and reflect on learning • Structured discussions give students a context for exchanging ideas and values • On-line activities include e-mail access, internet browser for primary and related research and the use of word processing, printers and related communication software

VI REQUIRED TEXTS AND SUPPLIES

Required References:

1. Javelin Technologies, SolidWorks Student Courseware

B.A.T. (Industrial Design) Part B - 152 Consent Renewal Application

2. A Coursepack for BIND 202 (Ken Cummings, Ed.) containing excerpts from:

Jones, John Chris. (1992). Design Methods. New York: John Wiley & Sons, Inc. ISBN 0-471-28496-3. Doblin, Jay. “Reflections on Industrial Design – Past Present and Future”. Innovation – The Journal of the Industrial Designers Society of America. (Spring 1983 Vol. 2 No. 2). McLean, VA.

Graham, Karen. “Is CAD Ready for Designers?” Innovation – The Journal of the Industrial Designers Society of America. (Fall 1983 Vol. 2 No. 3). McLean, VA.

Coates, Del. “Demons and Daemons”. “WordMap to CAID”. Innovation – The Journal of the Industrial Designers Society of America. (Spring/Summer 1989 Vol. 8 No. 2). McLean, VA.

Coates, Del. “CAID Currents – Digital Vellum”. Innovation – The Quarterly Journal of the Industrial Designers Society of America. (Spring 1993 Vol. 12 No. 2). McLean, VA.

Coates, Del. “CAID Currents – The State of the CAID Art”. Innovation – The Quarterly Journal of the Industrial Designers Society of America. (Summer 1994 Vol.13 No. 3). McLean, VA.

Coates, Del. “CAID Currents – What CAID Will Mean for Design”. Innovation – The Quarterly Journal of the Industrial Designers Society of America. (Winter 1995 Vol. 14 No. 1). McLean, VA.

Recommended Reading

Innovation – The Quarterly Journal of the Industrial Designers Society of America. Industrial Designers Society of America. Great Falls, VA.

VII EVALUATION Weighting

2 Major Assignments (Essay, Project, Presentation) 30 % 3 Mini Assignments 15 Mid-term Exam 20 Final Exam 30 Active Contribution to Learning 5 100%

B.A.T. (Industrial Design) Part B - 153 Consent Renewal Application

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/RESOURCES Excerpts From:

1,2 The Development of Computer Graphics • Javelin Technologies, The ascent of computer aided design SolidWorks Student Comparative systems and methods Courseware • Doblin, in Innovation, Spring 1983, “Reflections on Industrial Design – Past, Present and Future,” • Graham, in Innovation, Fall 1983, “Is CAD Ready for Designers?”

3 Solid Modeling – SolidWorks Graphical • Javelin Technologies, Interface: SolidWorks Student Menu Courseware Tool • Coates, in Innovation, View sketch Spring/Summer 1989, “Demons Status and Daemons,” View tool bars “WordMap to CAID” Dialogue boxes • Coates, in Innovation, Spring 1993, “CAID Currents – Digital Vellum”

4 Sketch Mode: • Javelin Technologies, Sketching and extruding parts in the Z axis SolidWorks Student using parameters and dimensions Courseware Modifying and adding simple features • Coates, in Innovation, Summer 1994, “CAID Currents – The State of the CAID Art” • Coates, in Innovation, Winter 1995, “CAID Currents – What CAID Will Mean for Design Education”

5 Feature Management and the Design Tree • Javelin Technologies, Icons and commands SolidWorks Student Point of Origin and Setting Grids: Courseware Grid snap and manipulation

• Javelin Technologies, 6 Selecting Viewing Planes and Sketching: SolidWorks Student Modifying and dimensioning simple Courseware

B.A.T. (Industrial Design) Part B - 154 Consent Renewal Application

geometric parts

7 Mid-Term Exam

8 Using Manipulation Tools: • Javelin Technologies, Zoom, rotate, align, repeat SolidWorks Student Modify parts – rounds and fillets Courseware Shelling parts and displaying sections

9 Multi View Displays: • Javelin Technologies, Advanced pull down menu features, mating SolidWorks Student parts and colour coding Courseware Three view orthographic Fillets, dimensions and labels

10 File Management: • Javelin Technologies, Naming and saving sketches parts and SolidWorks Student simple assemblies Courseware File renaming, realigning relationships • Jones, “The Design Process Disintegrated,” Design Methods

11 Creating the basics of lofted and developed • Javelin Technologies, surfaces: SolidWorks Student Knitting surface boundaries Courseware

12 Creating design tables: • Javelin Technologies, Manipulating and organizing assemblies SolidWorks Student Courseware

13 Exploded views • Javelin Technologies, Mould cavity creation – pre-production SolidWorks Student preparation Courseware

14 Final Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

B.A.T. (Industrial Design) Part B - 155 Consent Renewal Application

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 156 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 204 COURSE NAME: Commercial Graphics PREREQUISITE(S): BIND 103 Aesthetic Principles and Elements PREREQUISITE FOR: BIND 303 Multimedia Application CREDIT VALUE: 2 HOURS OF INSTRUCTION: 2 FACULTY NAME: Karen White

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

This course embraces a broad framework in which visual communication is examined and explored in a commercial context. An historical backdrop of commercial graphics is developed and discussed with respect to both its intent and context. Recognizable visual patterns and verbal messages found in contemporary commercial graphics are analyzed. Using case studies, students investigate various marketplace expectations and the commercial design elements and imagery intended to meet consumers’ needs and wants that elicit buying behaviour. This course includes an integrated project with BIND 200 Industrial Design Studio 2.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to: 1. Define the underlying purpose of commercial art and graphics in society and differentiate them from “art”. 2. Explain fundamental marketing needs met through effective advertising as described by Vance Packard. 3. Explore historical examples of commercial graphics as a source for inspiration and innovation. 4. Explain the events that precipitated changes in commercial graphics such as stylistic trends and the impact of computers. 5. Manipulate the principles and elements of graphic design such as font and colour choice. 6. Articulate the need for, and value of, brand image. 7. Generate word marks and logos that convey both linguistic and visual meaning. 8. Design promotional images to a variety of markets and institutions.

B.A.T. (Industrial Design) Part B - 157 Consent Renewal Application

9. Predict new developments in commercial graphics based on history and emerging global influences. 10. Evaluate the effectiveness of graphic communications in realizing their stated purpose.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in: 1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Lectures provide the theoretical context; introduce key concepts and help learners order and categorize information • Directed readings expand knowledge of subject matter under discussion and/or extend knowledge of areas beyond the scope or classroom discussion • Projects assess prior knowledge, recall and understanding, develop skills in analysis, critical thinking, creativity, application, problem solving and synthesis and promote self-awareness as learners • Essays enable students to explore and reflect on learning • Structured discussions give students a context for exchanging ideas and values • On-line activities include e-mail access, internet browser for primary and related research and the use of word processing, printers and related communication software

B.A.T. (Industrial Design) Part B - 158 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Reference

1. Heller, Steven, and Seymour Chwast. (2000). Graphic Style: From Victorian to Digital. New York: Harry N. Abrams Inc. ISBN 0-8109-2984-8.

2. A Coursepack for BIND 204 Commercial Graphics (Ken Cummings, and Karen White, eds.) containing excerpts from:

Bierut, Michael, Jessica Helfand, Steven Heller, Rick Poynor (Ed.). (1999). Looking Closer 3 – Classic Writings on Graphic Design. New York: Allworth Press. ISBN 1-58115-022-9.

Ewen, Stuart. (1976). Captains of Consciousness: Advertising and the Social Roots of the Consumer Culture. New York: McGraw-Hill Book Company. ISBN 0-07-019845-4.

Johnston, Russell. (2001). Selling Themselves: the Emergence of Canadian Advertising. Toronto, Ontario: University of Toronto Press Incorporated. ISBN 0-8020-4495-6.

Mayer, Martin. (1958). Madison Avenue U.S.A. Republished 1992. Chicago: NTC Business Books. ISBN 0-8442-3247-5.

Mayer, Martin. (1991). Whatever Happened to Madison Avenue? Advertising in the 90’s. Toronto: Little, Brown and Company. ISBN 0-316-55154-6.

Hubel, Vello and Diedra B. Lussow. (1984). Focus on Designing. Toronto: McGraw-Hill Ryerson Limited. ISBN 07-548661-X.

Sturken, Marita, and Lisa Cartwright. (2001). Practices of Looking: An Introduction to Visual Culture. Oxford: Oxford University Press. ISBN 0-19-874271-1.

Recommended Reading

Books:

Baird, Russell, Arthur Turnbill and Duncan McDonald. (1987). The Graphics of Communication. New York: Holt, Rinehart and Winston.

Bierut, Michael, William Drenttel, Steven Heller and DK Holland. (Ed.) (1994)Looking Closer: Critical Writings on Graphic Design. New York: Allworth Press.

Bierut, Michael, William Drentell, Steven Heller and DK Holland. (Ed.) (1997). Looking Closer 2: Critical Writings on Graphic Design. New York: Allworth Press.

Bierut, Michael, William Drenttel and Steven Heller (Ed.). (2002). Looking Closer 4: Critical Writings on Graphic Design. New York: Allworth Press.

B.A.T. (Industrial Design) Part B - 159 Consent Renewal Application

Goodrum, Charles and Helen Dalrymple. (1990). Advertising in America: The First 200 Years. New York: Harry N. Abrams, Inc.

Heimann, Jim (Ed.). (2003). All-American Ads 30s. Los Angeles: Taschen America.

Heimann, Jim (Ed.). (2003). All-American Ads 40s. Los Angeles: Taschen America.

Heimann, Jim (Ed.). (2003). All-American Ads 50s. Los Angeles: Taschen America.

Heimann, Jim (Ed.). (2003). All-American Ads 60s. Los Angeles: Taschen America.

Heller, Steven. (2002). The Graphic Design Reader. New York: Allworth Press.

Heller, Steven and Elinor Pettit. (2000). Graphic Design Timeline: A Century of Design Milestones. New York: Allworth Press.

Heller, Steven and Veronique Vienne. (Ed.) (2003). Citizen Designer: Perspectives on Design Responsibility. New York: Allworth Press.

Hollis, Richard. (1994). Graphic Design: A Concise History. New York: Thames and Hudson Inc.

Meggs, Philip B. (1998). A History of Graphic Design (3rd Edition). New York: John Wiley & Sons, Inc.

Packard, Vance. (1957). The Hidden Persuaders. New York: David McKay Company, Inc.

Quart, Alissa. (2003). Branded: the Buying and Selling of Teenagers. Cambridge, MA: Perseus Publishing.

Sivulka, Juliann. (1998). Soap, Sex, and Cigarettes: a Cultural History of American Advertising. Belmont, CA: Wadsworth Publishing Company.

Periodicals:

Azure Communication Arts Wallpaper Metropolis International Design

VII EVALUATION Weighting

Major Assignment – Class Presentation 20 2 Assignments: Essays / Visuals 30 Mid-term Exam 15 Final Exam 25 Active Contribution to Learning 10 100%

B.A.T. (Industrial Design) Part B - 160 Consent Renewal Application

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES

1 Course Introduction • Topics and expectations • Course Outline

2 The Medium and the Message • Heller, Chwast, Graphic Style • Early uses of commercial graphics: • Dwiggins, “New Kind of The Victorian Period and Arts and Crafts Printing Calls for New Design,” Looking Closer 3 • Hubel, Lussow, Focus on Designing

3 Continental Influences • Heller, Chwast, Graphic Style • A new style counters the Industrial • Johnston, Selling Themselves: Revolution: Art Nouveau The Emergence of Canadian Advertising

4 New Concerns for a New Century • Heller, Chwast, Graphic Style • Embracing and Humanizing the Industrial • Sturken, Cartwright, Practices Revolution: Early Modern and Expressionism of Looking

5 From New to Modern • Heller, Chwast, Graphic Style • A celebration of the Machine Age: Futurism, • Moholy-Nagy, “The New Vorticism, Constructivism, De Stijl, Bauhaus Typography,” Looking Closer 3

6 REVIEW

7 MID-TERM EXAM

8 The Last Pure Style • Heller, Chwast, Graphic Style • A reaction to abstraction: • Mayer, Madison Avenue Art Deco U.S.A.

B.A.T. (Industrial Design) Part B - 161 Consent Renewal Application

9 Revolution and Propaganda • Heller, Chwast, Graphic Style • Cultural critique: • Ewen, Captains of Dada and Heroic Realism Consciousness: Advertising and the Social Roots of the Consumer Culture

10 Mid-Century Modern • Heller, Chwast, Graphic Style • International style goes global: • Rand, “Advertisement: Ad Late Modern Vivum or Ad Hominem?” Looking Closer 3

11 After Late Modern • Heller, Chwast, Graphic Style • Memphis, Punk and New Wave: • Mayer, Whatever Happened to Post Modern Madison Avenue?

12 Big Mac Attack • Heller, Chwast, Graphic Style • Kinetic, Rave, Fontism and Controlled • Vignelli, “Call for Criticism,” Chaos: Digital Looking Closer 3

13 REVIEW • Class Information Sheet Fast Food Comes Home • Branding a New Eating Style Product (Integrated project with BIND 200)

14 FINAL EXAM / PROJECT

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

B.A.T. (Industrial Design) Part B - 162 Consent Renewal Application

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 163 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 205 COURSE NAME: Manufacturing Fundamentals PREREQUISITE FOR: BIND 254 Design for Production 1 CREDIT VALUE: 2 HOURS OF INSTRUCTION: 2 FACULTY NAME: Patrick Burke

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

This course provides an ‘industrial designer’s’ overview of the economic context and nature of product manufacture. It will briefly examine manufacturing from a macroeconomic perspective and identify the requirements and advantages of participating in the global marketplace. The production of goods and services is examined from an operations management perspective. Topics include project management, quality assurance, process strategies, small plant layout, human resources, supply-chain management and inventory management. Emphasis is placed on the interaction of product design and production issues at all levels of manufacturing. The course includes an integrated project (design) developed in BIND 200 which will be used as a case study in the application of knowledge from this course.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to: 1. Discuss the origins of modern manufacturing. 2. Describe the interaction of supply and demand in determining prices and quantities 3. Describe the organizational structure for manufacturing from an operations management perspective. 4. Plan the design of goods and services from an operations perspective. 5. Describe strategies for measuring and achieving quality goals 6. Explain common process strategies and approaches to capacity planning 7. Describe selected approaches to process layout and job design. 8. Define supply chain management 9. Determine inventory management in terms of independent and dependent demand models 10. Explain the importance of and requirements for Just-In-Time manufacturing

B.A.T. (Industrial Design) Part B - 164 Consent Renewal Application

11. Integrate project management as a design team organization and manufacturing tool.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in: 1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work- related goals, within the context of a changing environment 3. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 4. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 5. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 4. Developing students’ depth and breadth of understanding of the subject matter 5. Developing students’ independent thinking and learning skills 6. Encouraging students’ appreciation of and capacity for lifelong learning

V METHODS OF PRESENTATION

• Lectures provide the theoretical context; introduce key concepts and help learners order and categorize information. • Directed readings expand knowledge of subject matter under discussion and/or extend knowledge of areas beyond the scope or classroom discussion. • Projects assess prior knowledge, recall and understanding, develop skills in analysis, critical thinking, creativity, application, problem solving and synthesis and promote self-awareness as learners. • Essays enable students to explore and reflect on learning. • Structured discussions give students a context for exchanging ideas and values. • On-line activities include e-mail access, internet browser for primary and related research and the use of word processing, printers and related communication software.

B.A.T. (Industrial Design) Part B - 165 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Texts

1. Heizer, Jay and Barry Render. (2006). Principles of Operations Management (6th Edition). Upper Saddle River, NJ: Pearson Education, Inc. ISBN 0-13-186512-9

2. Gido/Althouse Custom Order ISBN 017617673X Rev.

Althouse, Norm R. et al. (2005). The Future of Business (First Canadian Edition). Toronto: Thomson Nelson. and several pages from: Gido, Jack and James P. Clements. (2003). Successful Project Management (with Microsoft® Project 2003, 120 Day Version) 3rd Edition ©2006 ISBN: 0324224281.

VII EVALUATION Weighting

Assignments and Projects 45 Mid-term Exam 20 Final Exam 30 Active Contribution to Learning 05 100%

VIII COURSE SCHEDULE

WEEK TOPICS READING/RESOURCES

1 The Origins of Manufacturing: the • Althouse et al, The Future of “American System” Business The movement of inputs and outputs / the • Heskett, Industrial Design interaction of supply and demand to determine pricing and quantities in a market economy • The influence of design on demand

2 Competing Through Global Operations • Heizer, Render, Principles of Operating in a Global Marketplace Operations Management Advantages and Disadvantages of Globalization - The World Trade Organization

3 Operations Management Defined • Heizer, Render, Principles of New Trends in Operations Management Operations Management The Productivity Challenge

B.A.T. (Industrial Design) Part B - 166 Consent Renewal Application

4 Project Management • Gido, Clements, Successful • Development of project management Project Management knowledge base • Project definition • Project life cycle • Skills of the successful project manager

5 The Project Team • Gido, Clements, Successful • Project teams building Project Management • Conflict management

6 Design of Goods and Services • Heizer, Render, Principles of • Product selection Operations Management • Product development • Product design issues • Transition to production

7 Managing Quality • Heizer, Render, Principles of Total Quality Management -TQM Operations Management • TQM process

• TQM tools

8 MID-TERM EXAM

9 Process Strategies and Capacity • Heizer, Render, Principles of Planning Operations Management • 4 process strategies

• Process analysis and design • Capacity forecasting • Production Technologies • Capacity planning

10 Layout Strategies and Job Design • Heizer, Render, Principles of • Process layout Operations Management • Competitive HR strategies Mid-Term Review

11 Supply-Chain Management and • Heizer, Render, Principles of E-Commerce Operations Management • Supply-chain management

B.A.T. (Industrial Design) Part B - 167 Consent Renewal Application

• Supply-chain strategies • Connection to E-Commerce • Design case study

12 Inventory Management and • Heizer, Render, Principles of Just-In-Time Systems Operations Management • Inventory models

• Independent demand models • Dependent demand models • Just-in-time and lean operations

13 Summary / Review • Design Case Study Presentation

14 FINAL EXAM

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 168 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 169 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 250 COURSE NAME: Industrial Design Studio 3 PREREQUISITE(S): BIND 200 Industrial Design Studio 2 COREQUISITE(S): BIND 251 Introduction to Systems BIND 252 Computer-Aided Design Studio 2 BIND 253 Project Presentation 2 BIND 254 Design for Production 1 BIND 255 Ergonomic Principles Industrial Design Studio 3 and the five corequisite courses incorporate a number of cross assignments and each course applies learning from the others. These courses need to be taken concurrently. Exceptions must be approved by the program coordinator. PREREQUISITE FOR: BIND 300 Industrial Design Studio 4 or BIND 301 Introduction to Vehicle Design CREDIT VALUE: 3 HOURS OF INSTRUCTION: 4 FACULTY NAME: Mardi Najafi

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 250 Industrial Design Studio 3 is a plan of learning in Industrial Design focused on the role of industrial design as a catalyst for change in improving the built environment. The view of consumers and society in general is compared and contrasted to the business agenda in the development of contemporary product concepts. Analysis and articulation of free market forces are summarized and applied to development plans which formulate a strategy that includes economic considerations of business and the expectations, needs and aspirations of consumers. Representatives of the business and academic community will address the class to underscore the course of study and evaluate solutions.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

B.A.T. (Industrial Design) Part B - 170 Consent Renewal Application

1. Explain industrial design from three views: design, business, and consumer perspective. 2. Explain how the expectations of the designer have evolved in the last decade. 3. Anticipate change and articulate a plan to foster positive outcomes through design. 4. Predict the impact of market forces in design development outcomes. 5. Explain market life cycle and apply the concept to particular products. 6. Assess the options for continued product viability for emerging and diminishing markets. 7. Generate ideas for product line extensions. 8. Analyze economic forces on product development cycles. 9. Assemble information for a new product roll out. 10. Differentiate regulated from de-regulated products and explain the implications for design. 11. Create an innovative product design solution to address problems incorporating manufacturing considerations and human factors supported by CAD technology. 12. Evaluate a product line from the standpoint of corporate economic benefit and consumer value.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in: 1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work- related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

B.A.T. (Industrial Design) Part B - 171 Consent Renewal Application

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. Ulrich, Karl T. and Steven D. Eppinger. (2004). Product Design and Development. New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8.

2. A Coursepack for BIND 250 (Ken Cummings, Ed.) with excerpts from:

Cooper, Robert G. (1986). Winning at New Products. Reading, Massachusetts: Addison-Wesley Publishing Company, Inc. ISBN 0-201-12038-0

Jones, John Chris. (1992). Design Methods. New York: John Wiley & Sons, Inc. ISBN 0-471-28496-3

Kroemer, Karl, Henrike Kroemer and Katrin Kroemer-Elbert. (2001). Ergonomics – How to Design for Ease and Efficiency. Upper Saddle River, NJ: Prentice-Hall, Inc. ISBN 0-13-752478-1.

Peters, Tom. (1999). The Circle of Innovation. New York: Random House. ISBN 0-679-75765-1.

Ribbens, Jack A. (2000). Simultaneous Engineering for New Product Development. New York: John Wiley & Sons, Inc. ISBN 0-471-25265-4

Recommended Reading (optional):

Althouse, Norm R. et al. (2005). The Future of Business (First Canadian Edition). Toronto: Thomson Nelson. ISBN 0-17-622438-6 (BIND 205 Textbook)

Dul, Jan and Bernard Weerdmeester. (2001). Ergonomics for Beginners. New York: Taylor & Francis Inc. ISBN 0-7484-0825-8. (BIND 255 Textbook)

Fiell, Charlotte, and Peter Fiell. (2002). Chairs. New York: Taschen America LLC. ISBN 3-8228-5507-3.

Filey, Mike. (2001). A Toronto Album – Glimpses of the City That Was. Toronto:

B.A.T. (Industrial Design) Part B - 172 Consent Renewal Application

Dundurn Press. ISBN 0-88882-242-1.

Hanus, Josef and Josef M. Hanus. (2003). Toronto. Vancouver, BC: JH Fine Art Photo Ltd ISBN 0-9684552-4-7.

Hubel, Vello and Diedra B. Lussow. (1984). Focus on Designing. Toronto: McGraw- Hill Ryerson Limited. ISBN 0-07-548661-X.

VII EVALUATION Weighting

Essay #1 10 % Essay #2 10 % Design Assignment 1 30 % Design Assignment 2 15 % Design Assignment 3 30 % Active contribution to learning 5 % Total Semester 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES Excerpts from:

1 Industrial Design as a 21st Century • Althouse et al, The Future of Multidisciplinary Activity Business • Development Processes and Organizations • Ulrich, Eppinger, Product Design • An Industry Case Study and Development

2 How New Products Fit With Existing Product Life • Althouse et al, The Future of Cycles Business • Product Planning • Ulrich, Eppinger, Product Design • An Industry Case Study and Development

3 Market Research and Performance Criteria • Ulrich, Eppinger, Product Design • An Industry Case Study and Development

4 Transforming Customer Requirements • Ulrich, Eppinger, Product Design • An Industry Case Study and Development

5 Working with Client Needs to Satisfy Customer • Ulrich, Eppinger, Product Design Wants and Development • An Industry Case Study

• Althouse et al, The Future of 6 Identifying Emerging Markets Business

B.A.T. (Industrial Design) Part B - 173 Consent Renewal Application

• Researching New Opportunities • Cooper, Winning at New • An Industry Case Study Products • Ulrich, Eppinger, Product Design and Development • Ribbens, Simultaneous Engineering for New Product Development

7 Developing Products to Fit Customer • Hubel, Lussow, Focus on Expectations and Functional Needs Designing • Case Study – Construction Hand Tool • Ulrich, Eppinger, Product Design • The Toronto Cafe Chair and Development

8 Incorporating Culture and Comfort in Design • Fiell, Chairs • The Toronto Cafe Chair • Ulrich, Eppinger, Product Design and Development • Cooper, Winning at New Products • Jones, Design Methods • Ribbens, Simultaneous Engineering for New Product Development

9 Ergonomic Applications • Kroemer et al, How to Design for • Café Chair Design Ease and Efficiency • Cultural Lineage • Ribbens, Simultaneous Engineering for New Product Development

10 Materials Explorations in Outdoor Seating • De Leeuw, Mass Production • Café Chair Design Technology for Industrial Design, 3rd Edition

11 Building CAD Models • Ulrich, Eppinger, Product Design • Café Chair Design and Development • Prototyping with Industry

12,13 Preparing Product Introductions • Cooper, Winning at New • INSITU Chair Show Products

14 Final Assessment and Reflection • Student Course Portfolio

B.A.T. (Industrial Design) Part B - 174 Consent Renewal Application

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 175 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 251 COURSE NAME: Introduction to Systems PREREQUISITE(S): BIND 200 Industrial Design Studio 2 COREQUISITE(S): BIND 250 Industrial Design Studio 3 BIND 252 Computer-Aided Design Studio 2 BIND 253 Project Presentation 2 BIND 254 Design for Production 1 BIND 255 Ergonomic Principles PREREQUISITE FOR: CREDIT VALUE: 2 HOURS OF INSTRUCTION: 2 FACULTY NAME: Bruce Thomson

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 251 Introduction to Systems is a broad based study of the interrelationship of transportation, communication, production, and distribution for sustaining social and economic development in contemporary civilization. The underlying infrastructures in support of society will be identified and compared as they relate to the introduction of change such as technological innovation and design, scientific discovery, and social trends and unexpected environmental variations.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Differentiate a system from a process. 2. Analyze infrastructure in a design context for its efficacy in delivery and explain how design can improve the system. 3. Describe the discrete elements of infrastructures. 4. Illustrate the interrelated components of a system to determine their fit with the overall system and analyze their role in supporting the intent of the system. 5. Explain, through a case study, an example of a system breakdown and create a design solution.

B.A.T. (Industrial Design) Part B - 176 Consent Renewal Application

6. Select a system based on its performance criteria and analyze its impact on sustaining social and economic development. 7. Diagram a system illustrating how a system operates, including modules, hubs, conduit lines and feedback loops. 8. Apply system strategies such as those used in computer architecture to product development. 9. Evaluate an existing system for its efficiency and stability

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work- related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis

B.A.T. (Industrial Design) Part B - 177 Consent Renewal Application

• Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. Ulrich, Karl T. and Steven D. Eppinger. (2004). Product Design and Development. New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8. (BIND 250 text)

2. A Coursepack for BIND 251 (Ken Cummings and Scott Hadley, Eds.) with excerpts from:

Chase, Wilton P. (1974). Management of System Engineering. New York: John Wiley & Sons, Inc. ISBN 0-471-14915-2.

Arnheim, Rudolph. “A Review of Proportion,” Article in Module, Proportion, Symmetry, Rhythm. (1966). Edited by Gyorgy Kepes. New York: George Braziller, Inc.

Pearce, Peter. (1990). Structure in Nature is a Strategy for Design. Cambridge, Massachusetts: MIT Press. ISBN 0-262-66045-8.

Hubel, Vello and Diedra B. Lussow. (1984). Focus on Designing. Toronto: McGraw-Hill Ryerson Limited. ISBN 0-07-548661-X

Caplan, Ralph. (1976). The Design of Herman Miller. New York: Watson- Guptill Publications. ISBN 0-8230-7141-3.

Graedel, Thomas E. (1998). Streamlined Life-Cycle Assessment. Upper Saddle River, NJ: Prentice-Hall, Inc. ISBN 0-13-607425-1.

Senge, Peter M. The Fifth Discipline. (1994). New York: Bantam, Doubleday, Dell Publishing Group, Inc. ISBN 0-385-26095-4

Simchi-Levi, David, Philip Kaminsky and Edith Simchi-Levi. Designing and Managing the Supply Chain. Harvard Business School Case #GS3A. “Hewlett- Packard DeskJet Printer Supply Chain(A)” New York: McGraw-Hill Companies Inc. ISBN 0-07-249256-2.

Walton, Mary. (1986). The Deming Management Method. New York: Dodd, Mead & Company, Inc. ISBN0-396-08683-7.

Recommended Reading / Resources (optional):

Baldwin, J. (1996). Bucky Works – Buckminster Fuller’s Ideas for Today. New York: John Wiley & Sons, Inc.

Krick, Edward V. (1969). An Introduction to Engineering and Engineering Design.

B.A.T. (Industrial Design) Part B - 178 Consent Renewal Application

New York: Wiley ISBN 0471507407.

Pearce, Peter. (1983). Polyhedra Primer. Dale Seymour Publications. ISBN 0866514198.

http://ide.ed.psu.edu/change/systems-characteristics-2.htm http://www.ulrich-eppinger.net/ http://www.bfi.org/designsc.htm

VII EVALUATION Weighting

Essay 1 10% Essay 2 10% Report Presentation 20% Design Assignment 25% Final Exam 30% Active Contribution to Learning 5% Total Semester 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES Excerpts from:

1 Introduction to Systems • Hubel, Lussow, Focus on • Systems in global and basic sub-system Designing contexts • Pearce, Structure in Nature is a • Systems Theory Strategy for Design

2,3,4 Systematic Thinking / Case Studies • Hubel, Lussow, Focus on • Identify the problem/solution in the context that Designing whatever is done will have an impact on many • Ulrich, Product Design and other interrelated pieces. Development • A simple system of interconnected units – • Chase, Management of System examining the tricycle Engineering • Corporate and institutional systems – examining public transit • Problem solving and the design process – examining system architecture

B.A.T. (Industrial Design) Part B - 179 Consent Renewal Application

5,6 Systems Processes • Hubel, Lussow, Focus on • Introduction Designing • Interrelated systems • Senge, The Fifth Discipline • Closed & open systems • Equilibrium of systems • Control Limits • Assessing a system (vs. assessing individual processes)

7 Existing Manmade Systems • Hubel, Lussow, Focus on • Examination of examples & their interconnecting Designing nature – the thermostat; the postal system • Senge, The Fifth Discipline • Supra-systems and sub-systems • Ulrich, Product Design and • The designer’s role in the function, repair and Development balance of systems • Walton, The Deming Management Method

8 Life cycles • Graedel, Streamlined Life-cycle • The designers influence Assessment New & Future Systems • Ulrich, Product Design and • The designers role in development of new & Development hybrid systems • Caplan, The Design of Herman • The fine tuning or repair of existing systems that Miller require change or new direction • Simchi-Levi, Hewlett-Packard DeskJet Printer Supply Chain (A)

9,10, Mechanical Systems • Design Assignment – 11 • Examples handout • The design and construction of a simple mechanical system • Integration & demonstration of the impact of a change on the designed system

12,13 Systems Demonstrations • Design Assignment – • Student demonstrations of their designed handout system and a change impact example as it affects the system

14 Final Assessment and Reflection

B.A.T. (Industrial Design) Part B - 180 Consent Renewal Application

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 181 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 252 COURSE NAME: Computer-Aided Design Studio 2 PREREQUISITE(S): BIND 202 Computer-Aided Design Studio 1 COREQUISITE(S): BIND 250 Industrial Design Studio 3 BIND 251 Introduction to Systems BIND 253 Project Presentation 2 BIND 254 Design for Production 1 BIND 255 Ergonomic Principles PREREQUISITE FOR: BIND 302 Computer-Aided Design Studio 3 CREDIT VALUE: 2 HOURS OF INSTRUCTION: 2 FACULTY NAME: Dennis Kappen

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 252 Computer-Aided Design Studio 2 is a course of study and application of computer aided design to foster communication of design and production parameters to manufacturing. Learning conventions of construction and assembly sequences assist in defining design scale, dimension, functional configuration and efficiency. By manipulating the design, through several phases of development, mastery of part design will be accomplished in a manufacturing framework.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to: 1. Assess the evolving role of CAD technology in design and manufacturing in an ISO setting. 2. Explain the advantages of working in solids modelling with nurbs, and kernels. 3. Identify, explain and locate datum and points of origin. 4. Navigate the menu window and use the commands to manipulate drawing tools. 5. Synthesize the operations to construct three-dimensional solids. 6. Select and apply boundaries to interconnect components of complex shape. 7. Address issues of identity and sequencing with codes and colours. 8. Compile subassemblies to manipulate into coherent products. 9. Draw, scale, dimension, and reorder assemblies to improve a product. 10. Evaluate the product by analyzing the sequencing of operations.

B.A.T. (Industrial Design) Part B - 182 Consent Renewal Application

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work- related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

B.A.T. (Industrial Design) Part B - 183 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. Javelin Technologies, SolidWorks Student Courseware 2. A Coursepack for BIND 202/252 (Ken Cummings, Ed.) with excerpts from:

Jones, John Chris. (1992). Design Methods. New York: John Wiley & Sons, Inc. ISBN 0-471-28496-3.

Doblin, Jay. “Reflections on Industrial Design – Past Present and Future”. Innovation – The Journal of the Industrial Designers Society of America. (Spring 1983 Vol. 2 No. 2). McLean, VA.

Graham, Karen. “Is CAD Ready for Designers?” Innovation – The Journal of the Industrial Designers Society of America. (Fall 1983 Vol. 2 No. 3). McLean, VA.

Coates, Del. “Demons and Daemons”. “WordMap to CAID”. Innovation – The Journal of the Industrial Designers Society of America. (Spring/Summer 1989 Vol. 8 No. 2). McLean, VA.

Coates, Del. “CAID Currents – Digital Vellum”. Innovation – The Quarterly Journal of the Industrial Designers Society of America. (Spring 1993 Vol. 12 No. 2). McLean, VA.

Coates, Del. “CAID Currents – The State of the CAID Art”. Innovation – The Quarterly Journal of the Industrial Designers Society of America. (Summer 1994 Vol.13 No. 3). McLean, VA.

Coates, Del. “CAID Currents – What CAID Will Mean for Design”. Innovation – The Quarterly Journal of the Industrial Designers Society of America. (Winter 1995 Vol. 14 No. 1). McLean, VA.

Recommended Reference:

http://www.journeyed.com/itemDetail.asp?T1=36785643+FS6 http://www.javelin-tech.com/main/events/3d_skills.htm

VII EVALUATION Weighting

2 Major Assignments (Essay, Project, Presentation) 30 % 3 Mini Assignments 15 Mid-term Exam 20 Final Exam 30 Active Contribution to Learning 5 100 %

B.A.T. (Industrial Design) Part B - 184 Consent Renewal Application

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES Excerpts from:

1 Overview of SolidWorks Modelling Fundamentals • Javelin Technologies, • Review of BIND 202 SolidWorks Student Courseware

2 Introduction to Lofted (Curved) Surfaces • Editing • Javelin Technologies, • Introduction to Helix, Spiral SolidWorks Student Courseware

3 Using Helixes • Javelin Technologies, • Incorporate into 3D Sketch SolidWorks Student • Extruded Surfaces Courseware

4 Major Editing Functions • Javelin Technologies, • Knit, Extend SolidWorks Student • Radiate, Offset Courseware • Revolve, Fillet

5 Using the Configuration Management • Javelin Technologies, SolidWorks Student Courseware

6 Base Part Modelling • Javelin Technologies, • Errors, correction, Options SolidWorks Student • Parameter for Assemblies Courseware

7,8 Assemblies • Javelin Technologies, • Rotate, Move SolidWorks Student • Mating Part, Editing, Deleting Courseware

9 Creating New Parts form Assembly References • Javelin Technologies, • Exploded Views SolidWorks Student • Sectional Views Courseware • Variations, Suppress Command

B.A.T. (Industrial Design) Part B - 185 Consent Renewal Application

10 Configuring Subassemblies • Javelin Technologies, • Mirroring SolidWorks Student • Component Patterns Courseware

11 Mould Design From Parts • Javelin Technologies, • Sheet Layout SolidWorks Student • Bends and Breaks (K Factor) Courseware • Editing Sheet Metal Part • Insert Rectangular and Tear Reliefs

12 Introduction to Drawing Layouts • Javelin Technologies, • Insert, Save, Drag, Drop SolidWorks Student • Modifications Courseware • “Editing” Multiple Sheets

13 • Sectional, Auxiliary Views • Adjusting Draft Angles

14 Final Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 186 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 187 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 253 COURSE NAME: Project Presentation 2 PREREQUISITE(S): BIND 201 Project Presentation 1 COREQUISITE(S): BIND 250 Industrial Design Studio 3 BIND 251 Introduction to Systems BIND 252 Computer-Aided Design Studio 2 BIND 254 Design for Production 1 BIND 255 Ergonomic Principles CREDIT VALUE: 3 HOURS OF INSTRUCTION 3 FACULTY NAME: Bruce Thomson

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 253 Project Presentation 2 is a program of acquiring knowledge and skills in communicating complex design information in a diverse format. Image generation and manipulation through traditional and digital methods will be synthesized with written work to convey a complete design concept. Assignments in the course are constructed to facilitate the transference of information through computer manipulation and the internet as well as through public showings and presentations.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Explain the derivation and history of the Internet and summarize its impact on business. 2. Research and relate the development of the optics and chemistry of photography and its impact on society. 3. Source, explain, and apply the physical properties of photographic and imaging technology such as chemical and digital media. 4. Arrange and apply optical principles such as the physics of light reflection and the colour spectrum to design projects. 5. Convert from physical to digital and arrange images for public exhibitions.

B.A.T. (Industrial Design) Part B - 188 Consent Renewal Application

6. Design plans for corporate presentations. 7. Select and employ methods for Internet page creation such as Flash and standard page format. 8. Prepare a plan for an Internet site with images, graphics, and text that convey a thematic message. 9. Create a plan for presentations in a variety of settings considering such issues as audience size and characteristics, and space 10. Evaluate the effectiveness of product presentation and media applications.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in: 1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work- related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking,

B.A.T. (Industrial Design) Part B - 189 Consent Renewal Application

application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. Powell, Dick. (2002). Presentation Techniques. Boston: Little, Brown and Company. ISBN 0-316-91243-3. (Text for BIND 201)

2. A Coursepack for BIND 253 (Don Wilson, Ed.) containing excerpts from:

Berger, John. ( 2003). Selected Essays. New York: Vintage International. ISBN 0375-42156-4

Manovich, Lev. (2001). The Language of New Media. MIT Press ISBN 0-262-13374-1

Negroponte, Nicholas. (1996). Being Digital. New York: Vintage Books ISBN 0-679-76290-6

Recommended Reading:

Tufte, Edward R. (2001). The Visual Display of Quantitative Information 2nd Edition. Connecticut: Graphics Press. ISBN 0961392142.

Harris, Robert. (2000). Information Graphics. New York: Oxford University Press. ISBN 0195135326.

Hamel, Gary. (2002). Leading The Revolution. New York: Plume – Penguin Group. ISBN 0-452-28324-8

http://photo2.si.edu/infoage/infoage.html

http://www.nap.edu/html/digital_dilemma/

http://www.photo.net/history/timeline

VII EVALUATION Weighting

Essay #1 5% Essay #2 5% Design Assignment #1 30% Design Assignment #2 30% Design Assignment #3 25% Active Contribution to Learning 5% Total Semester 100%

B.A.T. (Industrial Design) Part B - 190 Consent Renewal Application

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES Excerpts from:

1,2 Photography & Digital Imagery • Berger, Selected Essays - History & Societal Impact Manovich, The Language of Optics & The Principal of Light Reflection New Media - Fundamental optical principals • Negroponte, Being Digital - Relevance to design presentations • Powell, Presentation The World of Digital Presentation Techniques Techniques - (Week 1) - An Introduction

3,4,5 The Internet • In-class references - History & Evolution • Berger, Selected Essays - Technological basis • Manovich, The Language of New - Business & Societal Impact Media • Negroponte, Being Digital

6,7,8,9 Digital Technology • Powell, Presentation Techniques - Digital presentation options - Digital technologies in the exhibition environment Presentation Planning in the Corporate Environment - Planning (the brief revisited) - The smaller group internal presentation - The larger corporate business-to- business presentation

10,11, Web Design & Creation • Berger, Selected Essays 12,13 - Methodologies & applications Manovich, The Language of - Developing a web page New Media Negroponte, Being - Developing an internet site Digital

14 Class Presentations

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

B.A.T. (Industrial Design) Part B - 191 Consent Renewal Application

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 192 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 254 COURSE NAME: Design for Production 1 PREREQUISITE(S): BIND 205 Manufacturing Fundamentals COREQUISITE(S): BIND 250 Industrial Design Studio 3 BIND 251 Introduction to Systems BIND 252 Computer-Aided Design Studio 2 BIND 253 Project Presentation 2 BIND 255 Ergonomic Principles PREREQUISITE FOR: BIND 304 Design for Production 2 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME:

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 254 Design for Production 1 is a course of study in the uses of metal alloys in production environments. A background and context in the history of metal, its impact on civilization and its current uses gives the framework for the role metals play in contemporary product technology. The comparative advantages and disadvantages of a variety of metal alloys used in products will be revealed in conjunction with manufacturing processes and environmental concerns that relate to optimal product design solutions.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Trace the use of metals in early civilization through the Industrial Revolution to current developments. 2. Differentiate metal, polymers, ceramics and wood from other materials. 3. Describe the impact of metals in the development of western civilization. 4. Describe the characteristics of ferrous metals and their applications. 5. Explain the uses for non-ferrous metals in product applications. 6. Articulate the manufacturing methods associated with metal alloys. 7. Explain toughness, hardness, ductility, fatigue, and other terms related to the physical performance of metals.

B.A.T. (Industrial Design) Part B - 193 Consent Renewal Application

8. Analyze moulding and fabricating performance of specific alloys. 9. Explain the process and reasons for corrosion/oxidization and other forms of metal degradation and describe the impact of consequences. 10. Design metal parts and assemblies. 11. Define shrinkage, draft angle, warpage and apply counter measures. 12. Evaluate metal product assemblies for their functionality and appearance.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis

B.A.T. (Industrial Design) Part B - 194 Consent Renewal Application

• Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. de Leeuw, M. Mass Production Technology for Industrial Design 3rd Edition (1998) Carleton University Press. ISBN 0-88629-972-1

2. A Coursepack for BIND 254 (Ken Cummings, Ed.) containing excerpts from:

Brandt, Daniel A. and J. C. Warner. (2005). Metallurgy Fundamentals. Tinley Park, Illinois: The Goodheart-Willcox Company, Inc. ISBN 1-59070-345-6.

Howard-White, F.B. (1963). Nickel – An Historical Review. Kent, UK: Eyre and Spottiswoode Limited. Toronto: Longmans Canada Limited.

Timoshenko, Stephen P. (1983). History of Strength of Materials. New York: Dover Publications Inc. (Reprint of book originally published in 1953 by McGraw- Hill Book Company, Inc. New York). ISBN 0-486-61187-6.

Raymond, Robert. (1986). Out of the Fiery Furnace: The Impact of Metals on the History of Mankind. Pennsylvania State University Press. ISBN 0-271-00441-X.

Wayman, Michael L., Editor. (1989). All That Glitters. The Canadian Institute of Mining and Metallurgy, Montreal, Quebec. Printed by D. W. Friesen & Sons Ltd., Altona, Manitoba. ISBN 0-919086-24-1 The following excerpts:

Tarassoff, P. “An overview of the early history of the metallurgical industry in Canada”

Andreae, Christopher. “Nineteenth-century Nova Scotia iron works”

Inwood, Kris. “Discovery and technological change: the origins of steelmaking at Sydney, Nova Scotia”

Williams, W.M. “An historical sketch of the Canadian steel industry”

Kossatz, Elsie and P. J. Mackey. “The first copper smelter in Canada”

Crawford, Gerald. “Falconbridge Ltd. – 60 years in a century”

Recommended Reading:

Lascoe, O. D. (1989). Handbook of Fabrication Processes. Metals Park, Ohio: ASM International. ISBN 0-87170-323-8.

B.A.T. (Industrial Design) Part B - 195 Consent Renewal Application

Ulrich, Karl. (2003). Product Design and Development. New York: McGraw Hill – Higher Education. ISBN 0072471468. (BIND 250 textbook)

VII EVALUATION Weighting Project 1 Essay and Presentation The Evolution of Metals 20 % Project 2 Essay and Presentation Steps in Progress – Modern Metal / Stool 20 % Project 3 Essay and Presentation Metals and the Environment – Concepts and Considerations 20 % Journal Weekly notes on class activities including field trips and plant tours 20 % Final Exam 20 % 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS/ RESOURCES Excerpts from:

1 A Materialistic Look at the World: of What is That • Brandt, Warner, Metallurgy Made? Fundamentals • A Survey of Manufacturing Materials • Howard-White, Nickel – An Historical Review • de Leeuw, Mass Production Technology for Industrial Design

2 From the Copper Age to the Computer Age: A • Timoshenko, History of Strength Brief History of Metal and Its Use of Materials • Early Developments • de Leeuw, Mass Production Technology for Industrial Design

3 From the Copper Age to the Computer Age: A • de Leeuw, Mass Production Brief History of Metal and Its Use Technology for Industrial Design • Metals Yesterday and Today • Raymond, Out of the Fiery Furnace – The Impact of Metals on the History of Mankind

4 Elemental Metals, Alloys, Ferrous and Non- • de Leeuw, Mass Production Ferrous Technology for Industrial Design • Classifying Metals by Character and Application • Raymond, Out of the Fiery • Historical Context of Metals in Society Furnace – The Impact of Metals on the History of Mankind

B.A.T. (Industrial Design) Part B - 196 Consent Renewal Application

5 Process and Progress: • de Leeuw, Mass Production • Sheet Metal Forming Technology for Industrial Design • Bending / Stamping • Raymond, Out of the Fiery Furnace – The Impact of Metals on the History of Mankind

6 Process and Progress – A Survey of Methods • de Leeuw, Mass Production Used to Form Metals: Technology for Industrial Design • Spinning / Machining • Raymond, Out of the Fiery Furnace – The Impact of Metals on the History of Mankind

7,8 Process and Progress – A Survey of Methods • de Leeuw, Mass Production Used to Form Metals: Technology for Industrial Design • Roll Forming • Wayman (Ed.), All that Glitters • Extruding Canadian Metallurgy in Historical Context

9 Process and Progress – A Survey of Methods • de Leeuw, Mass Production Used to Form Metals: Technology for Industrial Design • Moulding / Casting • Wayman (Ed.), All that Glitters

10 Process and Progress – A Survey of Methods • de Leeuw, Mass Production Used to Form Metals: Technology for Industrial Design • Cutting / Water jet • Wayman (Ed.), All that Glitters • Rule Dies / Tool & Die

11 Process and Progress – A Survey of Methods • de Leeuw, Mass Production Used to Form Metals: Technology for Industrial Design • Fastening • Wayman (Ed.), All that Glitters • Assembly

12 Tread Lightly – Reducing “Heavy Metal” • de Leeuw, Mass Production • Environmental Issues Technology for Industrial Design • Wayman (Ed.), All that Glitters

13 Designing for Maximum Sustainability and • de Leeuw, Mass Production Performance Technology for Industrial Design • Metals Project • Wayman (Ed.), All that Glitters

B.A.T. (Industrial Design) Part B - 197 Consent Renewal Application

14 Final Project and Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 198 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 255 COURSE NAME: Ergonomic Principles PREREQUISITE(S): BIND 200 Industrial Design Studio 2 COREQUISITE(S): BIND 250 Industrial Design Studio 3 BIND 251 Introduction to Systems BIND 252 Computer-Aided Design Studio 2 BIND 253 Project Presentation 2 BIND 254 Design for Production 1 CREDIT VALUE: 2 HOURS OF INSTRUCTION: 2 FACULTY NAME: Peter Kerz

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 255 Ergonomic Principles is a course of applied study of ergonomic principles and parameters employed by industrial designers. Beginning with the pioneering work done by the U.S. Air Force and the advancements made by Dreyfuss and Associates later, topics include: anthropometry, physical measurement, size variations in individuals and groups, averaging range for percentiles, reach and strain, physical pivot points and leverage, grasp and hand articulation, seating, posture, nerves and circulation, sight parameters, thresholds of hearing vibration, temperature, and atmosphere. A study of human factors issues introduces students to a broad range of physical and psychological applications.

II COURSE LEARNING OUTCOMES

On completion of this course the student will be able to:

1. Summarize key historical developments in ergonomics such as the work of the U.S. Air Force or Dreyfuss and Associates and select and apply them to a contemporary design problem. 2. Relate anthropometric percentile as it applies to the study of human measurement. 3. Explain variations within percentile groups. 4. Illustrate reach and strain constraints. 5. Articulate pivot points and flex areas of the human frame.

B.A.T. (Industrial Design) Part B - 199 Consent Renewal Application

6. Design with shape and form a seating support with optimal contact points and surfaces. 7. Illustrate parameters for task, dining, executive, and lounge seating. 8. Lay out interactive elements of a visual display for optimum human performance. 9. Explain the impact on human body thresholds in several examples and devise ways to reduce strain. 10. Apply universal design principles in a contemporary context. 11. Compare the differences between physical and psychological aspects of discomfort/ productivity and assess the impact on human behaviour. 12. Compare ergonomic and socially responsible design to purely visual design. 13. Evaluate an ergonomically designed solution in several frames of reference such as controls and displays, office tasks or domestic applications.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts

B.A.T. (Industrial Design) Part B - 200 Consent Renewal Application

• Specific readings will enrich understanding of the variety of concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. Tilley, Alvin R. and Henry Dreyfuss Associates. (2001). The Measure of Man and Woman: Human Factors in Design. Revised Edition. Toronto: John Wiley & Sons Ltd. ISBN 0471099554.

2. Dul, Jan and Bernard Weerdmeester. (2001). Ergonomics for Beginners. New York: Taylor & Francis, Inc. ISBN 0-7484-0825-8.

3. A Coursepack for BIND 255 (Ken Cummings, Ed.) with excerpts from:

Kroemer, K.H.E. and E. Grandjean. (2001). Fitting the Task to the Human. Philadelphia: Taylor and Francis Inc. ISBN 0-7484-0665-4.

Kroemer, Karl, Henrike Kroemer and Katrin Kroemer-Elbert. (2001). Ergonomics – How to Design for Ease and Efficiency, Second Edition. Upper Saddle River, NJ: Prentice-Hall, Inc. ISBN 0-13-752478-1.

Wickens, Christopher D., John D. Lee, Yili Liu, and Sallie E. Gordon Becker. (2004). An Introduction to Human Factors Engineering. Upper Saddle River, NJ: Pearson Education, Inc. ISBN 0-13-183736-2.

Woodson, Wesley E., Barry Tillman and Peggy Tillman. (1992). Human Factors Design Handbook. Toronto: McGraw-Hill, Inc. ISBN 0-07-071768-0.

Recommended Reading:

Dreyfuss, Henry. (1955). Designing for People. Reissued in 2003. New York: Allworth Press. ISBN 1-58115-312-0.

Green, William and Patrick Jordan (Ed.). (1999). Human Factors in Product Design – Current Practice and Future Trends. Taylor & Francis, Inc. ISBN 07484082909.

Vincente, Kim. (2003). The Human Factor. Toronto: Alfred A. Knopf Canada. ISBN0-676-97489-9.

Stanton, Neville. (1997). Human Factors in Consumer Products. Taylor & Francis, Inc. ISBN 0748406034.

B.A.T. (Industrial Design) Part B - 201 Consent Renewal Application

VII EVALUATION Weighting

Essay 5% Research Report 5% Project Assignment 1 30 % Project Assignment 2 20 % Project Assignment 3 10 % Final Exam 25% Active Contribution to Learning 5 % 100 %

VIII COURSE SCHEDULE

WEEK TOPICS / PROJECTS / DATES READINGS/ RESOURCES

1 Introduction • Tilley, Dreyfuss The Measure of • Course outline and objectives Man and Woman • Project Assignment • Dul, Weerdmeester Ergonomics Designing for People: for Beginners • The Beginning of Ergonomics • Kroemer, et al Ergonomics • The Scope of Ergonomic Principles Within the • Wickens, et al Human Factors Study of Human Factors Engineering • Preliminary Evaluation of Good and Bad Designs from an Ergonomic Perspective

2 Population Sampling: • Tilley, Dreyfuss The Measure of • Percentiles and anthropometrics Man and Woman • Understanding how to use data, limitations and • Dul, Weerdmeester Ergonomics flexibility of data for Beginners Have a Seat - the Design of the Chair • Kroemer, Grandjean Fitting the • Body Support Surfaces Task to the Human • Basic Measurements • Wickens, et al Human Factors • Testing and Prototyping Engineering o Users, populations o Comfort and pleasure o Safety o Other needs (indirect i.e. Stacking) • Indirect users and uses • The Lounge Chair, The Cafe Chair, The Task Chair • The Cafe Chair – “INSITU”

3,4 Measuring for Clearances and Reach: • Tilley, Dreyfuss The Measure of • The Emergence of Joe and Josephine Man and Woman • Pivot Points and Flex Areas • Kroemer, et al Ergonomics

B.A.T. (Industrial Design) Part B - 202 Consent Renewal Application

• Body Movements and Constraints Clearance and Reach

• Tilley, Dreyfuss The Measure of 5, 6,7 Basic Measurements Man and Woman • Dul, Weerdmeester Ergonomics for Beginners • Kroemer, Grandjean Fitting the Task to the Human • Wickens, et al Human Factors Engineering

8 Presentation, discussion, in-class critiques

9 Grip and Hold: • Tilley, Dreyfuss The Measure of • The Design of Handles and Control Knobs Man and Woman • Grip types and applications • Dul, Weerdmeester Ergonomics for Beginners • Kroemer, et al Ergonomics • Wickens, et al Human Factors Engineering

10 Information and Visual Displays: • Tilley, Dreyfuss The Measure of • Basic Principles Man and Woman • Speed, Accuracy, Feedback • Dul, Weerdmeester Ergonomics • Analogue / Digital for Beginners • Navigation of Information • Woodson, et al Human Factors Design Handbook • Kroemer, Grandjean Fitting the Task to the Human

11,12 Universal / Inclusive Design • Tilley, Dreyfuss The Measure of • Designing for older / disabled populations Man and Woman Environmental Design • Ergonomics and the Environment Language and Culture Barriers • User Trials

13 Guest Lecturer

14 Final Exam

B.A.T. (Industrial Design) Part B - 203 Consent Renewal Application

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course b b b Outline Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 204 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 300 COURSE NAME: Industrial Design Studio 4 PREREQUISITE(S): BIND 250 Industrial Design Studio 3 COREQUISITE(S): BIND 302 Computer-Aided Design Studio 3 BIND 303 Multimedia Application BIND 304 Design for Production 2 PREREQUISITE FOR: BIND 350 Industrial Design Studio 5 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 4 FACULTY NAME: Don Wilson

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Industrial Design Studio 4 is a course wherein students examine, analyze and practice Canadian product development in a world context. The political infrastructure and economic climate frame a business-driven model put forward with concurrent educational modes with corporate sponsors helping to set design goals. Faculty ensure educational outcomes are met in a dynamic environment of education and business collaboration.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Compare the practice of industrial design in different regions of Canada. 2. Articulate the business goals for manufacturers and fabricators who employ design. 3. Apply a systematic approach to problem statement and resolution. 4. Develop interpersonal communication and team skills by working collaborativelywith othrs students and in research and design teams. 5. Apply demographic and socio-economic trends to product design concepts. 6. Demonstrate leadership in problem solving at an interpersonal level to foster creativity. 7. Prepare design alternatives based on fluctuating client demands. 8. Apply a variety of sources from other fields to the creative stage of designing. 9. Synthesize examples of developments in product technological improvement to integrate into product design solutions.

B.A.T. (Industrial Design) Part B - 205 Consent Renewal Application

10. Effectively use materials and processes in developing product concepts. 11. Create an innovative design solution incorporating interdisciplinary perspectives to address increasingly complex design challenges. 12. Evaluate the effective and defective elements of a design solution.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

B.A.T. (Industrial Design) Part B - 206 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Reference

1. Ulrich, Karl T. and Steven D. Eppinger. (2004). Product Design and Development. New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8. (Required text for BIND 250 Industrial Design Studio 3)

2. A Coursepack for BIND 300 Industrial Design Studio 4 (Don Wilson, Ed.) containing excerpts from:

Read, Herbert. (1956). Art and Industry: The Principles of Industrial Design. UK: Faber & Faber Limited, Shenval Press Ltd.

McDonough, William and Michael Braungart. (2002). Cradle to Cradle. New York: North Point Press. ISBN 0-86547-587-3.

Thackara, John. (2005). In the Bubble: Designing in a Complex World. Cambridge, MS. The MIT Press. ISBN 0-262-20157- 7.

Mau, Bruce and the Institute without Boundaries. (2004). Massive Change. New York: Phaidon Press Inc. ISBN 0-7148-4401-2.

Foster, Richard N. (1986). Innovation: The Attacker’s Advantage. New York: Summit Books. ISBN 0 671 62250 1.

Recommended Reading

Althouse, Norm R. et al. (2005). The Future of Business (First Canadian Edition). Toronto: Thomson Nelson. ISBN 0-17-622438-6 (BIND 205 Textbook)

Coupland, Douglas. (2002). Souvenir of Canada. Vancouver: Douglas and McIntyre. ISBN 1-55054-917-0

Coupland, Douglas. (2004). Souvenir of Canada 2. Vancouver. Douglas and McIntyre. ISBN 1-55365-043-3

Kathalys, (2001). Vision on sustainable product innovation. Holland. BIS Publishers ISBN 90-6369-013-4

Other Sources:

Kathalys Design for Sustainability www.kathalys.com www.demi.org.uk

B.A.T. (Industrial Design) Part B - 207 Consent Renewal Application

VII EVALUATION Weighting

Research Report 1 5 % Research Report 2 5 % Design Project One 20 % Design Project Two 30 % Design Project Three 30 % Active Contribution to Learning 10 % 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Introduction to the Course • Ulrich, Eppinger, Product Content Scope Design and Development Expectations The Canadian Design Profession – A Diverse Complexity • Regionalism • Geographic Implications • Cultural mix; demographics • Diverse Practice Styles • The Markets • Design Implications • Cross Market Relationships – Retail

2,3,4 The Industrial Revolution • Ulrich, Eppinger, Product • Past & present Design and Development • Design influences • Read, Art and Industry: Sustainability the Principles of Industrial • Responsibilities of the Design Design Profession • McDonough, Braungart, • Outward thinking Cradle to Cradle • “Smartness” & “lightness” • Mau, Massive Change • Design & redesign • Thackara, In the Bubble Client Expectations • The Design Project Environment • Design Brief Changes: Subjective, Internal, External • Contracts, MOU’s • Engaging Other Disciplines

5,6,7,8 Market Driven Design • Ulrich, Eppinger, Product Sector Driven Design Design and Development

B.A.T. (Industrial Design) Part B - 208 Consent Renewal Application

Technology Driven Design • Foster, Innovation: the • Technological Developments Looking Attacker’s Advantage for Products • Opportunity Radar & Research

9,10,11,12 The Client – International Markets, • Ulrich, Eppinger, Product Expectations & Fluctuating Demands Design and Development • Competing in the International Marketplace • The Designer’s Role and The Challenge • Market Needs, Expectations and Uniqueness

13 Design Competition • Design Competition • Presentations / Progress Critiques Brief

14 Final Semester Evaluation • Sponsor Presentations / Critiques

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 209 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline b Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 210 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 301 COURSE NAME: Introduction to Vehicle Design PREREQUISITE(S): BIND 250 Industrial Design Studio 3 COREQUISITE(S): BIND 302 Computer-Aided Design Studio 3 BIND 303 Multimedia Application BIND 304 Design for Production 2 PREREQUISITE FOR: BIND 351 Vehicle Design Studio 1 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 4 FACULTY NAME: Ken Cummings

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 301 Introduction to Vehicle Design is a course using the fundamental principles of design in the development of the automobile. From a background in the origins of transportation modes from the cart to car through the early industrial age, to today’s complex interlaced transportation structure from public transit to limited-access highways, students are engaged in a journey of inquiry and discovery to design vehicles in a variety of environments. Body architecture, people packaging, safety, drive line, propulsion and suspension layout will be explored with a specific design proposal in mind. Ergonomic principles will be practiced in seating, accommodation, driver sight lines, ingress/egress and vehicle controls with safety, manufacturability and sustainability as essential considerations.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Justify, in the context of their time, human-built conveyances prior to the twentieth century. 2. Explain the psychological need for human travel and give examples from different historical periods. 3. Analyze the economic imperative for transportation in the development of society. 4. Compare the automobile as a recreational vehicle to other forms of entertainment through social, economic and technological changes throughout the twentieth century. 5. Defend new paradigms of transportation for the twenty-first century. 6. Construct a packaging layout reflecting sound ergonomic principles.

B.A.T. (Industrial Design) Part B - 211 Consent Renewal Application

7. Evaluate safety related features and apply them to vehicle platform. 8. Develop sound ergonomic solutions to vehicle controls and displays through interaction and collaboration with others. 9. Select optimum combinations for a specific vehicle type by bringing together factors affecting manufacturing and assembly in a group setting. 10. Select ISO (International Standards Organization) and SAE (Society of Automotive Engineers) conventions and apply them to a design concept. 11. Discuss the interaction between marketing, engineering, management and designer in the transportation industry. 12. Evaluate the effectiveness of current production designs and predict future trends. 13. Anticipate future vehicle design parameters such as environmental impact, consumer preferences, increasing safety considerations and governmental regulations in a vehicle concept.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work- related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts

B.A.T. (Industrial Design) Part B - 212 Consent Renewal Application

• Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. Lewin, Tony. (2003). How to Design Cars Like a Pro. St. Paul, MN: MBI Publishing Company. ISBN 0-7603-1641-4. (15 copies available on reserve in the College Library)

2. A Coursepack for BIND 301 Introduction to Vehicle Design (Ken Cummings, Ed.) containing excerpts from:

Rae, John B. (1971). The Road and the Car in American Life. Cambridge, MA: The MIT Press. ISBN 0-262-18049-9.

Dwight, Eleanor. (1999). Edith Wharton – An Extraordinary Life. New York: Harry N. Abrams, Inc.0-8109-2795-0.

Flink, James J. (1975) The Car Culture. Cambridge, MA: The MIT Press ISBN 0-262-06059-0.

Flink, James J. (1988). The Automobile Age. Cambridge, MA: The MIT Press. ISBN 0-262-06111-2.

Stamp, Robert M. (1987). QEW – Canada’s First Superhighway. Erin, ON: The Boston Mills Press. ISBN 0-919783-84-8.

Yates, Brock. (1984). The Decline & Fall of the American Automobile Industry. New York: Vintage Books – Random House. ISBN 0-394-72252-3.

Lewis, Tom. (1997). Divided Highways: Building the Interstate Highways, Transforming American Life. New York: The Penguin Group. ISBN 0-670-86627-X.

Gillespie, Thomas D. (1992). Fundamentals of Vehicle Dynamics. Warrendale, PA: Society of Automotive Engineers, Inc. ISBN 1-56091-199-9.

Bastow, Donald, Geoffrey Howard, and John P. Whitehead. (2004). Car Suspension and Handling. Warrendale, PA: SAE International. ISBN 0-7680-0872-7.

B.A.T. (Industrial Design) Part B - 213 Consent Renewal Application

Nader, Ralph. (1965). Unsafe at Any Speed: The designed-in dangers of the American automobile. New York: Grossman Publishers, Inc.

Daniels, Jeff. (2002). Modern Car Technology. Sparkford, UK: Haynes Publishing. ISBN 1-85960-811-6.

Green, William S. and Patrick W. Jordan. (2001). Human Factors in Product Design – Current Practice and Future Trends. Philadelphia: Taylor & Francis Inc. ISBN 0-7484-0829-0.

Woodson, Wesley E., Barry Tillman, and Peggy Tillman. (1992). Human Factors Design Handbook. New York: McGraw-Hill, Inc. ISBN 0-07-071768-0.

3. Sparke, Penny. (2002). A Century of Car Design. Hauppauge, NY: Barron’s Educational Series, Inc. ISBN 0-7641-5409-5. (15 copies available on reserve in the College Library)

4. Buchanan, R.A. (1992). The Power of the Machine – The Impact of Technology From 1700 to the Present. London: Penguin Books. ISBN 0-14-017063-4. (Reprinted with permission as a Coursepack for BIND 153).

Recommended Reading

Auto Editors of Consumer Guide. (2004). History of the American Auto. Lincolnwood, Illinois: Publications International, Ltd. ISBN 0-7853-9874-0.

Cowan, Ruth Schwartz. (1997). A Social History of American Technology. New York: Oxford University Press. ISBN 0-19-504605-6.

Dredge, Richard. (2004). Concept Cars – Designing for the Future. London: Amber Books Ltd. ISBN 1-904687-24-5.

Dul, Jan and Bernard Weerdmeester. (2001). Ergonomics for Beginners. New York: Taylor & Francis, Inc. ISBN 0-7484-0825-8. (Text for BIND 255 Ergonomic Principles)

Durnford, Hugh and Glenn Baechler. (1973). Cars of Canada. Toronto: McClelland and Stewart Limited. ISBN 0-7710-2957-8.

Lewin, Tony. (2004). Smart Thinking – The Little Car That Made it Big. St. Paul, MN: MBI Publishing Company. ISBN 0-7603-1943-X.

McNeil, Ian (Ed.). (2003) An Encyclopedia of the History of Technology. London: Routledge. ISBN 0-415-14792-1.

Tilley, Alvin R. and Henry Dreyfuss Associates. (2001). The Measure of Man and Woman: Human Factors in Design. Revised Edition. Toronto: John Wiley & Sons Ltd. ISBN 0471099554. (Text for BIND 255 Ergonomic Principles).

B.A.T. (Industrial Design) Part B - 214 Consent Renewal Application

Websites:

http://www.chrysler.com/design/vehicle_design/process/index.html (Chrysler Design Institute 2006) www.motorcycledesign.com (Motorcycle Design Association 2006) www.cardesignnews.com (Car Design News Ltd. 2006) www.cardesignonline.com (Car Design Online 2006) www.conceptcar.co.uk (Concept Car 2006) www.carbodydesign.com (Car Body Design FTM Studio 2006) www.plastics-car.com (American Plastics Council – Automotive Learning Center 2006) www.thecarconnection.com (The Car Connection 2006) www.interiormotivesmagazine.com (Interior Motives – Ultima Media 2006) http://www.peugeot-concours-design.com/ (Peugeot Design Contest)

VII EVALUATION Weighting

Essays 10 % Topic Presentation 20 % Practice Assignments 25 % Project Presentation and Final Evaluation 30 % Final Exam 10 % Contribution to Learning 5 % 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1,2 Planes, Trains and Automobiles • Buchanan, The Power of the • History of Personal Transportation Machine • The Automobile and Its Impact • Cowan, A Social History of • Travel as Need / Travel as Recreation American Technology • Rae, The Road and the Car in American Life • Flink, The Car Culture • Lewis, Divided Highways • Flink, The Automobile Age • Dwight, Edith Wharton – An Extraordinary Life

3 Great Marques, Great Inventions, Great • Sparke, A Century of Car Expectations....And a Few Disappointments Design • Nader, Unsafe at Any Speed • Auto Ed. Consumers Guide, History of the American Auto • Stamp, QEW – Canada’s

B.A.T. (Industrial Design) Part B - 215 Consent Renewal Application

First Superhighway • Yates, The Decline & Fall of the American Automobile Industry

4 Contemporary Automotive Packaging – From • Dreyfuss, The Measure of Access to Excess to Full Size SUV Man and Woman • Woodson et al, Human Factors Design Handbook • Green, Jordan, Human Factors in Product Design •

5 Vehicle Packaging cont. • Lewin, How to Design Cars Like a Pro • Dul, Weerdmeester, Ergonomics for Beginners

6,7 Vehicle Systems • Dredge, Concept Cars – Designing for the Future • Drive Line • Gillespie, Fundamentals of • Suspension Vehicle Dynamics • Body Structure / Architecture • Bastow et al, Car Suspension • Safety and Handling • Daniels, Modern Car Technology

World Automotive Trends • Competition Guidelines 8 • Design Competitions

Subsystems and Human Factors • Dreyfuss, The Measure of 9,10 Man and Woman • Interface Design • Daniels, Modern Car • Alternative Packaging Technology • Advanced Driving Systems • Advanced Safety Systems

11,12 The Substance of Style • Lewin, How to Design Cars • Status and Fun Like a Pro • Needs and Wants

13 Form, Fitness, Features and Future • Daniels, Modern Car • Hybrid Technology

B.A.T. (Industrial Design) Part B - 216 Consent Renewal Application

• Fuel Cell

14 Final Exam / Presentation

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline b Review

B.A.T. (Industrial Design) Part B - 217 Consent Renewal Application

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 218 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 302 COURSE NAME: Computer-Aided Design Studio 3 PREREQUISITE(S): BIND 252 Computer-Aided Design Studio 2 COREQUISITE(S): BIND 300 Industrial Design Studio 4 or BIND 301 Introduction to Vehicle Design BIND 303 Multimedia Application BIND 304 Design for Production 2 CREDIT VALUE: 2 HOURS OF INSTRUCTION: 2 FACULTY NAME: Dennis Kappen

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Computer-Aided Design Studio 3 is a course in both the study and application of computer- aided design to illustrate assemblies of parts and complex surface character in product applications. A background in lofting history in ship building and twentieth century automotive body design is explored through to current product aesthetic in a C.A.D. medium. An introduction to the underlying suggestive character of the surface will be demonstrated to create designs with appeal to specific consumer markets. Manufacturing and fabricating considerations for downstream production technologies will form the working guidelines for computed solutions.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Assess the impact of key historical developments in lofting (e.g. shipbuilding) to develop strategies to use in today’s product applications such as automobile styling. 2. Develop complex part design. 3. Incorporate parts in assemblies. 4. Differentiate lofted and developed surface characteristics from geometric surfaces. 5. Design parts to accept lofted surfaces. 6. Explain the necessity for lofted surfaces in part design for products. 7. Analyze the rationale underlying the application of complex surfacing. 8. Synthesize the visual and structural characteristics of surface transitions.

B.A.T. (Industrial Design) Part B - 219 Consent Renewal Application

9. Create surfaces that imbue both structure and imagery to a product. 10. Manipulate commands to alter surface character. 11. Analyze three-dimensional objects with harmony of surface. 12. Evaluate product surface character for its suitability to an aesthetic goal and structural qualities.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in: 1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work- related goals, within the context of a changing environment 3. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 4. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 5. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 4. Developing students’ depth and breadth of understanding of the subject matter 5. Developing students’ independent thinking and learning skills

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

B.A.T. (Industrial Design) Part B - 220 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Reference

Javelin Technologies, SolidWorks Student Courseware

Recommended Reading

Planchard, David C. & Mary P. Planchard. (2004). Assembly Modeling with Solidworks 2004/2005. SDC Publications. ISBN 1585031704

http://www.journeyed.com/itemDetail.asp?T1=36785643+FS6 http://www.javelin-tech.com/main/events/3d_skills.htm

VII EVALUATION Weighting

2 Major Assignments (Essay, Project, Presentation) 30 % 3 Mini Assignments 15 Mid-term Exam 20 Final Exam/Project work and Presentation 30 Active Contribution to Learning 5 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Overview of Solid Works Modelling • Javelin Technologies, Fundamentals SolidWorks Student • Review of BIND 252 Courseware • History of Lofted Surfaces

2 Introduction to the fundamentals of surfacing • Javelin Technologies, • Positional continuity: C0 SolidWorks Student • Tangential continuity: C1 Courseware • Curvature continuity: C2

3 Complex Lofts using surfaces • Javelin Technologies, • Multiple guide curves SolidWorks Student • Tangency conditions with adjacent surfaces Courseware • Surface fill using boundary conditions

4 Complex Sweeps using surfaces • Javelin Technologies, • Multiple guide curves SolidWorks Student • Tangency conditions with adjacent surfaces Courseware

B.A.T. (Industrial Design) Part B - 221 Consent Renewal Application

5 Advanced Part Design • SolidWorks Online • Adding standard features such as ribs, vent Tutorial detailing • Working with library features • Designing custom tools and features to be used in part design

6 Advanced Part Design • SolidWorks Online • Working with composite sketches, split Tutorial lines and derived sketches • Annotations, Smart Selections • Deforms, Flexes and Indents

7 Mid-Term Exam

8 Drafts in Part Design • SolidWorks Online • Sequence of Drafts in a model tree Tutorial • Designing drafts into curves: for surfacing • Draft analysis

9 Part Surface evaluation Tools • SolidWorks Online • Evaluate surface continuity using Zebra Tutorial stripes and Effect of tangent continuity (C2) versus curvature continuity (C3)

10 Assembly Modeling • Planchard, David C. & • Base Part design Mary P. Planchard, • Split Parts Assembly Modeling with • Insert Component and mates and smart SolidWorks mates • Collision detection • Interference detection • Toolbox and Fasteners

11 Drawings • SolidWorks Online • Aligned section views, crop views, Tutorial projected views, • Sectional views • Bill of Materials from Assembly Drawings

12 Basics of Rendering and Visualization • Javelin Technologies,

B.A.T. (Industrial Design) Part B - 222 Consent Renewal Application

• Setting up scenes SolidWorks Student • Setting up lights Courseware • Setting up materials • SolidWorks Online • Texture mapping Tutorial • Adding decals to product surfaces

13 Basics of Rendering and Visualization • Javelin Technologies, • Exploring transparencies SolidWorks Student • Material properties Courseware • Defining Shadows • SolidWorks Online Basics of SolidWorks Animator Tutorial • Using the Animation wizard to set up animations of Model rotation, exploded view and collapse view

14 Final Exam/Presentation - Toward SolidWorks Certification

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 223 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline b Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 224 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 303 COURSE NAME: Multimedia Application PREREQUISITE(S): BIND 204 Commercial Graphics COREQUISITE(S): BIND 300 Industrial Design Studio 4 or BIND 301 Introduction to Vehicle Design BIND 302 Computer-Aided Design Studio 3 BIND 304 Design for Production 2 CREDIT VALUE: 2 HOURS OF INSTRUCTION: 2 FACULTY NAME: Dennis Kappen

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Multimedia Application is a course of study concerning the interplay between media, message, intent, and feedback for design appraisal and promotion. Computer technology drives the software that provides the application for practice and learning. Mastery of the skills required to create, transform, and manipulate imagery to achieve specified goals of design in communicating visual messages for a multimedia presentation including web page design are applied in current media promotional contexts.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Analyze the role of media in a contemporary framework. 2. Juxtapose message-media and relate the holistic meaning. 3. Analyze the components of a message such as the visual image and the text. 4. Manipulate and apply images and abstract content to communicate a specific message 5. Create and balance text and image content to impart meaning. 6. Employ convergent thinking to focus a product promotion image. 7. Re-arrange and synthesize message layouts to convey value. 8. Analyze the context in which images are received. 9. Develop a comprehensive plan for communicating strong, clear, graphical promotional design. 10. Classify and evaluate current media messages for specific markets and audiences.

B.A.T. (Industrial Design) Part B - 225 Consent Renewal Application

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference

1. Layng, Jacqueline M. (2004). Media Design – The Practice of Communications

B.A.T. (Industrial Design) Part B - 226 Consent Renewal Application

Technologies. Upper Saddle River, NJ: Pearson Education, Inc. ISBN 0-13-061028-3.

2. A Coursepack for BIND 303 Multimedia Application (Ken Cummings, Dennis Kappen Ed.) containing excerpts from: Sivulka, Juliann. (1998). Soap, Sex, and Cigarettes – A Cultural History of American Advertising. Belmont, CA: Wadsworth Publishing Company. ISBN 0-534-51593-2.

Kivy, Peter (Ed.). (2004). Aesthetics. Malden, MA: Blackwell Publishing Ltd. ISBN 0-631-22131-X.

Blessing, Kimberly A. (ed.) and Paul J. Tudico (Ed.). (2005). Movies and the Meaning of Life. Peru, IL: Open Court Publishing Company. ISBN 0-8126-9575-5.

Bierut, Michael, William Drenttel, Steven Heller and DK Holland. (Ed.) (1994). Looking Closer: Critical Writings on Graphic Design. New York: Allworth Press. ISBN 1-880559-15-3.

Sontag, Susan. (1990). Against Interpretation and Other Essays. New York: Holtzbrinck Publishers. ISBN 0-312-28086-6.

Berger, Arthur Asa. (2005). Media Analysis Techniques. Thousand Oaks, CA: Sage Publications Inc. ISBN1-4129-0683-0.

Manovich, Lev. (2001). The Language of New Media. Cambridge MS: The MIT Press. ISBN 0-262-63255-1.

Federman, Mark and Derrick de Kerckhove. (2003). McLuhan for managers: new tools for new thinking. Toronto: Viking Canada. ISBN 0-670-04371-0.

VII EVALUATION Weighting

Essays (2) 20 % Group Presentation 20 Report 05 Project 1 20 Final Exam/Project 2 30 Active Class Contribution 05 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Guns, Grime and Suds: Hawking the Products • Layng, Media Design: The of Capitalism Practice of Communication • The Adoption of Print for Profit and the Technologies

B.A.T. (Industrial Design) Part B - 227 Consent Renewal Application

Advent of Commercial Art • Sivulka, Soap, Sex, and Cigarettes – A Cultural History of American Advertising • Kivy, Aesthetics

2 Hamburgers and Jitterbugs • Layng, Media Design: The • The Impact of Radio on Society of the Practice of Communication 1930’s – Changing Channels Technologies • BIND 153 History of Technology Coursepack, Section 7, “Electric to Electronic”

3 Film Flam: Style vs. Content, • Blessing, Tudico, Movies Content vs. Technology and the Meaning of Life • Identity Expressed Through Media • Layng, Media Design: The • Personal Integrity and Media Practice of Communication Technologies • Bierut et al, Looking Closer – Critical Writings on Graphic Design • Sontag, Against Interpretation and Other Essays

4 TV “Couch Potatoes” – Simpsons, Family Guy, • Berger, Media Analysis CSI, Will and Grace et al: Who Sponsors, Who Techniques Watches • Contrasts With the Demographics and the Haste In Our Society

5 Media Madness • Layng, Media Design: The • Working the Web - Internet Practice of Communication • Human Interaction, Visual Ergonomics, Technologies Demographics, Psychological and Cognitive • Manovich, The Language of Behaviours on the Net New Media • Design Objectives, Story Boards, Fallacy of Information Overload, User Interaction Models, Analysis of Information – Did the Content Get Through? • Content Delivery, Working the Technology

B.A.T. (Industrial Design) Part B - 228 Consent Renewal Application

6 World Wild Web • Layng, Media Design: The • Product or Service: the Blurring Line Practice of Communication • Information Flows and Eddies Technologies • Humber Industrial Design as a Case Study

7 Mastering the Media – Tools and Toil • Kivy, Aesthetics • Web Design Tools: • Federman, de Kerckhove, - Flash McLuhan for Managers: new - Dream Weaver tools for new thinking - FrontPage

8 Basic Design in Flash: • Bierut et al, Looking Closer – • Menus Critical Writings on Graphic • Text Animation Design • Object Animation

9 Basic Design in Dream Weaver: • Menus, • Text • Objects Integrating Simple Digital Photography

10 Clarity in Design • Layng, Media Design: The • “id8” Design Revision Plan Practice of Communication Technologies

11 Alias Introduction • Menus • Text • Objects • Modeling

12 Technology Traps – Communication • Layng, Media Design: The Technology Mistakes Practice of Communication • Creating Your Own Identity Technologies

13 Alias Continued • Menus, • Text • Objects • Modeling

B.A.T. (Industrial Design) Part B - 229 Consent Renewal Application

14 Project Presentation

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline b Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 230 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 304 COURSE NAME: Design for Production 2 PREREQUISITE(S): BIND 254 Design for Production 1 COREQUISITE(S): BIND 300 Industrial Design Studio 4 or BIND 301 Introduction to Vehicle Design BIND 302 Computer-Aided Design Studio 3 BIND 303 Multimedia Application PREREQUISITE FOR: BIND 353 Environmental Practices CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Patrick Burke

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Design for Production 2 is a course of study in the contemporary use of polymers and resins in both a cultural and production setting. A background and context in the history of plastic through cellulosics, phenolics, and early petro chemical polymerization to today’s engineering performance resins sets the stage for contemporary exploration of this versatile family of materials. The comparative characteristics of each polymer is examined, evaluated, and then applied to product concepts. Product assemblies are understood through a variety of processes used in the forming, shaping and moulding of plastics for product design with a view toward economic viability and sustainable development.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Differentiate the characteristics of plastics as used in product development and production. 2. Select polymers by performance classification such as commodity polymers and engineering resins. 3. Discuss thermoplastics and thermo set plastics in an environmental context. 4. Articulate the comparative advantages and disadvantages of thermoplastics and thermo set plastics in a variety of production applications.

B.A.T. (Industrial Design) Part B - 231 Consent Renewal Application

5. Manipulate complex forms to facilitate manufacture such as draft angle and parting line to facilitate efficient moulding and shaping of plastics. 6. Calculate capacity, centre of gravity surface, part weight and other physical characteristics to optimize a design solution. 7. Describe the manufacturing process salient to specific polymers and differentiate it from the process for metals, metal alloys and other plastics. 8. Plan a strategy to maximize the production effectiveness of part configurations including set-up, molding, and post-mold operations. 9. Accommodate shrink, warp and control plastic flow through a design process. 10. Estimate fixed capital expense and variable expenses in a production setting by way of a case study example. 11. Design plastic parts for quick assembly, efficient and secure shipping and cost effective packaging. 12. Evaluate plastic designs for optimal use of the material in view of its functional life span and its recyclability.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 4. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 5. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts

B.A.T. (Industrial Design) Part B - 232 Consent Renewal Application

• Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required References

1. de Leeuw, M. (1998). Mass Production Technology for Industrial Design 3rd Edition Part 1. Carleton University Press. ISBN 0-88629-972-1.

2. A Coursepack for BIND 304 Design for Production 2 (Patrick Burke, ed.) containing excerpts from:

Sparke, Penny (Ed.). (1992). The Plastics Age -- From Bakelite to Beanbags and Beyond. Woodstock, NY: The Overlook Press. ISBN 0-887951-488-4.

Miekle, Jeffrey L. (1995). American Plastic - A Cultural History. New Brunswick, NJ: Rutgers University Press. ISBN 0-8135-2235-9.

Ginn, Warren, (originally 1997) Materials, Processes & Industrial Design: A Historical Retrospective http://www.idsa-mp.org/retro/retro_biblio.htm

Modern Plastics: Aug 1 2005 by Modern Plastics Editorial Staff “Design focus: Industrial design, aesthetics produce easier-sell products” http://www.modplas.com/inc/mparticle.php?section=feature&thefilename=feature 08012005_01

http://inventors.about.com/od/pstartinventions/a/plastics.htm http://www.plasticsindustry.org/industry/history.htm www.bpf.co.uk/bpfindustry/history_of_Plastics.cfm http://www.packagingtoday.com/introplasticexplosion.htm http://www.sandretto.it/museonew/UKmuseo/primaRealeUK.asp

Recommended Reading

Lascoe, O. D. (1989). Handbook of Fabrication Processes. Metals Park, Ohio: ASM International. ISBN 0-87170-323-8.

Ulrich, Karl T. and Steven D. Eppinger. (2004). Product Design and Development. New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8. (BIND 250 textbook) Designing with Plastic: the Fundamentals (Ticona) http://www.ticona.com/tools/search/lit_details.cfm?docid=227

B.A.T. (Industrial Design) Part B - 233 Consent Renewal Application

VII EVALUATION Weighting

Essay and Presentation 10 % Project 1 Essay and Presentation 15 % Project 2 Essay and Presentation 20 % Journal of activities including field trips and plant tours 25 % Final Exam 30 % 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Materials, Processes and Industrial Design: • Ginn, Materials, Processes An Historical Perspective & Industrial Design : An • Plastics in the Context of Industrial Design Historical Perspective : http://www.idsa- mp.org/retro/retro_biblio.htm

2 A Brief History of Plastics • Sparke, The Plastics Age • Cellulosics, Phenolics and Thermoplastics – • de Leeuw, Mass Production New Freedom of Form Technology for Industrial Design

3 Bakelite and Industrial Design • Sparke, The Plastics Age • New Material, New Profession • Miekle, American Plastic: A • Cultural History

4 Bakelite and Industrial Design • Sparke, The Plastics Age • “Design in the Bakelite Style” • Miekle, American Plastic: A Cultural History

5 Process and Design • de Leeuw, Mass Production • Injection Molding: Part 1 Technology for Industrial Design • Site Visit

6 Process and Design • de Leeuw, Mass Production • Injection Molding: Part 2 Technology for Industrial Design

B.A.T. (Industrial Design) Part B - 234 Consent Renewal Application

7 Process and Design • de Leeuw, Mass Production • Structural Foam Technology for Industrial Design • Site Visit

8 Process and Design • de Leeuw, Mass Production • Blow Molding Technology for Industrial Design • Site Visit

9 Process and Design • de Leeuw, Mass Production • Extrusion Technology for Industrial • Fabrication Design • Site Visit

10 Process and Design • de Leeuw, Mass Production • Thermoforming Technology for Industrial • Rotational Molding Design • Site Visit

11 Process and Design • de Leeuw, Mass Production • Reinforced Plastics / Composites Technology for Industrial Design • Site Visit

12 Design in Plastic • Miekle, American Plastic: A • From Durable to Disposable Cultural History

13 Design in Plastic • Miekle, American Plastic: A • “From Custom Cars to Organic Chairs” Cultural History (Miekle) • Sparke, The Plastics Age • “Objects and Their Skins” (Manzini)

14 Final Project and Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

B.A.T. (Industrial Design) Part B - 235 Consent Renewal Application

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline b Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 236 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 305 COURSE NAME: Marketing CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Bhupesh Shah

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 305 Marketing provides an overview of marketing as practiced in Canada today both domestically and internationally. Product, price, promotion, and distribution frameworks are examined both as separate and integrated subsets of the marketing mix. The resulting strategies are oriented toward satisfying customer wants and needs to achieve organizational objectives. Legal, social, cultural and other elements of the marketing environment are considered in cases requiring research of current materials and practical application of course studies.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Explain the role of marketing in the economy as a whole and within organizations. 2. Describe the business environmental forces which affect marketing operations. 3. Using market research and information systems, identify target customers. 4. Describe the processes of market segmentation, positioning and consumer buying behaviour including at least four segmentation variables. 5. Differentiate between not-for-profit customers, business customers and consumers and create appropriate marketing strategies for each. 6. Describe the stages of the product life cycle and develop appropriate strategies to manage each stage. 7. Apply the features of product, distribution, promotion, and pricing within the marketing mix to increase item appeal in the marketplace. 8. Assess the effectiveness of the marketing mix and provide a basis for further marketing decisions using methods of evaluation. 9. Evaluate the role of design in the successful marketing of a product.

B.A.T. (Industrial Design) Part B - 237 Consent Renewal Application

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

B.A.T. (Industrial Design) Part B - 238 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Reference

1. Best, Roger J. (2005). Market-Based Management – Strategies for Growing Customer Value and Profitability. Upper Saddle River, NJ: Pearson Education Inc. ISBN 0-13-146956-8.

2. A Coursepack for BIND 305 Marketing (Ken Cummings, Don Wilson, Ed.) containing excerpts from:

Solomon, Michael R., Elnora W. Stuart, J. Brock Smith, and Ajay K. Sirsi. (2005). Marketing – Real People, Real Decisions. Toronto: Pearson Education Canada Inc. ISBN 0-13-127273-X.

Hoyer, Wayne D. and Deborah J. MacInnis. (2004). Consumer Behavior. Boston, MA: Houghton Mifflin Company. ISBN 0-618-26482-5.

Schiffman, Leon G., Leslie Lazar Kanuk and Mallika Das. (2006). Consumer Behaviour. Toronto: Pearson Education Canada Inc. ISBN 0-13-146304-7.

Hoffman, George T., Vice President, Editor-in-Chief. (2004). Cases in Consumer Behavior. Boston, MA: Houghton Mifflin Company. ISBN 0-618-44155-7.

Solomon, Michael R., Judith Lynne Zaichkowsky and Rosemary Polegato. (2005). Consumer Behaviour – buying, having and being. Toronto: Pearson Education Canada Inc. ISBN 0-13-121881-6.

Kotler, Philip, Gary Armstrong, and Peggy H. Cunningham. (2005). Principles of Marketing – 6th Canadian Edition. Toronto: Pearson Education Canada Inc. ISBN 0-13-121619-8.

Armstrong, Gary, Philip Kotler, Peggy H. Cunningham, and Peter Mitchell. (2004). Marketing – An Introduction. Toronto: Pearson Education Canada Inc. ISBN 0-13-039127-1.

Recommended Reading

Ulrich, Karl T. and Steven D. Eppinger. (2004). Product Design and Development. New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8. (BIND 250 Textbook)

VII EVALUATION Weighting

Essay 10% Exam #1 10% Exam #2 15% Research Report 30% Final Exam 25% Active Contribution to Learning 10% Total 100% B.A.T. (Industrial Design) Part B - 239 Consent Renewal Application

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Contemporary Marketing - Introduction • Best, Market-Based • Definition Management – Strategies for • Historical Evolution; The Industrial Revolution Growing Customer value • Strategic Issues and Profitability • Globalization & the Competitive Environment • The Customer is Key

2,3 Market Potential, Share and Demand • Best, Market-Based • Product Life Cycle Management – Strategies • Market Research Methods for Growing Customer value • Analysing the Customer and Profitability • Market Segmentation • Solomon et al, Marketing – • Analysing the Competition Real People, Real • Social Cultural Issues – Business Environment Decisions • Hoyer, MacInnis, Consumer Behavior • Schiffman et al, Consumer Behavior

4,5,6,7 Target Market Strategies & Design • Best, Market-Based • Marketing as a Key Element of the Complete Management – Strategies Product Development Process for Growing Customer value • Positioning/Differentiation and Profitability • Branding • Hoyer, MacInnis, Consumer • Product Lines Behavior • Pricing • Hoffman, Cases in • Offensive & Defensive Marketing Consumer Behavior • The “Value” Component • Form and Utility

8,9 Advertising Promotion & The Consumer • Best, Market-Based Society Management – Strategies • The Impact of Advertising for Growing Customer value • Advertising Techniques and Profitability • Creating Market Demand • Solomon et al, Consumer • The Canadian Experience Behavior – buying, having and being • Frigidaire and Indian Motorcycle case studies

B.A.T. (Industrial Design) Part B - 240 Consent Renewal Application

10,11 Communication Technologies • Best, Market-Based • Print Management – Strategies • Television for Growing Customer value • Telemarketing – Global Reach and Profitability • The Growth of Market Size • Kotler et al, Principles of • The Advent of e-Marketing Marketing • Internet

12 Channels, Differentiation & Service • Armstrong et al, Marketing – • Distribution methods An Introduction • Servicing the customer • Customer loyalty programs

13 The Successful Implementation of Marketing • Best, Market-Based Plans – Strategic Goals Achievement Management – Strategies • Building a Marketing Plan for Growing Customer value • Ownership & Implementation and Profitability • Kotler et al, Principles of Marketing • Wal-mart Case Study

14 Final Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 241 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline b Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 242 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 350 COURSE NAME: Industrial Design Studio 5 PREREQUISITE(S): BIND 300 Industrial Design Studio 4 COREQUISITE(S): BIND 352 Portfolio Development 1 BIND 353 Environmental Practices BIND 354 Professional Practices BIND 355 Interdisciplinary Practices PREREQUISITE FOR: BIND 400 Industrial Design Practice 1 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 4 FACULTY NAME: Don Wilson

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 350 is a concurrent educational course involving students, faculty, business goals, and learning outcomes in the strategic development of innovative products. International corporate product development plans, which form the framework for developing skill and knowledge in business practices, product marketing, new manufacturing processes and technology, will be evaluated. Team-created designs are developed and promoted with industry advisors in this practitioner environment. A Memorandum of Understanding with industry for the protection of intellectual property is part of this course.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Compare the corporate use of industrial design in Canada to models in other jurisdictions such as the U.K., Japan Italy, Germany and the Netherlands. 2. Explore, select, and assess influences on the global economy as they impact industrial design in Canada. 3. Compare Canadian Industrial designers work experiences to European models. 4. Formulate a reasoned argument for increased design activity based on economic need. 5. Create a design strategy that maximizes Canada’s product resources by synthesizing material from a variety of sources such as other classes and independent research. 6. Develop a strategy for interacting effectively in teams and with business representatives in the classroom and in written correspondence.

B.A.T. (Industrial Design) Part B - 243 Consent Renewal Application

7. Formulate a solution-driven reply in response to questions and objections. 8. Formulate a plan for and execute promotional events in support of team project presentations. 9. Generate concepts and develop designs to meet business criteria and market goals. 10. Manage and exploit the intent, process and outcome of design projects. 11. Create a design plan that responds to a strategic corporate development plan. 12. Evaluate a project and its conclusion based on its original goals and intent. 13. Evaluate the event planning execution to its intended goals.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in: 1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

The student will develop desired characteristics through:

1. Developing his/her broader perspectives through an understanding of a global context. 2. Encouraging his/her ethical and moral development. 3. Enhancing his/her aesthetic development through a growing appreciation of the subject matter. 4. Developing his/her depth and breadth of understanding of the subject matter. 5. Developing his/her independent thinking and learning skills. 6. Fostering sensitivity for cultural perspectives inherent in knowledge and practice.

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion

B.A.T. (Industrial Design) Part B - 244 Consent Renewal Application

of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

Vogel, Craig M., Jonathan Cagan and Peter Boatwright. (2005). The Design of Things to Come. New Jersey: Wharton School Publishing. ISBN 0-131-86082.

Coursepack for BIND 350 Industrial Design Studio 5 (Don Wilson Ed.) with excerpts from:

Kelley, Tom. (2005). The Ten Faces of Innovation. New York: Doubleday. ISBN 0-385-51207-4.

Benyus, Janine M. (2002). Biomimicry. New York: Perennial – HarperCollins Publishers Inc. ISBN 0-6-053322-6.

Pink, Daniel H. (2005). A Whole New Mind. New York: Riverhead Books. ISBN 1-57322-308-5.

Jordan, Patrick W. (2000). Designing Pleasurable Products (An Introduction to the New Human Factors). London: Taylor & Francis. ISBN 0-415-29887-3.

VII EVALUATION Weighting

Essay 5% Report 5% Design Assignment 1 30% Design Assignment 2 15% Design Assignment 3 40% Active contribution to Learning 5% 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1,2,3 Industrial Design: The Practice; The Scope • Vogel, Cagan, Boatwright, • The continuing evolution of the practice The Design of Things to • Roles and responsibilities in corporate and Come consulting environments • Pink, A Whole New Mind • The impact of local industry and the economy on the profession of Industrial Design

B.A.T. (Industrial Design) Part B - 245 Consent Renewal Application

4,5 International Industrial Design Practices • Vogel, Cagan, Boatwright, • Characteristics, strengths & differences The Design of Things to Come • Kelley, The Ten Faces of Innovation

6 Bell Canada Design Competition Critiques

Reading Week – February 19 - 23

7,8,9 Product Redesign – A Necessary Activity • Vogel, Cagan, Boatwright, • Product lifecycle & the importance of The Design of Things to redesign. Come • Jordan, Designing Pleasurable Products (An Introduction to the New Human Factors

10,11 Biometrics – An Introduction • Benyus, Biomimicry • Nature as model, measure & mentor

12,13 Innovation & The Corporate Environment • Vogel, Cagan, Boatwright, The Design of Things to • The players Come • Strategies for successful integration of • Kelley, The Ten Faces of innovation into organizations Innovation

14 Dyson Canadian Student Design Competition Critiques

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful.

B.A.T. (Industrial Design) Part B - 246 Consent Renewal Application

Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline Review b

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 247 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 351 COURSE NAME: Vehicle Design Studio 1 PREREQUISITE(S): BIND 301 Introduction to Vehicle Design COREQUISITE(S): BIND 352 Portfolio Development 1 BIND 353 Environmental Practices BIND 354 Professional Practices PREREQUISITE FOR: BIND 401 Vehicle Design Studio 2 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 4 FACULTY NAME: Ken Cummings

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Vehicle Design Studio 1 is a course of selection, study and analysis of methods that apply to the design of vehicles. Through a statement of purpose based on an established school of aesthetic thought, designs will be created and developed to meet a variety of performance envelopes. This course focuses on a collaborative studio setting of individual contributions that lead to team and independent designs where solutions are compared/contrasted, analyzed and evaluated against current and past industry practice in visual approach and concept development. The breadth of study may include design concepts for vehicles such as downhill racing bicycles, intercity and urban travel conveyances, motorcycles, snowmobiles, watercraft, automobiles and light trucks, and all terrain vehicles.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Compare the role of a transportation designer and his/her relationship to the corporate organization and the public to that of a generalist industrial designer. 2. Analyze the market characteristics associated with a particular vehicle type. 3. Trace the origins and history of automotive brands from their inception and discuss their evolution to current designs. 4. Present for discussion a school of aesthetic thought such as those expressed by Harley Earl, Bill Mitchell, Virgil Exner, or Chris Bangle from a variety of sources originating in technology and social trends.

B.A.T. (Industrial Design) Part B - 248 Consent Renewal Application

5. Create designs that trace their aesthetic theme to current design trends in product, architectural and fashion design. 6. Apply the principles of a school of aesthetic thought in vehicle design such as Italian or French to develop alternate approaches to aesthetic challenges in collaboration with classmates and industry. 7. Discuss a minimalist aesthetic as it would apply to a functional vehicle concept. 8. Collaboratively and individually create market driven designs incorporating overall form, graphic break-up, and other visual cues. 9. Summarize salient engineering, safety, ergonomic and environmental constraints affecting a specific vehicle design. 10. Evaluate the merit of current production designs in view of limiting parameters such as development time/costs, brand positioning and current trends. 11. Foster creative thinking in others through the demonstration of leadership skills.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

The student will develop desired characteristics through:

1. Broadening his/her understanding of the evolution of knowledge through a growing awareness of the historical context of their studies. 2. Developing his/her broader perspectives through an understanding of context. 3. Encouraging his/her ethical and moral development. 4. Enhancing his/her aesthetic development through a growing appreciation of the subject matter. 5. Developing his/her depth and breadth of understanding of the subject matter 6. Developing his/her independent thinking and learning skills. 7. Encouraging his/her appreciation of and capacity for lifelong learning. 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice.

B.A.T. (Industrial Design) Part B - 249 Consent Renewal Application

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. Lewin, Tony. (2003). How to Design Cars Like a Pro – A Comprehensive Guide to Car Design from the Top Professionals. St. Paul, MN: MBI Publishing Company. ISBN 0-7603-1641-4. (15 copies available in the College library).

2. Coursepack for BIND 301 Introduction to Vehicle Design / BIND 351 Vehicle Design Studio 1 (Ken Cummings, Ed.) with excerpts from:

Auto Editors of Consumer Guide. (2004). History of the American Auto. Lincolnwood, Illinois: Publications International, Ltd. ISBN 0-7853-9874-0.

Bastow, Donald, Geoffrey Howard and John P. Whitehead. (1993). Car Suspension and Handling. Warrendale, PA: SAE International. ISBN 0-7680-0872-7.

Coates, Del. (2003). Watches Tell More Than Time. New York: McGraw-Hill. ISBN 0-07-1362436.

Cowan, Ruth Schwartz. (1997). A Social History of American Technology. New York: Oxford University Press. ISBN 0-19-504605-6.

Daniels, Jeff. (2002). Modern Car Technology. Sparkford, UK: Haynes Publishing. ISBN 1-85960-811-6.

Dredge, Richard. (2004). Concept Cars – Designing for the Future. London: Amber Books Ltd. ISBN 1-904687-24-5.

Durnford, Hugh and Glenn Baechler. (1973). Cars of Canada. Toronto: McClelland and Stewart Limited. ISBN 0-7710-2957-8.

Flink, James J. (1975). The Car Culture. Cambridge, PA: The MIT Press. ISBN 0-262-06059-0.

B.A.T. (Industrial Design) Part B - 250 Consent Renewal Application

Gillespie, Thomas D. (1992). Fundamentals of Vehicle Dynamics. Warrendale, PA: Society of Automotive Engineers, Inc. ISBN 1-56091-199-9.

Green, William S. and Patrick W. Jordan. (2001). Human Factors in Product Design. Philadelphia, PA: Taylor & Francis, Inc. ISBN 0-7484-0829-0.

Lewis, Tom. (1997). Divided Highways – Building the Interstate Highways, Transforming American Life. New York: Penguin Group. ISBN 0-670-86627-X

Lewin, Tony. (2004). Smart Thinking – The Little Car That Made it Big. St. Paul, MN: MBI Publishing Company. ISBN 0-7603-1943-X.

McNeil, Ian (Ed.). (2003) An Encyclopedia of the History of Technology. London: Routledge. ISBN 0-415-14792-1.

Nader, Ralph. (1965). Unsafe at Any Speed: The designed-in dangers of the American automobile. New York: Grossman Publishers, Inc

Rae, John B. (1971). The Road and the Car in American Life. Cambridge, MA: The MIT Press. ISBN 0-262-18049-9.

Woodson, Wesley E., Barry Tillman and Peggy Tillman. (1992). Human Factors Design Handbook. Toronto: McGraw-Hill, Inc. ISBN 0-07-071768-0.

Yates, Brock. (1984). The Decline & Fall of the American Automobile Industry. New York: Vintage Books – Random House. ISBN 0-394-72252-3.

Dul, Jan and Bernard Weerdmeester. (2001). Ergonomics for Beginners. New York: Taylor & Francis, Inc. ISBN 0-7484-0825-8. (Text for BIND 255 Ergonomic Principles)

Tilley, Alvin R. and Henry Dreyfuss Associates. (2001). The Measure of Man and Woman: Human Factors in Design. Revised Edition. Toronto: John Wiley & Sons Ltd. ISBN 0471099554. (Text for BIND 255 Ergonomic Principles).

Yates, Brock. (1984). The Decline & Fall of the American Automobile Industry. New York: Vintage Books – Random House. ISBN 0-394-72252-3.

Internet: www.motorcycledesign.com (Motorcycle Design Association 2007) www.cardesignnews.com (Car Design News Ltd. 2007) www.cardesignonline.com (Car Design Online 2007) www.conceptcar.co.uk (Concept Car 2007) www.carbodydesign.com (Car Body Design FTM Studio 2007) www.plastics-car.com (American Plastics Council – Automotive Learning Center 2007) www.thecarconnection.com (The Car Connection 2007) www.interiormotivesmagazine.com (Interior Motives – Ultima Media 2007)

B.A.T. (Industrial Design) Part B - 251 Consent Renewal Application

VII EVALUATION Weighting

Project One/Essay/Report (Bombardier) 25 % CIAS Essay 10 % Research Presentation 30 % Project Two/Essay/Report 15 % Exam 20 % 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES

1 Recreational Vehicles Today – A Broad Choice • Corporate Sponsor • The Development of a New Recreational Presentation: Bombardier Vehicle Recreational Products • Current Vehicles and Future Trends

2 Sitting In vs. Riding On – Concepts for Fun • McDonald, The Bombardier • Guest critique Story

3 Concepts for Fun • www.quadmagazine.com • www.watercraft.com • www.snowgoer.com

4 Fun, Fantasy and Facts • Guest Speaker: Dennis DesRosiers, DesRosiers Automotive Consultants Inc.

5 Concepts for the Future – The Automobile and • Lewin, Smart Thinking – The Other Consumer Vehicles in 2007 Little Car That Made it Big • Merrell, The Car Design Yearbook 5 • Lewin, Smart Thinking – The Little Car That Made It Big

6 The SUV – Not Sporty, Not Utilitarian – • Sparke, A Century of Car Design Packaging Layouts and Market Trends • Flink, The Car Culture

Reading Week – February 19-23 • Canadian International Automobile Show Feb.16-25

B.A.T. (Industrial Design) Part B - 252 Consent Renewal Application

7 The Rising Sun – Asian Success in North • Flink, The Automobile Age America

8 Dilemma in Dreamland – Domestic • Yates, The Decline and Fall of Manufacturers the American Automobile Industry

9 Design for Recognition • www.cardesignnews.com • www.cardesignonline.com

10 Ergonomics in Vehicle Design • Gillespie, Fundamentals of Vehicle Dynamics • Woodson et al, Human Factors Design Handbook • Dreyfuss,Tilley, The Measure of Man and Woman

11 When the Rubber Hits the Road • Bastow et al, Car Suspension and Handling • Daniels, Modern Car Technology

12 Honda Canada Plant Tour – How They Make • Honda Canada, Alliston, ON Them

13 Auto Body Structure and Safety • www.cardesignnews.com • www.cardesignonline.com

14 Final Exam / Semester Portfolio Due

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue

B.A.T. (Industrial Design) Part B - 253 Consent Renewal Application cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline Review b

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 254 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 352 COURSE NAME: Portfolio Development 1 COREQUISITE(S): BIND 350 Industrial Design Studio 5 or BIND 351 Vehicle Design Studio 1 PREREQUISITE FOR: BIND 453 Portfolio Development 2 CREDIT VALUE: 2 HOURS OF INSTRUCTION: 2 FACULTY NAME: Bruce Thomson

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Portfolio Development 1 is a course in synthesizing course work into presentation and media methods to develop an individualized junior year portfolio in preparation for paid work placement. Institutional and student strengths are identified and amplified to formulate and bring together a complete presentation portfolio that is focused on the individual’s design abilities and career goals, while reflecting current market trends in the design employment market.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Articulate his/her current career aspirations. 2. Define personal attributes and achievement in a visual format. 3. Formulate a strategy to develop an image bank representing personal strengths. 4. Manipulate images and text to define a visual presentation of career goals. 5. Select employment markets for contact development. 6. Create a logo and word mark representing personal design attributes. 7. Analyze attributes of an industrial designer’s portfolio. 8. Employ information and communication technologies to convey the intent of a design. 9. Devise a strategy to conduct interactive correspondence for portfolio development. 10. Present a comprehensive design portfolio in a group setting. 11. Evaluate a portfolio against its intended outcomes. 12. Develop a plan for self-improvement based upon prior learning, reflection and assessment of progress.

B.A.T. (Industrial Design) Part B - 255 Consent Renewal Application

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 4. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

The student will develop desired characteristics through:

1. Broadening his/her understanding of the evolution of knowledge through a growing awareness of the historical context of their studies. 2. Developing his/her broader perspectives through an understanding of context 3. Encouraging his/her ethical and moral development. 4. Enhancing his/her aesthetic development through a growing appreciation of the subject matter. 5. Developing his/her depth and breadth of understanding of the subject matter 6. Developing his/her independent thinking and learning skills. 7. Encouraging his/her appreciation of and capacity for lifelong learning. 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice.

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

3. Required Reference – Tutorials for:

a. Illustrator v10.0 b. Photoshop V 7.0 c. Alias Studio 12.0

B.A.T. (Industrial Design) Part B - 256 Consent Renewal Application

Myers, Debbie Rose. (2005). The Graphic Designer's Guide to Portfolio Design. Wiley. ISBN: 0471569259.

Linton, Harold. (2004). Portfolio Design. New York: W.W Norton and Company ISBN 0-393-73095-6.

Carter, David E. (2001). The Big Book of Logos. Watson-Guptill Publications. ISBN 0-8230-0538-0.

Carter, David E. (2001). The Big Book of Corporate Identity. Watson-Guptill Publications. ISBN 0-8230-0490-2.

4. Recommended Reading:

Thomas, Gregory. (2000). How to Design Logos, Symbols and Icons. Cincinnati, OH: F&W Publications, Inc. - North Light Books. ISBN 0-89134-915-4.

VII EVALUATION Weighting

Essay/Research Report/Career Plan 30% Design Assignment One/Two 35% Final Project 35% Total Semester 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Visual Thinking and Experience Linton, Portfolio Design Basic Introduction to Portfolio Myers, The Graphic Designer’s • Introduction Guide to Portfolio Design • Relevance • Examples

2 Vision, Mission & Positioning http://www.quintcareers.com/SWOT_ SWOT Analysis Analysis.html • The changing roles of the Industrial Designer in the corporate/consulting environment

3 Career Management for Designers Linton, Portfolio Design Essential Attributes of a ID Portfolio http://www.ritasue.com/downloads/ge • Mail-outs t_industrial_design_jobs.pdf • Resume • Main Portfolio

B.A.T. (Industrial Design) Part B - 257 Consent Renewal Application

Resume: Digital / Print • Strategy • Content • Implementation

4 Getting an Industrial Design Job Linton, Portfolio Design • Research markets http://www.ritasue.com/downloads/ge • Identify areas of interest t_industrial_design_jobs.pdf • Develop contacts in areas of interest • Interactive correspondence Review • Inventory of Design Projects • Work in progress of the cover letter and Resume • Presentation

5 Branding & Identity Carter, The Big Book of Corporate • Essentials of a Strong Brand Image Identity • Brand Retention Carter, The Big Book of Logos Logo Design • Strategies • Design Development

6 Graphic Design Elements Carter, The Big Book of Corporate Mail-out Design Identity • A calling card Carter, The Big Book of Logos • Advantages and Disadvantages Logo Design Continued

Alias Introduction http://www.alias.com/eng/index.shtml 7 • Menus • Text http://www.alias.com/glb/eng/support/ • Objects studiotools.jsp • Modeling Logo Design • Presentation Mail-out Design • Review work in Progress

8 Working the Grid Linton, Portfolio Design • Fundamentals of designing with a Myers, The Graphic Designer’s Grid Guide to Portfolio Design • Advantages and Disadvantages http://www.alias.com/eng/index.shtml Mail-out Design http://www.alias.com/glb/eng/support/

B.A.T. (Industrial Design) Part B - 258 Consent Renewal Application

• Presentation studiotools.jsp Portfolio Design and Creation • Portfolio strategy Print and/or Online • Identifying number of products, • Portfolio size, shape and presentation strategy • Sketch books/work books • Working the grid • Developing the Portfolio in Photoshop / Illustrator Alias Continued • Menus • Text • Objects • Modeling

9 Introduction to Illustrator Linton, Portfolio Design • Illustrator Techniques Myers, The Graphic Designer’s Portfolio Development Guide to Portfolio Design • Evaluate : Concept • Evaluate : Work in Progress

10 Introduction to Photoshop Adobe On-Line tutorial: Illustrator • Illustrator Techniques Portfolio Development (Dennis + Peter) • Evaluate : Concept • Evaluate : Work in Progress

11 Introduction to Photoshop Adobe On-Line tutorial: Photoshop • Illustrator Techniques • Photoshop Techniques Portfolio Development • Evaluate : Concept • Evaluate : Work in Progress

12 Portfolio Presentation Linton, Portfolio Design • Formative Evaluations Myers, The Graphic Designer’s Guide to Portfolio Design

13 Assessment and Reflections Linton, Portfolio Design • Mail-outs Myers, The Graphic Designer’s • Logo Design Guide to Portfolio Design • Resume • Portfolio

B.A.T. (Industrial Design) Part B - 259 Consent Renewal Application

14 Final Portfolio Submission Summative Evaluation

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline Review b

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 260 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 353 COURSE NAME: Environmental Practices PREREQUISITE(S): BIND 304 Design for Production 2 CREDIT VALUE: 2 HOURS OF INSTRUCTION: 2 FACULTY NAME: Patrick Burke / Glenn Moffatt

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Environmental Practices is a course in the methods of inquiry, discovery, statement and evaluation of the environmental impact of products and contemporary life styles. In the context of industrial development, a history of environmental issues and pioneering thinkers is considered regarding environmental concerns. While practicing sound ecological assessment processes – from product conception, development, production, distribution, use, re-use and recycle stages – new products/services are developed and evaluated.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Differentiate the terms environment, pollution, sustainable development, bio-mimicry, and whole product life cycle assessment. 2. Explain the origins and context of environmental studies. 3. Summarize rulings on the environment which relate to new product development. 4. Articulate the mandate of Environment Canada and legislation relating to it. 5. Present a selection of environmental stressors and assess their effect in both short and long term examples. 6. Assess the ways in which industrial designers can impact the environment. 7. Discuss the changing role of the designer as a catalyst for better environmental practices. 8. Analyze long term environmental threats and design products which help alleviate the negative impact of these threats. 9. Evaluate contemporary industrial design solutions based on their environmental soundness.

B.A.T. (Industrial Design) Part B - 261 Consent Renewal Application

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

The student will develop desired characteristics through:

1. Broadening his/her understanding of the evolution of knowledge through a growing awareness of the historical context of their studies. 2. Developing his/her broader perspectives through an understanding of context. 3. Encouraging his/her ethical and moral development. 4. Enhancing his/her aesthetic development through a growing appreciation of the subject matter. 5. Developing his/her depth and breadth of understanding of the subject matter 6. Developing his/her independent thinking and learning skills. 7. Encouraging his/her appreciation of and capacity for lifelong learning. 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice.

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

B.A.T. (Industrial Design) Part B - 262 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

Coursepack for BIND 353 Environmental Practices (Ken Cummings, Ed.) with excerpts from:

Cahn, Matthew Alan and Rory O’Brien. (1996). Thinking About the Environment. New York: M.E. Sharpe, Inc. ISBN 1-56324-796-8.

Carson, Rachel. (1962). Silent Spring. Reprinted 2002. New York : Houghton Mifflin Company. ISBN 0-618-24906-0.

Graedel, Thomas E. (1998). Streamlined Life-Cycle Assessment. Upper Saddle River, NJ: Prentice Hall ISBN 0-13-607425-1.

Hawken, Paul. (1993). The Ecology of Commerce. New York: HarperCollins Publishers, Inc. ISBN 0-88730-704-3.

Hawken, Paul, Amory Lovins and L. Hunter Lovins. (1999). Natural Capitalism – Creating the Next Industrial Revolution. New York: Little, Brown and Company. ISBN 0-316-35300-0

Jacobs, Jane. 2004. Dark Age Ahead. Toronto: Random House Canada ISBN 0-679-31309-5.

Marshall, Peter. (1992). Nature’s Web – Rethinking Our Place on Earth. New York: M. E. Sharpe, Inc. ISBN 1-56324-864-6.

Miller, Tyler. (2005). Essentials of Ecology-3rd Edition. Brooks/Cole Thomson Learning. ISBN 0-534-99775-9.

Papanek, Victor. (1995). The Green Imperative – Ecology and Ethics in Design and Architecture. London: Thames & Hudson. ISBN 0-500-27846-6.

Schumacher, E. F. (1973). Small is Beautiful – Economics as if People Mattered. New York: Harper & Row Publishers, Inc. Standard Book Number 06-080352-5.

Van der Ryn, Sim and Stuart Cowan. (1996). Ecological Design. Washington DC: Island Press. ISBN 1-55963-389-1.

Wilson, Duff. (2001). Fateful Harvest. New York: HarperCollins Publishers, Inc. ISBN 0-06-093183-3.

Wright, Ronald. (2004). A Short History of Progress. Toronto: House of Anansi Press Inc. ISBN 0-88784-706-4.

B.A.T. (Industrial Design) Part B - 263 Consent Renewal Application

Internet / Video :

http://www.idsa.org/whatsnew/sections/ecosection/index.html (Industrial Designers Society of America 2006)

The End of Suburbia. The Electric Wallpaper. 2005 DVD

The Next Industrial Revolution – William McDonough, Michael Braungart and the Birth of the Sustainable Economy. 2001. Earthome Productions. ISBN 0-9712999-1-9. DVD

Ecological Design: Inventing the Future. Director: Brian Danitz. 1994. Humber Library NA2542.35.E26 VHS

Blue Vinyl. Director: Daniel B. Gold, Judith Helfand. 2002. DVD

VII EVALUATION Weighting

In-Class Component 10 % Project One 35 % Project Two 35 % Final Exam 20 % 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Foundations • Miller, Essentials of Ecology Essentials of Ecology • DVD: The End of Suburbia. The Electric Wallpaper.

2 Current Environmental Impact • Carson, Silent Spring • Wilson, Fateful Harvest • DVD: Blue Vinyl. Director: Daniel B. Gold, Judith Helfand. 2002

3 Impact of Civilizations on Environment • Wright, A Short History of • Overview Progress • Belief Systems and Perceptions: • Marshall, Nature’s Web How They Affect Attitude Towards • Suzuki, Time to Change the Environment

4 Industrial Site Visit • Teknion Inc:

B.A.T. (Industrial Design) Part B - 264 Consent Renewal Application

Sustainable Development

5 Impact of Civilizations on Environment • Schumacher, Small is Beautiful • Economic Systems and Their Effect • Botkin, Keller, Heathcote, on the Environment Environmental Science • Hawken, The Ecology of Commerce

6 Macro-Solutions to the Environmental Crisis • Papanek, The Green Imperative • Hawken, Lovins, Lovins, Natural Capitalism • The Next Industrial Revolution – McDonough, Braungart. 2001

7 Macro-Solutions to the Environmental Crisis • Van der Ryn, Cowan Micro-Solutions to the Environmental Crisis Ecological Design • VHS: Ecological Design: Inventing the Future. Danitz. 1994. • Jacobs, Dark Age Ahead • Suzuki, Dressel, Good News for a Change

8 Micro-Solutions to the Environmental Crisis • Recycling Depot: Site Visit

9 Design and Environment • Ecodesign: Okala, Module 9 • Product Lifecycle Assessment Product Design • Graedel, Streamlined Life-Cycle Assessment

10 Design and Environment • Ecodesign: Okala Module 10 • Ecodesign Strategies Ecodesign Strategies

11 Design and Environment • Ecodesign: Okala Module 11 • Process Tree Process Tree • Extending Product Life • Ecodesign: Okala Module 12 • Balances and Tradeoffs Eternally Yours • Ecodesign: Okala Module 13 Balances and Tradeoffs

B.A.T. (Industrial Design) Part B - 265 Consent Renewal Application

12 International Agreements • Kyoto Protocol (1997) • Good Intentions, Poor Results • Environment Canada • Botkin, Keller, Heathcote, Environmental Science

13 Review

14 Final Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline Review b

B.A.T. (Industrial Design) Part B - 266 Consent Renewal Application

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 267 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 354 COURSE NAME: Professional Practices PREREQUISITE(S): BIND 300 Industrial Design Studio 4 or BIND 301 Introduction to Vehicle Design PREREQUISITE FOR: BIND 403 Case Studies in Design, BIND 404 Economics of Industrial Design, BIND 455 Design Management CREDIT VALUE: 2 HOURS OF INSTRUCTION: 2 FACULTY NAME: Dennis Kappen

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 354 Professional Practices is a course of study and an examination of professional practices and practical studio conduct for industrial designers. The derivation and definition of professions is the framework in which contemporary and evolving roles and conventions are applied. The Association of Chartered Industrial Designers of Ontario rules of professional practice and code of ethics are explored to expand and illuminate the learner’s concept of “professional”. A comparative analysis of the characteristics of industrial design organizations such as the International Council of Societies of Industrial Design (ICSID) and the Industrial Designers Society of America (IDSA) provides an international context and facilitates the promotion of professional development and the concept of lifelong learning. Guest speakers and international correspondence may be used to expand students’ viewpoint of this profession. Included in this course are design contracts and a framework of legal concerns for designers.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Differentiate a profession from an occupation or trade. 2. Explain the characteristics and specific facets of the profession of industrial design. 3. Analyze the industrial designer’s relationship with clients, markets, users and consumers. 4. Evaluate the responsibility of the professional industrial designer to business and to end users. 5. Describe characteristics of organizations such as ACIDO, ICSID, IDSA and national organizations in an international context.

B.A.T. (Industrial Design) Part B - 268 Consent Renewal Application

6. Assess ethical issues impacting industrial design such as those relating to the environment, ergonomics, and safety. 7. Prepare design contracts which include the scope, timeframe and deliverables with a licensure clause and royalty agreement, non disclosure agreement, tasks schedule and deliverables. 8. Explain copyright and patent issues under Canadian law, including a declaration of candour and a patent search. 9. Create a design proposal involving patent protection for mechanics and industrial design for Canadian protection. 10. Develop a business plan for a single proprietor design consultancy. 11. Evaluate the merits of ethical and legal obligations in a design agreement.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. Computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

The student will develop desired characteristics through:

1. Broadening his/her understanding of the evolution of knowledge through a growing awareness of the historical context of their studies. 2. Developing his/her broader perspectives through an understanding of context 3. Encouraging his/her ethical and moral development. 4. Enhancing his/her aesthetic development through a growing appreciation of the subject matter. 5. Developing his/her depth and breadth of understanding of the subject matter 6. Developing his/her independent thinking and learning skills. 7. Encouraging his/her appreciation of and capacity for lifelong learning. 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice.

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts

B.A.T. (Industrial Design) Part B - 269 Consent Renewal Application

• Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

Coursepack for BIND 354 Professional Practices (Dennis Kappen, Don Wilson, Ken Cummings, Ed.) with excerpts from:

Dyson, James. (2003). Against the Odds. New York: Texere LLC. ISBN 1-58799-170-5.

Laurel, Brenda (Ed.). (2003). Design Research – Methods and Perspectives. Cambridge, MA. The MIT Press. ISBN 0-262-12263-4.

Crawford, Tad. (2005). Business And Legal Forms For Industrial Designers. Bk&CD-Rom Edition. Allworth Press. ISBN 1581153988.

http://www.cra-arc.gc.ca/E/pub/tg/rc4070/rc4070-e.pdf pages 5 to 18 (Canada Customs and Revenue Agency – Guide for Small Business 2006)

http://www.idsa.org/webmodules/articles/anmviewer.asp?a=57 (Industrial Designers Society of America 2006)

http://www.cbsc.org/servlet/ContentServer?pagename=CBSC_FE/display&c=GuideFact Sheet&cid=1081945275379&lang=en (Government of Canada – The Canada Business Network 2006)

http://bsa.cbsc.org/gol/bsa/site.nsf/en/index.html (Government of Canada – The Canada Business Network) 2006)

http://www.innovation.gc.ca/gol/innovation/site.nsf/en/in03617.html#standards (Government of Canada – Innovation in Canada 2006)

http://laws.justice.gc.ca/en/I-9/75068.html (Department of Justice Canada – Industrial Design Act 2006)

http://strategis.ic.gc.ca/sc_mrksv/cipo/id/id_main-e.html (Government of Canada – Canadian Intellectual Property Office 2006)

http://www.csa.ca/Default.asp?language=english (Canadian Standards Association 2006)

B.A.T. (Industrial Design) Part B - 270 Consent Renewal Application

http://www.usdoj.gov/crt/ada/adahom1.htm (U.S. Department of Justice – Americans with Disabilities Act 2006)

http://www.ul.com/ (Underwriters Laboratories Inc. 2006)

http://www.ul.com/hitech/emcfcc/ (Underwriters Laboratories Inc. EMC Testing 2006)

http://www.epa.gov/compliance/nepa/ (U.S. Environmental Protection Agency – National Environmental Policy Act NEPA 2006)

Recommended Reading

Stasiowski, Frank A. (1993). Value Pricing for the Design Firm. John Wiley and Sons. ISBN 0-471-57933-5.

Stasiowski, Frank A. (2001). Staying Small Successfully: A Guide for Architects, Engineers, and Design Professionals, 2nd Edition. John Wiley and Sons. ISBN 0-471-40773-9.

Stasiowski, Frank A. and David Burstein. (1993). Total Quality Project Management for the Design Firm: How to Improve Quality, Increase Sales, and Reduce Costs. John Wiley and Sons. ISBN: 0-471-30787-4.

Internet

www.innovationcentre.ca (Canadian Innovation Centre 2007) http://www.inventors.ca/ (Inventing in Canada 2007) http://www.inventorsalliance.com/home.htm (Inventors’ Alliance of Canada 2007)

VII EVALUATION Weighting

Essay /Reports 20% Project Assignment One 20% Project Assignment Two 30% Final Exam 30% Total Semester 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 The Development of Practices to Professions • http://www.cra- • Structure arc.gc.ca/E/pub/tg/rc407 • Purpose 0/rc4070-e.pdf The Types of Design Businesses • Sole proprietorship • Partnership • Corporation

B.A.T. (Industrial Design) Part B - 271 Consent Renewal Application

2 Associations and Professional Responsibilities • www.idsa.org • Codes of Conduct • http://www.idsa.org/webm odules/articles/anmviewer. asp?a=57 • www.designcanada.org • www.acido.info • www.icsid.org

3 Business Plan Workshop for Industrial • http://www.cbsc.org/servle Designers t/ContentServer?pagenam • Essentials of a Business Plan e=CBSC_FE/display&c=G • Content uideFactSheet&cid=10819 • Effectiveness 45275379&lang=en • http://bsa.cbsc.org/gol/bsa /site.nsf/en/index.html

4 Ethical Issues Impacting Industrial Design • http://www.innovation.gc.ca • Code of conduct /gol/innovation/site.nsf/en/i • Environment n03617.html#standards • Ergonomics • Safety issues Legal Issues that Influence Industrial Design Practice • Liability • Intellectual property

5 Basic Forms for Industrial Designers • Crawford, Business And • Design Specifications Legal Forms For Industrial • Design Proposal Designers: • Non Disclosure Agreements • Confidentiality agreements • Client and Industrial Designer agreement • Purchase Orders • Project Planning and Implementation Matrix • Time sheets • Expense Report • Invoices • Licensing agreement • Royalty Agreement

6 Moving Your Idea Through an Organization • Laurel, Design Research - • Business strategies by Design Methods and Perspectives • Creative Development B.A.T. (Industrial Design) Part B - 272 Consent Renewal Application

• Implementation of the vision Guest Speaker: Morgan Matthews, Impact Machine • Sporting Goods Designer and Entrepreneur

7 MID-TERM EXAM • Stasiowski, Frank A. Value Cost Estimation for a Product Design Project Pricing for the Design Firm Proposal • Hourly Rates • Pricing Strategies • Which method to use when?

8 Case Study in Product Protection • Dyson, Against the Odds • James Dyson Marketing Your Design Input : Marketing your Design Business Guest Speaker: Ms. Viki Abersek, Marketing Consultant, AXIOM Marketing

9 Collaboration with the Industry: • GE Plastics Presentation • Identifying suppliers and vendor liaison • Establishing rapport with industry Input : Talk on Industry Collaboration and your Design Business Guest Speaker: Mr. Rene Allen , Global Technology Manager, G. E. Plastics

10 Legal Mechanisms to Protect Industrial Designs • http://laws.justice.gc.ca/en/I Canadian Industrial Design Act -9/75068.html Canadian Copyright Law : Copyright issues under • http://strategis.ic.gc.ca/sc_ Canadian law mrksv/cipo/id/id_main- Patent Search and Patenting e.html

11 Design Proposals • Crawford, Business And • Need Legal Forms For Industrial • Content Designers: • Effectiveness

12 Application of Conventions and Regulations into • http://www.csa- Product Design Solutions intl.org/onlinestore/GetCata • ADA compliance logCompleteList.asp • CSA • http://www.ul.com/ • FCC • http://www.csa.ca/Default.a

B.A.T. (Industrial Design) Part B - 273 Consent Renewal Application

• UL sp?language=english • EU Eco-Label • http://www.usdoj.gov/crt/ad • Energy star a/adahom1.htm • NEPA etc • http://www.ul.com/hitech/e mcfcc/ • http://www.epa.gov/complia nce/nepa/

13 Final Project Evaluation

14 Final Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline Review b

B.A.T. (Industrial Design) Part B - 274 Consent Renewal Application

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 275 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 355 COURSE NAME: Interdisciplinary Practices CREDIT VALUE: 2 HOURS OF INSTRUCTION: 2 FACULTY NAME: Karen R. White

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 355 Interdisciplinary Practices is a course relating the parameters of the architecture, graphic design, marketing, interior design and engineering disciplines and their relationship to industrial design. The discipline subsets of mechanical, structural, industrial and product engineering, interior and exhibit design, are drawn together to synthesize a design continuum of product development from conception to application. These disciplines as well as the legal and business requirements as they relate to product development are examined. Members of these professions often work collaboratively in an innovation design team. This course will emphasize the importance of collaborative, concurrent design strategies. Experts in all fields will help form the framework for student achievement.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Define the categories of engineering, marketing, graphic design, interior design and architectural specialties relating to industrial design. 2. Identify the roles professionals in architecture, engineering, interior design, graphic design and marketing play in product development. 3. Compare the scope of industrial designers to engineering, architecture and industry areas which overlap product design. 4. Compare and contrast the type of artistic contribution made by architecture, interior design, graphic/media design, music, fine art and performing arts to industrial design and draw from each relevant approach to design challenges. 5. Compare and contrast conceptual and working practices of a variety of architectural, engineering and design professionals. 6. Collaborate in an interdisciplinary working structure to develop new concepts. 7. Analyze advantages of concurrent working relationships.

B.A.T. (Industrial Design) Part B - 276 Consent Renewal Application

8. Manage the challenges which result from interdisciplinary projects and develop integrated design solutions.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

The student will develop desired characteristics through:

1. Broadening his/her understanding of the evolution of knowledge through a growing awareness of the historical context of their studies. 2. Developing his/her broader perspectives through an understanding of context 3. Encouraging his/her ethical and moral development. 4. Enhancing his/her aesthetic development through a growing appreciation of the subject matter. 5. Developing his/her depth and breadth of understanding of the subject matter 6. Developing his/her independent thinking and learning skills. 7. Encouraging his/her appreciation of and capacity for lifelong learning. 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice.

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

B.A.T. (Industrial Design) Part B - 277 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. Heskett, John. (2002). Design – A Very Short Introduction. Oxford: Oxford University Press. ISBN: 0192854461.

2. Coursepack for BIND 355 Interdisciplinary Practices (Karen White, Ed.) with excerpts from:

Bürdek, Bernhard E. Design: History, Theory and Practice of Product Design. 1st English Edition; translation of the 3rd German edition of Geschichte, Theorie und Praxis der Produktgestaltung (Birkhäuser 2005).

Bromme, Rainer. “Beyond One’s Own Perspective: The Psychology of Cognitive Interdisciplinarity,” in Peter Weingart and Nico Stehr, eds, Practising Interdisciplinarity (Toronto: University of Toronto Press, 2000). Klein, Julie Thompson. (1991) Interdisciplinarity: History, Theory, and Practice. University of Wayne State Press. ISBN: 0814320880. Larson, Magali Sarfatti. The Rise of Professionalism : A Sociological Analysis. (University of California Press, 1977). ISBN 0814320880. Moran, Joe. (2002) Interdisciplinarity. The New Critical Idiom series. London and New York: Routledge. ISBN 0-415-25132-x. Svensson, Patrick. “Interdisciplary Design Research,” in Brenda Laurel, ed, Design Research Methods and Perspectives (Cambridge, MA: MIT Press, 2003). ISBN 0-262-12263-4. Trasi, Nicoletta. “Interdisciplinary Architecture – Art/Architecture/Landscape Intersections,” in Nicoletta Trasi, ed., Interdisciplinary Architecture. London: Wiley-Academy, 2001. ISBN 0471498076.

Recommended Reading:

Books

Cullen, Cheryl Dangel, and Lynn Haller. (2004). Design Secrets: Products 2: 50 Real- Life Projects Uncovered: projects chosen by the Industrial Designers Society of America. Rockport Publishers. ISBN: 1592530710. Gorman, Carma R. Ed. (2003) The Industrial Design Reader. New York: Allworth Press. ISBN 1-58115-310-4. Brenda Laurel, ed. (2003) Design Research: Methods and Perspectives. Cambridge, Mass.: MIT Press. ISBN: 0-262-12263-4 Mau, Bruce. (2004). Massive Change. London : Phaidon Press Limited. ISBN 0-7148-4401-2. Steger, Manfred B. (2003) Globalization – A Very Short Introduction. Oxford: Oxford University Press. ISBN: 0-19-280359-x.

Periodicals

Azure www.azuremagazine.com Design Issues http://mitpress.mit.edu/catalog/item/default.asp?ttype=4&tid=19

B.A.T. (Industrial Design) Part B - 278 Consent Renewal Application

International Design www.idonline.com form www.form.de Architectural Record http://archrecord.construction.com/Default.asp

VII EVALUATION Weighting

Reports/Essays 30% Group Projects 30% Final Exam 35% Active Contribution to Learning 5% Total Semester 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Course Introduction • Course Outline • Topics and expectations • Critical reading skills Group Report: A Test for Qualifying Industrial Designers

2 The Design Process as Knowledge Creation • Heskett (2002), Design: A • Design theory and methodology reviewed Very Short Introduction. • Mapping Heskett’s overview of the design • Norman (1999), “Time for a disciplines Change: Design in the Post- Critical Reading Reports: Interpretations Disciplinary Era,” in Gorman (2003), The Industrial Design Reader.

3 The History of Disciplinarity / Defining a • Moran (2002), Knowledge Base “Introduction,” in • What is a discipline? Interdisciplinarity • Case Studies • Klein (1991), • How would you go about defining a Interdisciplinarity discipline?

4 Defining the Discipline of Industrial Design • Staff, “ID Defined,” IDSA • Group Presentations: Describe the specific Website. expertise of Industrial Design

5 What is Interdisciplinarity? • Klein (1996), Crossing • Disciplinary boundaries Boundaries. • Strategies for collaboration & sythesis • Svensson, Patrick.

B.A.T. (Industrial Design) Part B - 279 Consent Renewal Application

“Interdisciplinary Design Research,” in Laurel (2003), Design Research: Methods and Perspectives.

6 Opportunities in Interdisciplinary Practice • Beardon (2003), “The Digital • Technologies Bauhaus: aesthetics, • Processes politics and technology,” • Clients and practices Digital Creativity Research Essay • Steger (2003), Globalization – A Very Short Introduction

7 MID-TERM EXAM

Project: Interdisciplinary Collaboration

Speaker Series: Practices in the Discipline of • Speaker Presentations 8 Architecture

9 Speaker Series: Practices in the Discipline of • Speaker Presentations Interior Design

10 Speaker Series: Practices in the Disciplines of • Speaker Presentations Product, Structural and Mechanical Engineering

11 Speaker Series: Practices in the Discipline of • Speaker Presentations Graphic Design

12 Speaker Series: Practices in the Disciplines of • Speaker Presentations Marketing and e-Business

13 REVIEW: Student Roundtable • Speaker Presentations

14 FINAL EXAM

B.A.T. (Industrial Design) Part B - 280 Consent Renewal Application

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline Review b

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 281 Consent Renewal Application

No change SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 400 COURSE NAME: Industrial Design Practice 1 PREREQUISITE(S): BIND 350 Industrial Design Studio 5 COREQUISITE(S): BIND 402 Design Thesis 1 BIND 403 Case Studies in Design BIND 404 Economics of Industrial Design PREREQUISITE FOR: BIND 450 Industrial Design Practice 2 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 5 FACULTY NAME: Dennis L. Kappen

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 400 Industrial Design Practice 1 is a collaborative educational course encompassing a broad liberal arts and applied technology base. Historical perspectives are drawn together with comparative examples of today to foster original thinking in a joint educational experience enhanced with business and industry leaders in the classroom or boardroom. A memorandum of understanding between students, faculty and business protects confidentiality and intellectual property in this innovation-driven learning experience.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Explain the role of the Industrial Designer as a strategic element in corporate policy making. 2. Relate constraints to industrial economic growth today. 3. Contrast professionals’ contributions to a business mandate and its corporate structure. 4. Employ divergent thinking to expand the role of the industrial designer in a corporate organization. 5. Formulate reasoned responses to questions regarding the economic need for industrial design. 6. Analyze the distinction between consultant, corporate and institutional industrial designers. 7. Consult with affiliated working professionals such as detail mechanical engineers or brand managers.

B.A.T. (Industrial Design) Part B - 282 Consent Renewal Application

8. Develop product solutions in terms that meet corporate and educational expectations. 9. Evaluate intent, process and content of industrial design examples in a variety of referential frameworks.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

B.A.T. (Industrial Design) Part B - 283 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. Ulrich, Karl T. and Steven D. Eppinger. (2004). Product Design and Development. New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8. (BIND 250 Textbook).

2. A Coursepack for BIND 400 Industrial Design Practice 1 (Dennis Kappen, Ed.) containing excerpts from:

Cagan, Jonathan, and Craig M. Vogel. (2002) Creating Breakthrough Products. New Jersey: Prentice Hall. ISBN 0-13-969694-6.

Krippendorff, Klaus. (2005). The Semantic Turn: A New Foundation for Design. Boca Raton, FL: Taylor & Francis Group. ISBN: 0415322200.

Kelley, Tom, with Jonathan Littman. (2001). The Art of Innovation: Lessons in Creativity from IDEO, America’s Leading Design Firm. New York: Random House. ISBN 0-385-49984-1.

Norman, Donald A. (2002). The Design of Everyday Things. New York: Doubleday. ISBN 0-385-26774-6.

Papanek, Victor. (2000). Design for the Real World – Human Ecology and Social Change. London: Thames and Hudson Ltd. ISBN 0-500-27358-8.

McDonough, William, and Michael Braungart. (2002). Cradle to Cradle. New York: North Point Press. ISBN 0-86547-587-3.

Recommended Reading

Laurel, Brenda (Ed.). (2003). Design Research: Methods and Perspective. Cambridge, MA: The MIT Press. ISBN 0-262-12263-4.

Myerson, Jeremy. (2001). IDEO: Masters of Innovation. New York: Calmann & King Publishing. ISBN 3-8238-5485-2.

McKim, Robert. (1982). Experiences in Visual Thinking. Florence, Kentucky: Brooks/Cole Publishing Company. ISBN: 0818504110.

Morris, Desmond. (1982). Manwatching – a Field Guide to Human Behavior. London: Jonathan Cape. ISBN: 0224015338.

VII EVALUATION

B.A.T. (Industrial Design) Part B - 284 Consent Renewal Application

Weighting

Essay 15 % Design Assignment 1 35 % Design Assignment 2 30 % Design Assignment 3 15 % Active contribution to learning 5% Total 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 The Business Aspect of Industrial Design • Kelley, The Art of Innovation Innovation as a Business strategy • Ulrich, Eppinger, Product • Understanding the Client’s Business Intent Design and Development • Identifying a Niche Market • Myerson, IDEO: Masters of Industry Case Study: ABC Project Innovation • Magazines: Fortune, Business Week, Canadian Business.

2 The Social Aspect of Industrial Design • Papanek, Design for the • Design Responsibility Real World • Technology Transformation • Myerson, IDEO: Masters of Industry Case Study: ABC Project Innovation • Norman, The Design of Everyday Things

3 Demographic and Economic and Technological • Papanek, Design for the Trends Real World • Cultural assimilation • Myerson, IDEO: Masters of • New technology Innovation • Emerging markets • Norman, The Design of • Globalization and mass customization Everyday Things Industry Case Study: ABC Project

4 Brand Experience Design • Kelley, The Art of Innovation • Form • Myerson, IDEO: Masters of • Function Innovation • Emotion • Norman, The Design of Industry Case Study: ABC Project Everyday Things

B.A.T. (Industrial Design) Part B - 285 Consent Renewal Application

5 User Centered Design • Papanek, Design for the • Humanizing Design Real World • Human Engineering • Ulrich, Eppinger, Product • Human Factors Design Design and Development Industry Case Study: ABC Project • Morris: Manwatching • Norman, The Design of Everyday Things

6 Introduction to Product Semantics • Ulrich, Eppinger, Product • Identity Design and Development • Personality • Myerson, IDEO: Masters of • Expression Innovation Industry Case Study: ABC Project • Norman, The Design of Everyday Things • Krippendorff, The Semantic Turn

7 Visual Thinking • McKim, Experiences in • Seeing Visual Thinking • Perceiving • Norman, The Design of • Brainstorming Everyday Things • Representation Case Study: Microsoft NextGen Competition

8 Function and Lifestyle • Kelley, The Art of Innovation • New markets • Ulrich, Eppinger, Product • Designing the future Design and Development Case Study: Microsoft NextGen Competition • Laurel, Design Research: Methods and Perspective

9 Concept of Concurrent Engineering • Ulrich, Eppinger, Product • Cross functional disciplines Design and Development • Interdisciplinary teams • Laurel, Design Research: • Vendor Liaison Methods and Perspective Case Study: Microsoft NextGen Competition • McKim, Experiences in Visual Thinking

10 Materials , Processes and Technologies • Ulrich, Eppinger, Product • New materials and processes Design and Development • Bluetooth, Biometric scanners, RFID etc. • Laurel, Design Research: Case Study: Microsoft NextGen Competition Methods and Perspective

B.A.T. (Industrial Design) Part B - 286 Consent Renewal Application

11 Building CAD Models • Ulrich, Eppinger, Product • Product design build Design and Development Case Study : Microsoft NextGen Competition • Laurel, Design Research: Methods and Perspective

12 Redesign, Rethink, Re-evaluate • Ulrich, Eppinger, Product • Analyze an existing product solution Design and Development • Redesign the product based on user • Myerson, IDEO: Masters of interaction, materials and technology. Innovation Case Study: Design of a portable hand held device • Norman, The Design of Everyday Things

13 Redesign Project Presentation • Ulrich, Eppinger, Product Case Study: Design of a portable hand held device Design and Development • Myerson, IDEO : Masters of Innovation • Norman, The Design of Everyday Things

14 Final Assessment and Reflection • Student Portfolio Evaluation

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 287 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline b Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 288 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 401 COURSE NAME: Vehicle Design Studio 2 PREREQUISITE(S): BIND 351 Vehicle Design Studio 1 COREQUISITE(S): BIND 403 Case Studies in Design BIND 404 Economics of Industrial Design PREREQUISITE FOR: BIND 451 Vehicle Design Studio 3 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 5 FACULTY NAME: Ken Cummings

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 401 Vehicle Design Studio 2 is a collaborative educational experience incorporating a broad liberal arts and technological base with historical perspectives assembled with comparative contemporary examples to foster original thinking in a joint experience enhanced by business and industry leaders in the classroom or boardroom. Design concepts are guided through development in a business paradigm embracing real world opportunities and challenges of automotive and vehicle design. A memorandum of understanding between students, faculty and business enables learning to take place in an open intellectual environment.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Discuss the role of the transportation/industrial designer in corporate policy making. 2. Define the limitations or opportunities for economic growth affecting new transportation alternatives. 3. Compare and contrast the design profession’s contribution to business mandates. 4. Employ divergent thinking to expand the role of the industrial designer in a corporate organizational hierarchy. 5. Formulate reasoned responses to questions about economic and social need for industrial design in transportation development. 6. Analyze the distinction between consultant and corporate industrial designers and their relationship to the design agenda. 7. Apply experience in affiliation with corporate design managers. 8. Present comprehensive design variations along collaborative objectives. 9. Create design solutions that meet corporate and educational goals.

B.A.T. (Industrial Design) Part B - 289 Consent Renewal Application

10. Evaluate intent, process and context of design solutions for vehicles in a broad array of frameworks.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in: 1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

The student will develop desired characteristics through:

1. Broadening his/her understanding of the evolution of knowledge through a growing awareness of the historical context of their studies. 2. Developing his/her broader perspectives through an understanding of context. 3. Encouraging his/her ethical and moral development. 4. Enhancing his/her aesthetic development through a growing appreciation of the subject matter. 5. Developing his/her depth and breadth of understanding of the subject matter 6. Developing his/her independent thinking and learning skills. 7. Encouraging his/her appreciation of and capacity for lifelong learning. 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice.

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

B.A.T. (Industrial Design) Part B - 290 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

Lewin, Tony. (2003). How to Design Cars Like a Pro – A Comprehensive Guide to Car Design from the Top Professionals. St. Paul, MN: MBI Publishing Company. ISBN 0-7603-1641-4. (copies available in the College library)

Internet:

http://www.chrysler.com/design/vehicle_design/process/index.html (Chrysler Design Institute 2006) www.motorcycledesign.com (Motorcycle Design Association 2006) www.cardesignnews.com (Car Design News Ltd. 2006) www.cardesignonline.com (Car Design Online 2006) www.conceptcar.co.uk (Concept Car 2006) www.carbodydesign.com (Car Body Design FTM Studio 2006) www.plastics-car.com (American Plastics Council – Automotive Learning Center 2006) www.thecarconnection.com (The Car Connection 2006) www.interiormotivesmagazine.com (Interior Motives – Ultima Media 2006)

VII EVALUATION Weighting

Major Topic Presentation and Essay 25 % Final Design Project A 40 % Final Design Project B 35 % 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Concept Development – What • Lewin, How to Design Cars Like a Constitutes “way out”? Pro • Nissan Design America Design Brief • www.cardesignnews.com

2 From Concepts to Definitions – Where • Lewin, How to Design Cars Like a Do Concepts Lead? Pro • Nissan Design America Design Brief • www.cardesignnews.com

3 Dream Cars / Nightmares • Lewin, How to Design Cars Like a Pro

B.A.T. (Industrial Design) Part B - 291 Consent Renewal Application

• Nissan Design America Design Brief • www.cardesignnews.com

4 Aspiration Vehicles • Lewin, How to Design Cars Like a Pro • Nissan Design America Design Brief • www.cardesignnews.com

5 Markets and Make-Believe • Lewin, How to Design Cars Like a Pro • Nissan Design America Design Brief

6 Drawing a Crowd • Lewin, How to Design Cars Like a Pro • Nissan Design America Design Brief

7 Sensible and Sensual • 2007 World Automotive Design Competition Brief • www.cardesignnews.com

8 Details That Define • 2007 World Automotive Design Competition Brief

9 Interiors / Exteriors • www.interiormotivesmagazine.com

10 Details That Decide • 2007 World Automotive Design Competition Brief • www.interiormotivesmagazine.com

11 Market Registration • 2007 World Automotive Design Competition Brief • www.interiormotivesmagazine.com

12 Following Through • 2007 World Automotive Design Competition Brief • www.cardesignnews.com

B.A.T. (Industrial Design) Part B - 292 Consent Renewal Application

13 Presentation Project A Project B

14 Final Term Evaluation

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline b Review

B.A.T. (Industrial Design) Part B - 293 Consent Renewal Application

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 294 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 402 COURSE NAME: Design Thesis 1 PREREQUISITE(S): BIND 350 Industrial Design Studio 5 or BIND 351 Vehicle Design Studio 1 PREREQUISITE FOR: BIND 452 Design Thesis 2 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 5 FACULTY NAME: Don Wilson

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 402 Design Thesis 1 is a student initiated inquiry of contemporary design practice. This adult learning project, comprising the full curriculum of the program and the learner’s life experience, encourages learner self-reflection and analysis of strategies for success in a holistic win-win idiom where new discovery and professional discipline culminate in design statement of unique yet universal appeal. Business and external academic sponsors support learners with exclusive manufacturing, marketing and distribution information to enable them in the development of a creative and realistic design solution. Confidentiality agreements and other correspondence with business are part of this course, where business and academic professionals collaborate with students and faculty.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Describe the responsibilities and value to society of the industrial designer. 2. Differentiate opinion from fact in a discussion of design qualifications for practitioners. 3. Propose topics of investigation and study for design application. 4. Negotiate a memorandum of understanding with business and research mentors/sponsors. 5. Formulate and relate topics based on their relevance to a design proposal. 6. Design and execute a learning project in partnership with a corporate sponsor. 7. Apply resourcefulness and entrepreneurial skills in negotiating outcomes.

B.A.T. (Industrial Design) Part B - 295 Consent Renewal Application

8. Manipulate negotiated outcomes to create design concepts and solutions. 9. Evaluate a self-managed project through a business perspective. 10. Write a comprehensive review of the project from the learner standpoint.

III GENERIC SKILLS

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

B.A.T. (Industrial Design) Part B - 296 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. Laurel, Brenda, (2003). Design Research: Methods and Perspectives. MIT Press ISBN: 0262122634 2. A Coursepack for BIND 402 Design Thesis 1 / BIND 452 Design Thesis 2 (Don Wilson, Ed.) containing excerpts from:

Florida, Richard. (2002). The Rise of the Creative Class. New York: Basic Books ISBN 0465024769.

Windsor, John. (2006). Spark: Be More Innovative Through Co-Creation. IL: Dearborn Trade Publishing. ISBN 1419503162.

Kelley, Tom. (2005). The Ten Faces of Innovation. New York: Doubleday. ISBN 0-385-51207-4.

Kelley, Tom. (2001). The Art of Innovation. New York: Doubleday. ISBN 0385499841.

Nissanoff, Daniel. (2006). FutureShop. USA: Penguin Press. ISBN: 1594200777.

Thackara, John. (2005). In The Bubble. Cambridge, MA: MIT Press. ISBN 262201577.

VII EVALUATION Weighting

Essay 20 % Thesis Assignment #1 15 % Thesis Assignment #2 15 % Thesis Assignment #3 50 % 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Course Introduction • Thesis Guidelines The Thesis • Laurel, Design Research: • Definition, Scope & Guidelines Methods & Perspectives • Structure, Schedule & Format • Keydates, Time Management

B.A.T. (Industrial Design) Part B - 297 Consent Renewal Application

2 Topic, Focus & Evaluation • Laurel, Design Research: • The Problem; The Opportunity Methods & Perspectives • Assessment Criteria for Success • Individual Tutorial Session • Preliminary Research

• Laurel, Design Research: 3 Thesis Topic Expansion Methods & Perspectives • Developed Descriptions • Florida, The Rise of the • Candidate Knowledge Creative Class • Topic Choice Rationale • Individual Tutorial Session

4 Final Thesis Selection • Laurel, Design Research: • Description; Problem, Opportunity Methods & Perspectives • Defined Goals • Individual Tutorial Session

5-6 Thesis Approval • Laurel, Design Research: Methods & Perspectives Thesis Task Planning • Individual Tutorial Session • Detailed Schedule Development • Documentation Format • Progress Tracking & Reporting System • Advisor / Sponsor Strategy

7-9 Research • Laurel, Design Research: • Topic, Market, End User Research Methods & Perspectives • Research Documentation • Kelley, The Ten Faces of • Synthesis Innovation • Reporting • Individual Tutorial Session

10-13 Preliminary Concept Development • Laurel, Design Research: • Definition, Scope & Guidelines Methods & Perspectives • Structure, Schedule & Format • Nissanoff, FutureShop • Key Dates • Individual Tutorial Session

14 Thesis Project Progress Review • Thesis Presentation – • Benchmark & Schedule Crosscheck Industry Evaluations • Goal Confirmation • Direction Justification

B.A.T. (Industrial Design) Part B - 298 Consent Renewal Application

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline b Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 299 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 403 COURSE NAME: Case Studies in Design PREREQUISITE(S): BIND 354 Professional Practices CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Karen White

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 403 Case Studies in Design is a course of study based on a detailed history of notable design projects. The range of activities to be considered cover areas such as management structure, design strategy, economic constraints or opportunities, market timing, distribution, supplier relations, advertising and promotion, political climate and government regulations. Exposure to an array of variables will enable designers to contextualize their contribution to the well-being of society and enhanced economic growth.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Define the term case study and identify its purpose and components parts. 2. Analyze the parameters of a designer’s role in a case study. 3. Analyze the management structure and its impact on the outcome of a project. 4. Select and manipulate the components of a case study to alter the outcome. 5. Apply a systems approach to re-order historical examples of design projects. 6. Highlight areas outside the influence of design or management that could change outcomes. 7. Generate new ideas that could potentially improve the design component. 8. Evaluate the effectiveness of case study in learning to manage design activity in a corporate setting.

B.A.T. (Industrial Design) Part B - 300 Consent Renewal Application

III GENERIC SKILLS

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

A course pack for BIND 403 Case Studies in Design (Karen R. White, Bhupesh Shah, eds.) with reprints:

B.A.T. (Industrial Design) Part B - 301 Consent Renewal Application

Austin, Robert D., Shannon O’Donnell, and Silje Kamille Friis. (2006). e-Types A/S. Case # 9-606-118. Boston: Harvard Business School Publishing.

Freeze. Karen J. (1991). Braun AG: The KF 40 Coffee Machine. Version 2. Case # 9- 990-001. Boston: Design Management Institute, with Harvard Business School Publishing.

Hertenstein, Julie H., and Marjorie B. Platt. (2004). Endius Inc.: Alternatives for Developing a New Medical Device. Case # DMI011. Boston: Design Management Institute, with Harvard Business School Publishing.

Moon, Youngme, Vincent Dessain, and Anders Sjöman. (2004). Alessi: Evolution of an Italian Design Factory (A, B, C, D). Rev. ed. Case # 9-504-018, 9-504-019, 9- 504-020, 9-699-044. Boston: Harvard Business School Publishing.

Thomke, Stefan, and Ashok Nimgade. (2001). BMW AG: The Digital Car Project (A, B). Rev. ed. Case # 9-699-044, 9-699-045. Boston: Harvard Business School Publishing, 2001.

Thomke, Stefan, and Ashok Nimgade. (2000). IDEO Product Development. Rev. ed. Case # 9-600-143. Boston: Harvard Business School Publishing.

Recommended Reading (optional) :

Books:

Cullen, Cheryl Dangel, and Lynn Haller, with the Industrial Designers Society of America. (2004). Design Secrets, Products 2 : 50 Real-Life Projects Uncovered. Gloucester, MA: Rockport. ISBN: 1-59253-071-0.

Gillham, Bill. (2000). Case Study Research Methods. New York: Continuum. ISBN: 0826447961.

Gillham, Bill. (2005). Research Interviewing: The Range of Techniques. Maidenhead, Eng.: Open University Press. ISBN: 0335215866.

Glesne, Corrine. (1999). Becoming Qualitative Researchers: An Introduction. 2nd ed. New York: Addison Wesley Longman. ISBN: 0-8013-1633-2.

Goodrich, Kristina, with the Industrial Designers Society of America. (2003). Design Secrets, Products : 50 Real-Life Projects Uncovered. Gloucester, MA: Rockport. ISBN: 1-56496-476-0.

Gotlieb, Rachel, and Cora Golden. (2001). Design in Canada: Fifty Years from Teakettles to Task Chairs. Toronto: Alfred A. Knopf Canada. ISBN 0-67697452-X

Leenders, Michiel R., and James A. Erskine. (1973). Case Research: The Case Writing Process. London, ON: Research and Publications Division, School of Business Administration, University of Western Ontario.

B.A.T. (Industrial Design) Part B - 302 Consent Renewal Application

Naumes, William, and Margaret J. Naumes. (1999). The Art and Craft of Case Writing. Thousand Oaks, CA: Sage. ISBN: 076191725X.

Pallister, John, and Jonathan Law, eds. (2006). A Dictionary of Business and Management. 4th ed. Oxford University Press. ISBN: 0-19-280648-3.

Statt, David A., ed. (2004). The Routledge Dictionary of Business Management. 3rd ed. London, Eng.: Routledge. ISBN: 0415328195.

Travers, Max. (2001). Qualitative Research Through Case Studies. London; Thousand Oaks, CA: Sage. ISBN: 0761968067.

Yin, Robert K. (2003). Case Study Research: Design and Methods. 3rd ed. Thousand Oaks, CA: Sage. ISBN: 0761925538.

Periodicals:

Business Week http://www.businessweek.com/ Design Issues http://www.mitpressjournals.org/loi/desi DMI Review http://www.dmi.org/dmi/html/publications/journal/journal_d.jsp

Annotated Web Resources

1. How to Analyze a Case…in seven easy steps! Basic. To the point. Good advice on what you must do in a “real business” situation. http://cob.isu.edu/kreggaytes/caseanalysis.htm 2. How to Analyze a Case - A Student Guide. This link has helpful hints on how to approach a case and it includes a case analysis with professor’s notes to illustrate the types of questions/analysis one should consider. http://mars.wnec.edu/~achelte/howto.html 3. The Seven-Step Case Analysis Framework. This is a much more comprehensive case analysis process with greater detail and guidance. Students find the Implementation and/or Recommendation sections the most challenging aspect of analyzing a case. http://www.swlearning.com/marketing/ferrell/ferrell3e/how_analyze_case.doc 4. How to Analyze a Case - A layperson’s approach to case analysis. Please ignore their recommendation to take notes while reading. It is better to have an overview of the case before you spend time analyzing it. http://businessmajors.about.com/od/casestudies/ht/HowToCaseStudy.htm 5. Preparing an Effective Case Analysis. This link covers preparation for case discussion, what to expect from in class discussions as well is how to prepare an oral/written case presentation. http://www.swlearning.com/management/hitt/hitt_student/case_analysis.html 6. A Model for Case Analysis and Problem Solving. This was prepared by a Professor from Northeastern University. Aside from discussing why they use the case approach and the students’ responsibilities, this link provides Six Steps for Problem Analysis! http://web.cba.neu.edu/~ewertheim/introd/cases.htm 7. Guide to Case Analysis - another comprehensive link. This one touches on the role cases play in the teaching/learning process and provides a series of guidelines for case analysis. http://www.mbadepot.com/member_content/index.php?ID=15&show_html=Y

B.A.T. (Industrial Design) Part B - 303 Consent Renewal Application

8. Case Writing Guide - This was prepared by a Professor from Binghamton University and includes helpful tips on organizing your written report. http://bingweb.binghamton.edu/~tchandy/Mgmt411/case_guide.html 9. Case Study Research - This will be a valuable resource when preparing to write your own case. http://www.slais.ubc.ca/resources/research_methods/case.htm 10. How to Write a Good Case - This document goes through the various phases in writing a case. www.gttp.org/docs/HowToWriteAGoodCase.pdf 11. How to Write a Case Study - Read this if you need help on formatting, structuring and writing a case. http://www.charleswarner.us/howwrite.html 12. How to...Write a Case Study - This how-to guide by a publisher of academic and professional literature in the fields of management; engineering; and information management is easy to follow. http://www.emeraldinsight.com/info/emx/authors/resources/how_to_guides/write_a_case _study/index.jsp 13. Case Studies - Houghton Mifflin publishes text books, study guides, technology tools, and other materials like this section on case studies. It also includes a PDF download link to SWIF Learning: A Guide to Student-Written, Instructor-Facilitated Case Writing. http://college.hmco.com/business/resources/casestudies/students/index.html 14. How to Write a Case Study - The Birmingham Grid for Learning has a very basic, step by step, web-based guide on writing a case study. It also includes various MS Word templates that you can download. http://www.bgfl.org/bgfl/18.cfm?s=18&m=473&p=265,index

VII EVALUATION Weighting

Presentation 1: How to Analyze a Case Study 10% Presentation 2: How to Write a Case Study 10% Case Study Seminar: Oral Presentation 15% Case Study Analysis: Oral & Written 20% Active Contribution to Learning 20% Case Study Seminar: Written Submission 25% 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Course Introduction • Course Outline • Topics and expectations References • Resources • Schedule • How is this relevant? The Case Study: Its Use and Abuse • Anatomy of a case study • How to analyse a case study

B.A.T. (Industrial Design) Part B - 304 Consent Renewal Application

2 Results Discussion: How to Analyze a Case • Austin, et. all. (2006), e- Study Types AG. Design Projects in Context: Differentiating Design Practice, Design Critique and Operational Strategy • Case Study 1

3 Design Projects in Context: • Freeze (1991), Braun AG: Economic Constraints as Opportunities The KF40 Coffee • Case Study 2 Machine.

4 Design Projects in Context: • Hertenstein, Platt (2004), Management Structure and the Role of Endius Inc.: Alternatives Design in Business start-up for Developing a New • Case Study 3 Medical Device.

5 Design Projects in Context: • Thomke (2000), IDEO Internal versus External Business Forces, or Product Development. the Design Process and Market Timing • Case Study 4

6 Design Projects in Context: • Moon, et. al. (2004), Marketing, Advertising, Promotion and the Alessi: Evolution of an Design-inspired Business Italian Design Factory. • Case Study 5

7 Design Projects in Context: • Thomke (2001), BMW Responding to Market Demands Through Re- AG: The Digital Car design Project. • Case Study 6

8 Group Presentations: “How to Write a Case • Student Presentations Study” Roundtable discussion: What do you need to know to derive meaningful analysis from a case study?

9 Open tutorial to support student seminar • Student Presentations research. Student groups to present their topics, progress and concerns to the entire group.

B.A.T. (Industrial Design) Part B - 305 Consent Renewal Application

Thorough outline of case study will be due to the instructors one week prior to presentation of seminar. Case summary and selected exhibits will be circulated to class at a specified time before the day of seminar presentation.

10 Case Study Seminar 1: • Student Presentation student group oral presentation

11 Case Study Seminar 2: • Student Presentation student group oral presentation

12 Case Study Seminar 3: • Student Presentation student group oral presentation

13 Case Study Seminar 4: • Student Presentation student group oral presentation

14 FINAL GROUP SUBMISSION: Written case study with support material and analysis.

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 306 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline Review b

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 307 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 404 COURSE NAME: Economics of Industrial Design PREREQUISITE(S): BIND 354 Professional Practices CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Bhupesh Shah

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 404 Economics of Industrial Design is a study of the influences that global economics has on design activity. A summary of the major shifts in development starting with the advance of financial institutions through to recent events will trace the consumer society by contrasting the political and economic climate region by region. Important thinkers like Smith, Marx, Keynes and Hayek will be examined. National design initiatives such as JIDPO in Japan, the Design Council in England, the KIDP in Korea, and the Design Exchange in Canada will cap off the course in the context of the European Union, NAFTA and WTO.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Describe the characteristics of global economics. 2. Define nationalism as it relates to economic policy. 3. Discuss the parameters of the World Trade Organization. 4. Identify and discuss the development of economic free-trade zones. 5. Analyze and articulate the mandate of the Design Exchange in Canada. 6. Analyze and present alternative business strategies involving research development and industrial design in a consumer society. 7. Contextualize the economic role of design in a variety of socio-political structures. 8. Explain how intellectual property can generate wealth. 9. Construct an economic model illustrating the importance of industrial design as a wealth generating activity. 10. Evaluate the worth of industrial design activity in a climate of free trade.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

B.A.T. (Industrial Design) Part B - 308 Consent Renewal Application

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

A Coursepack for BIND 404 Economics of Industrial Design (Ken Cummings, Bhupesh Shah, Ed.) containing excerpts from:

Braudel, Fernand. (1992). The Perspective of the World – Civilization & Capitalism

B.A.T. (Industrial Design) Part B - 309 Consent Renewal Application

15th-18th Century. Berkeley, CA: University of California Press. ISBN 0-520-08116-1. Pages: 28-29, 297, 365-366, 628-632

Braudel, Fernand. (2002). The Structures of Everyday Life – The Limits of the Possible. Civilization & Capitalism 15th-18th Century. Volume One. London: Phoenix Press (The Orion Publishing Group Ltd.). ISBN 1-84212-287-8. Pages 436 -478

Braudel, Fernand. (1992). The Wheels of Commerce – Civilization & Capitalism 15th-18th Century. Berkeley, CA: University of California Press. ISBN 0-520-08115-3. Pages 134-137, 229-230, 234-235, 600-601

Smith, Adam. (1776). The Wealth of Nations. New York: Random House, Inc. 2003. ISBN 0-553-58597-5. Pages 11-23, 815-841

Marx, Karl. (1932). Capital and Other Writings. New York: The Random House, Inc. 1959. Pages xxi – xxvi (Intro.), 63-67, 321-328, 342-343

Keynes, John Maynard. (1997). The General Theory of Employment, Interest, and Money. Amherst, NY: Prometheus Books. ISBN 1-57392-139-4. Pages Intro. (2 pages), 91-96

Galbraith, John Kenneth. (1958). The Affluent Society. Cambridge, MA: The Riverside Press, Houghton Mifflin Company. Pages 292-333

Nishiyama, Chiaki and Kurt R. Leube (Ed.). (1984). The Essence of Hayek. Stanford, CA: Hoover Institution Press. ISBN 0-8179-8011-3. Pages 3-16, 131-143

Friedman, Thomas L. (2005). The World is Flat. New York: Farrar, Straus, and Giroux. ISBN 0-374-29288-4. Pages 230, 316-336

Hawken, Paul. (1993). The Ecology of Commerce – A Declaration of Sustainability. New York: HarperCollins Publishers, Inc. ISBN 0-88730-704-3. Pages 201-219

Hawken, Paul, Amory Lovins, and L. Hunter Lovins. (2000). Natural Capitalism – Creating the Next Industrial Revolution. New York: Back Bay Books / Little Brown and Company. ISBN 0-316-35300-0. Pages 125 -137

Kingwell, Mark. (1998). Better Living – In Pursuit of Happiness from Plato to Prozac. Toronto: Pearson Penguin Canada Inc. ISBN 0-14-026521-X. Pages 177-190

Heath, Joseph. (2001). The Efficient Society – Why Canada is as Close to Utopia as It Gets. Toronto: Pearson Penguin Canada Inc. ISBN 014029248-9. Pages 15 -24, 41-48, 128-129, 158-159, 197-198

Jacobs, Jane. (2004). Dark Age Ahead. Toronto: Random House Canada. ISBN 0-679-31309-5. Pages 169-176

Saul, John Ralston. (2005). The Collapse of Globalism and the Reinvention of the World. Toronto: Pearson Penguin Canada Inc. ISBN 0-670-06367-3. Pages 123-136,

Levitt, Steven D. and Stephen J. Dubner. (2005). Freakonomics: a rogue

B.A.T. (Industrial Design) Part B - 310 Consent Renewal Application

economist explores the hidden side of everything. New York: HarperCollins Publishers Inc. ISBN 0-06-073132-X. Pages 89-114

Harford, Tim. (2006). The Undercover Economist. New York: Oxford University Press, Inc. ISBN-10: 0-19-518977-9. Pages 231-252

Mankiw, N. Gregory, Ronald D. Kneebone, Kenneth J. McKenzie, and Nicholas Rowe. (2006). Principles of Microeconomics - Third Canadian Edition. Toronto: Nelson (a division of Thompson Canada Limited). ISBN 0-17-641603-X. Pages 3-19, 47-61, 65-89, 465-491

VII EVALUATION Weighting

Essay #1 20% Essay #2 30% Group Presentations 30% Active Contribution to Learning 20% 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1,2 • History of Capitalism • Braudel, Fernand. (1992). • Rise of Capitalism in the West The Perspective of the • Development of Commodity Markets and World World – Civilization & Trade Capitalism 15th-18th Century • Design and Its Dependence on an Economic Pages: 28-29, 297, 365- System (Discussion Question) 366, 628-632 • Braudel, Fernand. (2002). The Structures of Everyday Life – The Limits of the Possible. Civilization & Capitalism 15th-18th Century. Volume One Pages 436 – 478 • Braudel, Fernand. (1992). The Wheels of Commerce – Civilization & Capitalism 15th-18th Century Pages 134- 137, 229-230, 234-235, 600- 601

3,4,5 • Development of Economic Theories • Smith, Adam. (1776). The • The “Great” Economists Wealth of Nations. Pages 11- • Communism and Capitalism 23, 815-841

B.A.T. (Industrial Design) Part B - 311 Consent Renewal Application

• Design in Controlled Economics (Discussion • Marx, Karl. (1932). Capital Question) and Other Writings. Pages xxi – xxvi (Intro.), 63-67, 321-328, 342-343 • Keynes, John Maynard. (1997). The General Theory of Employment, Interest, and Money. Pages Intro. (2 pages), 91-96 • Galbraith, John Kenneth. (1958). The Affluent Society. Pages 292-333 • Nishiyama, Chiaki and Kurt R. Leube (Ed.). (1984). The Essence of Hayek. Pages 3- 16, 131-143

6 • Restorative Economy • Hawken, Paul. (1993). The • Design and Efficiency Ecology of Commerce – A • National Design Initiatives Declaration of Sustainability. • Increasing Profitability Through R&D and Design Pages 201 - 219 • Design and Sustainability • Hawken, Paul, Amory Lovins, and L. Hunter Lovins. (2000). Natural Capitalism – Creating the Next Industrial Revolution Pages 125 – 137

7,8 • Contemporary Trends in The Global Economy • Jacobs, Jane. (2004). Dark • Economics of Consumption Age Ahead. Pages 169-176 • Intellectual Property and Wealth • Saul, John Ralston. (2005). • Free Trade and Free-Flow Of Design The Collapse of Globalism • Design as a Way of Life and the Reinvention of the World Pages 123-136, • Friedman, Thomas L. (2005). The World is Flat. Pages 230, 316-336 • Kingwell, Mark. (1998). Better Living – In Pursuit of Happiness from Plato to Prozac. Pages 177-190 • Joseph Heath, The Efficient Society – Why Canada is as Close to Utopia as It Gets. Pages 15-24, 41-48, 128- 129, 158-159, 197-198

B.A.T. (Industrial Design) Part B - 312 Consent Renewal Application

9, 10 • Economics and Human Behaviour • Levitt, Steven D. and • Challenging Economic Theories Dubner, Stephen J., • Impact of Government Policy Freakonomics: a rogue • Design and Human Interaction economist explores the hidden side of everything Pages 89-114 • Harford, Tim. The Undercover Economist Pages 231-252

11,12, • Microeconomics • Mankiw, N Gregory et al, 13 • Application of Theory to Industrial Design Principles of Microeconomics • The Application of Design to Economic – Third Canadian Edition Wellbeing Pages 3-19, 47-61, 65-89, 465-491

14 Final Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 313 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline b Review

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 314 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 450 COURSE NAME: Industrial Design Practice 2 PREREQUISITE(S): BIND 400 Industrial Design Practice 1 COREQUISITE(S): BIND 453 Portfolio Development 2 BIND 454 Design Research Analysis BIND 455 Design Management CREDIT VALUE: 3 HOURS OF INSTRUCTION: 5 FACULTY NAME: Dennis Kappen

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 450 Industrial Design Practice 2 is a collaborative educational experience conducted with business and industry encompassing design innovation drawn through consensus and cooperation to strike a balance between the economic agenda of business, ecological imperatives, and the learning requirements of students. Within a broadly framed structure of liberal arts and technology, designs are generated to enhance the human experience. Analysis of intent and result will guide the process in the development of holistically responsible product concepts and prototypes uniquely suited to their audiences. A memorandum of understanding between the institution and the student protects confidentiality and intellectual property in this advanced course of study.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Define a holistic meaning of design aesthetics from a cognitive and affective reference. 2. Source the major movements in design and define the philosophical premise. 3. Demonstrate ethical design practices with examples from class projects. 4. Employ ecological imperatives to frame a position in a design context. 5. Navigate within complex mental structures to build a cogent argument for or against design and its impact on society. 6. Identify salient and persuasive views for or against political intervention in design. 7. Synthesize design activity with artistic experience and technological continuum. 8. Demonstrate by example the role and holistic value or meaning of design. 9. Generate unique ideas and concepts that redefine product categories. B.A.T. (Industrial Design) Part B - 315 Consent Renewal Application

10. Assemble a comprehensive product presentation embracing the content of the program and the client agenda. 11. Evaluate the current status of industrial design in Canada and formulate a strategy for further development.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion

B.A.T. (Industrial Design) Part B - 316 Consent Renewal Application

of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. Ulrich, Karl T. and Steven D. Eppinger. (2004). Product Design and Development. New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8. (BIND 250 Textbook).

2. A Coursepack for BIND 400 / BIND 450 Industrial Design Practice 1 and 2, (Dennis Kappen, Ed.) containing excerpts from:

Cagan, Jonathan, and Craig M. Vogel. (2002) Creating Breakthrough Products. New Jersey: Prentice Hall. ISBN 0-13-969694-6.

Krippendorff, Klaus. (2005). The Semantic Turn: A New Foundation for Design. Boca Raton, FL: Taylor & Francis Group. ISBN: 0415322200.

Kelley, Tom, with Jonathan Littman. (2001). The Art of Innovation: Lessons in Creativity from IDEO, America’s Leading Design Firm. New York: Random House. ISBN 0-385-49984-1.

Norman, Donald A. (2002). The Design of Everyday Things. New York: Doubleday. ISBN 0-385-26774-6.

Papanek, Victor. (2000). Design for the Real World – Human Ecology and Social Change. London: Thames and Hudson Ltd. ISBN 0-500-27358-8.

McDonough, William, and Michael Braungart. (2002). Cradle to Cradle. New York: North Point Press. ISBN 0-86547-587-3.

Recommended Reading

Laurel, Brenda (Ed.). (2003). Design Research: Methods and Perspective. Cambridge, MA: The MIT Press. ISBN 0-262-12263-4.

Myerson, Jeremy. (2001). IDEO: Masters of Innovation. New York: Calmann & King Publishing. ISBN 3-8238-5485-2.

McKim, Robert. (1982). Experiences in Visual Thinking. Florence, Kentucky: Brooks/Cole Publishing Company. ISBN: 0818504110.

Morris, Desmond. (1982). Manwatching – a Field Guide to Human Behavior. London: Jonathan Cape. ISBN: 0224015338.

Tilley, Alvin. (2002). The Measure of Man and Woman: Human Factors in Design. NJ: John Wiley & Sons. ISBN: 0471099554.

B.A.T. (Industrial Design) Part B - 317 Consent Renewal Application

VII EVALUATION Weighting

Essay 10% Design Assignment 1 35% Design Assignment 2 30% Design Assignment 3 20% Active contribution to learning 5% 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Identifying Customer Needs • Laurel, Design Research: Methods and Perspective • Analyzing and Organizing the Research • Ulrich, Eppinger, Product Design and Development Design Assignment 1 53-70 • An Industry Case Study – Pèrsego • Client briefing and design brief at College • Initiate product and market study research

2 Marketing and Performance Criteria • Laurel, Design Research: • Needs Hierarchy Methods and Perspective • Interpretation of data and analysis • Ulrich, Eppinger, Product Design Assignment 1 - Pèrsego Design and Development 33- • Data assembly and analysis presentation 52 • Concept development • Preliminary ideation wall critiques

3 Product differentiation • Ulrich, Eppinger, Product • Need for differentiation Design and Development • Product architecture • Myerson, IDEO: Masters of Design Assignment 1 - Pèrsego Innovation • Client review of sketch ideation refinements • Corporate Client Briefing • Selection of final design direction

4 Art to Part • Ulrich, Eppinger, Product • Transformation of an ideation to a concept Design and Development • Product detailing • Papanek, Design for the Design Assignment 1 - Pèrsego Real World • CAD design for Final Design direction • Usability testing • Creating the physical model

B.A.T. (Industrial Design) Part B - 318 Consent Renewal Application

5 Product Development Economics • Ulrich, Eppinger, Product • Material Costing Design and Development • Process and Tooling selection • Product costing Design Assignment 1 - Pèrsego • Work in progress of prototype model • Presentation Planning

6 Project Planning • Ulrich, Eppinger, Product • PERT charts Design and Development • Baseline Project Planning • Corrective actions Design Assignment 2 – Phase 1 • Final Design Presentation • Final presentation Boards

Reading Week February 19 - 23

Design for Manufacturing • Ulrich, Eppinger, Product 7 • Materials Design and Development • Process • Corporate Client Briefing • Technologies Design Assignment 2 • An Industry Case Study – TCH (Trans Canadian Hardware) • Client briefing and design brief at College • Initiate product and market study research

8 Design for Assembly • Ulrich, Eppinger, Product • Form Design and Development • Fit • Function Design Assignment 2 - TCH • Ideation Presentation

9 Ergonomic Applications • Tilley, The Measure of Man • Comfort and functionality and Woman: Human • Materials Explorations Factors in Design Design Assignment 2 - TCH • CAD design and development

B.A.T. (Industrial Design) Part B - 319 Consent Renewal Application

10 Building CAD Models • Kelley, The Art of Innovation • CAD design and development • Ulrich, Eppinger, Product Design Assignment 2 - TCH Design and Development • Work in progress

11 Testing and Prototyping • Ulrich, Eppinger, Product • Model Making Design and Development Design Assignment 2 - TCH • Final Presentation

12 Product Detailing • Ulrich, Eppinger, Product • Elements Design and Development • Characteristics • Myerson, IDEO : Masters of Design Assignment 3 - TBD Innovation • Norman, The Design of Everyday Things

13 Eco Design and Design Responsibility • Norman, The Design of Design Assignment 3 - TBD Everyday Things • McDonough, Braungart Cradle to Cradle

14 Final Assessment and Reflection • Student Course Portfolio Design Assignment 3 - TBD

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the

B.A.T. (Industrial Design) Part B - 320 Consent Renewal Application

School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline Review b

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 321 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 451 COURSE NAME: Vehicle Design Studio 3 PREREQUISITE(S): BIND 401 Vehicle Design Studio 2 COREQUISITE(S): BIND 453 Portfolio Development 2 BIND 454 Design Research Analysis BIND 455 Design Management CREDIT VALUE: 3 HOURS OF INSTRUCTION: 5 FACULTY NAME: Ken Cummings

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Vehicle Design Studio 3 is a focused educational collaboration conducted with business and industry encompassing design innovation drawn through consensus and cooperation to strike a balance between the economic imperative of business in maintaining market share, ecological considerations and the complex learning requirements of students. Within a broadly framed structure of liberal arts and technology, designs are generated to enhance the human experience. Analysis of original intent and the resulting process for development will guide the thinking in the development of holistically responsible product concepts and prototype models uniquely suited to their respective audiences. A memorandum of understanding between the students, faculty and business enables learning to take place in an open intellectual environment in this advanced course of study.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Demonstrate a holistic meaning of design aesthetics from a cognitive and affective reference. 2. Source major movements in transportation and define their philosophical premise. 3. Demonstrate ethical design practices with examples and illustrate them with a process for selection. 4. Employ ecological imperatives to frame a position in a design context. 5. Navigate within complex mental structures to build a cogent argument for or against design and its impact on society.

B.A.T. (Industrial Design) Part B - 322 Consent Renewal Application

6. Identify salient and persuasive views for and against government/political intervention in designs. 7. Synthesize design activity within artistic experience and a technological continuum. 8. Demonstrate by comparison to other professions in the corporate area the holistic value and meaning of design. 9. Generate unique ideas and concepts that redefine product categories or offer new transportation alternatives. 10. Generate a comprehensive product presentation embracing the content of the program and client agenda. 11. Evaluate the current global status of the transportation designers and formulate a strategy for further development.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts

B.A.T. (Industrial Design) Part B - 323 Consent Renewal Application

• Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

Lewin, Tony. (2003). How to Design Cars Like a Pro – A Comprehensive Guide to Car Design from the Top Professionals. St. Paul, MN: MBI Publishing Company. ISBN 0-7603-1641-4. (copies available in the College library)

Internet:

http://www.chrysler.com/design/vehicle_design/process/index.html (Chrysler Design Institute 2007) www.motorcycledesign.com (Motorcycle Design Association 2007) www.cardesignnews.com (Car Design News Ltd. 2007) www.cardesignonline.com (Car Design Online 2007) www.conceptcar.co.uk (Concept Car 2007) www.carbodydesign.com (Car Body Design FTM Studio 2007) www.plastics-car.com (American Plastics Council – Automotive Learning Center 2007) www.thecarconnection.com (The Car Connection 2007) www.interiormotivesmagazine.com (Interior Motives – Ultima Media 2007) http://www.asminternational.org (ASM International 2007)

VII EVALUATION Weighting

Class Presentation of Major Topics 15 % Presentation at the Canadian International AutoShow 15 % Corporate Sponsored Project (Project One) 50 % Project Two 20 % 100%

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Cognitive and Affective Aspects of • Sparke, A Century of Car Automotive Aesthetics Design • The Development of a Great Brand • Lewin, How to Design Cars • Value in Recognition Like a Pro • www.asminternational.org/AMP

B.A.T. (Industrial Design) Part B - 324 Consent Renewal Application

• www.cardesignnews.com

2 Concepts that Can Lead to Brand Loyalty • Merrell, Car Design Mobility • Extending Quality and Uniqueness Technologies • Critique from Corporate Sponsor • http://www.asminternational.org • www.cardesignnews.com

3,4 Concepts for a World Stage • SAE, Automotive Engineering • The World Automotive Design Competition International • Today’s Realities, Tomorrow’s Needs • Critique from Corporate Sponsor • www.cardesignnews.com

5 Free Markets and Regulations in • Nader, Unsafe at Any Speed Transportation Design • www.cardesignnews.com

6,7,8 Concepts for a World Stage • Interviews with Major World • The World Automobile Design Competition Automobile Manufacturers • Live Vehicle Design Studio, Canadian • Critique from Corporate International AutoShow Sponsor • www.cardesignnews.com

Transportation Design in Free Markets and • Critique from Corporate 9 Controlled Economics Sponsor • Why Educated Consumers Make Good • www.cardesignnews.com Choices • http://www.daciagroup.com • Internet Research – Automobile Manufacturers in Controlled Economies (Lada, Trabant, Dacia, Volga, Tatra, Volkswagen, Zil et al)

10,11,12 Concepts for a World Stage • Critique from International • Future Concepts as a Vision for Change Contacts

13 Building Bridges to World Markets and • Critique from International Employers Contacts

B.A.T. (Industrial Design) Part B - 325 Consent Renewal Application

14 Final Presentations / Evaluation

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline Review b

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 326 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 452 COURSE NAME: Design Thesis 2 PREREQUISITE(S): BIND 402 Design Thesis 1 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 6 FACULTY NAME: Don Wilson

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 452 Design Thesis 2 is a student initiated and driven adult learning project. Faculty, students and industry cooperate in an inquiry of contemporary design knowledge and practice. This course is the completion phase of BIND 402 Thesis 1, forming a two-term in-depth application of the full program curriculum which encourages self-assessment and a development of success strategies in an holistic career based application of professionalism applied to a product or system that reflects personal intent, business requirements, and environmental imperatives. Confidentiality agreements, regular meetings and other correspondence with business are part of this course.

II COURSE LEARNING OUTCOMES

1. Contextualize the current outcomes of industrial design solutions. 2. Define industrial design from different perspectives (e.g., consumers, business, academics) 3. Defend an industrial design solution from a viewpoint outside the profession. 4. Apply product life-cycle assessment in the context of a design solution. 5. Present qualitative and quantitative research using visual methods. 6. Create unique imagery to explain and promote a design. 7. Launch a public exhibition of thesis projects. 8. Apply entrepreneurial skills in negotiating support from the corporate sector for design exhibits and promotions. 9. Develop resourcefulness and problem solving strategies for complex problems in a variety of settings. 10. Evaluate the qualities of a comprehensive two-semester design project related to the intended goals for the learner, the faculty and the business sponsor.

B.A.T. (Industrial Design) Part B - 327 Consent Renewal Application

III GENERIC SKILLS

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

. 1. Laurel, Brenda, (2003). Design Research: Methods and Perspectives. MIT Press ISBN: 0262122634

B.A.T. (Industrial Design) Part B - 328 Consent Renewal Application

2. A Coursepack for BIND 402 Design Thesis 1 / BIND 452 Design Thesis 2 (Don Wilson, Ed.) containing excerpts from:

Florida, Richard. (2002). The Rise of the Creative Class. New York: Basic Books ISBN 0465024769.

Winsor, John. (2006). Spark: Be More Innovative Through Co-Creation. IL: Dearborn Trade Publishing. ISBN 1419503162.

Kelley, Tom. (2005). The Ten Faces of Innovation. New York: Doubleday. ISBN 0-385-51207-4.

Kelley, Tom. (2001). The Art of Innovation. New York: Doubleday. ISBN 0385499841.

Nissanoff, Daniel. (2006). FutureShop. USA: Penguin Press. ISBN: 1594200777.

Thackara, John. (2005). In The Bubble. Cambridge, MA: MIT Press. ISBN 262201577.

VII EVALUATION

Weighting Essay 10 % Thesis Assignment #1 5 % Thesis Assignment #2 35 % Thesis Assignment #3 Final Presentation 50 % 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1,2 Thesis • Thesis Presentation Format • Final Term Schedule Review Reference Guidelines • Deliverables Review • Individual Tutorial Sessions Thesis Realization Planning - Update • Documentation • Process • Realization

3,4,5,6,7 Perception and Barriers • Kelley, The Art of Innovation Innovation and Business Culture • Winsor, Spark Thesis Detail Design Development • Individual Tutorial Sessions

B.A.T. (Industrial Design) Part B - 329 Consent Renewal Application

• Detail Exploration • Laurel, Design Research • Sketch Modelling – Methods & Perspectives A Design Development Tool • CAD Modelling • Technical Drawing Documents Realization of Design Concepts in the Corporate Environment

8,9,10,11 Thesis Realization • Thackara, In The Bubble • Final Physical Model Fabrication & • Individual Tutorial Sessions Assembly • Thesis Report Collation & Assembly • Presentation Support Material Development & Assembly

12 Good Friday – College Closed

13 Preliminary Thesis Presentation Reviews • Individual Tutorial Sessions

14 Final Thesis Presentations • Public and Professional Comment

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 330 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline Review b

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 331 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 453 COURSE NAME: Portfolio Development 2 PREREQUISITE(S): BIND 352 Portfolio Development 1 CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Dennis Kappen

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 453 Portfolio Development 2 is a senior course in creating, analyzing, synthesizing and applying strategies for presenting and evaluating a design portfolio. Economic, social, political and aesthetic considerations are harmonized to form a cohesive picture of knowledge, talent, and ability in a complex and developing career market where graduates differentiate themselves through a comprehensive design portfolio of concise copy, statistical summary, aesthetic layout and design intent in a multimedia format.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Research business sectors and analyze needs in the current economic climate. 2. Analyze methods for presentation and frame a strategy for application in changing economic times. 3. Apply marketing behaviour analysis in portfolio presentation scenarios. 4. Employ optimum methods of conduct in presenting a portfolio. 5. Create influential visual parameters which foster professional purpose. 6. Differentiate an institutionally focused portfolio from a corporate or consultancy directed portfolio presentation. 7. Develop a consultant agency portfolio (as proprietor),a corporate designer based portfolio. 8. Extrapolate specific information from interviews to refine presentation methods. 9. Develop an interactive portfolio website. 10. Write an application letter to accompany an academically-focussed portfolio for post- graduate studies. 11. Conduct a portfolio review workshop for fellow designers and select Advisory Committee members. B.A.T. (Industrial Design) Part B - 332 Consent Renewal Application

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

B.A.T. (Industrial Design) Part B - 333 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

5. Required Reference: Illustrator v10.0 Photoshop V 7.0 Alias Studio 12.0

6. Recommended Reading

Baron, Cynthia. (2004). Designing a Digital Portfolio. New Riders. ISBN-10: 0-7357- 1394-4; ISBN-13: 978-0-7357-1394-9

Carter, David E. (2001). The Big Book of Corporate Identity. Watson-Guptill Publications. ISBN 0-8230-0490-2.

Carter, David E. (2001). The Big Book of Logos. Watson-Guptill Publications. ISBN 0-8230-0538-0. DiMarco, John. (2006). Web Portfolio Design and Applications. Idea Group Publishing. ISBN 1591408547.

Linton, Harold. (2004). Portfolio Design. New York: W.W Norton and Company ISBN 0-393-73095-6.

Myers, Debbie Rose. (2005). The Graphic Designer's Guide to Portfolio Design. Wiley. ISBN: 0471569259.

Sessions. (2005). Graphic Design Portfolio-Builder: Adobe Photoshop and Adobe Illustrator Projects. Peach Pit Press. ISBN-10: 0-321-33658-5; ISBN-13: 978-0-321- 33658-3; Published: Aug 15, 2005.

Thomas, Gregory. (2000). How to Design Logos, Symbols and Icons. Cincinnati, OH: F&W Publications, Inc. - North Light Books. ISBN 0-89134-915-4.

VII EVALUATION Weighting

Essay/Report/Correspondence 15 % Design Assignment #1 35 % Design Assignment #2 30 % Design Assignment #3 20 % 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Designing a Digital Portfolio • Linton, Portfolio Design • Strategy • Baron, Designing a Digital

B.A.T. (Industrial Design) Part B - 334 Consent Renewal Application

• Basic elements Portfolio • Key requirements • Myers, The Graphic Design Assignment 1- Digital Portfolio Designer’s Guide to Portfolio • Introduction Design • Relevance • Market evaluation • Examples

2 Portfolio Research • Linton, Portfolio Design • Vision, mission, positioning • Baron, Designing a Digital • Target audience Portfolio • Portfolio formats • Myers, The Graphic Design Assignment 1- Digital Portfolio Designer’s Guide to Portfolio • Research analysis Design • Yourself as a Brand • Strengths and weaknesses • Personality adjectives/attributes • Preliminary Concepts

3 Career Growth Plan for Industrial • Linton, Portfolio Design Designers • Baron, Designing a Digital • Visionary, executor or finisher Portfolio • Review cover letter, resume • Myers, The Graphic • Review Mail-out designs Designer’s Guide to Portfolio Design Assignment 1- Digital Portfolio Design • Organizing your work http://www.ritasue.com/downloads/ge • Digitizing traditional work t_industrial_design_jobs.pdf • Repurposing and optimizing • Storyboarding

4 Finding an Industrial Design Job • Linton, Portfolio Design Opportunity • Baron, Designing a Digital • Research markets Portfolio • Identify areas of interest • Myers, The Graphic • Develop contacts in areas of interest Designer’s Guide to Portfolio • Interactive correspondence Design Design Assignment 1- Digital Portfolio http://www.ritasue.com/downloads/ge • Site Development t_industrial_design_jobs.pdf • Navigation and Architecture • Debugging

5 Developing the Industrial Designer Brand • Linton, Portfolio Design • Key elements for a designer • Baron, Designing a Digital • Collateral material Portfolio

B.A.T. (Industrial Design) Part B - 335 Consent Renewal Application

Design Assignment 1- Digital Portfolio • Myers, The Graphic • File organization Designer’s Guide to Portfolio • Work in progress Design • Debugging

6 Countdown to Portfolio Elements • Digital portfolio • Linton, Portfolio Design • Marketing collateral • Baron, Designing a Digital • CD ROM Portfolio Design Assignment 1- Digital Portfolio • Myers, The Graphic • Presentation Designer’s Guide to Portfolio Design

Reading Week February 19 - 23

7 Marketing Collateral Design • Carter, The Big Book of • Business Cards Corporate Identity • Letterhead • Carter, The Big Book of Logos • Envelopes • CD ROM package Design Assignment -2 – Marketing Collateral Design

8 Working the Grid • Linton, Portfolio Design • Fundamentals of designing with a grid • Myers, The Graphic • Advantages and disadvantages Designer’s Guide to Portfolio Design Assignment -2 – Marketing Design Collateral Design • Carter, The Big Book of • Review work in progress Corporate Identity • Carter, The Big Book of Logos

9 How to Get an ID Interview • Linton, Portfolio Design • Networking • Myers, The Graphic • Cold calling Designer’s Guide to Portfolio • Referrals Design • Differentiating yourself • Evaluating technical and personal skills Design Assignment -2 – Marketing Collateral Design • Review work in progress

B.A.T. (Industrial Design) Part B - 336 Consent Renewal Application

10 The Interview Process • Linton, Portfolio Design • Strategies • Baron, Designing a Digital • Do’s and don’ts Portfolio • Classic mistakes • Myers, The Graphic Designer’s Guide to Portfolio Design Assignment -2 – Marketing Design Collateral Design • Review work in progress

11 Design Assignment -3 – Rocket Show • Linton, Portfolio Design Page Design • Baron, Designing a Digital • Individual “Rocket Show” website Portfolio page • Myers, The Graphic Designer’s Guide to Portfolio Design

12 Design Assignment -3 – Rocket Show • Linton, Portfolio Design Page Design • Myers, The Graphic • Review work in progress Designer’s Guide to Portfolio • Application to post-graduate studies Design

Portfolio Synopsis • Linton, Portfolio Design 13 • Content • Myers, The Graphic • Ethics Designer’s Guide to Portfolio • Evolution Design • Protection Design Assignment -3 – Rocket Show Page Design • Review work in progress

14 Showtime • Digital Portfolio • Marketing Collateral • Rocket Show Page

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

B.A.T. (Industrial Design) Part B - 337 Consent Renewal Application

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline Review b

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 338 Consent Renewal Application

No change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 454 COURSE NAME: Design Research Analysis PREREQUISITE(S): STAT 201 Research Methods STAT 251 Quantitative Methods & Statistics CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Angelo Crupi

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

Design Research Analysis is a course in the methods of research analysis and application to design. In a fast-developing profession that is innovation-centred, industrial designers require practice in diverse research methods. Qualitative and quantitative approaches are analyzed and compared in a case-by-case framework. Cause and effect analysis and alternative methods of inferential inquiry are summarized and applied to develop awareness in all phases of product development from market analysis to the final user, the client and the environment.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Define research in several contexts. 2. Source, select and summarize techniques of design inquiry. 3. Explain the role of quantitative research in a design setting. 4. Define and demonstrate a method of qualitative research in design. 5. Articulate the advantages and disadvantages of qualitative research in design applications. 6. Apply inferential methods of inquiry to design. 7. Develop a method for ranking, summarizing and communicating research findings in visual formats. 8. Define causality and correlation by way of an example in design. 9. Generate alternative methods of inquiry for evaluating the effectiveness of design. 10. Analyze the effectiveness and accuracy of diverse methods of design research. 11. Present design research findings from diverse sources in a cogent visual summary. 12. Evaluate the effectiveness of research methods as applied to a design presentation.

B.A.T. (Industrial Design) Part B - 339 Consent Renewal Application

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES

This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis • Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

B.A.T. (Industrial Design) Part B - 340 Consent Renewal Application

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. Coursepack for BIND 454 Design Research Analysis (Angelo Crupi, Ed.) with excerpts from:

Brealey, Richard, Stewart Myers, Gordon Sick, and Robert Whaley. (1986). Principles of Corporate Finance. Toronto: McGraw-Hill Ryerson Limited. ISBN 0-07-548572-9. (Page 27-34, 223-232)

Breen, Bill. “No Accounting for Design.” Fast Company. Feb. 2007: 38.

Foot, David. "Boomers blow up the census." The Globe and Mail. Thursday, March 21, 2002: A17

Foot, David. Wired for ... what?" Ottawa Citizen. Saturday, November 2, 2002: B7

Foot, David. Baby boom meets baby bust." Globe and Mail, Wednesday September 10, 2003. A23.

Jana, Reena. “The Innovation Backlash.” Business Week. February 12, 2007.

MacGregor, Roy. “How the numbers game revealed the rot in pro sports — and the rise of gardening." The Globe and Mail. January 23, 2003, p. A2.

Neter, John, William Wasserman and G. A. Whitmore. Applied Statistics. Toronto: Allyn and Bacon, Inc. ISBN 0-205-10328-6. (Pages 247-274)

Rae, Jeneanne. “Don’t Look to New Ideas for Growth.” Business Week. January 17, 2007.

Scanlon, Jessie. “How To Turn Money Into Innovation.” Business Week. November 14, 2006.

Verganti, Roberto. “Innovating Through Design.” Harvard Business Review. December 2006.

Wong, Lee Ming, G. Gary Wang, and Doug Strong. “A New Design for Production (DFP) Methodology with Two Case Studies.” Dept. of Mechanical & Industrial Engineering, The University of Manitoba, Winnipeg MB.

Wreden, Nick. "Using Surveys to Get the Information Your Business Needs." Harvard Management Communication Letter, Vol. 5, No. 10, October 2002.

2. Internet

http://www.sociovision.com/sociovision/page?nom=PRINCIPALE (Sociovision 2007)

B.A.T. (Industrial Design) Part B - 341 Consent Renewal Application

http://www.ryerson.ca/~mjoppe/ResearchProcess/ResearchDesignDataCollectionTechni quesandSelectionofSubjects.htm (Ryerson University 2007)

Narins, Pamela. “Choosing the Right Administration Method for Your Research.” http://www.ryerson.ca/~mjoppe/ResearchProcess/AdministrationMethod.htm http://www.nrc-cnrc.gc.ca/main_e.html (National Research Council Canada 2007)

http://www.cdrn.ca/ (Canadian Design Research Network 2007)

Recommended:

Laurel, Brenda. (2003). Design Research: Methods and Perspectives. Cambridge, MA: The MIT Press. ISBN: 0262122634.

VII EVALUATION Weighting

Midterm Test 15% Assignment 1- Market Research, Listen and Learn 20% Assignment 2 – NRC - IRAP Form 15% Assignment 3 – Concluding Essay and Presentation 20% Final Exam 30% 100 %

VIII COURSE SCHEDULE

WEEK TOPICS READINGS / RESOURCES Excerpts From

1 Research Design, Data Collection Techniques Ryerson University Website: and Selection of Subjects http://www.ryerson.ca/~mjoppe/ - Exploratory Research ResearchProcess/ResearchDesi - Conclusive Research gnDataCollectionTechniquesand - Observation SelectionofSubjects.htm - Survey’s

2 Research Design, Data Collection Techniques Ryerson University Website: and Selection of Subjects…continued http://www.ryerson.ca/~mjoppe/ - Validity ResearchProcess/ResearchDesi - Reliability gnDataCollectionTechniquesand - Probability Sampling Techniques SelectionofSubjects.htm - Non-Probability Sampling Techniques

3 Survey Techniques • Narins, Choosing the Right Administration Method for Your Research • Wreden, Using Surveys to

B.A.T. (Industrial Design) Part B - 342 Consent Renewal Application

Get the Information Your Business Needs

4 Test - Research Design Principles - Survey Techniques - Excerpts from readings

5 Cases in Design Research • Verganti, Design • Breen, No Accounting for Design

6 Demographics and Sociocultural Analysis • Foot, Baby Boom Meets Baby Bust, Boomers Blow Up Census, Wired For What, How the Numbers Game Revealed the Rot in Pro Sports – and the Rise of Gardening • Sociovision:http://www.socio vision.com/sociovision/page ?nom=PRINCIPALE

Reading Week February 19 – 23

7 Accounting for Innovation, Measuring ROI on • Jana, The Innovation Design and Innovation Backlash • Scanlon, How to Turn Money into Innovation • Rae, Don’t Look to New Ideas for Growth

8 Financial Analysis – Decision Trees – Net • Brealey et al, Principles of Present Value - ROI Corporate Finance

9 Graphical Representation of Data • Current News Sources (New - Pie Graphs York Times, Financial Post, - Line Graphs Other) - Bar Graphs

10 Statistics and Design • Neter et al, Applied Statistics - Quantitative Analysis

B.A.T. (Industrial Design) Part B - 343 Consent Renewal Application

- Probability - Projections - Regression

11 Designing For Production • Wong et al, A New Design - Review Finance and Statistics Principles for Production Methodology

12 Presentation of Group Projects

13 Presentation of Group Projects and Review

14 Final Exam

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 344 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline Review b

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 345 Consent Renewal Application

No Change

SCHOOL OF APPLIED TECHNOLOGY 2006-2007

It is the student's responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.

PROGRAM: Bachelor of Applied Technology - Industrial Design COURSE NUMBER: BIND 455 COURSE NAME: Design Management PREREQUISITE(S): BIND 354 Professional Practices CREDIT VALUE: 3 HOURS OF INSTRUCTION: 3 FACULTY NAME: Bhupesh Shah

APPROVED: ------(Signature and Date)

I COURSE DESCRIPTION

BIND 455 Design Management is a course outlining the concepts and practice of effective management in the context of design. Through a business model, design is defined by its unique relationship within the corporate structure, consisting of contact with and influence from marketing, engineering, production, customers and senior management. Consensus building strategies, negotiating, and team leadership sessions are combined to focus the organization’s innovation and corporate growth. Corporate leaders will participate in the learning experience as facilitators. Contact with business decision makers is part of this course of study.

II COURSE LEARNING OUTCOMES

On completion of the course the student will be able to:

1. Define the role of design within the context of the corporate structure. 2. Delineate the responsibilities of marketing, production, and management. 3. Explain the rationale for direct contact between the designer, the distributor and end user. 4. Interpret studies in business management. 5. Create opportunities for design and innovation within corporate decision making policies. 6. Build a strategy for dealing productively with suppliers. 7. Build consensus around topics based upon their relevance to business in a design framework. 8. Establish the limitations of the designer’s role in management structures. 9. Negotiate agreement among teams to pursue corporate design objectives. 10. Present a comprehensive and cogent business rationale for implementation plans in design. 11. Formulate an effective response to opposition and offer alternatives in an

B.A.T. (Industrial Design) Part B - 346 Consent Renewal Application

innovative solution. 12. Contextualize copyright, mechanical patent and design patents in a North American context into a meaningful plan. 13. Evaluate the effectiveness of management structures that are inclusive of design and suggest improvements. 14. Integrate methods of recompense such as fees and royalties into a comprehensive office business strategy.

III GENERIC SKILLS

On completion of this course the student will demonstrate competencies in:

1. communication skills: communicate ideas using the most suitable medium for the message, audience and purpose, speaking or writing clearly, concisely, correctly and coherently 2. personal skills: demonstrate self-awareness, self-confidence, self-direction, self- management and use resources to plan for and attain personal, career and work-related goals, within the context of a changing environment 3. interpersonal skills: work effectively and assertively in groups or teams to achieve desired goals and resolve differing and/or opposing ideas and points of view 4. thinking skills: select and apply forms of enquiry, conduct research, think critically and creatively, make decisions, and solve problems 5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry, basic algebra and basic statistical principles) 6. computer application skills: improve personal productivity by using computer application programs and technology-based communication tools.

IV LEARNING VALUES This course will foster students’ development of the following learning values:

1. Broadening students’ understanding of the evolution of knowledge through a growing awareness of the historical context of their studies 2. Developing students’ broader perspectives through an understanding of context 3. Encouraging students’ ethical and moral development 4. Enhancing students’ aesthetic development through a growing appreciation of the subject matter 5. Developing students’ depth and breadth of understanding of the subject matter 6. Developing students’ independent thinking and learning skills 7. Encouraging students’ appreciation of and capacity for lifelong learning 8. Fostering sensitivity for cultural perspectives inherent in knowledge and practice

V METHODS OF PRESENTATION

• Mini-lectures in the studio draw relationships between collaboration with studio/lab work and theoretical design concepts • Specific readings will enrich understanding of the alternative concepts that could be applied in each design assignment • Labs and projects apply prior knowledge and learning from other classes, enhance student self-awareness and develop skills in analysis, creativity, critical thinking, application, problem solving and synthesis

B.A.T. (Industrial Design) Part B - 347 Consent Renewal Application

• Essays enable students to explore ideas and reflect on their own learning • Class presentations and the review of assignments encourage student discussion of design options, theoretical approaches, ideas and values.

VI REQUIRED TEXTS AND SUPPLIES

Required Reference:

1. Fisher, Roger and William Ury. (1991). Getting to Yes: Negotiating Agreement Without Giving In. Penguin Paperbacks. ISBN 0-140-15735-2.

2. Gitomer, Jeffrey. (2004). The Little Red Book of Selling: 12.5 Principles of Sales Greatness. Bard Press. ISBN 1-885-16760-1.

3. Coursepack for BIND 455 Design Management (Bhupesh Shah, Ed.) with excerpts from:

Bennis, Warren and Robert Townsend. (1995). Reinventing Leadership: Strategies to Empower the Organization. HarperCollins Canada. ISBN 0-688-12670-7.

Cooper, Rachel and Mike Press. (2001). The Design Agenda: A Guide to Successful Design Management. New York: John Wiley and Sons Inc. ISBN 0-471-94106-4.

Cramer, James P. and Simpson, Scott. (2004). How Firms Succeed, A Field Guide to Design Management. Atlanta: Greenway Communications. ISBN 0-9675477-8-4.

Fisher, Roger and Daniel Shapiro. (2005). Beyond Reason: Using Emotions as You Negotiate. Toronto: Penguin Group (Canada). ISBN 0-670-03450-9.

Lencioni, Patrick. (2002). The Five Dysfunctions of a Team: A Leadership Fable. John Wiley & Sons Canada, Ltd. ISBN 0-787-96075-6

Recommended Reading

Borja de Mozota, Brigitte (2004). Design Management: Using Design to Build Brand Value and Corporate Innovation. Allworth Press. ISBN 1-581-15283-3.

Bruce, Margaret and J. R. Bessant. (2002). Design in Business: Strategic Innovation Through Design. Financial Times Management. ISBN 0-273-64374-6.

Farris, Paul W., Neil T. Bendle, Phillip E. Pfeifer, and David J. Reibstein. (2006) Marketing Metrics: 50+ Metrics Every Executive Should Master. Philadelphia: Wharton School Publishing. ISBN 0-131-87370-9.

Grant, Robert M. (2005). Contemporary Strategy Analysis : Concepts, Techniques, Applications. Blackwell Publishing. ISBN 1-405-11999-3.

B.A.T. (Industrial Design) Part B - 348 Consent Renewal Application

Goffee, Robert, Gareth Jones. (2006). Why Should Anyone Be Led by You?: What It Takes To Be An Authentic Leader. Harvard Business School Press. ISBN 1-578-51971-3.

Kim, W. Chan and Renee Mauborgne. (2005). Blue Ocean Strategy: How to Create Uncontested Market Space and Make Competition Irrelevant. Harvard Business School Press. ISBN 1-591-39619-0.

Porter, Michael E. (1998). Competitive Strategy: Techniques for Analyzing Industries and Competitors. Free Press. ISBN 0-684-84148-7.

VII EVALUATION Weighting

Progressive Tests 10 % Essay Assignment 10 % Class Presentations 25 % eBook / Management Field Guide 35% Leadership Development and Group Discussions 20 % 100 %

VIII COURSE SCHEDULE

WEEK READINGS / RESOURCES TOPICS Excerpts From

1-3 Why Design Management? • Fisher, Shapiro, Beyond Negotiation Skills Reason Human Resources • Fish, Ury, Getting to YES • Lencioni, The Five Dysfunctions of a Team • Bruce, Bessant, Design in Business, Chapter 7

4-6 Leadership • Bennis, Townsend, Marketing Reinventing Leadership What Clients Want • Kim, Mauborgne, Blue Ocean Strategy • Goffee, Jones, Why Should Anyone Be Led By You? • Bruce, Bessant, Design in Business, Chapter 5 • Cramer, Simpson, How Firms Succeed • Farris, et al, Marketing Metrics • Gitomer, The Little Red Book of Selling

B.A.T. (Industrial Design) Part B - 349 Consent Renewal Application

READING WEEK

7-11 Regulatory and Legal Issues Guest Speaker(s) Production and Engineering Creativity

12-13 Finance • Bruce, Bessant, Design in Working with Suppliers Business, Chapter 8 Consensus Building • Cramer, Simpson, How Strategy and Design Firms Succeed • Cooper, Press, The Design Agenda, Chapter 4 • www.dmi.org Success in the Business of Design • Kim, Mauborgne, Blue Ocean Strategy • Porter, Competitive Strategy • Grant, Contemporary Strategy Analysis.

14 Wrap-Up

Final presentations

IX SUPPLEMENTARY TESTS/EXAMS/PROJECTS

Supplementals are not available in this course, unless extraordinary, documentable circumstances have prevented a student from participating in scheduled course activities. All applications for supplementals are made to the course instructor.

X ACADEMIC CONCERNS/APPEALS

Any student having an academic concern or questioning an academic decision should first discuss the matter directly with their professor; then with the program coordinator if the issue cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful. Complete details regarding academic appeals are found in the College’s Academic Complaint and Appeal Policy.

XI POLICIES AND PROCEDURES

It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the School of Applied Technology's Academic Handbook). The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html

B.A.T. (Industrial Design) Part B - 350 Consent Renewal Application

XII PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Course credits may be granted in recognition of prior learning. Application for consideration is made through the Office of the Registrar. The method(s) of assessment are:

Challenge Portfolio Skills Test Interview Other Not Exam (please Available for specify) PLAR

Transcript and Course Outline Review b

XIII DISCLAIMER

While every effort is made by the professor to cover all content material listed in this outline, the order, content and/or evaluation may change as a result of special circumstances (e.g. time constraints due to inclement weather, College closure, technology/equipment problems and/or changes, etc.) In any such case, every effort will be made to make appropriate adjustments to the course delivery.

B.A.T. (Industrial Design) Part B - 351 Consent Renewal Application

Breadth Electives Overview

History

A key component of degree level education in Ontario is a strong liberal arts curriculum. In planning for degree programs, Humber has carefully developed a broad-based commitment to general education. Building upon a record that has been recognized by universities in Ontario and other jurisdictions, Humber’s Liberal Arts and Science Division plays a vital role in the design, development and delivery of a strong liberal arts component for degrees. The blending of liberal arts with program specific curricula offers opportunities for the enhancement of the workplace skills of graduates from these programs, and the knowledge and understanding they need to take leadership roles in their professions and the broader community. It also allows them to continue their studies at a post-graduate level.

Humber’s liberal arts offerings progress through a rigorous curriculum development process that seeks the advice of discipline specialists, vocational faculty, students, and other postsecondary institutions. The goals of both breadth and depth are achieved with a range of courses at a variety of levels, including lower level and upper level university instruction. They are organized into breadth categories: Arts and Literature, Social Sciences and Humanities, and Natural Sciences and Technology.

Humber has always recognized the importance of working with colleagues in various professional areas as a way of securing the relevance and embedding the value of general education in a vocational setting. As part of its partnership with the University of Guelph, Humber has worked closely with the University to develop curriculum in the joint programs that is geared to the marketplace while being academically rigorous. Some examples that have been developed by Humber for the Media Studies joint degree/diploma program, and that have been approved as part of that program in the University’s Senate, include the following:

• The Literature of Journalism • The Sociology of Popular Culture • Perception, Power and the Media • Ideology, Public Opinion and Research • Icon, Sign and Symbol • International Relations: Global Media

B.A.T. (Industrial Design) Part B - 352 Consent Renewal Application

In addition, Humber has developed several academically rigorous courses that will be among the elective offerings for the joint programs. They include the following:

• Global History • The Sociology of Consumption • The Good Life: A Philosophical Investigation • Human Security and World Disorder • Scientific Achievements of the 20th Century • Religion, Spiritualism, and Mysticism

Humber has also developed a unique partnership with the University of New Brunswick to offer a collaborative, integrated degree in Nursing. The program, taught at Humber by Humber’s Health Sciences faculty members, leads to a Bachelor of Nursing conferred by the University of New Brunswick. Humber also has developed the general education (breadth) courses for this program, which were written and delivered by Humber faculty.

These courses include:

• The Sociology of Health • Introduction to Psychology • Listening and the Art of Narrative • Human Growth and Development

Breadth Courses for Degrees

Breadth courses are those courses that offer students an analytical framework through which to observe and learn about themselves, their vocational area of study, and their society and culture. These courses offer a perspective that encourages self-reflection and critique and new opportunities for a rigorous exploration of the relation between the self and others, social and political institutions, ethics and action, art and culture, and science and the natural world. They are centred in, but not necessarily limited to, the liberal arts and sciences. These courses may be grounded in the modes of analysis of a particular discipline or they may assemble and integrate the insights of several subject areas in an interdisciplinary manner.

The original design and ongoing development of breadth courses is guided by five goals:

• Lifelong Learning: To afford students an opportunity to develop a foundation of knowledge and skills necessary to a life of learning and adaptation.

B.A.T. (Industrial Design) Part B - 353 Consent Renewal Application

• Self-knowledge: To help students develop the ability to critically analyze the forces that shape their values, ideas, and personal circumstances so that they can cultivate a thoughtful, realistic, and positive sense of themselves.

• Global Perspectives: To help students understand the global forces that are shaping their local community, through an examination of diverse theories, narratives and histories about the environment, work, family, marketplace, politics, arts, sciences, and technology.

• Citizenship: To provide the community with educated graduates who are ethical, professional, and productive in the public workplace and who are informed and engaged citizens.

• Relevance: To evolve in a manner that is responsive and relevant to students and the changing circumstances in which they live.

Each Baccalaureate Degree Program offered by Humber will include general education courses that meet the choice, rigour, breadth, level, and liberal studies requirements reflected in the Quality Assessment Board Handbook for College Applicants. Courses are offered at either an introductory or advanced level and students must take at least two courses at the advanced level. Courses are offered under one of the following four categories:

• Arts & Humanities • Social Sciences • Natural Sciences • Interdisciplinary/Complementary Breadth (which could include either interdisciplinary courses or broad-based courses outside the main field of study, e.g., sufficiently broad- based Business course for a non-Business student)

Courses are open to students in more than one program and will be taught by faculty with graduate academic credentials in the subject rather than in the vocational areas.

Generic Skills: All breadth courses explicitly provide learners with opportunities to develop the fundamental skills (literacy, numeracy, interpersonal, computer, and thinking) necessary to operate in a challenging and changing environment. These skills are introduced, reinforced at every opportunity, and assessed in a holistic manner in the breadth courses. Moreover, skill sets are integrated with the essential knowledge base provided by the discipline. The courses available, as of this time, in the four categories are:

B.A.T. (Industrial Design) Part B - 354 Consent Renewal Application

ARTS & HUMANITIES Ethics and Moral Theory Knowing and Believing: Epistemology Brainstorm Philosophy of Law Human Security and World Disorder The Good Life: A Philosophic Investigation Film Survey and Analysis Foundations of Literature & Composition Betrayal in Contemporary Fiction (advanced) History of Art Contemporary Narrative (Advanced) Principles of Leadership Power Power 2: The Question of Legitimation (Advanced) Theories of Beauty (Advanced)

SOCIAL SCIENCES Introductory Psychology Social Psychology Developmental Psychology Introductory Sociology Introduction to Politics Sociology of Consumption Sociology of Technology City Life (Advanced) Desire and Discontent (Advanced) How Is Society Possible? Conflict, Cooperation & Social Theory (Advanced)

NATURAL SCIENCES Astronomy Breakthroughs of Twentieth Century Science

INTERDISCIPLINARY/COMPLEMENTARY BREADTH Communication, Technology & Culture Canadian Studies The Influence of Mass Media on Canadian Society Money, Markets & Democracy Business and Politics (Advanced)

B.A.T. (Industrial Design) Part B - 355 Consent Renewal Application

Course Title: Academic Writing and Critical Reasoning – No Change Year and Semester: Breadth Elective Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): CO-REQUISITIES: TOTAL COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT 3:0 COURSE RESTRICTIONS:

1.0 COURSE DESCRIPTION

The purpose of this course is twofold: (i) to reinforce students’ academic writing skills, with an emphasis on exposition, analysis, and argumentation,, and (ii) to develop critical reasoning through discussion and analysis of readings drawn from various academic disciplines and of varying complexity. These readings, which have a general relevance to students’ area of study, may vary from semester to semester. Emphasis will be placed on clear writing and the ability to develop reasoned arguments. Students will be required to write on topics related to their field of study.

2.0 COURSE LEARNING OUTCOMES

Upon completion of this course, students will be able to:

1. produce clear, concise, and coherent writing assignments; 2. apply the conventions of expository and persuasive writing, including grammar, spelling, and punctuation; 3. read and discuss materials drawn from a variety of academic disciplines beyond the literal level; 4. apply basic techniques of critical reasoning to the selected readings; 5. maintain a weekly journal, identifying issues and difficulties in the reading assignments; 6. analyse a case study of an environmental issue in terms of its ethical dimensions; 7. complete an annotated bibliography; 8. write a research paper with a focus on supporting and developing ideas along with appropriate documentation.

3.0 COURSE TOPICS

Note: Readings may vary depending upon students’ field of study.

B.A.T. (Industrial Design) Part B - 356 Consent Renewal Application

Course Title: Academic Writing and Critical Reasoning – No Change Year and Semester: Breadth Elective Week Topic

1 Introduction to course: critical reading, essay writing, analytical reasoning; the theme of nature, ecology, and technology; writing diagnostic 2 WRITING: writing process: prewriting, composing, revising, editing READING: Aristotle, “The Purpose of Nature” (TE); Thoreau, “Nature” (TE); White, “The Historical Roots of our Ecological Crisis”* 3 WRITING: conventions of expository and persuasive writing READING: Carson. “A Fable for Tomorrow” and “The Obligation to Endure”(TE) 4 WRITING: grammar review In-class essay (10%)

5 WRITING: overview of the principles of documentation READING: Naess, “The Shallow and the Deep” (TE); Bookchin, “The Concept of Social Ecology”(TE) 6 WRITING: introductions and conclusion; annotated bibliographies; assignment: Annotated Bibliography (10%) due in two weeks READING: case study: “Bhopal and Responsible Care”* 7 WRITING: developing arguments READING: case study: “Exxon Valdez and the Cleanup”* Assignment: analysis of one case study (15%) due in two weeks

8 WRITING: revising READING: Franklin, The Real World of Technology Assignment due: Annotated Bibliography

9 WRITING: proofreading and practice; discussion of research essays and topics READING: Franklin, The Real World of Technology Assignment due: Case Study

10 In-class assignment 10%

11 READING: On, “Ecological Literacy” (TE); Milbrath, “Envisioning a Sustainable Society: Learning Our Way Out” (TE)

12 Writing Workshop

13 review and discussion of the exam; assignment due: Research Essay 20%

14 FINAL EXAM (25%)

B.A.T. (Industrial Design) Part B - 357 Consent Renewal Application

Course Title: Academic Writing and Critical Reasoning – No Change Year and Semester: Breadth Elective

4.0 METHODS OF INSTRUCTION

• Lecture • Discussion • Research

5.0 TEXTBOOKS AND SUPPLEMENTAL READING MATERIAL:

Cahn, Matthew and Rory O’Brien, eds. (1996) Thinking about the Environment: Readings on Politics, Property, and the Physical World. Armonk, N.Y. : M.E. Sharpe, (referred to as TE)

Course pack includes the following:

White, (1997) “The Historical Roots of our Ecological Crisis”. Science 155, 3767: 1203- 1207

“Exxon Valdez and the Cleanup” and “Bhopal and Responsible Care” from Newton, Lisa and Catherine K. Dillingham. Watersheds 2: ten cases in environmental ethics. Belmont, CA: Wadsworth.

Franklin, Ursula. (1999)The Real World of Technology. Toronto: Anansi.

Troyka, .L.Q. (2002) Simon and Schuster Handbook for Writers (3rd Canadian edition). Toronto: Prentice Hall.

6.0 RESOURCES OBTAINED/SUPPLIED BY STUDENT:

Required text CANCOPY text of readings

7.0 STUDENT EVALUATION:

Journal (submitted weekly) 10% In-class essay (500 words) 10% In-class analysis (750 words) 10% Annotated Bibliography 10% Case Study (750 words) 15% Research Essay (1000 words) 20% Final Exam 25% TOTAL 100%

B.A.T. (Industrial Design) Part B - 358 Consent Renewal Application

Course Title: Academic Writing and Critical Reasoning – No Change Year and Semester: Breadth Elective Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: David Wallace

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: David Wallace, James MacDonald

If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: Ph.D. (English); minimum M.A. (English)

Classroom requirements: Humber has sufficient classroom space at the North Campus to accommodate 10,200 students and at the Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

B.A.T. (Industrial Design) Part B - 359 Consent Renewal Application

Course Title: Astronomy: Discovering Our Place in the Universe – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, research, tutorial, simulation CO-REQUISITES:

I. COURSE DESCRIPTION

At the beginning of the 21st Century, we have the capacity to understand, in a way no previous generation could, our unique and privileged place on a planet in our solar system as part of the Milky Way galaxy in an expanding universe of galaxies. Through direct observation and classroom simulations, we will encounter and describe the movements of the night sky; the same night sky ancient civilizations observed and recorded with amazing accuracy. We will uncover the birth of scientific thought as humans developed models and physical laws to explain the dance of the heavens. With the benefit of data from modern land based telescopes, the Hubble Space Telescope and space probes we will explore the planets, the life cycle of stars, the nature of galaxies in an expanding universe, the origins and future of the cosmos and the possibility of extraterrestrial life. Direct observation will be encouraged using naked eye, binoculars, the college telescope plus local and worldwide resources.

II. INSTRUCTIONAL GOALS

From participation in this course, students should:

• experience and express an informed sense of awe from gazing into a clear, dark night sky; • appreciate the human interest humanity in the heavens and the painstaking effort of so many people from antiquity to the present to achieve our current understanding; • recognize the difference between a casual or speculative, non-structured, qualitative description of some feature in astronomy and a systematic, critical, quantitative and well-accepted theory; • comprehend the overall structure of the universe: our earth, out through our solar system to the domain of stars, to the collection of stars into galaxies, and the association of galaxies into clusters.

III. LEARNING OUTCOMES

Upon completion of the course, students should be able to

1. Describe the general movements of sun, moon, planets, stars and constellations in unambiguous terms and identify prominent constellations of the seasonal sky.

B.A.T. (Industrial Design) Part B - 360 Consent Renewal Application

Course Title: Astronomy: Discovering Our Place in the Universe – No Change Year and Semester: Elective Choice 2. Demonstrate the skills necessary to continue exploration of the night sky through all seasons of the year with the naked eye, or with aid of binoculars, telescopes, Planetariums or computer software. 3. Point out the difference between a casual, non-structured, qualitative description of some item of the night sky, and a systematic, critical, quantitative observation. 4. Outline the structure and scale of the universe using the domains of solar system, Milky Way Galaxy and collections of galaxies and be able to assign numbers, distances, sizes and times to the features within these domains. 5. Summarize the historical development of models of the universe from ancient civilizations to modern times and note the impact of the major developments on astronomy in particular, and human thinking in general. 6. Recognize that all matter emits electromagnetic radiation characteristic of the material and its particular state and that the transmission of electromagnetic radiation as radio waves, micro-waves, infrared, visible and ultraviolet light, x-rays and gamma rays, is the main way we become aware of objects in the universe. 7. Explain how a variety of telescopes collect electromagnetic radiation and focus it for visible detection or analysis by wide range of modern instruments. 8. Compare the characteristics of the Terrestrial and Jovian Planets and show how the consistent features of the planets as well as the role of asteroids, comets and meteors point to a model for the origin of our solar system. 9. Describe the features of a star and recognize the sun as a typical star; indicate how direct and indirect measurements have been developed to obtain numerical values for features of stars in our galaxy and beyond. 10. Demonstrate how the above features interact to build our understanding of interstellar medium, the life cycle of stars and spectacular stellar events. 11. Describe the Milky Way galaxy as a collection of stars with its own set of structural features and recognize it as different from an expanded solar system. 12. Describe the large-scale structure of the universe in terms of collections of galaxies and identify the difficulties of making measurements at this scale. 13. Explain the Big Bang theory of the origin of the universe and relate how it is being affected by recent information from new instruments. 14. Debate the possibility of life elsewhere in the universe, and compare the tabloid press and anecdotal reports with the scientific exploration of this possibility. 15. Demonstrate communication skills at a degree level in making requests, following instructions, completing assignments, taking tests and submitting reports.

IV. COURSE CONTENT OUTLINE

There are three classroom hours per week. These classes will include multimedia presentations, interactive lectures and seminars to discuss and illustrate concepts and develop observational skills. For timing purposes a Learning Module (LM) represents approximately three hours of classroom time or equivalent activity. Testing will take place in class periods. There will be out of class assignments, reports and at least one observation project. As weather and logistics permit there will be night sky viewing with binoculars and the college telescope, on our own and/or in conjunction with Humber Star Club.

B.A.T. (Industrial Design) Part B - 361 Consent Renewal Application

Course Title: Astronomy: Discovering Our Place in the Universe – No Change Year and Semester: Elective Choice

UNIT TOPICS TIMING

1-a The Night Sky: Looking out from Our Place LM’s 1-3 Survey of the Universe: The Scope of the Course Describing the Observed Motions in the Heavens from an Earth Centred Universe History and Models of the Universe

1-b The Neighbourhood: Our Solar System LM’s 4-6 Comparative Features of the Solar System Earth and Moon as Models for Other Objects The Terrestrial Planets The Gas Giants & Pluto Interplanetary Debris Origin of Our Solar System Planets Around Other Stars

2-a The Extended Community: Our Galaxy of Stars LM’s 7-11 Celestial Information: Light and Other Electromagnetic Radiation Collecting the Information: Telescopes and Other Instruments Our Sun: the Local Star Measuring the Properties of Distant Stars The Life Cycle of Stars from Birth out of the Interstellar Medium to Spectacular Endings as Planetary Nebula and Super-Nova Special Stellar Events and Strange Cases

2-b The Universe of Galaxies: Our Ultimate Home LM’s 12-15 The Milky Way Galaxy A Universe of Galaxies The Shape, Age and Future of the Universe Life in the Universe

Disclaimer: Topics and emphasis may vary by mutual agreement depending on astronomical events unique to the semester and/or the evolving interests of the class.

V. METHOD OF STUDENT EVALUATION

Evaluation will be by a combination of unit tests and a series of mandatory and chosen projects. Creative and committed responses in content and presentation from professional or personal interests will be encouraged and factored into the evaluation of projects where appropriate. The assignment of marks is as follows:

B.A.T. (Industrial Design) Part B - 362 Consent Renewal Application

Course Title: Astronomy: Discovering Our Place in the Universe – No Change Year and Semester: Elective Choice Activity Assigned Value

Two Unit Tests – These will consist of multiple choice and essay answer questions in approximately a 75% / 25% ratio. Sample test questions will be provided 20 & 30 = 50%

Five Projects, ~ 10 marks each. Some projects will be mandatory, and others will be chosen from a variety of project offerings including observational activities, computer simulations, and other tasks. The projects offer a mixture of short and long-term time commitments. Special astronomical events, instructor preferences, student interest and new technologies will determine the particular offerings each semester. 5 x 10 = 50%

TOTAL = 100%

VI. REQUIRED TEXT(S) AND OTHER LEARNING MATERIALS

Textbook - a text similar to one of the following will be chosen and assigned for the course:

Michael A Seeds, Astronomy – The Solar System and Beyond, 3rd ed. including The Sky CD-ROM Planetarium Software, Brooks/Cole Publishers, ISBN # 0-534-39537-6

William K. Hartmann & Chris Impey - Astronomy - The Cosmic Journey, 6th ed . including The Sky CD-ROM Planetarium Software, Brooks/Cole Publishers, ISBN # 0- 534-39647-X

Jeffery Bennett et al., The Cosmic Perspective, 3rd ed,: Benjamin Cummings Publishers, ISBN: #0-8053-8738-

Other Resources

Every student will require a set of class notes, titled: “Astronomy: Class Notes, Assignments and Sample Tests.” These will be available from the bookstore

Lectures and multimedia sessions will draw on the support materials of the assigned text. It will be the basis of review quizzes and units tests and an excellent starting point for assigned projects and/or personal enquiry into astronomy. The Appendix Tables and Glossary will be up to date and valuable in the study of astronomy.

Project CLEA (Contemporary Laboratory Experiences in Astronomy) will be used for in- class demonstrations and for some of the optional assignments. These are a series of computer simulation activities that are freely available on the Web.

B.A.T. (Industrial Design) Part B - 363 Consent Renewal Application

Course Title: Astronomy: Discovering Our Place in the Universe – No Change Year and Semester: Elective Choice Binoculars are useful for personal observation and some optional assignments. Several pieces of astronomy-related computer shareware will be made available if the text does not include such software.

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Tom Olien

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Tom Olien If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred

Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 364 Consent Renewal Application

Course Title: Betrayal in Contemporary Fiction – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): Successful completion of at least two lower level breadth courses or letter of permission. COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research CO-REQUISITES:

I. COURSE DESCRIPTION

It is probably safe to say that betrayal, of one kind or another, is a universal human experience. We have all felt betrayed. We should admit, though, that some betrayals are more serious, more profound, than others. Some betrayals are the stuff of tragedy itself. Through the study of fiction, mainly novels, published since 2000, this course explores betrayal: its kinds: personal, communal, historical, linguistic, technological; its implications: physical, emotional, moral; and its outcomes: change, loss, revelation. Many of the texts chosen, especially those in the second half of the semester, combine themes of betrayal not only in their subject matter but also in their narrative method, thereby allowing students to analyse formal characteristics of contemporary narrative, as well as theme. The theoretical readings, particularly those of Freud, Austin, Barthes, De Man, Foucault, Iser, and Hardwick supplement and, in some cases, frame the study of the primary texts. Not surprisingly, the course concludes with the study of technological betrayal – perhaps the greatest betrayal we currently face. Students will conduct original research based on the ideas generated by Margaret Atwood’s Oryx and Crake (2003), a novel full of frightening prediction and questions about the future of humanity.

II. LEARNING OUTCOMES

On completion of this course, students will be able to:

1. account for and explain the prevalence of themes of betrayal in contemporary literature; 2. explain the tragic dimensions of betrayal, and explain the relationship between betrayal and tragedy; 3. outline the cultural sources and underpinnings of our view of betrayal; 4. compare the attitude toward betrayal manifest in Greek tragedy and the Old Testament to the attitude promoted by the New Testament; 5. describe the extent to which acculturation may be perceived as a betrayal of tradition and community; 6. explain the moral dimension of betrayal and outline the ambiguities inherent in that morality; 7. identify the kinds of betrayal represented in contemporary narrative;

B.A.T. (Industrial Design) Part B - 365 Consent Renewal Application

Course Title: Betrayal in Contemporary Fiction – No Change Year and Semester: Elective Choice 8. apply psychoanalytic theory, explain the psychology of the betrayer and compulsion to deceive or betray; 9. relate betrayal and deception to the need to invent and to write; 10. identify narrative type and technique in the texts studied; 11. evaluate the effects of specific narrative techniques on content; 12. describe narrative persona and narrative viewpoint in specific texts; 13. trace the steps of the reading activity and explain the role of the reader in creating meaning in a specific text; 14. outline the characteristics of the following: tragedy; the picaresque novel; the comic novel; the novel of ideas; and dystopian fiction; 15. describe and analyse responses to and effects of betrayal as they are represented in the texts studied; 16. compare the effects of betrayal on individuals represented in the texts studied; 17. explain the uneasiness of the relationship between science and ethics as that relationship is articulated by specific texts studied; 18. verify with evidence the extent to which the predictions described in contemporary dystopian fiction have already occurred or been realized; 19. conduct and summarize research to support theories concerning technology as it is represented in specific texts; 20. correctly document secondary sources used in research for term papers and other writing assignments.

III. COURSE CONTENT OUTLINE

Unit 1 Introduction: foundations in Greek tragedy and Bible for analysis of betrayal; betrayal and revenge; betrayal and forgiveness

Section 1-2

“Jason has betrayed his children and my mistress.” (The Medea of Euripides)

Students will begin by reading The Medea of Euripides as a point of departure for their analysis of the intersection of tragedy and betrayal. The drama of the betrayal of Medea and her children by Jason, and Medea’ s subsequent and terrible revenge, provides rich ground for students to examine ideas of fidelity, marriage oaths, and morality. Students will analyse the extent to which the betrayed subject is both victimized and complicitous in his or her betrayal. By considering to what extent, if any, Medea is justified in taking her revenge, and by studying the attitude of the Greek chorus, students will be introduced to questions germinal to the course: what are the cultural, political, and moral underpinnings of our view of betrayal? In an attempt to trace the cultural sources of our often contradictory attitude, the ethos of revenge explicit in Greek tragedy and in the Old Testament will be compared to New Testament accounts of forgiveness, particularly Christ’s forgiveness of Judas’s betrayal and Peter’s denial in the garden.

B.A.T. (Industrial Design) Part B - 366 Consent Renewal Application

Course Title: Betrayal in Contemporary Fiction – No Change Year and Semester: Elective Choice Readings for Unit 1

In Cancopy Course Package: The Medea of Euripedes Biblical selections

Unit II Historic Betrayal: the language of promises, contracts, oaths and their betrayal; betrayal as a breaking of bonds: marital, familial, tribal, communal, and economic.

Section 3-4

“One doesn’t like to think of people giving their best, even their lives, under deceptive circumstances.” No Great Mischief

This novel explores the profound and lasting effect of The Clearances in Highland Scotland – a betrayal, by imperialism, changing economies, and acculturation of an entire people and way of life, an historical betrayal that resonates in Canada today. Students will study MacLeod’s multi-award winning novel to expand their understanding of the kinds of betrayal and duplicity, and of the lasting psychological and physical effects of betrayal on individuals, families and communities. Austin’s and De Man’s analyses of contractual language and promises, introduced in Section 1-2, will continue to provide a theoretical focus for students’ exploration of the linguistic underpinnings of loyalty and betrayal, central to MacLeod’s treatment of the historic Clan MacDonald. Lectures will fill in relevant historical context and background.

Readings for Unit II

In Cancopy Course Package: J. L. Austin, “Other Minds,” (on performance language and promises) J. J. Rousseau, Social Contract (excerpt) Paul de Man, “Promises” Alister MacLeod, No Great Mischief

Unit III Secrets and Betrayal of Trust

Section 5-6

“Soon they knew much more. At least Liza did …. She knew not to talk so much about all she knew.” (Vandals)

In this section, students will study selected short fiction dealing with secrets and with the betrayal of love and trust. They will examine everyday betrayals, those betrayals of women and children in the stories of Alice Munro, an author particularly adept at representing the complexity of betrayal and at narrating the seeming normalcy of the everyday, the veneer that covers the unspeakable. For Munro, the ambiguous grey area

B.A.T. (Industrial Design) Part B - 367 Consent Renewal Application

Course Title: Betrayal in Contemporary Fiction – No Change Year and Semester: Elective Choice at the centre of much human motivation is what makes betrayal intriguing, and students will contrast her view to the morally unequivocal attitude of Greek tragedy. Selected stories of Jon McGregor, Sam Shepherd, and Michael Redhill will also be explored in this context, as well as Ian McEwan’s Reflections of a Kept Ape, which invites students to consider lovers and their betrayal games in an unorthodox, but altogether revealing, situation. Elizabeth Hardwick’s recent critical study Seduction and Betrayal provides a theoretical base for analysing the fiction selected. The betrayals of love necessitated by politics, a theme taken up more fully in Units IV and V, will be introduced here through Somerset Maugham’s Giulia Lazzari, from his Ashendon spy stories, and through Nadine Gordimer’s Crimes of Conscience. J. M. Coetzee’s interview provides students with further insight into the exigencies of politics on writing and on telling truths.

Readings for Unit III

In Cancopy Course Package: Nadine Cordimer, “Crimes of Conscience” Somerset Maugham, “Giulia Lazzari” Alice Munro, “Open Secrets” “Vandals” Jon McGregor, “What the Sky Sees” Sam Shepherd, “Great Dream of Heaven” Ian McEwan, “Reflections of a Kept Ape” From Michael Redhill, Fidelity Excerpt from Elizabeth Hardwick, Seduction and Betrayal “J. M. Coetzee Interview” (from Doubling the Point)

At the end of Section 6, there will be a short paper due, worth 15% of the final grade.

Unit IV Crimes of Conscience and the Betrayals of War

Section 7

Beginning with Jonathan Safran Foer’s Everything Is Illuminated, students will undertake a study of the betrayals caused by war, in this case the betrayal of ties of brotherhood caused by the Nazi Occupation of Eastern Europe and Genocide of the Jews during WW2. Although its subject is profoundly tragic, Everything is Illuminated, while not formulaically comic, is a humorous novel; its form, epistolary; its style, picaresque; its tone, both one of despair and laughter. This novel gives students the opportunity to address questions of the relation of form to content. Is Safran Foer’s method effective? Is his treatment of war’s and Nazism’s betrayals and atrocities appropriate? What does his method tell us about ourselves and about the human condition? What is illuminated in Everything is Illuminated?

Section 8-9

“The very complexity of her feelings confirmed Briony in her view that she was entering

B.A.T. (Industrial Design) Part B - 368 Consent Renewal Application

Course Title: Betrayal in Contemporary Fiction – No Change Year and Semester: Elective Choice an arena of adult emotion and dissembling from which her writing was bound to benefit.” (Atonement)

Ian McEwan’s Atonement is an utterly compelling narrative of childhood, love, loss of innocence, war, and class. In its movement from the personal betrayal caused by a young, privileged, English girl’s lie that profoundly alters the lives of others, through the betrayal of youth, masculinity, and life in the horrors of the battlefields of WW2, to the final deceptions practised by this narrative on the reader him/herself, this novel offers students a range of betrayals to study. To help students appreciate the politics of betrayal, lectures will inform on aspects of WW2, including background on battles on the Normandy coast detailed in Atonement. With supplementary readings in Freud, the psychology of the betrayer and the impulse to dissemble (and to write) will be examined. Perhaps most importantly, McEwan’s work raises the possibility of atonement and allows students to consider whether betrayal can ever finally be forgiven and the betrayer absolved.

Readings for Unit IV

In Cancopy Course Package: Excerpts from Freud Foer, Safran, Jonathan. Everything is Illuminated McEwan, Ian, Atonement

At the end of section 8, there will be a comprehensive test worth 25% of the final grade.

Unit V Narrative Betrayal

Section 10-11

“Isn’t telling a story about something, using words, English or Japanese, already something of an invention? Isn’t just looking upon this world already something of an invention?” (Life of Pi)

Continuing their study of the theme of narrative betrayal and the connection between betrayal and invention (of stories), both ideas introduced by Atonement, students will read Yann Martel’s Life of Pi, a novel that is pure invention, one that gives readers one story, perhaps an allegory, and then after readers have conceded and willingly suspended their disbelief takes it all back and gives readers an alternative story, more credible, more concrete, and ultimately more horrific. What is this technique but a betrayal of readers’ expectations of narrative? Shouldn’t the authors, after all, stick to their story? As a starting point for investigating relations between author, narrator, and truth, Wayne Booth’s work on the reliability of the narrator explains key terms and concepts, and gives a solid theoretical framework. Life of Pi raises for students critical questions about the properties of authorship and the activity of reading itself: is the Author the origin of meaning in the text or is the Reader? How do contemporary authors, such as Martel and McEwan, play with more or less conventional valorisations

B.A.T. (Industrial Design) Part B - 369 Consent Renewal Application

Course Title: Betrayal in Contemporary Fiction – No Change Year and Semester: Elective Choice of the author, with the idea of the author as the principle of a certain unity of writing? In addition, the originality of Martel’s novel is questionable; Martel himself admits his debts to other writers’ narratives. Roland Barthes’ seminal essay, “The Death of the Author” (1968), as well as selections from the work of Michel Foucault, Wolfgang Iser, and more recently, Sean Burke, will provide a theoretical foundation for this section.

Readings for Unit V

In Cancopy Course Package: Excerpt from Wayne Booth, The Rhetoric of Fiction Roland Barthes, “The Death of the Author” Michel Foucault, “What is an Author” Excerpt from Wolfgang Isser, “The Reading Process: A Phenomenological Approach” Sean Burke, “The Death and Return of the Author” Yann Martel, Life of Pi

A term paper worth 25% will be due at the end of Unit 5.

Unit VI The Betrayals of Technology

Section 12-14

“With the bomb, ideas of right and wrong ceased to exist…. We were all lied to. In one way or another…[W]e had long since left a perfect world behind.” (The Ash Garden)

Ironically, the greatest medical, scientific, and technological advances owe their development to war. The promise and hope of atomic energy, and the betrayal of that promise, is the subject of Dennis Bock’s The Ash Garden. Through Bock’s tri- perspective narrative, students will explore the effects of America’s dropping of the atomic bomb on Japan at the end of WW2, on a Japanese child in Hiroshima, on one of the bomb’s founding physicists, and on the life and conscience of the world generally. Students will investigate the intersection of science and ethics in an attempt to understand the uneasy relationship between them. The course will conclude with a study of Margaret Atwood’s dystopian novel, Oryx and Crake, to allow students an imaginative glimpse at the possible repercussions of the betrayals of technology on humanity’s future. Students will be expected to conduct research on current ethical problems or betrayals associated with science and technology to supplement, verify, or refute the alarming ideas presented in Atwood’s novel.

Readings for Unit VI

Dennis Bock, The Ash Garden Margaret Atwood, Oryx and Crake Excerpts from Bill McGibbon, Enough: Staying Human in an Engineered World

B.A.T. (Industrial Design) Part B - 370 Consent Renewal Application

Course Title: Betrayal in Contemporary Fiction – No Change Year and Semester: Elective Choice

There will be a final exam during the scheduled exam period worth 30% of the final grade.

IV. RECOMMENDED ADDITIONAL READINGS

The texts suggested here have been selected because (1) they provide provocative, intellectually challenging treatment of themes of betrayal, or (2) they will broaden students’ knowledge of the breadth and range of particular authors’ works.

The Agamemnon of Aeschylus Atwood, Margaret. The Blind Assassin The Handmaid’s Tale Banville, John. The Untouchable Ford, Madox. The Good Soldier MacLeod, Alister. The Island McEwan, Ian. The Child in Time Munro, Alice. Hateship, Friendship, Courtship, Loveship, Marriage Ondaatje, Michael. Anil’s Ghost The English Patient Shakespeare’s Tragedies

V. EVALUATION PROCEDURES

Short writing assignments 20% Mid-term Test 25% Term Paper 25% Final Exam 30% TOTAL 100%

VI. REQUIRED TEXTS AND OTHER LEARNING MATERIALS

Texts:

Atwood, Margaret. Oryx and Crake. Toronto: McClelland and Stewart, 2003.

Bock, Dennis. The Ash Garden. Toronto: Harper Collings, 2001

Foer, Jonathan Safran. Everything is Illuminated. Toronto: Harper Collins, 2002.

Martel, Yann. Life of Pi. Toronto: Random House, 2002

MacLeod, Alister. No Great Mischief. Toronto: McClelland & Stewart, 1999.

McEwan, Ian. Atonement. Toronto: Knopf Canada, 2001.

B.A.T. (Industrial Design) Part B - 371 Consent Renewal Application

Course Title: Betrayal in Contemporary Fiction – No Change Year and Semester: Elective Choice

Cancopy Course Package

Other:

Access to a personal computer and Internet access

VII. DELIVERY FORMAT

This course will be conducted mainly through lectures and seminar discussion. Students are expected to prepare for and participate in seminar discussion. There will be opportunity for group work once during the semester.

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Barbara Morris

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Mary Ellen Kappler, Ella Ophir If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. (English) minimum, Ph.D. preferred Classroom requirements: The college has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 372 Consent Renewal Application

Course Title: Brainstorm – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, case studies CO-REQUISITES:

1.0 COURSE DESCRIPTION

This course investigates what it means to think rationally and intelligently through an examination of powerful arguments on topics such as the nature of truth, the relationship between religion and science, campus speech codes and censorship, the nature of mental illness, war crimes, and the nature of evil. Through this examination of the ideas and arguments of great thinkers, students are encouraged to question underlying assumptions, appreciate the formal structure of good argumentation, and evaluate the ultimate strength of various positions. Students will develop complex thinking skills that will allow them to analyse their own beliefs as well as assess the arguments of others for soundness and reasonableness.

2.0 LEARNING OUTCOMES

Upon successful completion of this course, students will be able to:

1. Explain the conflict between religious belief and scientific reasoning and define the difference between science and pseudoscience. 2. Describe the steps in reasoning that Descartes argued could result in certain knowledge. 3. Summarize and analyse the criticisms of Descartes’ argument put forward by Locke and the Empiricists. 4. Explain the limits of empiricism according to Kant. 5. Explain and analyse the arguments offered by Nietzsche against the illusion of certain knowledge. 6. Explain and analyse Anselm’s ontological proof for the existence of God. 7. Explain Mill’s three reasons for supporting freedom of expression. 8. Analyse Fish’s views on the connection between power and language. 9. Explain the strengths and weaknesses of formal reasoning. 10. Discuss Popper’s view of the importance of falsifiability for scientific knowledge. 11. Identify and explain the challenge to mainstream science posed by Kuhn’s idea of scientific paradigms. 12. Compare Kant’s theory of morality based on reason and duty to Sartre’s morality based on freedom and authenticity.

B.A.T. (Industrial Design) Part B - 373 Consent Renewal Application

Course Title: Brainstorm – No Change Year and Semester: Elective Choice

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course:

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: John Elias, Greg Narbey, Ian Gerrie If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 374 Consent Renewal Application

Course Title: Breakthroughs of 20th Century Science – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research, simulation CO-REQUISITES:

I. COURSE DESCRIPTION

The Twentieth Century saw breakthroughs in scientific understanding that went a long way to answering ancient questions: the source of heredity in the DNA molecule, the explanation of earthquakes and volcanoes through plate tectonics. Our view of the universe expanded from thousands to billions of light years while at the same time our understanding of fundamental particles imploded from the billiard ball like atom to the weird quantum features of the subatomic world. These understandings have dramatically impacted the way we live. Nanotechnologies built on our quantum understanding make GigaByte storage devices and GigaHz processors everyday terms. Although rapid international travel makes SARS a global threat, advances in medical understanding and practice avoid the disaster of the Spanish Flu. There was also a shift in our fundamental understanding of nature from the familiar, deterministic world of Newtonian Mechanics and Maxwell’s Electromagnetism to the counterintuitive domains of Einstein’s Relativity and Heisenberg’s Uncertainty Principle. Throughout the 20th century productive accomplishments based on the reductionist approach of previous centuries were supplemented by breakthroughs in the integrative approaches of ecology, systems theory and complexity. Based on our exploration of the nature and direction of the breakthroughs of the 20th century, what breakthroughs can we anticipate and what breakthroughs do we need to survive in the 21st century? These are some of the ideas and questions that will be explored in a manner accessible and of interest to all students.

II. LEARNING OUTCOMES

Upon completion of the course, students should be able to

1. Describe several scientific achievements of the Twentieth Century, mention the key people involved and describe the impacts of these achievements on our daily lives, the function of our society and the way we think. 2. Identify the difference between a casual, non-structured, qualitative description of some event or action, and a systematic, critical, quantitative observation. 3. Detect and respond accordingly to the difference between a tentative scientific hypothesis of a specific piece of research, the emerging development of a significant science theme and a mature scientific theory with a substantive body of consistent supportive research and predictive outcomes.

B.A.T. (Industrial Design) Part B - 375 Consent Renewal Application

Course Title: Breakthroughs of 20th Century Science – No Change Year and Semester: Elective Choice 4. Trace the path from the information code in DNA to the manufacture of a group of proteins that manifests a particular trait in a living organism, and how this process supports our modern understanding of evolution. 5. Distinguish between the different interactions that can take place at the boundaries of tectonic plates and predict the nature of the geological activity at these boundaries, stating examples that represent these different interactions. 6. Conduct the calculations necessary to show how disk size, rotation rates, read/write head size, chip speeds and data transfer rates all interact to make a 20 gigabyte Hard Drive feasible. 7. Demonstrate an understanding of physical reality beyond the concrete world of our five senses to include the probabilistic domain of quantum mechanics and the mathematical abstractions of an expanding universe. 8. Demonstrate and give examples of how the integration and complexity of an ecosystem provide the robustness necessary to deal with many environmental challenges and yet leaves it vulnerable to the law of unintended consequences. 9. Recognize the social, ethical and legal issues that have been raised by twentieth century science and be able to defend a critical position on one of those issues. 10. Research a current or recent scientific development to the point of understanding its implications to a body of scientific knowledge and to our society. 11. Speculate meaningfully on the need for and possibility of a breakthrough in some area of science in the 21st century. 12. Demonstrate communication skills at a degree level in making requests, following instructions, completing assignments, taking tests and submitting reports.

III. COURSE CONTENT OUTLINE

There are three classroom hours per week. These classes will include multimedia presentations, interactive lectures and group activities to discuss and illustrate concepts and engage in activities that demonstrate features of the topic. For timing purposes a Learning Module (LM) represents approximately three hours of classroom time or equivalent activity. Testing will take place in class periods, and there will be two classes of group presentations.

TOPICS TIMING Introduction to Course – Intentions & Expectations LM 1 Expanding Universe of Galaxies LM 1 - 2 Internal Structure of the Atom – Quantum Mechanics LM 3 Special Relativity & General Relativity LM 4 Long Chains & Designer Materials – Chemistry and the Material Sciences LM 5 Plate Tectonics – Geological & Biological Evolution LM 6 Nanotechnologies & the Numbers that Make Things Work LM 7 DNA and the Path from Genetic Code to Biological Function LM 8 Genomics & Protiomics – Frontiers of the Biosciences LM 9

B.A.T. (Industrial Design) Part B - 376 Consent Renewal Application

Course Title: Breakthroughs of 20th Century Science – No Change Year and Semester: Elective Choice Medical Breakthroughs in Physical & Mental Illnesses LM 10 Ecology, Systems Theory, Chaos & Complexity LM 11 Speculations on Breakthroughs in the 21st Century - Group Presentations LM 12 -13 The Nature of Scientific Enquiry LM 14 Summary & Tests LM 7,15

Disclaimer: Topics and emphasis may vary by mutual agreement depending on current events and/or the evolving interests of the class.

IV. METHOD OF STUDENT EVALUATION

Evaluation will be by a combination of tests, assignments and a group presentation. Creative responses in content and presentation from professional or personal interests will be encouraged and factored into the evaluation of assignments and group presentation where appropriate. The assignment of marks is as follows:

Activity Assigned Value

Two Tests – These will consist of multiple choice questions and questions requiring descriptive answers in approximately a 70% / 30% ratio. Sample test questions will be provided 20 & 30 = 50%

Four short science reports on current science issues, with a mix of themes and resources. - 2 completed by wk 6, 4 by wk 10 4 x 5 = 20%

Group research & presentation 30%

TOTAL = 100%

V. REQUIRED TEXT(S) AND OTHER LEARNING MATERIALS

Required Text - A collection of materials following Can-Copy guidelines will be made available to students through the bookstore. The materials for the Can-Copy text will be drawn from some of, but not limited to, the following sources:

Aczel, Amir D., (1999) – “God’s Equation: Einstein, Relativity, and the Expanding Universe”

Albert, David Z., (1992) – “Quantum Mechanics and Experience”

Bennett, Jeffrey, (2001) – “On the Cosmic Horizon: Ten Great Mysteries for Third Millennium Astronomy”

Cloud, Preston, (1988) – “Oasis in Space”

B.A.T. (Industrial Design) Part B - 377 Consent Renewal Application

Course Title: Breakthroughs of 20th Century Science – No Change Year and Semester: Elective Choice

Friday, Adrian, & Ingram, David, (1985) General Editors – “The Cambridge Encyclopedia of Life Sciences”

Gleick, James, (1987) – “Chaos”

Herbert, Nick, (1985) – “Quantum Reality: Beyond the New Physics”

Kapra, Fritzjof, (1996)- “The Web of Life: A New Scientific Understanding of Living Systems”

Kolb, Rocky, (1996) – “Blind Watchers of the Sky”

Kuhn, Thomas S., (1962) – “The Structure of Scientific Revolutions”

Lewin, Roger, (1992) – “Complexity: Life at the Edge of Chaos”

Davis, Wade, (1998) - “The Clouded Leopard”

Glashow, Sheldon L., (1993) - “From Alchemy to Quarks”

Pais, Abrahan, (1982) – “ ‘Subtle is the Lord…’ The Science & Life of Albert Einstein”

PBS, Five Part Video Series – “A Science Odyssey”,

Prigogine, Ilya & Stengers, Isabelle, (1984) – “Order out of Chaos”

Park, Robert, (2000) – “Voodoo Science: The Road from Foolishness to Fraud”

Ridley, Matt, (2000) – “Genome: The Autobiography of a Species in 23 Chapters”

Schneider, Stephen H., & Londer, Randi, (1984) – “The Coevolution of Climate & Life”

Will, Clifford M., (1986) – “Was Einstein Right? Putting General Relativity to the Test”

Ward, Peter & Brownlee, Donald, (2000)-“Rare Earth: Why Complex Life is Uncommon in the Universe”

Many Web sources on SARS and the Spanish Flu Epidemic of 1919.

Other Resources

A basic scientific calculator will be needed throughout the course. Suggestions will be offered at first class if not already in possession of one and instruction will be given if not familiar with the use of a scientific calculator.

B.A.T. (Industrial Design) Part B - 378 Consent Renewal Application

Course Title: Breakthroughs of 20th Century Science – No Change Year and Semester: Elective Choice The five part PBS Series titled “A Science Odyssey” will be used in class and will be made available for individual review in the media centre.

Professor and students will likely encounter a variety of community and Web based resources as this course evolves. WebCT will facilitate sharing such resources. Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Tom Olien

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Tom Olien If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 379 Consent Renewal Application

Course Title: Business and Politics – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): Successful completion of at least two lower level breadth courses or letter of permission. COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, case studies, group projects CO-REQUISITES:

I. COURSE DESCRIPTION

The last two decades have witnessed a momentous shift in the relationship between business and the state. Amid talk of “the end of big government,” the post-World War II consensus in favour of a strong public sector regulating and supervising economic activity has come under attack from economists, public policy analysts, journalists, politicians, corporate elites, and even segments of the public. This course investigates this evolution, adopting an inter-disciplinary approach that synthesizes insights from history, political science, economics, and political theory. After setting out the theoretical framework underlying contemporary policy debates concerning government and business, the course will address specific issues such as macroeconomic stabilization policy, international trade, anti-trust law, environmental regulation, labour unions, pensions, corporate liability, consumer protection, health care and education, as well as fairness/equality policies. This course encourages students to reflect on the implications of the changing relationship between business and politics.

II. LEARNING OUTCOMES

Students who successfully complete this course will be able to:

1. Explain the philosophical framework underlying government policy toward business, making reference to Adam Smith’s free market teachings, Keynesian demand management, and the concept of market failures; 2. Describe the broad historical trends that have defined the relation between government and business, from 19th century laissez-faire, post-World War II interventionism, to the present-day resurgence of free market ideologies; 3. Outline the nature of macroeconomic stabilization policies designed to smooth business cycles, the key role played therein by central banks, and the impact on business; 4. Account for the government’s involvement in international trade, the movement towards free trade via the GATT and the WTO, as well as the business world’s often conflicting desires for free trade and import protection; 5. Making reference to specific examples like the Microsoft case, explain the essential features of competition policy, otherwise known as anti-trust law, and why this exists

B.A.T. (Industrial Design) Part B - 380 Consent Renewal Application

Course Title: Business and Politics – No Change Year and Semester: Elective Choice to reduce the harm posed by oligopolies and monopolies; 6. Explain the general outlines of environmental regulations that business must follow, and how these are rooted in the notion of negative externalities; 7. Describe the shifting fortunes of the labour movement, while identifying the inequalities in power between businesses and their employees that labour legislation is designed to check; 8. Describe the notion of “information asymmetry,” and the corporate liability and consumer protection rules designed to deal with that phenomenon; 9. Analyse the debate surrounding proposals to commercialise the delivery of health care, education, and old-age pensions; 10. Spell out the main ways governments seek to promote fairness and equality in business, via taxation policies, anti-discrimination codes, employment equity, and the like.

III. COURSE CONTENT OUTLINE

Issue 1: Introduction: Course Objectives and Overview of Canadian Government-Business Environment

• The state’s growing influence over business and the economy during the 20th century • Backlash against the state during the 1980’s and 1990’s: the resurgence of free market ideas • Recent trends in Canada’s population, demographics, macroeconomic variables, foreign trade, and industrial structure • Main question of the course: what is the proper relationship between government and business?

Readings: Brander, Chapters 1 and 7

Issue 2: Foundations for the Normative and Positive Analysis of Public Policy Towards Business

• Normative Analysis: what the government should do • Positive Analysis: how government actually acts • Adam Smith and the invisible hand • Normative rationales for government intervention: market failures, including imperfect competition, public goods, informational asymmetries, externalities, and the volatility of business cycles. • The role of voters, parties, bureaucracies, and special interest groups in setting public policy towards business

Readings: Brander, Chapters 3 and 5

B.A.T. (Industrial Design) Part B - 381 Consent Renewal Application

Course Title: Business and Politics – No Change Year and Semester: Elective Choice Eaton, George E., “Liberal Democracy and its Ideological Underpinnings: from Laissez Faire to the Welfare State and Beyond” in Business and Government: Canadian Materials, Jurkowski, Diane and MacKinnon, Victor Eds., (North York: Captus Press, 2000)

Issue 3: Macroeconomic Stabilization Policies and the Public Debt

• Goals of stabilization policy: low inflation and low unemployment • Tools of stabilization policy: fiscal and monetary policy • The recent ascendance of monetary policy • The debate surrounding the natural rate of unemployment • Causes and costs of public debt

Readings: Brander, Chapter 17 “Remember fiscal policy?” The Economist, Jan. 17/2000 “Targeting Inflation,” The Economist, Aug. 30/2001

Issue 4: Trade Policy and Globalisation

• Traditional rationale for free trade: comparative advantage • Normative justifications for policies restricting free trade • Barriers to trade: quotas, tariffs, government procurement rules, regulations • NAFTA, GATT and the WTO • Defining globalisation • Does globalisation allow multinationals to freely exploit the world’s workers while generating greater inequality and poverty? Or does globalisation herald a more prosperous and cosmopolitan order?

Readings: Brander, Chapters 8 and 9 Dollar, David and Kraay, Aart, “Spreading the Wealth,” Foreign Affairs, January/February 2002 Kapstein, Ethan B., “Workers and the World Economy: Breaking the Postwar Bargain,” Foreign Affairs, May/June 1996

Issue 5: Competition Policy, Anti-Trust Law, and Consumer Protection; the Microsoft Case

The threat posed to consumer welfare by oligopolies and monopolists Anti-competitive practices prohibited by government: predatory pricing, collusion, cartels, price discrimination, abuse of dominant position, resale price maintenance, deceptive advertising, mergers designed to destroy competition The lemons problem

B.A.T. (Industrial Design) Part B - 382 Consent Renewal Application

Course Title: Business and Politics – No Change Year and Semester: Elective Choice Debates surrounding anti-trust: was the U.S. government anti-trust suit against Microsoft a justifiable response to dangerous monopolistic behaviour?

Readings: Brander, Chapters 12 and 13 “Asymmetric Information and the Nobel Prize Winners,” The Economist, Oct. 11/2001 “The Case for Splitting Microsoft in Two,” The Economist, May 18/2000 “Microsoft and the Economics of Anti-trust,” The Economist, Nov. 11/1999

Issue 6: Environmental Policy

• Environmental problems as an instance of negative externalities • The risk of ozone depletion and global warming • Tragedy of the commons and the threat of resource depletion • Four policy alternatives to resolve environmental problems: internalise the externality, quantity/quality controls, taxes/subsidies, and markets for pollution rights • How poorly is the environment really doing?

Readings: Brander, Chapters 10 and 11 “Defending Science,” The Economist, Feb. 2/2002 “Something is Rotten in the State of Denmark: A Skeptical Look at the Skeptical Environmentalist,” The Grist Magazine (available at http://www.gristmagazine.com/grist/books/lomborg121201.asp?source=daily)

Issue 7: Labour Market Regulations

• Unions: their nature, origins, and growth • Normative rationale for government recognition of unions: inequality between worker and employer • Collective bargaining framework • RAND formula • Unions and the right to association

Readings: McKechnie, Graeme H., “The Organized Labour Sector: Structures, Processes, and Policies,” in Canada and the New World Economic Order, Wesson, Tom, ed., (North York: Captus Press, 1998), 293-316 Excerpts from key Canadian Supreme Court cases: Lavigne v. Ontario Public Service Employees Union, [1991] 2 S.C.R. 211 and R. v. Advance Cutting & Coring Ltd., 2001 SCC

B.A.T. (Industrial Design) Part B - 383 Consent Renewal Application

Course Title: Business and Politics – No Change Year and Semester: Elective Choice

Issue 8: Public Enterprise and Privatisation; debates surrounding provision of health care

• Defining a state controlled enterprise; Crown corporations • Normative and positive rationales for stated controlled enterprises • The privatisation movement • Canada’s health care system as an instance of public enterprise • Criticisms of Canada’s health care system • Does Canada’s health care system just need better management and funding? Or does it need a dose of privatisation?

Readings: Brander, Chapter 16 Nicholson, Janice, “Myths and the Canadian Health Care System,” in Business and Government: Canadian Materials, Diane and MacKinnon, Victor Eds., (North York: Captus Press, 2000) Excerpts from: Romanow, Roy, Interim Report of the Commission on the Future of Health Care in Canada, February 2002

Issue 9: The Government’s Pursuit of Fairness

• Prevalent notions of fairness: procedural and distributive justice • Examples of the pursuit of fairness: progressive taxation, anti-discrimination laws, minimum wage requirements, and employment equity. • Tension between fairness and efficiency • The question of how to value a human life in regulating business

Readings: Brander, Chapter 4

IV. METHOD OF STUDENT EVALUATION

1 Written Assignment (Individual) 30% 1 Group Assignment 20% Mid-term Exam 20% Final Exam 30%

Total 100%

The written assignment will be approximately 1500-2000 words (6-8 pages) long. The group assignment will involve students applying the concepts and materials of the course to a specific industry, i.e., financial services, law, software, pharmaceuticals,

B.A.T. (Industrial Design) Part B - 384 Consent Renewal Application

Course Title: Business and Politics – No Change Year and Semester: Elective Choice biotechnology, etc. Group assignment will require a short (10-15 minute) presentation, plus the delivery of a written Executive Summary (approx. 2-3 pages) of key points.

V. REQUIRED TEXT(S) AND OTHER LEARNING MATERIALS

Brander, James A. Government Policy toward Business. 3rd Ed. Updated. Wiley, 2000.

Cancopy Customized Text containing the remainder of the readings.

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: George Bragues

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: George Bragues If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 385 Consent Renewal Application

Course Title: Canadian Studies – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research CO-REQUISITES:

1.0 COURSE DESCRIPTION

This course examines four fundamental challenges (political, economic, social, and cultural) that Canadians face on a regular basis. As well as examining the current status of these challenges, students investigate the historical roots of contemporary problems. Questions such as the future of sovereignty, the problem of ongoing regional grievances, the transition from a resource and industrial economy to an information economy, multiculturalism and equity, and the future of Canadian culture in the “McWorld” of television, film, and music will be analysed in detail. Students evaluate Canada’s strengths and weaknesses as a player in the global economy and in the light of various trade agreements such as NAFTA and MAI. Canada’s Charter of Rights and Freedoms and its connection to contemporary and future social change will be explored and assessed.

2.0 LEARNING OUTCOMES

Upon successful completion of this course, students will be able to:

1. Summarize the political background of Canadian Confederation in 1867 and explain the difficulties faced by Canada in the period between 1867 and the end of the First World War. 2. Describe Canada’s role in the Second World War and explain Canada’s emergence as a middle power after the war. 3. Explain the evolution of Canada’s main political parties. 4. Explain the major causes of the “Quiet Revolution.” 5. Summarize Trudeau’s reasons for patriating the constitution and adding a Bill of Rights. 6. Explain why the Meech Lake and Charlottetown Accords did not result in constitutional amendments. 7. Explain Quebec’s ongoing efforts to transform the nature of Canadian confederation or withdraw from it altogether. 8. Summarize the arguments for economic nationalism and outline reasons these arguments did not carry the day in the face of trade agreements and globalisation. 9. Outline the major characteristics of Canadian immigration policy, and describe how Canada’s pattern of immigration has led to a multicultural society.

B.A.T. (Industrial Design) Part B - 386 Consent Renewal Application

Course Title: Canadian Studies – No Change Year and Semester: Elective Choice 10. Describe the contributions to intellectual life of Marshall McLuhan, Northrop Frye, C.B. MacPherson, and George Grant. 11. Describe the role of both “high” and “low” culture in defining and expressing who we are.

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course:

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Greg Narbey If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

B.A.T. (Industrial Design) Part B - 387 Consent Renewal Application

Course Title: City Life – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): Successful completion of at least two lower level breadth courses or letter of permission. COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, case studies CO-REQUISITES:

I. COURSE DESCRIPTION

As a result of their magnetic attraction, cities concentrate people, money and power so that now three out of four North Americans live within their confines. What began as the natural growth of settlements around agriculture evolved into regional market towns that have now been further transformed into spaces where millions live and struggle and work and play. The city intensifies our focus, making possible both the best and the worst of human activity. The best health care, the most vital and competitive markets, the greatest diversity of human culture and the most sophisticated knowledge in science and the arts co-exist with the most appalling corruption, crime, ignorance, violence and homelessness. This course examines how it feels to live in cities as well as how different cities afford different experiences among their citizens. As well, this course explores how the city is both a response to, and an actor in, fundamental economic and political factors that can have a global reach. Sociological theory provides students with a solid foundation in university-level sociology as well as a perspective from which to view the theme of the city and the issues it raises, such as culture, class, stratification, race, ethnicity, gender and deviance.

II. LEARNING OUTCOMES

Upon successful completion of this course, students will be able to

1. compare visions of what a city should be; 2. analyse the impact of technology on the contemporary and future city; 3. explain class and stratification as it manifests itself in various urban and suburban divisions and conflicts; 4. discuss the city as a locus for diversity in race and ethnicity; 5. discuss the city as a locus for alternate lifestyles; 6. explore some of the issues associated with deviance and crime; 7. compare the development of cities around the world; 8. analyse the politics of health, education and housing; 9. explore the efforts of urban planners to create a qualitatively better environment; 10. analyse the impact of the global economy and technology on economic development and sustainability;

B.A.T. (Industrial Design) Part B - 388 Consent Renewal Application

Course Title: City Life – No Change Year and Semester: Elective Choice 11. discuss and analyse the various images and metaphors to describe some of the great cities, past and present; 12. use the sociological perspective to analyse crime and deviance in society; 13. explain how gender, race, and class impact upon the definitions of deviant behaviour; 14. differentiate between two systems of stratification: caste and class, and analyse with reference to historical and cross-cultural examples of each; 15. define and explain the relationship between culture, ideology, and stratification; 16. explain and analyse the causes of poverty and inequality between developing and developing nations; 17. compare and contrast the significance of wealth, income, power, education, gender, race, and class between the urban and suburban areas of cities; 18. identify and explain the major reasons for global inequality, in major cities and societies; 19. explain and analyse how gender stratification is present in the work-world, housework, education, politics, and economics; 20. distinguish between the biological concept of race and the cultural concept of ethnicity; 21. compare and contrast the patterns of interaction between minorities and the majority in multicultural societies; 22. explain the consequences of the shift in post-industrial societies to service work and the problems of unemployment, underemployment, and lower wages in major cities; 23. explain and analyse the impact of multinational corporations on the world economy; 24. conceptualise what the social and political systems of twenty-first century cities will look like; 25. compare and contrast schooling in North America, Europe, and Asia; 26. explain how age, sex, race, and social class affect the health of individuals in cities; 27. analyse the relationship between suburbs and central cities to understand inter- regional population movement; 28. describe the key ideas of urban ecology and its relationship to various models of city structure; 29. explain how populations differ in industrialized societies and less developed societies; 30. compare and contrast the theories and explanations of modernization offered by Durkheim, Weber, and Marx; 31. explain and analyse the social patterns of postmodernity in postindustrial societies; 32. research and analyse a major Asian city.

III. COURSE CONTENT OUTLINE

Unit 1: Visions of the City in the Past and Present

• Visions of the city in history, art and literature • Morphology and metaphor: three phases in the life of the modern city • Reading the city: London, Paris, New York • Naming the current city: nonplace, satellite sprawl, urban field, metrocentre

B.A.T. (Industrial Design) Part B - 389 Consent Renewal Application

Course Title: City Life – No Change Year and Semester: Elective Choice • Politics of urban metaphors in structuring perceptions of the modern city • The city as theme park: Las Vegas • Los Angeles: city of disaster • Toronto the Good • Spiritual capitals: Jerusalem, the Vatican, and Mecca

William Sharpe and Leonard Wallock, “From ‘Great Town’ to ‘Nonplace Urban Realm’: Reading the Modern City,” in William Sharpe and Leonard Wallock (eds.), Visions of the Modern City: Essays in History, Art, and Literature, Baltimore: The Johns Hopkins University Press, 1987.

Unit 2: Visions of the City in the Future

• Foretaste of the future: technopole, technoburb, silicon landscape, simulation, metroplex

Michael Sorkin, “Introduction,” in Michael Sorkin (ed.), Variations on a Theme Park: The New American City and the End of Public Space, New York: Hill and Wang. Mike Davis, “Fortress Los Angeles: The Militarization of Urban Space,” in Michael Sorkin (ed.), Variations on a Theme Park: The New American City and the End of Public Space, New York: Hill and Wang.

Unit 3: Class, Stratification and Conflict: Urban and Suburban Tensions

• Class Urban & Suburban: 905 vs. 416 • Cosmopolitans • Ethnic Villagers • Depressed and Deprived -- the city of the excluded

Oscar Lewis, “The Culture of Poverty,” in The City Reader, pp.217-224 Mike Savage and Alan Warde, “Cities and Uneven Economic Development,” in The City Reader.

Unit 4: Class, Stratification and Conflict: Urban and Suburban Tensions

• Suburbans: poor, middle and rich • The Commuters: living on the fringe • Residential distribution of educational class • Centres of consumption, conspicuous and otherwise

Herbert J. Gans, “Urbanism and Suburbanism as Ways of Life: A Reevaluation of Definitions,” (1991) in Philip Kasinitz (ed.), Metropolis: Center and Symbol of Our Times, New York: New York University Press, 1995. Robert Fishman, “Megalopolis Unbound” (1990) in Philip Kasinitz (ed.), Metropolis: Center and Symbol of Our Times, New York: New York University Press, 1995.

B.A.T. (Industrial Design) Part B - 390 Consent Renewal Application

Course Title: City Life – No Change Year and Semester: Elective Choice

Units 5 and 6: Race, Ethnicity, and Gender: Urban Diversity

• Multiculturalism: the city as a place of tolerance and conflict • Ethnic segregation: Little Italy, Chinatown • Alternate Lifestyles: the city as a place of choice

Dolores Hayden,”What Would a Non-Sexist City Be Like?”, in The City Reader.

Unit 7: Housing and Crime: Confronting Urban Problems

• Deviance and Crime • The history and evolution of high crime areas • Perception and reality: "dangerous downtown and declining crime rates" • When crime limits possibility: Detroit and Moscow

Unit 8: Housing and Crime: Confronting Urban Problems

• Housing problems and programs • Inner city deterioration, abandonment, rebuilding and revival

David Ley, “The New Middle Class in Canadian Central Cities,” in Jon Caulfield and Linda Peake (eds.), City Lives and City Forms: Critical Research and Canadian Urbanism, Toronto: University of Toronto Press, 1996.

Unit 9: Cities of the Developing World: A Comparative Case Study

• Case Study: Mexico City, Rio de Janeiro, Cairo, Lagos, Jerusalem • Latin American Cities • African and Middle Eastern Cities

Unit 10: Asian Cities: A Comparative Case Study

• Case Study: Hong Kong, Tokyo, Singapore, Calcutta

Unit 11: Planning the Urban Environment

• Urban Planning • New Towns • Architectural Utopias

Unit 12: Planning the Urban Environment

• The negotiation of space -- the economics and politics of planning

B.A.T. (Industrial Design) Part B - 391 Consent Renewal Application

Course Title: City Life – No Change Year and Semester: Elective Choice • Health, education and housing: social support in the city • Adequate housing: whose responsibility? • Public Education: from daycare to university • Quality Medical Access: Toronto and Atlanta

John Sewell, “Dreaming of a Better City,” in The Shape of the City: Toronto Struggles with Modern Planning, Toronto: University of Toronto Press, 1993. The following writings excerpted in Richard T. LeGates and Frederic Stout, The City Reader, New York: Routledge, 1996: Jane Jacobs, “The Uses of Sidewalks: Safety” from The Death and Life of Great American Cities (1961). William H. Whyte, “The Design of Spaces,” from City: Rediscovering the Centre (1988).

Units 13 and 14: Globalisation and the City: economy, technology, and sustainability

• Global cities and the information economy • The global economy and uneven economic development • Economic, social and environmental sustainability

Excerpt from Saskia Sassen, “Place and Production in the Global Economy,” from Cities in a World Economy (1994) in Richard T. LeGates and Frederic Stout, The City Reader, New York: Routledge, 1996. Roger Keil, “Introduction: Greasy Jungle Metropolis Noir” and “World City Formation, Local Politics, and Sustainability,” in Roger Keil, Gerda Wekerle, and David V. J. Bell, Local Places in the Age of the Global City, Montreal: Black Rose Books, 1996.

IV. METHOD OF STUDENT EVALUATION

One quiz 10% Two essay tests 40% One case study project 20% One research essay 30%

Total 100%

V. REQUIRED TEXTS

City Life Reader. A Cancopy Reader in Sociological Theory and Urban Sociology.

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Danita Kagan

Course designed by other:

B.A.T. (Industrial Design) Part B - 392 Consent Renewal Application

Course Title: City Life – No Change Year and Semester: Elective Choice List faculty qualified to teach the course and/or statement “faculty to be hired”: Danita Muskat, Guy Letts, Saeed Hydaralli, Mark Lede, Kate Anderson If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. (sociology) minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 393 Consent Renewal Application

Course Title: Communications, Technology and Culture – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, research, case studies, readings CO-REQUISITES:

1.0 COURSE DESCRIPTION

By adopting an interdisciplinary approach that draws upon resources from literature, philosophy, sociology, and media studies, this course examines the inter-dependence of communications, technology and culture. Integrating practical lab assignments with theory, students will reflect on the ways in which the new media is changing how we view the world and see ourselves.

2.0 LEARNING OUTCOMES

Upon successful completion of this course, students will be able to:

1. Define the term cyberspace. 2. Analyse McLuhan’s claim that “the medium is the message.” 3. Summarize the historical development of the Internet. 4. Compare and contrast the relative strengths and weaknesses of print versus electronic media. 5. Evaluate arguments used to support the position that the Web facilitates the creation of a global village. 6. Analyse the appeal of virtual reality over everyday experience. 7. Identify the effects of isolationism on thinking and the evaluation of knowledge claims made on the Web. 8. Analyse the relationship between meaning and embodiment. 9. Compare and contrast the view that the new media will create communities of understanding and the view that it is creating a kind of panopticon. 10. Recount Plato’s “Allegory of the Cave” and explain making reference to the distinctions among knowledge, understanding and belief. 11. Identify the standards of judgement used to evaluate the credibility of truth claims in our everyday experience and analyse their applicability to the new media. 12. Outline the development of Wittgenstein’s philosophy of language making reference to the picture theory of language, private language theory, language games and family resemblances.

B.A.T. (Industrial Design) Part B - 394 Consent Renewal Application

Course Title: Communications, Technology and Culture – No Change Year and Semester: Elective Choice Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course:

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: To be hired If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

B.A.T. (Industrial Design) Part B - 395 Consent Renewal Application

Course Title: Composition and Literature – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research CO-REQUISITES:

1.0 COURSE DESCRIPTION

This course introduces students to some of the major themes of literature through the three genres: fiction, poetry, and drama. Students read and analyse some of the classics of these literary forms. Through reading and discussion, students develop an understanding of literature’s relationship to history, society, and philosophy. The course reinforces students’ academic writing skills, with an emphasis on exposition, analysis, and argumentation, and to develop critical reading and thinking skills through analysing various forms of literature. Emphasis will be placed on writing clearly and correctly in order to express students’ understanding of the themes and structures of the required readings for the course. This understanding will frequently be related to the students’ other courses and field of study.

2.0 LEARNING OUTCOMES

Upon successful completion of this course, students will be able to:

1. Explain and write about how works of creative imagination are possible models of experience. 2. Read and analyse various forms of literature. 3. Produce clear, concise and coherent written texts. 4. Demonstrate conventional use of grammar, punctuation, and spelling in correct written academic English. 5. Read various forms of literature beyond the factual or literal level. 6. Apply basis techniques of critical analysis to selected literary pieces. 7. Analyse the components, structure and quality of selected literature. 8. Write effective, correct academic essays with a focus on literary analysis. 9. Write a research paper with a focus on supporting ideas and documenting them properly in APA formats.

3.0 REQUIRED LITERATURE READINGS

At the beginning of the semester, the professor will designate, from the lists below, the

B.A.T. (Industrial Design) Part B - 396 Consent Renewal Application

Course Title: Composition and Literature – No Change Year and Semester: Elective Choice specific required readings.

Fiction

Alice Walker, Everyday Use Shirley Jackson, The Lottery Ring Lardner, Haircut Tobias Wolff, Hunters in the Snow Flannery O’Connor, Good Country People Kate Chopin, The Story of an Hour James Joyce, Araby D.H. Lawrence, The Rocking-Horse Winner William Faulkner, A Rose for Emily Ernest Hemingway, Hills Like White Elephants John Steinbeck, The Chrysanthemums Richard Wright, The Man who was Almost a Man Tillie Olsen, I Stand Here Ironing Alice Munro, Boys and Girls Bharati Mukherjee, The Management of Grief John Updike, A & P Andrew Marvell, To His Coy Mistress Gwendolyn Brooks, We Real Cool E.E. Cummings, Anyone Lived in a Pretty How Town John Donne, The Flea William Blake, London William Wordsworth, The World is Too Much with Us Emily Dickinson, Because I Could Not Stop for Death Gerald Manley Hopkins, Pied Beauty William Butler Yeats, The Second Coming Robert Frost, Fire and Ice D. H. Lawrence, Piano T.S. Eliot, The Love Song of J. Alfred Prufrock Langston Hughes, Theme for English B Theodore Roethke, I Knew a Woman May Sarton, AIDS Dylan Thomas, Do Not Go Gently into That Good Night Allen Ginsberg, A Supermarket in California Sylvia Plath, Metaphors Imamu Amiri Baraka, Preface to a Twenty Volume Suicide Note John Lennon and Paul McCartney, Eleanor Rigby Sharon Olds, Sex Without Love Rita Dove, Daystart

Drama

David Henry Hwang, M. Butterfly

B.A.T. (Industrial Design) Part B - 397 Consent Renewal Application

Course Title: Composition and Literature – No Change Year and Semester: Elective Choice Henrik Ibsen, A Doll’s House David Ives, Sure Thing Harvey Fierstein, On Tidy Endings

Poetry

W. H. Auden, The Unknown Citizen Walt Whitman, A Noiseless Patient Spider William Shakespeare, Shall I Compare Thee to a Summer Day?

4.0 REQUIRED TEXT

McMahan, E., Day, S.X. & Funk, R. (2002). Literature and the writing process, 6th ed. Upper Saddle River, NJ: Prentice Hall

5.0 COURSE EVALUATION

Composition Test 10% In-Class Fiction Essay 15% Annotated Bibliography 10% Literary Passages Analysis 20% Research Paper 20% Final Exam 25%

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Kent Walker

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: David Wallace, Kent Walker If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: Ph.D. (English); M.A. (English) minimum Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students.

B.A.T. (Industrial Design) Part B - 398 Consent Renewal Application

Course Title: Composition and Literature – No Change Year and Semester: Elective Choice Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 399 Consent Renewal Application

Course Title: The Corporation in Society – No Change Year and Semester: Elective Choice Course Outline: COURSE NUMBER: PRE-REQUISITE(S): CO-REQUISITES: TOTAL COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT: 3:0 (lecture/tuturial) COURSE RESTRICTIONS:

1.0 COURSE DESCRIPTION

Traditionally, corporations have been permitted to operate free from the moral and social obligations imposed on other institutions. The maximization of profits for shareholders has long been seen as the only appropriate object for corporations. Recently, however, this view has been challenged. A growing movement insists that corporations ought to subordinate the pursuit of profit to the fulfillment of social responsibilities. This course explores how socially responsible corporations should conduct their business affairs. The course begins by laying out the general principles of corporate social responsibility, while identifying the parties, known as stakeholders, whose interests corporations ought to heed. Afterwards, the course proceeds through each of the stakeholders, analyzing the particular challenges each pose to the socially responsible corporation. At the end of the course, a framework for the comprehensive social evaluation of corporations is developed in the form of a social audit.

2.0 COURSE LEARNING OUTCOMES

A. Core Outcomes

At the end of the course, successful students will be able to:

1. Distinguish the corporation from other forms of business organization, taking note of the legal personhood and limited liability possessed by corporations. 2. Describe the economic benefits of the corporate form of business organization. 3. Provide an account of the corporation’s historical origins. 4. Outline the major moral criticisms of corporations. 5. Compare, and evaluate the relative merits of, the traditional shareholder theory of the corporation versus the stakeholder theory of the corporation. 6. Identify the major stakeholders of a corporation, making sure to differentiate between primary and secondary stakeholders. 7. Describe the dynamics of reputation management and crisis management. 8. Explain the functions of government in the business arena, including the enforcement of property rights, the maintenance of the rule of law, and the regulation of commercial activities. 9. Assess the pros and cons of the government regulation of business. 10. Give an account of corporate lobbying of government and the related concept of rent

B.A.T. (Industrial Design) Part B - 400 Consent Renewal Application

Course Title: The Corporation in Society – No Change Year and Semester: Elective Choice seeking. 11. Summarize the nature and objectives of business ethics. 12. Explicate David Hume’s account of the importance of trust in economic activities. 13. Provide an overview of the moral philosophies of utilitarianism, formalism, egoism, justice, and virtue theory, noting their relevance to business ethics. 14. Discuss Lawrence Kohlberg’s theory of moral development 15. List and describe the various mechanisms by which companies can engender and sustain ethical practices, namely codes of conduct, ethics officers, training, as well as the application of punishments and rewards. 16. Describe, and evaluate, whistle-blowing. 17. Discuss the importance of exemplary leadership in fostering ethical conduct within corporations. 18. Define corporate governance, making sure to distinguish between shareholder and stakeholders models of corporate governance. 19. Explain the recent corporate scandals and how they have generated interest in corporate governance 20. Detail the various proposals to improve corporate governance with respect to the composition and conduct of the Board of Directors, executive compensation, shareholder activism, and ethical investing. 21. List and describe the main elements of the U.S. Sarbanes-Oxley Act as well as corporate governance measures being adopted by governments in Canada and the rest of the world. 22. Describe the nature, and rationale for, consumer protection laws. 23. Explain and evaluate product liability rules, distinguishing between three different theories of product liability, namely contracts, due care, and social costs. 24. Define the corporation’s relevant “community”. 25. Analyze the economic, legal, ethical, and philanthropic issues that corporations face when engaging with their communities. 26. Detail the power asymmetry between workers and employers. 27. Give an account of the wide variety of employment laws, including measures designed to encourage workplace diversity as well as the prohibition of sexual harassment and discrimination. 28. Outline and assess the claim that corporations should ensure a proper work/life balance for employees. 29. List and describe the major environmental problems in which businesses are implicated. 30. Run through the main elements of the Kyoto Protocol, referencing that treaty’s implications for corporations 31. Summarize the idea of “negative externalities” and how it accounts for the incentives that corporations have to create environmental problems. 32. Analyze, and evaluate, the various measures that can be taken to improve corporate stewardship of the environment, including regulation, pollution markets, and good environmental citizenship on the part of corporations. 33. Define technology and biotechnology 34. Discuss the economic benefits and costs of the technological progress spearheaded by business, with special emphasis on the Internet.

B.A.T. (Industrial Design) Part B - 401 Consent Renewal Application

Course Title: The Corporation in Society – No Change Year and Semester: Elective Choice 35. Assess the promise and dangers of corporate involvement in emerging biotechnologies such as cloning, genetically modified foods, and gene patenting. 36. Evaluate the charge that pharmaceutical companies charge excessive prices for drugs. 37. Describe the main elements of a social audit, differentiating it from a financial audit. 38. Perform a social audit.

B. Generic/Employability Skills Outcomes

1. Communications skills – writing essays, participating in classroom discussions, developing both oral and written persuasion

2. Personal Skills – organizing use of time to meet deadlines for assignments and keep up with readings; interacting with other students in and outside class

3. Interpersonal Skills – understanding and analyzing diverse perspectives; participating in classroom debates and discussion

4. Thinking Skills – develop capacity to distinguish and analyze, evaluating pros and cons of both sides of issues; developing research techniques

5. Computer Application Skills – using computer word processor for essay; using appropriate computer databases for research; accessing Internet materials

III COURSE CONTENT

ISSUE 1: INTRODUCING THE CORPORATION – ITS NATURE AND SOCIAL SIGNIFICANCE

• The different ways of organizing business activity: sole proprietorship, partnerships, limited partnerships, and corporations • Defining the corporation as a distinct legal person with limited liability • Economic advantages of the corporate form • The origins of the corporation • Moral criticisms of the corporation

Strongly Recommended Reading:

Monks, Robert A.G. and Minow, Nell. Corporate Governance, 3rd ed. (Malden, MA: Blackwell, 2004), 8-13 [ON RESERVE] Micklethwait, John and Wooldridge, Adrian. The Company: A Short History of a Revolutionary Idea. (New York: Modern Library, 2003), 37-54 [ON RESERVE]

Video Presentation: Excerpts from the movie: “The Corporation”

B.A.T. (Industrial Design) Part B - 402 Consent Renewal Application

Course Title: The Corporation in Society – No Change Year and Semester: Elective Choice

ISSUE 2: THE CORPORATION AS RESPONSIBLE TO SOCIETY

• Traditional view of corporation as primarily oriented to profit maximization: shareholder theory of the firm • Emerging view of corporations as primarily responsible to society: stakeholder theory of the firm • Pros and cons of shareholder and stakeholder visions of the corporation • Identifying the stakeholders: governments, communities, consumers, employees, shareholders • Primary vs. Secondary stakeholders • Dealing with stakeholders: developing relationships, reputation management, crisis management

Required Reading:

McAlister, et al. Business and Society. 2nd ed. (Boston: Houghton Mifflin, 2005), Chapters 1 and 2

Strongly Recommended Reading:

Friedman, Milton. “The Social Responsibility of Business is to Increase Its Profits”. New York Times Magazine, Sept. 13/1970 [ON RESERVE]

ISSUE 3: THE CORPORATION AND LEVIATHAN

• How government supports business through its enforcement of property rights and the rule of law • The regulatory activities of government: key agencies and legislation in USA and Canada • Combating monopoly practices • Transnational regulatory frameworks: NAFTA and the European Union • Costs and benefits of regulation • Lobbying by businesses: The problem of Rent Seeking

Required Reading:

McAlister et al. Business and Society, Chapter 3

Recommended Reading:

Brander, James. A. Government Policy towards Business, 3rd ed. (Toronto: Wiley, 2000), 304-312 [ON RESERVE] Excerpts from Debow, Michael E. “The Ethics of Rent Seeking? A New Perspective on Corporate Social Responsibility” in The Journal of Law and Commerce, Fall 1992. [ON RESERVE]

B.A.T. (Industrial Design) Part B - 403 Consent Renewal Application

Course Title: The Corporation in Society – No Change Year and Semester: Elective Choice

ISSUE 4: RIGHT AND WRONG IN COMMERCIAL LIFE

• The field of business ethics • David Hume on the necessity of trust in commercial activities: a game-theoretic analysis • Ethical issues: honesty, fraud, conflict of interest, discrimination • Ethical theories: utilitarianism, ethical formalism, egoism, justice, virtue theory • Lawrence Kohlberg’s theory of moral development

Required Reading:

McAlister et al. Business and Society, Chapter 4 Hume, David. A Treatise of Human Nature, Book III, Section V -- The Corn Harvesting agreement [HANDOUT]

Recommended Reading:

Aristotle. Nicomachean Ethics, Selections from Books I, II, and VI. [ON RESERVE] Kant, Immanuel. Fundamental Principles of the Metaphysics of Morals. Excerpts [ON RESERVE] Mill, John Stuart. Utilitarianism. Chapter 2 - “What Utilitarianism Is” [ON RESERVE] Rand, Ayn. Atlas Shrugged. Excerpts [ON RESERVE]

ISSUE 5: FIXING THE CHARACTER AND CONDUCT OF BUSINESSPERSONS: THE PRACTICAL SIDE OF BUSINESS ETHICS

• Making morality an organizational concern: codes of conduct, ethics officers, and ethics training • Monitoring and Enforcement Mechanisms • Applying punishments and rewards to promote ethical conduct • Whistle-blowing as an institutional check on the abuse of corporate power • Pros and cons of whistle-blowing • Ethics by example from the top: the role of leaders

Required Reading:

McAlister et al, Chapter 5 Bragues, George. “Hollow Whistleblowers” in National Post (Financial Post), July 31/2003 [HANDOUT]

Recommended Reading:

Martin, Michael. “Whistleblowing: Professionalism, Personal Life, and Shared Responsibility” in Business & Professional Ethics Journal. (Summer 1992) [ON RESERVE]

B.A.T. (Industrial Design) Part B - 404 Consent Renewal Application

Course Title: The Corporation in Society – No Change Year and Semester: Elective Choice

Video Presentation:

CBC-TV segment on whistleblowers

ISSUE 6: GOVERNING THE MODERN CORPORATION

• How the recent spate of corporate scandals has led to growing concern about corporate governance • Defining corporate governance • Shareholder vs. Stakeholders models of corporate governance • Issues in corporate governance: Board of Directors, executive compensation, shareholder activism, ethical investing • The Sarbanes-Oxley Act in the USA • Corporate governance in Canada and around the world • Evaluating the corporate governance movement

Required Reading:

McAlister et al., Chapter 6 and pp. 88-89 Bragues, George. “Corporations are not governments”, National Post (Financial Post), June 3/2003 [HANDOUT]

Recommended Reading:

Gompers, Paul A., Ishii, Joy L., and Metrick, Andrew. “Corporate Governance and Equity Prices”, Working Paper (July 2001) Available at: http://ssrn.com/abstract=278920

ISSUE 7: THE CORPORATION AND ITS RELATION TO CONSUMERS AND COMMUNITIES

• The vulnerable position of consumers vis-à-vis corporations: informational asymmetries • Consumer protection laws: regulating product safety, advertising, marketing, and credit issuance • Product liability suits: the McDonald’s coffee cup case • Three theories of consumer protection: contract, due care, and social costs: An Assessment • Have product liability judgments grown too exorbitant? • Six consumer rights • Defining the relevant “community” to which the corporation is related • Economic, legal, ethical, and philanthropic issues in corporate/community relations

B.A.T. (Industrial Design) Part B - 405 Consent Renewal Application

Course Title: The Corporation in Society – No Change Year and Semester: Elective Choice Required Readings:

McAlister et al., Chapter 7

Recommended Reading:

Velasquez, Manuel. “The Ethics of Consumer Protection” in Business Ethics: Concepts and Cases, 4th ed. (Upper Saddle River, NJ: Prentice Hall, 1993) [ON RESERVE]

ISSUE 8: CORPORATIONS AND THE PEOPLE WHO WORK FOR THEM

• The imbalance of power between workers and companies • The idea of a psychological contract between workers and employers • Downsizing the workforce • Employment laws: the hiring, firing, promotion, and treatment of workers • Discrimination, Sexual harassment, and Workplace diversity • Ensuring a proper balance between life and work

Required Reading:

McAlister et al., Chapter 8

ISSUE 9: NATURE AND THE CORPORATION

• The environmental problems facing humanity: air pollution, global warming, water pollution, waste management, deforestation, land pollution, urban sprawl, ozone depletion, biodiversity, species extinction • How corporations have an incentive to create environmental problems: the concept of negative externalities • Three ways of dealing with environmental problems: regulation, market creation, and the internalization of environmental norms in corporate decision making • Government regulation of the environment • The Kyoto protocol and the creation of a market in pollution rights • Corporate activities to improve the environment: green marketing, recycling initiatives, emission reduction drives, and socially responsible buying

Required Reading:

McAlister et al, Chapter 9

Recommended Reading:

Brander, op. cit., 253-260 [ON RESERVE] The Economist, “Money to Burn”, Dec. 4/1997 [ON RESERVE]

B.A.T. (Industrial Design) Part B - 406 Consent Renewal Application

Course Title: The Corporation in Society – No Change Year and Semester: Elective Choice

ISSUE 10: THE CORPORATION IN A TECHNOPOLIS

• Defining technology • The economic costs and benefits of technology • The rise of the Internet • Legal and ethical issues posed by the Internet: “dot cons”, loss of privacy, violations of intellectual property. • Pharmaceutical companies and their pricing of drugs • Looming dilemmas of biotechnology: genetically modified foods, gene patenting, and cloning • How far should we allow business to go in controlling nature?

Required Reading:

McAlister et al., Chapter 10

Recommended Reading:

Rifkin, Jeremy. “Should we Patent Life”. Business Ethics (March/April 1998) [ON RESERVE] Domnarski, William. “Dire New World”, Intellectual Property Magazine (January 1999) [ON RESERVE]

ISSUE 11: PUTTING IT ALL TOGETHER – THE SOCIAL AUDIT

• What is a social audit? How is it different from the more typical financial audit? • The benefits and limitations of social audits • The Ten Steps of the Auditing Process

Required Reading:

McAlister et al., Chapter 12

IV EVALUATION PROCEDURE

Two multiple choice/short answer tests 20%, 20% Essay (5-7 pages) 30% Final Exam (multiple choice, short answer, along with an essay component requiring the social audit of a corporation) 30%

B.A.T. (Industrial Design) Part B - 407 Consent Renewal Application

Course Title: The Corporation in Society – No Change Year and Semester: Elective Choice

V REQUIRED TEXTS AND OTHER LEARNING MATERIALS

McAlister, Thorne, Ferrell, O.C., & Ferrell, Linda. Business and Society, 2nd edition. (Boston: Houghton Mifflin, 2005)

Handouts occasionally provided by the instructor

Articles placed on reserve by the instructor at the library

Selected Internet websites

VI DELIVERY FORMAT

Lecture

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course:

Georges Bragues

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Georges Bragues, Ph.D.

If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: Ph.D. Classroom requirements: Humber has sufficient classroom space at the North Campus to accommodate 10,200 students and at the Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

B.A.T. (Industrial Design) Part B - 408 Consent Renewal Application

Course Title: Desire and Discontent – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): Successful completion of at least two lower level breadth courses or letter of permission. COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, group discussion, readings, research CO-REQUISITES:

I. COURSE DESCRIPTION

Much has been written about the cycles of human yearning and our subjection to endless, often fleeting desires that even when fulfilled leave a residue of discontent. Our relentless search for a rich life can leave us dissatisfied with our jobs, our partners, our lives as a whole; and so we are constantly on the lookout for something new, something other than what we have. Focusing on our experiences of passion, happiness, despair, guilt, hope, shame, regret and anger, this course examines the role that desire and discontent play in motivating human behaviour and shaping personality through an examination of the historical development of psychoanalysis. Focusing on these concepts, students undertake a close reading of the works of Plato and Hegel, through to those of Freud, Klein, Horney, and Adler, up to more contemporary theorists/therapists including Kristeva, Benjamin, Mitchell and Phillips.

II. LEARNING OUTCOMES

A. Core Outcomes

On completion of this course, students will be able to:

1. Outline four accounts of Eros analysed in Plato’s Symposium. 2. Outline the four key principles of Epicurian hedonism. 3. Analyse Augustine’s arguments in favour of the rejection of desire. 4. Compare and contrast accounts of desire offered by the early Christian church with those provided by other religious traditions including Islam and Buddhism. 5. identify the values advanced in the Victorian Era and the social, political, economic and religious factors that gave rise to these beliefs. 6. Outline the development of Freud’s thought including reference to the method/techniques, and his discussion of such concepts as the Oedipal complex, the stages of psycho-sexual development, repression and mourning. 7. Compare and contrast the Viennese school of psychoanalysis with the London school of psychoanalysis. 8. Define the term defence mechanism as developed by Anna Freud and evaluate the strengths and weaknesses of her theory in relation to case studies.

B.A.T. (Industrial Design) Part B - 409 Consent Renewal Application

Course Title: Desire and Discontent – No Change Year and Semester: Elective Choice 9. Assess Klein’s account of envy. 10. Define the terms paranoid schizoid position and depressive position. 11. Outline Horney’s theory of anxiety within the framework of her broader understanding of neurosis. 12. Compare and contrast points of departure in the accounts of human behaviour advanced by Freud and Adler, making reference to psycho-sexual development, social interest and aggression. 13. Identify the key doctrines of British Object Theory and assess its strength and weaknesses in light of case studies. 14. Compare and contrast the theories of motivation offered by Erikson, Maslow and Winnicott. 15. Identify the assumptions about desire and its relationship to action underlying behaviourism making reference to the nation of the will. 16. Analyse Foucault’s account of the production and management of desire making reference to recent trends in consumption; identify the arguments used by Beauvoir in her critique of psychoanalysis. 17. Trace the history of feminist critiques of Freud identifying the alternative theories that they have fostered. 18. Assess Lacan’s claim that “all desire is desire of the other”. 19. Outline Kristeva’s account of abjection. 20. Define Bewes’ notion of reification and explain the factors that contribute to this process. 21. Identify key recent advancements in behavioural genetics and discuss their relevance in terms of the mind/body problem. 22. Compare and contrast shame and guilt, identifying relevant psychological and environmental factors entailed in their production. 23. Analyse Phillips’ account of the transformation of desire into fear and terror. 24. Assess Benjamin’s account of intersubjectivity in terms of its sustainability. 25. Assess the account of trauma and creativity as outlined by Miller. 26. Compare and contrast the models of hope outlined by Mitchell and Steinbock.

B. Generic/Employability Skills Outcomes

1. Communications Skills -- writing essays, participating in classroom discussions, developing both oral and written presentation skills

2. Personal Skills – learning time management by meeting deadlines for assignments and readings; interacting with other students in class

3. Interpersonal Skills – understanding and analysing diverse perspectives; participating in classroom discussion

4. Thinking Skills – developing capacity to identify and analyse arguments; applying of theories to case studies; developing research techniques

5. Computer Application Skills – using computer word processors for essays; using

B.A.T. (Industrial Design) Part B - 410 Consent Renewal Application

Course Title: Desire and Discontent – No Change Year and Semester: Elective Choice appropriate computer databases for research; accessing Internet materials

III. COURSE CONTENT OUTLINE

ISSUE 1 The Nature of Desire: Plato’s Symposium

A close reading of Plato’s Symposium provides an introduction to this course. In this work, the characters outline competing accounts of desire – accounts that would be taken up across history, researched and expanded upon in order to explain human behaviour and personality. Students compare and contrast these accounts and begin the task of distinguishing between terms such as “desire,” “love,” “wish,” and “need”.

Readings: Plato’s Symposium Selections from Liquid Love, Zygmunt Bauman

ISSUE 2 The Mind/Body Problem: St Augustine and the Christian Tradition

St. Augustine’s Confessions provide the backdrop for this examination of the tradition, initiated by Plato and advanced by the early Christians, that holds desire (particularly physical desire) to be a weakness which must be overcome, denied, and/or rejected. This account of desire will then be compared with that of other religious traditions including Islam and Buddhism. Encompassing a study of the mind/body problem and an investigation into the concept of “sin,” this unit develops a historical understanding of the social and political controversies surrounding the explanation of human behaviour.

Readings: Selections from Fragments, Epicurus Selections from The Confessions, St. Augustine Selections from An Introduction to the World’s Major Religions, Atkinson

ISSUE 3 Discontent: Hegel’s Phenomenology of Spirit

Self-consciousness, Hegel argues, is desire. This unit examines this claim exploring the relationships between desire, absence and presence and otherness. Why is it that we seem only to desire those things that we do not have? What leads the fulfilment of desire to be cast as a competition? Students investigate these questions in the context of contemporary case studies as they examine the roots of existentialism.

Readings: “Self- Consciousness”, from The Phenomenology of Spirit, Hegel “Desire, Rhetoric and Recognition in Hegel’s Phenomenology of Spirit” from Subjects of

B.A.T. (Industrial Design) Part B - 411 Consent Renewal Application

Course Title: Desire and Discontent – No Change Year and Semester: Elective Choice Desire, Judith Butler

ISSUE 4 Diagnosing Desire: Sigmund Freud

Freud has been credited with the re-discovery of desire. Beginning with an examination of the factors shaping the Victorian Era, this unit places Freud’s work within a historic context. Students trace the development of key concepts in Freud’s writings including the Oedipal Complex, the stages of psycho-sexual development, memory, repression, and dream analysis. They explore psychoanalysis as both psychology and politics.

Readings: Selections from The Naked Heart, Peter Gay Selections from The Freud Reader (ed. Peter Gay)

ISSUE 5 Anxiety, Aggression, Envy: The Neo-Freudians

The break between Freud and many of his disciples expanded the study of desire, offering new insights into both dysfunctional behaviour and adaptive approaches to the challenge of living. Examining the works of key Neo-Freudians, including Klein, Horney, and Adler, this unit looks at the psychoanalysis of everyday life including the phenomenon of anxiety, aggression, anger and envy.

Readings: “Ego Psychology,” Freud and Beyond, Mitchell and Black “Melanie Klein and Contemporary Kleinian Theory, Freud and Beyond, Mitchell and Black Selections from Envy, Gratitude and Other Essays, Klein Selections from The Ego and The Mechanisms of Defense, Anna Freud Selections from The Neurotic Personality of Our Time, Horney

ISSUE 6 Identity Crisis: The Problem of Subjectivity

Focusing on the internal world, psychoanalysis left open questions about the relationship between the individual and the environment. This unit explores the writings of Winnicott, Erikson and Maslow on the construction of identity and raises questions about authenticity.

Readings: “The British Object Relations School: W.R.D. Fairbairn and D.W. Winnicott,” Freud and Beyond, Mitchell and Black “Psychologies of Identity and Self: Erik Erikson and Heinz Kohut” Freud and Beyond, Mitchell and Black

B.A.T. (Industrial Design) Part B - 412 Consent Renewal Application

Course Title: Desire and Discontent – No Change Year and Semester: Elective Choice Selections from Childhood and Society, Erikson Selections from Motivation and Personality, Maslow

ISSUE 7 Curbing Our Desires: Behaviourism

Leaving aside questions concerning the origins of desire, theorists such as Watson, Skinner and Bandura focused on issues surrounding the management of behaviour. In shifting their attention, what insights did they make concerning the relationship between drives, wants and action? More specifically, what account of will underlies this approach to the study of human behaviour? These questions are addressed as students examine case studies.

Readings: Selections from Behaviourism, Watson Selections from The Behaviour of Organisms, “Can Psychology Be a Science of the Mind?” Skinner Selections from Aggression: A Social Learning Analysis, Bandura

ISSUE 8 The Other: The French Freud

Desire took centre stage in the interpretation of Freud in France. This articulation of the concept of desire produced new readings of human behaviour which focused on a situated subject confronting a world without meaning. This unit looks at how the relationship with the other, with otherness, framed this reception of Freud and at the political consequences of this interpretation.

Readings: Selections from The Second Sex, Beauvoir Selections from Ecrits, Lacan Selections from Tales of Love, Black Sun, New Melancholies of the Soul, Kristeva

ISSUE 9 Power, Sex and Desire: Foucault’s History of Sexuality

Foucault’s study of the history of sexuality focuses attention on the manufacturing and management of desire. How is desire created? Who holds the power to control when and where and how it is expressed? In other words, what is the relationship between power and desire? Foucault’s analysis offers a model for studying desire that students work to extend into their own culture and time.

Readings: The History of Sexuality, Volume One: Introduction, Random House (Toronto: 1990) Michel Foucault Selections from Anti-Oedipus, Deleuze and Guattari Selections from The Managed Heart, Hochschild

B.A.T. (Industrial Design) Part B - 413 Consent Renewal Application

Course Title: Desire and Discontent – No Change Year and Semester: Elective Choice

ISSUE 10 The Science of Desire: The Mind/Body Problem Re-visited

Recent findings in neuroscience have conditioned the need to revisit our understanding of desire. This unit looks at the move to reconcile the schools of thought examined in this course with new research in behavioural genetics (behavioural genomics). Which historical and social factors have conditioned this new research program? What are the inherent strengths and weaknesses of this approach to understanding human behaviour?

Readings: http://www.ornl.gov/sci/techresources/Human_Genome/home.shtml Selections from Flow, Csikszentmihalyi Selections from Three Concepts of Desire, Schroeder

ISSUE 11 Guilt, Shame, Terror and Blame: The Phenomenology of Desire

The course concludes with the examination of contemporary studies of desire – of successful and failed expression and management of our desires. What happens when desire is frustrated, when it is turned inward or is given free reign? Investigating experiences of guilt, shame, fear and blame, students explore the expression of desire in our everyday life.

Readings: Selections from Shadow of the Other, Benjamin Selections from On Not Being Able to Sleep, Rose Selections from Terror and Experts, Phillips

ISSUE 12 Creativity and Hope: The Phenomenology of Desire, Part Two

While the frustration of desire can lead to despair, it also provides the foundation for hope and creativity. What are the conditions for the possibility of productive desire versus destructive desire? How can these conditions be managed within societies? Examining case studies, this unit addresses these issues.

Readings: Selections from Can Love Last?, Mitchell “Hoping Against Hope” Steinbock, http://www.o-p-o.net

V. EVALUATION PROCEDURE

Case Study 20% Mid-term Test 20% Essay 30% Final Exam 30%

B.A.T. (Industrial Design) Part B - 414 Consent Renewal Application

Course Title: Desire and Discontent – No Change Year and Semester: Elective Choice

VI. REQUIRED TEXTS AND OTHER LEARNING MATERIALS

Stephen Mitchell and Margaret Black, Freud and Beyond. Basic Books (New York: 1995)

Peter Gay (ed.), The French Freud, Norton (New York: 1989)

Michel Foucault, The History of Sexuality, Volume One: An Introduction Vintage (New York: 1990)

Customized Course Package

VII. ON-LINE ACTIVITIES

Research paper topic; access supplementary readings

VIII. DELIVERY FORMAT

• Lecture and class discussion • Case studies • Audio-visual presentations

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Wendy O’Brien-Ewara

Course designed by other: List faculty qualified to teach the course and/or statement “faculty to be hired”: Wendy O’Brien-Ewara If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. (psychology) minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students.

B.A.T. (Industrial Design) Part B - 415 Consent Renewal Application

Course Title: Desire and Discontent – No Change Year and Semester: Elective Choice Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 416 Consent Renewal Application

Course Title: Developmental Psychology – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research CO-REQUISITES:

I. COURSE DESCRIPTION

This course is designed to introduce students to theory, methodology and research findings in the field of life-span developmental psychology. Students will explore human development from conception to death, focusing on biological, cognitive and emotional processes.

II. LEARNING OUTCOMES

Upon completion of this course, students will be able to

1. trace human development from conception to death; 2. describe the complexity of developmental processes; 3. compare and contrast key developmental theories and methods across the life span; 4. assess their own development; 5. respond with sensitivity to behaviour exhibited by others taking into account the full range of possible reasons for that behaviour; 6. display self-assurance and maturity in dealing with people at all life stages; 7. interact with others so as to promote in them optimal growth and development.

III. COURSE CONTENT OUTLINE

UNIT A – INTRODUCTION, BIOLOGICAL PROCESSES

Topics

Introduction to Life-Span Development • Historical Considerations • Characteristics of the Life-Span Perspective • Biological, Cognitive and Socio-emotional Processes • Developmental Periods and Age Factors • Salient Developmental Issues • Theoretical Perspectives and Theories

B.A.T. (Industrial Design) Part B - 417 Consent Renewal Application

Course Title: Developmental Psychology – No Change Year and Semester: Elective Choice o psychoanalytic perspective (Freud, Erikson) o cognitive perspective (Piaget, Vygotsky) o behavioural perspective (Pavlov, Skinner) o social cognitive perspective (Bandura) o ethological perspective (Lorenz) o ecological perspective (Brofenbrenner) • Research Approaches

Initial Biological Processes • Evolutionary Theory • Heredity and Genetics • Prenatal Development o periods of prenatal development (germinal, embryonic, fetal) o diagnostic tests o teratology and hazards • Birth o birth process (stages of birth, delivery options) o neonatal health measures and considerations

Subsequent Biological Processes • Body Growth and Change o basic growth patterns (cephalocaudal, proximodistal) o growth through the life-span (infancy to late adulthood) • Brain Development Through the Life-Span • Sleep Patterns • Longevity o life expectancy and life-span o biological theories of aging

Motor, Sensory, and Perceptual Development • Motor Development o Reflexes o Gross and fine motor skills through the life span • Sensory and Perceptual Development o Vision, hearing, smell, taste, touch, and pain • Intermodal Perception and Perceptual-Motor Unification

Learning Outcomes

The student will be able to

1. demonstrate awareness of how the study of development has unfolded historically; 2. outline the basic characteristics of the life-span perspective; 3. define biological, cognitive and socio-emotional processes and understand these processes as unique yet interrelated; 4. identify the major developmental periods;

B.A.T. (Industrial Design) Part B - 418 Consent Renewal Application

Course Title: Developmental Psychology – No Change Year and Semester: Elective Choice 5. compare and contrast the various developmental theories and research methods; 6. evaluate the evolutionary approach to understanding development; 7. comprehend the genetic foundations of life and appreciate how heredity- environment interaction leads to particular developmental outcomes; 8. demonstrate knowledge of prenatal development including the germinal, embryonic and fetal periods of development, the purpose and methods of prenatal diagnostic tests and the effects of teratogens; 9. describe the stages of birth, evaluate different approaches to birth and outline the various neonatal health measures and considerations; 10. describe how the body grows and changes from birth to adulthood; 11. discuss changes in brain organization and structure through the life span; 12. compare the sleep patterns of infants, children, adolescents and adults; 13. contrast life expectancy and life span and evaluate theories of physical aging; 14. identify the basic reflexes found in the newborn and discuss how they govern behaviour; 15. outline and theoretically assess gross and fine motor skills development; 16. describe the developmental changes occurring within the various sensory and perceptual modalities through the life span and explain the development of intermodal perception and perceptual-motor unification.

UNIT B – COGNITIVE PROCESSES

Topics

The Nature of Thinking • Cognitive Development and Information Processing Approaches • Piaget’s Theory of Cognitive Development o Sensorimotor thought o Preoperational thought o Concrete operational thought o Formal operational thought • Vygotsky’s Theory of Cognitive Development o Zone of proximal development o Scaffolding o Language and thought • Cognitive Development in Adulthood

Intelligence • Defining Intelligence o Single intelligence and multiple intelligences o Intelligence tests o Development of intelligence through the life span

• Issues and Considerations o Heredity-environment controversy o Cultural factors

B.A.T. (Industrial Design) Part B - 419 Consent Renewal Application

Course Title: Developmental Psychology – No Change Year and Semester: Elective Choice o Creativity

Language Development • Defining Language • Rule Systems of Language • Biological and Environment Influences • Development of Language Through the Life Span

Learning Outcomes

The student will be able to

1. compare and contrast cognitive developmental and information-processing approaches to understanding the nature of thinking; 2. identify applications of, and evaluate Piaget’s theory of cognitive development; 3. identify applications of, and evaluate Vygotsky’s theory of cognitive development; 4. compare and contrast the cognitive development theories of Piaget and Vygotsky; 5. define intelligence and assess arguments for the existence of single intelligence and multiple intelligence; 6. identify and demonstrate understanding of different types of intelligence tests and assess the validity of using such tests to distinguish between mentally retarded, normal and gifted individuals; 7. outline the nature of intelligence through the life span; 8. assess the degree to which intelligence is due to hereditary or environmental influences and consider the role played by culture; 9. define creativity, characterize creative thinkers, and discuss the relationship between age and creativity; 10. define language and understand the rule systems involved in language; 11. describe and evaluate the biological and environmental influences on language; 12. outline how language develops through the life span.

UNIT C – SOCIO-EMOTIONAL PROCESSES

Topics

Emotional Development • Defining Emotion • Development of Emotion Through the Life Span • Temperament o Classifications o Implications for parenting • Attachment in Infancy and Childhood o Theories (Harlow, Erikson, Bowlby, Ainsworth, Kagan) o Parental styles and cultural variables • Attachment in Adolescence

B.A.T. (Industrial Design) Part B - 420 Consent Renewal Application

Course Title: Developmental Psychology – No Change Year and Semester: Elective Choice o Nature of attachment o Dating and romantic relationships • Attachment in Adulthood o Nature of attachment o Romantic and affectionate love

Self, Identity, and Personality • Self-Understanding and Self-Regulation Through the Life Cycle • Self-Esteem and Self-Concept • Erikson’s Psychosocial Theory of Development o Trust versus mistrust o Autonomy versus shame and doubt o Initiative versus guilt o Industry versus inferiority o Identity versus identity confusion o Intimacy versus isolation o Generativity versus stagnation o Integrity versus despair • Identity o Components and Statuses of Identity o Family and Cultural Influences • Personality o Theories (Freud, Erikson, Horney, Skinner, Bandura, Mischel, Maslow, Rogers) • Personality development in adulthood

Gender and Sexuality • Gender o Biological, cognitive and social influences o Similarities, differences and stereotypes o Roles o Gender development through the life span • Sexuality o Biological and Cultural Factors o Sexual Orientation o Development of sexuality through the life span

Moral Development • Piaget’s Theory o Heteronomous and autonomous morality • Kohlberg’s Theory o Preconventional, conventional, and postconventional morality

Learning Outcomes

The student will be able to:

B.A.T. (Industrial Design) Part B - 421 Consent Renewal Application

Course Title: Developmental Psychology – No Change Year and Semester: Elective Choice

1. characterize emotion as involving physical, behavioural, and interpersonal components; 2. describe the development of emotion across the life span; 3. outline basic temperament styles and discuss implications for parenting; 4. explain, compare and contrast theories of attachment in infants and children and discuss parenting styles and cultural factors as they relate to attachment in these groups; 5. compare and contrast adolescent and adult attachment patterns; 6. explain self-understanding and self-regulation through the life span; 7. differentiate between self-esteem and self-concept; 8. explain and evaluate Erikson’s psychosocial theory of development; 9. outline Erikson’s components of identity and Marcia’s statuses of identity and discuss the role of family and culture in identity development; 10. compare and contrast the various theories of personality; 11. explain personality development in adulthood; 12. discuss biological, cognitive and social influences on gender and consider gender similarities, differences and stereotypes; 13. interpret gender roles and outline gender development in adulthood; 14. describe the biological and cultural factors behind sexuality and sexual orientation and explore the development of sexuality through the life span; 15. explain, compare and contrast the moral development theories of Piaget and Kohlberg.

UNIT D – SOCIAL CONTEXTS

Topics

Marriage, Lifestyles and Families • Marriage Trends, Expectations, Facts and Myths • Adult Lifestyles Beyond Traditional Marriage • Parenting • Grandparenting • Intergenerational Relationships • Sibling Relationships and Birth Order • The Changing Family

Peers and Friendship • Peer Relations in Childhood • Peer Group Functions • Peer Statuses

Death and Grieving • Issues in Determining Death • Life, Death and Health decisions o Euthanasia

B.A.T. (Industrial Design) Part B - 422 Consent Renewal Application

Course Title: Developmental Psychology – No Change Year and Semester: Elective Choice o Palliative care and hospice • Death and Cultural Contexts • Understanding Death Through the Life Span • Kubler-Ross’ Stages of Dying • Grieving

Learning Outcomes

The student will be able to

1. discuss marriage trends, expectations, facts and myths; 2. outline the diversity of adult lifestyles; 3. outline different parenting styles and their effectiveness; 4. discuss grandparenting and intergenerational relationships; 5. discuss sibling relationships and birth order; 6. demonstrate knowledge of how the family is changing; 7. discuss the functions of peer relations, the influence of the parent-child relationship on peer relations and peer statuses; 8. discuss the functions of play and classify different types of play; 9. compare friendship through the life span; 10. discuss issues in determining death and decisions regarding life, death and health including euthanasia and hospice care; 11. describe how different cultures approach death; 12. identify, explain and evaluate Kubler-Ross’ stages of dying; 13. describe how death is understood by those at different points in the life span; 14. describe the process of grieving.

IV. EVALUATION PROCEDURES

Students will be evaluated on the basis of 4 in-class multiple-choice tests, each worth 20% of the final grade, and 3 take-home essay assignments, two worth 5% and one worth 10% of the final grade.

V. REQUIRED TEXT

Santrock, J. W. (2002) A Topical Approach to Life-Span Development. New York: McGraw-Hill. Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Rena Borovilos

Course designed by other: List faculty qualified to teach the course and/or statement “faculty to be hired”:

Ann Wainwright, Rena Borovilos

B.A.T. (Industrial Design) Part B - 423 Consent Renewal Application

Course Title: Developmental Psychology – No Change Year and Semester: Elective Choice If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. (psychology) minimum, Ph.D. preferred Classroom requirements: The college has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 424 Consent Renewal Application

Course Title: Ethics and Moral Theory – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): None COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research, case studies, discussion CO-REQUISITES:

1.0 COURSE DESCRIPTION

Whatever our cultural and socio-economic backgrounds, all of us seek to achieve a good life. Though most people immediately identify that with happiness, there can be little doubt that the good life must also include being a moral person. For no matter how much pleasure, money and power we happen to have at our disposal, most people will ultimately find it unsatisfying unless they feel that they deserve their situation in life by virtue of the acts they’ve performed and the causes they’ve supported. The purpose of this course is to examine and clarify the moral component of the good life. Our focus will be on contemporary issues of the sort that people are likely to come across in their everyday lives. Hence, the course considers moral dilemmas that arise in our relations with family, friends, lovers, work, business, law, health care, animals, and the environment. Moral theories are discussed to ensure students can thoughtfully engage the issues, but the emphasis will be on resolving practical dilemmas.

2.0 INSTRUCTIONAL GOALS

Students who complete this course will become familiar with the decision-making processes used to debate and resolve contemporary ethical issues. This will entail an understanding of historical and contemporary moral theories as well as the facts relevant to contemporary ethical issues. Students will be able to apply moral theories, concepts and ideas to a variety of specific areas encompassing everyday relationships, law, business, international economic relations, medicine, and the environment.

3.0 LEARNING OUTCOMES

At the end of this course, students will be able to:

1. define the term “applied ethics” and provide examples of ethical issues 2. distinguish “ought” from “is” and perceive that the first cannot be derived from the second 3. explain why moral considerations matter in deciding significant affairs 4. explain the necessity of giving reasons to defend one’s moral opinions 5. describe, compare, contrast, and apply the major moral theories, e.g., utilitarianism, deontology, virtue, rights and relativism

B.A.T. (Industrial Design) Part B - 425 Consent Renewal Application

Course Title: Ethics and Moral Theory – No Change Year and Semester: Elective Choice 6. demonstrate how loyalties to family, friends and society often conflict 7. critically assess the arguments that can be made to favour the interests of family, friends, or society 8. evaluate the proposals to obligate children to take care of their elderly parents 9. summarize the different models of sexuality, e.g., teleological, hedonistic, metaphysical, and intersubjective 10. assess the issue of gay and lesbian rights 11. define and identify instances of sexual harassment 12. compare and contrast the case for and against an unconditional prohibition on lying 13. distinguish lying from bullshitting 14. identify the causes of bullshitting in present-day society 15. describe authenticity and its problematic relationship to prevalent postmodernist streams of thought 16. explain the invisible hand and how it justifies a life dedicated to the limitless pursuit of wealth 17. outline Marx’s theory of alienation of labour 18. discuss the applicability of virtue and social responsibility in business life 19. assess the moral dilemmas posed by information asymmetries between buyers and sellers, with specific reference to insider trading 20. evaluate the relative merits of the case for and against lending massive assistance to the world’s poor 21. define and critically assess the idea of noblesse oblige 22. distinguish three ways of orienting our relationship to nature: the management ethic, the kinship ethic and the environmental ethic 23. critically assess the main claims of the environmental movement 24. describe and evaluate the principles of the animal rights cause 25. summarize how medical advances have given rise to demands for assisted suicide 26. gauge the relevance of the distinction between active and passive euthanasia 27. examine whether the provision of life-saving medical care should be apportioned on the basis of age.

4.0 TOPIC OUTLINE

Issue 1: What is applied ethics and how is it done? • Applied ethics as the study of what “ought” to be done • The concern with resolving practical dilemmas • Distinguishing “ought” from “is” • The necessity of having to consider “the moral point of view” in deciding what to do • The giving of reasons in ethical discourse • Major moral theories: Utilitarianism, Deontology, Virtue, Rights, and Relativism

Readings: Mill, John Stuart. Selection from Utilitarianism, Chapter 2 [INTERNET] Kant, Immanuel. Selection from Fundamental Principles of the Metaphysic of Morals, Section 2 [INTERNET] Aristotle. Selection from Nicomachean Ethics, Book II [INTERNET]

B.A.T. (Industrial Design) Part B - 426 Consent Renewal Application

Course Title: Ethics and Moral Theory – No Change Year and Semester: Elective Choice “The United National Universal Declaration of Rights”, pp. 289-294 Protagoras expressed in Plato, Theaetetus, 166d-167c [INTERNET]

Issue 2: How should I treat my family and friends? • Whether the interests of family and friends should take precedence over the concerns of the wider community • Confucius on the precedence of family and friends • Law vs. friendship and family • A growing dilemma: what to do when our parents grow old?

Readings: The Confucian Analects, pp. 51-53 Sophocles, Excerpt from Antigone, pp. 54-66 Twain, Mark. “You can’t pray a lie”, pp. 76-80 Callahan, Daniel. “What do children owe elderly parents?”, pp. 67-75

Issue 3: How should I make sense of sex? • The liberation of sexual conduct from traditional constraints • The problem of deciding under what conditions to pursue and have sex • Different views of sex: teleological, hedonistic, metaphysical, and intersubjective • The battle for gay and lesbian rights • Defining sexual harassment

Readings: Solomon, Robert C. “Sex, Contraception, and Conceptions of Sex”, pp. 95-107 Kaplan, Morris. “Sexual Justice”, pp. 119-125 Crosthwaite, Jan & Priest, Graham. “The Definition of Sexual Harassment”, pp. 131-139

Issue 4: Is it ever right to lie? • Immanuel Kant on why lying is never admissible • Mark Twain’s contention that lying is socially necessary and that it must be done artfully • Lying vs. bullshitting • The sources of bullshit in the contemporary world • Postmodernism, truth, and authenticity

Readings: Kant, Immanuel. “On a supposed right to tell lies from benevolent motives”, pp. 196-198 Twain, Mark. “On the decay of the art of lying”, pp. 222-225 Frankfurt, Harry. “Reflections on Bullshit”, pp. 226-228

Issue 5: Dealing with Injustice - Should I support capital punishment? • Brief historical sketch of capital punishment • The case for capital punishment: deterrence and retribution • The case against capital punishment: zero or negligible deterrence value, indulgence

B.A.T. (Industrial Design) Part B - 427 Consent Renewal Application

Course Title: Ethics and Moral Theory – No Change Year and Semester: Elective Choice of vengeance, cruel and unusual punishment, violation of human dignity • Comparing and contrasting U.S. and Canadian Supreme Court decisions on capital punishment

Readings: Gregg v. Georgia (1976) US Supreme Court, pp. 474-478 Camus, Albert. “Reflections on the Guillotine”, pp. 479-482 Excerpts from: United States vs. Burns (2001) Supreme Court of Canada [INTERNET]

Issue 6: How should I make money? • The invisible hand: Classical liberal/libertarian claim that the pursuit of profit benefits society • Marxist critique of capitalist money making: work as alienation • Virtue and business: can they go together? • Whether corporations should just maximize profits or practice social responsibility • When information is concealed in transactions: the case of Insider trading

Readings: Hospers, John. ”Profits and Liberty”, pp. 233-237 Marx, Karl. “Alienated Labour”, pp. 238-241 Solomon, Robert C. “The Aristotelian Approach to Business Ethics”, pp. 261-267 Bragues, George. “The Bourgeois Virtues”, The National Post (Financial Post), Aug. 30/2002 [INTERNET] Ciulla, Joanne. “Insider trading: the secret seduction”, pp. 256-260 Bragues, George. “Why Insider trading should be legal”, The National Post (Financial Post), Feb. 13/2002 [INTERNET]

Issue 7: How should I respond to poverty? • The gross disparities of wealth and incomes throughout the world • Peter Singer’s directive to rich Westerners: give to the world’s poor up to the point that material equality is reached • Garrett Hardin’s response to Singer: we must only attend to those closest to us • Andrew Carnegie on noblesse oblige

Readings: Singer, Peter. “Famine, Affluence, and Morality”, pp. 578-581 Hardin, Garrett. “Lifeboat Ethics”, pp. 582-586 Carnegie, Andrew. “Wealth”, pp. 587-591

Issue 8: What should we sacrifice for animals and the environment? • Rise of the environmental and animal rights movements • The main threats to the environment: pollution, global warming, species extinction, population pressures, biodiversity loss, resource depletion • Three ethical approaches to the natural order: management ethic, kinship ethic, and environmental ethic • Human uses of animals: food, clothing, toxicology, medical research

B.A.T. (Industrial Design) Part B - 428 Consent Renewal Application

Course Title: Ethics and Moral Theory – No Change Year and Semester: Elective Choice • The animal liberation ethics of Peter Singer • J.S. Mill’s warning not to exalt nature • Bjorn Lomborg’s skeptical environmentalism

Readings: Regan, Tom. “The Nature and Possibility of an Environmental Ethic”, pp. 494-504 Singer, Peter. “Not for Humans Only: The Place of Non-humans in Environmental Issues”, pp.505-514 Mill, J.S. “Against the Glorification of Nature”, pp. 551-554 The Economist, “The truth about the environment”, Aug. 2/2001, [INTERNET OR HANDOUT]

Issue 9: Who should decide when I die? • How advancements in medicine prolong life to the point where many would rather not continue living • Historical sketch of the moral/legal treatment of suicide and assisted suicide • Active vs. passive euthanasia: a distinction without a difference? • James Rachel’s attempt to deny the distinction • Whether age should be a determining factor in allocating medical care

Readings: Excerpts from Rodriguez v. British Columbia (1993) Supreme Court of Canada [INTERNET] Rachels, James. “Active and Passive Euthanasia”, pp.645-649 Callahan, Daniel. “Aging and the ends of medicine”, pp. 665-670

5.0 EVALUATION PROCEDURE

The breakdown of the final grade will be as follows:

Opinion Essay #1 (750-1000 words) 20% 90-minute Mid-term Exam 25% Opinion Essay #2 (1200-1500 words) 25% 2-hour Final Exam 30%

The assignments will be based upon assigned readings, class discussions and audiovisual presentations. Students are strongly urged to attend all classes as discussions and presentations cannot be repeated.

Any take-home assignments will be due at the beginning of class on the assigned due dates. Late assignments will be penalized.

B.A.T. (Industrial Design) Part B - 429 Consent Renewal Application

Course Title: Ethics and Moral Theory – No Change Year and Semester: Elective Choice 6.0 TEXTS

Bowie, G. Lee, Higgins, Kathleen M., Michaels, Meredith W. Thirteen Questions in Ethics and Social Philosophy. 2nd ed. Harcourt Brace & Company, 1998.

Internet material on a course dedicated website Information About Course Designer/Developer 5 Course designed by faculty eligible to teach this course: Georges Bragues

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Melanie Chaparian, Ian Gerrie, George Bragues, Wendy O’Brien-Ewara, John Elias If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. (philosophy) minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

B.A.T. (Industrial Design) Part B - 430 Consent Renewal Application

Course Title: Film Survey and Analysis – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, research, readings CO-REQUISITES:

1.0 COURSE DESCRIPTION

This is an introductory survey of the cinema as 20th century art. The course will analyse the basic elements of movies – shots, angles, camera movement, editing and composition – and explore the language of film through viewing and discussion of notable examples of movies from various decades. Students will examine film theories to help understand the meaning of films. Several genres will be studied both for the images of society they project, and to understand their influence on current cinema. The course will also examine examples of propaganda and documentary, and the way in which contemporary, popular cinema can deal with ideologically oppressed groups.

2.0 LEARNING OUTCOMES

Upon successful completion of this course, students will be able to:

1. Define and compare basic cinematic terms and elements. 2. Recognize and analyse camera movement and understand its limitations. 3. Outline the origins of cinema and the evolution of film. 4. Identify point of view. 5. Outline the phases of film history and compare various styles. 6. Define the relationship between the viewer and the action conveyed by a film. 7. Compare and contrast levels of meaning in a film. 8. Apply critical thinking to analyse and compare films for theme, structure and style. 9. Demonstrate visual literacy through interpreting action and symbolism. 10. Outline the features of the “Art” Cinema. 11. Compare and contrast the elements and the impact of historical examples of film that feature political subjects.

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course:

Course designed by other: List faculty qualified to teach the course and/or statement “faculty to be hired”: To be hired

B.A.T. (Industrial Design) Part B - 431 Consent Renewal Application

Course Title: Film Survey and Analysis – No Change Year and Semester: Elective Choice If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 432 Consent Renewal Application

Course Title: The Good Life: A Philosophic Investigation – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research CO-REQUISITES:

I. COURSE DESCRIPTION

In the pursuit of the good life, individuals have worked slavishly and fought cruelly. They have built nations, created masterpieces, forfeited fortunes, waged wars, and sacrificed their own and their loved ones’ lives. For many, the good life brings to mind exotic locales, expensive toys, and a life devoted to pleasurable self-indulgence. For others, the answer lies in simplicity—a life unencumbered by the stress and strain of competing for ever more consumer goods and devoted to tranquillity. What is it about this ideal that fuels our imagination and inspires us to act? What is the source of this ideal? And what are the implications of adopting a version of the good life as our own? This course introduces key works in the history of philosophy as they examine the ideal of the good life. Drawing on the works of Plato, Aristotle, Epicurus, Seneca, Augustine, Montaigne, Rousseau, Smith, Marx, and Nietzsche, students are challenged to think critically about how money, knowledge, love, spirituality, happiness, and justice both create and undermine our image of the good life.

II. LEARNING OUTCOMES

On completion of this course, students will be able to:

1. articulate the varied ways in which happiness might be pursued; 2. explain our society’s identification of happiness with financial success as well as the doubts that can be raised about that understanding; 3. describe the hedonist philosophy, distinguishing between its common and Epicurean versions; 4. explain how Locke adopted the hedonist view to support a subjective conception of happiness; 5. elaborate Mill’s objective view of happiness based on his distinction between higher and lower pleasures; 6. identify the social and psychological factors driving the pursuit for money in our society; 7. critically evaluate the case for and against classifying wealth as a key component of happiness; 8. detail the main elements of Marx’s critique of capitalist economies; 9. define power so as to describe its manifestations in business and politics; 10. critically evaluate the case for and against making the possession of power a

B.A.T. (Industrial Design) Part B - 433 Consent Renewal Application

Course Title: The Good Life: A Philosophic Investigation – No Change Year and Semester: Elective Choice constituent of happiness; 11. articulate the challenges of equating happiness with morality; 12. summarize the Epicurean, Stoic, and Kantian positions about the relationship between morality and happiness; 13. demonstrate how love attracts us to the beautiful; 14. compare and contrast the claims made in favour of orienting one’s life towards love versus friendship; 15. appraise marriage’s connection to happiness; 16. comprehend how Socrates, Plato, and Aristotle defined the good life as the pursuit of truth for its own sake; 17. explain how Francis Bacon and Friedrich Nietzsche contest the idea that knowledge should be pursued for its own sake; 18. detail St. Augustine’s argument that happiness is impossible in this life; 19. weigh Augustine’s claim that happiness involves religious faith; 20. describe the implications of death for the pursuit of happiness; 21. explain and evaluate Michel de Montaigne’s argument that living well requires that we prepare for death.

III. COURSE CONTENT OUTLINE

Unit 1: Overview of the Happiness Debate and Why We Need to Study Happiness

• The universal desire for happiness • Potential components of happiness: pleasure, wealth, power, status, love, beauty, friendship, spirituality, knowledge, virtue, and self-realization. • Ancient Greek origins of the philosophic investigation of happiness • Financial success as our society’s core conception of happiness • Slumping happiness? Data regarding current levels of happiness • How the phenomena of slumping happiness requires a re-assessment of our society’s commitment to material affluence.

Readings:

Freud, Sigmund. Civilization and its Discontents, Section II Graph: Happiness and Income per capita in the United States between 1946 and 1991 (Source: Frey, Bruno and Stutzer, Alois, “What can Economists learn from Happiness Research?”, CESifo Working Paper No. 501, June 2001)

Unit 2: Pleasure and Happiness

• Common notions of hedonism: bodily delights, extravagant luxury, the Playboy philosophy of life • Epicurean claim that happiness is simply equated with pleasure • Distinction between Epicurus’ philosophy and common notions of hedonism:

B.A.T. (Industrial Design) Part B - 434 Consent Renewal Application

Course Title: The Good Life: A Philosophic Investigation – No Change Year and Semester: Elective Choice calculating self-restraint vs. impulsive self-indulgence • Modern philosophic transformation of Epicureanism into subjective theory of happiness • John Stuart Mill’s distinction between higher and lower pleasures

Readings:

Epicurus, Letter to Menoeceus Locke, John. “How Men come to pursue different courses” in An Essay Concerning Human Understanding, Book II, Chapter xxi, paragraphs 54-55 Mill, J.S., Utilitarianism, excerpt from Chapter 2.

Unit 3: Wealth and Happiness

• Psychological roots of the all-encompassing hunt for money in contemporary societies • The case for identifying wealth with happiness: wealth increases our consumption possibilities • Problems in identifying wealth with happiness: wealth just a means to happiness, loss of leisure, dependence on superfluous goods, slavery to considerations of prestige, the treadmill effect • Marxist critique of capitalist wealth creation • Comparing the happiness of the poor and rich • Data on the relationship between happiness and income

Readings:

Aristotle, The Politics, Book I, viii-ix Marx, Karl. Manifesto of the Communist Party, Section I Smith, Adam. The Theory of Moral Sentiments, Part IV, Chapters 6-10 Graphs: 1. Life Satisfaction and Income Levels across the world in the 1990’s 2. Population Distribution of Happiness according to various levels of Income, United States in 1994 (Source: Frey, Bruno and Stutzer, Alois, “What can Economists learn from Happiness Research?”, CESifo Working Paper No. 501, June 2001)

Unit 4: Power, Status, and Happiness

• Power as the capacity of influencing others • The pursuit of power in politics and business • Case for tying power to happiness: ability to acquire goods, respect and honour, pleasure of controlling one’s circumstances • Case against tying power to happiness: the intense competition for high positions, necessity of cutting moral corners, fragility of honour, the making of enemies

B.A.T. (Industrial Design) Part B - 435 Consent Renewal Application

Course Title: The Good Life: A Philosophic Investigation – No Change Year and Semester: Elective Choice

Readings:

Aristotle, Nicomachean Ethics, Book I, v. Machiavelli, Niccolo. The Prince, Chapters XV-XIX

Unit 5: Morality and Happiness

• The tension between morality and happiness: the ring of Gyges story • Epicurean claim that moral virtue is a means to happiness • Stoic view that moral virtue is the essence of happiness • Immanuel Kant’s critique of the happiness ideal • Kant’s dictum that the proper goal of life is to be morally worthy of happiness

Readings:

Plato, The Republic, Book II, 358e-362c Cicero, De Finibus, Book I, xii-xvi Seneca, “The Happy Life” in The Epistles of Seneca Kant, Immanuel. Grounding for the Metaphysics of Morals, First Section

Unit 6: The Place of Love, Beauty, and Friendship in a Happy Life

• Love as the promise of complete happiness • How love is directed towards beauty • The advantages of being beautiful • Pleasures of friendship: company, conversation, intimacy, advice, support. • Perils of friendship: abandonment, betrayal of trust • Love vs. Friendship: Intensity vs. Calmness? • Marriage and Happiness

Readings:

Plato, Symposium, 201d-206 Xenophon, Memorabilia, Book II, iv., 1-35 Bacon, Francis. “Of Love” and “Of Marriage and Single Life” in Essays “The right to be beautiful,” The Economist, May 24/2003, p.9

Unit 7: Knowledge and Happiness

• Plato and Aristotle’s case for the contemplative life, or the pursuit of knowledge for its own sake • Modern philosophers’ view that knowledge should serve practical goals, e.g.,

B.A.T. (Industrial Design) Part B - 436 Consent Renewal Application

Course Title: The Good Life: A Philosophic Investigation – No Change Year and Semester: Elective Choice technological mastery of our natural and social environment. • The pursuit of truth as a sickness: Nietzsche’s critique of Socrates

Readings:

Aristotle, Nicomachean Ethics, Book X, vi-viii Bacon, Francis The Advancement of Learning, Book I, v., 11 “The Problem of Socrates” in Nietzsche, Friedrich Twilight of the Idols

Unit 8: Death and Suffering: Is Happiness Attainable?

• St. Augustine’s critique of pagan teachings about morality • Augustine’s claim that happiness is unattainable in this world • Threat to happiness posed by death • Argument that the impossibility of happiness in this world points to the need for faith in an afterlife • Montaigne’s claim that the good life involves preparing for death

Readings:

St. Augustine, The City of God, Book XIX, 4-10 Montaigne, Michel de. “To philosophise is to learn how to die,” in Essays

IV. RESOURCES SUPPLIED BY STUDENT

CANCOPY compilation of the readings cited in the Course Content Outline.

V. METHODS OF PRESENTATION

• Interactive lecture and discussion • Audiovisual presentations • Small group discussions • Formal lectures • On-line learning

VI. EVALUATION OF STUDENTS

1000-1200 word (4-5 pages) Essay 20% Mid-term Exam 25% 1500-2000 (6-8 pages) Essay 25% Final Exam 30%

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Georges Bragues

B.A.T. (Industrial Design) Part B - 437 Consent Renewal Application

Course Title: The Good Life: A Philosophic Investigation – No Change Year and Semester: Elective Choice

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Georges Bragues, Doug Wright If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 438 Consent Renewal Application

Course Title: How is Society Possible? Conflict, Cooperation and Social Theory – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): Successful completion of at least two lower level breadth courses or letter of permission. COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research, case studies, small group work CO-REQUISITES:

I. COURSE DESCRIPTION

What constitutes the social glue that binds individuals together to form a society? How is conflict accommodated and sufficient cooperation encouraged to ensure continuity? How is society best organized? Looking at issues such as the concept of human nature, the dynamics of group behaviour, the development of social institutions, the distribution of scarce resources, and the notion of power and punishment, students reflect on these questions in a critical manner. Through a study of the works of Marx, Durkheim, Weber, Mead, Parsons, Mills, Goffman, Habermas, Foucault, and Bourdieu, this course provides an introduction to social theory.

II. LEARNING OUTCOMES

On completion of this course, students will be able to:

1. Outline the origins of social theory. 2. Recognize that social theory is based on the assumption that society is a separate unit of analysis. 3. Explain the problem of social order. 4. List the potential sources of social order. 5. Describe three major pre-sociological theories of the social structure – namely, the teachings of Thrasymachus, Aristotle, and Hobbes. 6. Articulate the ways in which these pre-sociological theories foreshadow the alternatives schools of thought in social theory. 7. Demonstrate a working knowledge of the concepts of class conflict, dialectics, materialism, and history in Marxism. 8. Critically evaluate Marx’s critique of contemporary capitalist societies as well as his justification of socialism and communism. 9. Explain how Emile Durkheim contests the egoistic-utilitarian account of society with an organic conception. 10. Articulate how Durkheim’s understanding of society is expressed in his analysis of suicide. 11. Summarize Durkheim’s understanding of the role of religion in sustaining communal

B.A.T. (Industrial Design) Part B - 439 Consent Renewal Application

Course Title: How is Society Possible? Conflict, Cooperation and Social Theory – No Change Year and Semester: Elective Choice bonds. 12. Describe why Durkheim favours Kant’s individualism over egoistic individualism. 13. Analyse Max Weber’s claim that ideas play an independent role in shaping society. 14. Describe the concept of rationalization in Weber’s thought, both in his understanding of history and bureaucracy. 15. Explain and critically evaluate Weber’s notion of the Iron Cage. 16. Demonstrate a working knowledge of the role played by class, status, and party in Weber’s account of society. 17. Compare and contrast the rival claims of functionalism and conflict theory. 18. Explain how social theorists have applied functionalism to explain inequality as well as age and sex roles. 19. Appraise C. Wright Mill’s elite theory of American society. 20. Define the term “methodological individualism” and identify its central role in exchange and rational choice theory. 21. Evaluate the claim that reciprocity is the glue of society. 22. Critically weigh the argument that individuals interact with each other on a rational and cost/benefit basis. 23. Distinguish social and human capital. 24. Explain the claim that the self is socially constructed. 25. Articulate the idea that social bonds are nurtured by the creation and constant reweaving of a shared world-view. 26. Differentiate between micro and macro accounts of the social structure. 27. List the main elements of Postmodernism. 28. Appraise Michel Foucault’s claim that knowledge and power are inherently connected in the social structure. 29. Elucidate what Jean-Francois Lyotard means by the death of metanarratives. 30. Describe and assess Jurgen Habermas’ commitment to deliberative democracy and the Enlightenment ideal of society.

III. COURSE CONTENT OUTLINE

* Readings from the Farganis text are denoted [RST] below, while Internet accessible material is designated by [WWW].

Unit 1: Overview of Social Theory

• Historical sketch of social theory • How social theory assumes the autonomy of society • The problem of social order: how do individuals with clashing interests manage to co-ordinate their activities and co-operate with each other in a modicum of peace? • Potential sources of social order: coercion, class or elite domination, administrative regulation, moral norms, reciprocity, ideological authority, shared cultural symbols and paradigms. • The quest for a good society

B.A.T. (Industrial Design) Part B - 440 Consent Renewal Application

Course Title: How is Society Possible? Conflict, Cooperation and Social Theory – No Change Year and Semester: Elective Choice

Readings:

“Introduction: The Classic Tradition to Post-Modernism” [RST]

Unit 2: Pre-sociological Theories of the Social Structure

• How pre-sociological theories viewed society as a reflection of political forces • Thrasymachus’ theory of group/elite domination • Aristotle’s vision of society as a natural association of individuals fulfilling their social and political nature • Hobbes’ picture of society as an agreement among self-seeking individuals • How Thrasymachus, Aristotle, and Hobbes anticipate major sociological theories

Readings:

“Thrasymachus’ Speech on Justice” in Plato, The Republic, Book I [WWW] Aristotle, The Politics, Book I, i-ii [WWW] Hobbes, Thomas. Leviathan, Chapter XIII [WWW]

Unit 3: Marxism

• A class conflict theory of social life • Materialistic and dialectical conception of historical progress • Bourgeois vs. the workers • Modern capitalist society as the arena of force, fraud, exploitation, and alienation • The socialist/communist utopia

Readings:

Marx, Karl. Selections from The Communist Manifesto, Economic and Philosophic Manuscripts, and The German Ideology [RST]

Unit 4: Durkheim

• Society as an organism that subsumes the individual • Individual internalisation of norms as the glue of society • Opposition to economic/utilitarian accounts of social co-operation • Function of religious rituals in nurturing social solidarity • Kantian individualism as the ideal ethic for modern societies

B.A.T. (Industrial Design) Part B - 441 Consent Renewal Application

Course Title: How is Society Possible? Conflict, Cooperation and Social Theory – No Change Year and Semester: Elective Choice Readings:

Durkheim, Emile. Selections from “Egoistic and Anomic Suicide,” The Elementary Forms of Religious Life, and Individualism and the Intellectuals [RST]

Unit 5: Weber

• Ideas, and not just economic forces, play a decisive role in shaping societies • History as the process of rationalization • How bureaucracies express the ideal of rationalization in coordinating social relations • The Iron Cage • Status groups, parties, and classes as sources of stratification and conflict

Readings:

Weber, Max. Selections from The Protestant Ethic and the Spirit of Capitalism, “Bureaucracy,” and “Class, Status, Party”.

Unit 6: Functionalism vs. Conflict Theory

• Key points of difference between functionalist and conflict theorists • Parsons’ application of functionalism to explain sex and age roles • Davis and Moore’s functionalist thesis that inequality serves the well-being of society • C. Wright Mills’ conflict theory: the rule of American society by military, political, and economic elites

Readings:

Parsons, Talcott. “Age and Sex in the Social Structure of America” [RST] Davis, Kingsley and Moore, Wilbert E. “Some Principles of Stratification” [RST] Mills, C. Wright. “The Structure of Power in America” [RST]

Unit 7: Exchange Theory and Rational Choice

• The claim that society is best understood by focusing on individual conduct • Society as the aggregation of individual interactions designed to obtain benefits at minimal cost • Reciprocity as the glue of social relations • Rationality assumption in explaining individual conduct • Creation of social capital--norms, trust, networks--out of rational individualism

B.A.T. (Industrial Design) Part B - 442 Consent Renewal Application

Course Title: How is Society Possible? Conflict, Cooperation and Social Theory – No Change Year and Semester: Elective Choice Readings:

Blau, Peter. “The Structure of Social Associations” [RST] Coleman, James. “Social Capital in the Creation of Human Capital” [RST]

Unit 8: Social Constructionism

• Mead’s contention that the self is constructed in its dealings with others • Herbert Blumer’s claim that individuals come together as a result of the meanings projected onto the world by social interaction. • How interpretive activity in social intercourse can change the meanings projected on reality • The limited role of socio-economic structures in influencing individual conduct

Readings:

Mead, George Herbert. Selection from Mind, Self, and Society [RST] Blumer, Herbert. “Society as symbolic interaction” [RST]

Unit 9: Post-modernism and Its Critics

• Post-modern acceptance of social constructionism • Post-modern rejection of universal, objective truth: Lyotard’s attack on metanarratives • Foucault on objectivity and science as instruments of domination • Encouraging marginalized voices to speak • Habermas’ objectivist defence of deliberative democracy

Readings:

Foucault, Michel. “The Carceral” [RST] Lyotard, Jean-Francois. Selection from The Post-Modern Condition: A Report on Knowledge [RST] Habermas, Jurgen. “Three Normative Models of Democracy” [RST]

IV. GENERAL SKILLS OBJECTIVES

On completion of this course, the student will demonstrate competencies in the following:

• Reading as evidenced by an ability to comprehend the arguments from a wide range

B.A.T. (Industrial Design) Part B - 443 Consent Renewal Application

Course Title: How is Society Possible? Conflict, Cooperation and Social Theory – No Change Year and Semester: Elective Choice of texts. • Writing by effectively completing course assignments, tests, and exams. • Critical and Creative Thinking through an analysis of underlying causes and unexpected consequences of our daily actions and through connecting the systemic and structural with the individual and personal. • Personal Organization, Time Management, Resource Management, and Responsibility through class attendance, punctuality, class participation, and meeting deadlines. • Research by using a variety of sources, including books, periodicals, the Internet, and direct observation. • Computer Application and Communicating through Evolving Media by using e-mail and the Internet for the purposes of research, completing assignments, and communicating with the professor.

VII. METHODS OF PRESENTATION

• Interactive lecture and discussion • Audiovisual presentations • Small group discussions • Formal lectures • On-line learning

VIII. EVALUATION OF STUDENTS

Mid-term Test 30 % Writing Assignments 40 % Final Exam 30 % TOTAL 100 %

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Georges Bragues

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Georges Bragues, Wendy O’Brien-Ewara If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3.

B.A.T. (Industrial Design) Part B - 444 Consent Renewal Application

Course Title: How is Society Possible? Conflict, Cooperation and Social Theory – No Change Year and Semester: Elective Choice Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 445 Consent Renewal Application

Course Title: Human Security and World Disorder – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, research, case studies, readings CO-REQUISITES:

1.0 COURSE DESCRIPTION

A survey of 20th-century history reveals two disparate trends in world politics. States, nations, and individuals increasingly seem willing to abandon public goods in order to ensure a sense of security. Yet, even as such fundamental values as equality, liberty, and justice are bargained away in return for (in the name of) peace and stability, the world seems to slip further into a state of disorder—a state in which the conditions for the possibility of security are undermined. How can security be achieved? What are citizens willing to surrender in order to meet this objective? And what cost are they willing to incur in order to feel secure? Students explore such issues as the changing relationship between states and corporations, the creation of a world court, contemporary warfare, and the rise of the personal security industry.

2.0 LEARNING OUTCOMES

On completion of this course, students will be able to

1. summarize the method of inquiry encompassed in Foucault’s account of the archaeology of knowledge; 2. identify the three sources of human suffering discussed by Freud and, making reference to examples, analyse his claim that civilization is both the cause and the cure for much of this suffering; 3. compare and contrast three competing conceptions of the human security agenda in international relations; 4. define the term precarite as used by Bourdieu; 5. provide an account of how experiences of uncertainty are transformed into concerns for safety, and describe the process by which such fear is commodified in the rise of private security industries; 6. outline Hobbes’ account of the wager individuals make in order to ensure their security—noting both what they gain and what they forfeit when they enter the social contract; 7. compare and contrast traditional and contemporary theories of sovereignty and evaluate their relative merits in light of humanitarian intervention; 8. assess how competing political ideologies, including liberalism, communism, and fascism, balance the need for personal security with the right to personal autonomy;

B.A.T. (Industrial Design) Part B - 446 Consent Renewal Application

Course Title: Human Security and World Disorder – No Change Year and Semester: Elective Choice 9. compare and contrast negative and positive liberty as described by Berlin; 10. analyse Nietzsche’s critique of the desire for security making reference to his distinction between master and slave mentality; 11. define the term “rights” and explain the distinction between natural rights and civil rights, in personem rights, and in rem rights; 12. summarize Aristotle’s account of friendship, and analyse the strengths and weaknesses of modelling political relationships on this concept; 13. trace the historical development of war crimes, and identify the assumptions concerning responsibility entailed in this concept with reference to the issues of autonomy, obedience, and authority; 14. identify the conditions for the possibility of trust; 15. evaluate the relative merits of the following epistemologies in relation to media coverage of political events: correspondence theory, coherence theory, pragmatism, skepticism, and relativism; 16. explain the relationship between power and truth as outlined by Foucault; 17. compare and contrast power and violence as outlined by Arendt; 18. summarize the principles of just war theory with reference to the concepts of jus ad bello and jus in bellum, and analyse the applicability of these concepts in assessing contemporary warfare; 19. examine the history of terrorism and identify the arguments used to support and reject this form of political violence; 20. assess the interrelated trends towards globalisation and localization, and analyse their effect on individual and collective experiences of peace and stability; 21. compare and contrast theories of distributive justice grounded on the principles of need, merit, and fairness, and assess their relative strengths and weaknesses; 22. define the terms moral absolutism and relativism, and analyse how these schools of thought inform arguments for and against the institution of The International Criminal Court; 23. outline Kant’s account of the best relation between domestic and international orders to ensure peace and stability, and discuss the relative merits of his arguments in light of contemporary challenges to human security; 24. compare and contrast peace-keeping and peace-building agendas.

3.0 COURSE CONTENT OUTLINE

UNIT 1: The Age of Uncertainty and the Politics of Fear We live in a time marked by great uncertainty. Advances in science, events in world politics, and changes in our personal relationships challenge our most staunchly held beliefs and place in question our most cherished principles. It is a time marked by precarite. What is right one day is wrong the next. Our friends are suddenly our enemies. What we believe to be true at this moment is proved to be false at the same time. These experiences of uncertainty—ontological, moral, existential, and epistemic— undermine our sense of security and leave us anxious. We worry about our jobs, our possessions, our health, our finances, our children, our neighbourhoods. Such concerns for security are not limited to individuals. It has come to dominate community, state, and international agendas as well. This desire for security burgeons even as we make

B.A.T. (Industrial Design) Part B - 447 Consent Renewal Application

Course Title: Human Security and World Disorder – No Change Year and Semester: Elective Choice advances in technology, communications, and political relations that hold the potential to increase our chances for peace and stability. Students in this unit examine the need for the study of the concept of security, that is, for the development of a theoretical basis for the personal and political issues that shape, and are shaped by, our experiences of uncertainty. Students are introduced to Foucault’s conception of the archaeology of knowledge as a method for undertaking this study.

UNIT 2: Facing Our Fears: The Desire for Security Freud’s Civilization and Its Discontents can be read as a primer for security studies. In this text Freud outlines the key concepts and issues essential to understanding our need for certainty and permanence, and he investigates why we are so often frustrated in this pursuit. Focusing on his theory of human nature, students investigate the roots of our desire for security in human consciousness and in individual experiences. Focusing on the psychology of war, we will look at the price we pay for both failing and succeeding in fulfilling this desire by juxtaposing Freud’s text with Nietzsche’s Genealogy of Morals.

UNIT 3: The Commodification of Fear Feeling unable to address the root causes of our fear, we have transformed our insecurity into a concern for safety. We look for means to rid ourselves of uncertainty and fear by seeking protection, familiarity, and permanence. And we purchase a seemingly endless proliferation of products and services that we are told will meet these needs. We can buy insurance, install surveillance cameras, move to walled communities, invest in security systems, send our children to private schools, and eat only organically grown produce. In this unit, students analyse the commodification of fear through an examination of the fastest growing market in the world—security industries. Focusing on the privatisation of insecurity, students examine how these industries both create and offer to eliminate our anxieties.

UNIT 4: The Politics of Place Globalisation is not a new phenomenon. Rather, it is a long-standing development that has been accelerated owing to advances in communications and technology, and by the belief that this new world order will eliminate the sources of many of our fears and insecurities. But while globalisation instils in us such hope, it also increases our anxieties. As some borders come down, others go up, and we feel the pull towards this seemingly limitless world at the same time as we are drawn back towards our own small communities. This unit looks at the models of distributive justice that inform the current tension between localization and globalisation.

UNIT 5: The Company of Others: Seeking Community Experience teaches us that we cannot rely on individual solutions for our shared troubles. Nowhere is this more evident than in our search for security. On our own we seem unable to address the root causes of our anxieties. Our fears multiply rather than diminish. Security, as the saying goes, lies in numbers. But how do we move away from thinking and acting as individuals to responding as members of a collective? How are communities formed? And what are the costs and benefits of membership? In this unit students analyse the social contract tradition and discuss the applicability of this

B.A.T. (Industrial Design) Part B - 448 Consent Renewal Application

Course Title: Human Security and World Disorder – No Change Year and Semester: Elective Choice model in accounting for the dissolution of old Cold War regimes and the rise of new nations and coalitions at the end of the 20th century.

UNIT 6: The Challenge of Leadership: Rethinking Sovereignty Political events in the 20th century have left us questioning traditional accounts of the rights and responsibilities of sovereigns. The failure of nation states, the rise of totalitarian regimes, the atrocity of genocide, and the mass migration of refugees have required us to rethink the relationship between individuals and the state. And in so doing, we invoke the language of rights. Should the rights of nations take precedence over the rights of individuals? If so, can the abuse of power be limited? What are the consequences of adopting new models of governance—models that give priority to individual rights over the rights of nations? Students address these questions as they examine challenges to traditional models of sovereignty posed by recent acts of humanitarian intervention.

UNIT 7: Friends and Enemies: On Loving Thy Neighbour As Thyself While communities offer us protection in numbers, they can also pose threats to our sense of personal identity. To protect ourselves from assimilation, we form smaller and smaller communities making the criteria for membership more and more specific, leading to increasingly fine distinctions. What we seek is the company of friends. But how can we distinguish a friend from an enemy? How much truth resides in Aristotle’s famous invocation: “O my friends, there is no friend”? Addressing these questions, this unit analyses the rise of ethnic conflict and nationalism.

UNIT 8: The Battle Over Culture The political instability that marks the beginning of the 21st century reveals that concern for our safety extends beyond the present into the past and the future. Nowhere has this been more evident than in acts of political violence. The need to protect culture—to preserve history, traditions, and values—has led to a wide range of controversial political strategies that build upon fear. This unit examines the history of terrorism and analyses the arguments used to support and reject this form of political action.

UNIT 9: The Wager: Security and Liberty Upon examining the means by which individuals and states seek security, we may conclude that in order to overcome our fears we must surrender our liberty. The problem is that security without liberty results in oppression and slavery. However, to assert our autonomy without considerations for security is likewise problematic. Liberty without security leads to anarchy and disorder. Security and liberty seem to be both complementary and incompatible. Students examine how competing political ideologies—how liberalism, communism, and fascism—attempt to balance these two values.

UNIT 10: The Need to Believe. Trust, Truth, and Fear In order to feel secure, it is necessary that we trust others. But trust is not readily built nor easily maintained, especially when everything seems open to question and the truth is hard to ascertain. This unit looks at the relationship between trust, truth, and security.

B.A.T. (Industrial Design) Part B - 449 Consent Renewal Application

Course Title: Human Security and World Disorder – No Change Year and Semester: Elective Choice Comparing and contrasting competing epistemologies, including the correspondence theory of truth, the coherence theory of truth, pragmatism, and relativism, this section examines the power of belief as it relates to the media’s coverage of political events.

UNIT 11: The Conditions of War In the past century we have seen dramatic changes in how war is waged, how it is fought, and how it is ended. This unit undertakes a study of the history and the future of just war doctrines as it examines the morality of contemporary warfare. Can the principles of jus ad bello and jus in bellum be applied to interstate wars waged by entrepreneurs, to the use of long-range missiles, or to biological warfare? Why or why not? Students address these questions via a critique of existing conventions of warfare.

UNIT 12: Means and Ends—On Power and Violence Humanitarian intervention in Bosnia, The Ottawa Convention, and attempts to negotiate a ban on the sale and export of small arms signal a change in our understanding of diplomacy. Informing this shift in perspective is a rethinking of the relationship between power and violence. This unit analyses the arguments concerning power and violence that inform such initiatives as the use of “soft power” and non-governmental agencies in new foreign policy initiatives.

UNIT 13: Responsibility, Security, and the Search for Justice Recent debates over restitution for past injustices in cases involving the Holocaust, slavery, and apartheid have made clear that without accountability, there can be no security. But how should responsibility be meted out in the political arena? What do we gain and what do we lose when we forfeit justice in favour of safety? Students trace the historical development of the concept of war crimes and identify the assumptions concerning autonomy, obedience, and authority that are entailed in this internationally recognized charge. This unit considers the challenges facing the International Criminal Court. Looking at the problems of defining justice and agreeing on the principles of its administration, students evaluate arguments for and against the creation of a world court.

UNIT 14: Prospects for Peace Despite advances in technology, communications, and diplomacy, peace and stability remain elusive. It seems even our best efforts and most heartfelt intentions cannot quell the fears we experience individually and collectively. Indeed, we seem to be faced with increasing uncertainty, insecurity, and instability. Using Kant’s Perpetual Peace as a starting point, this unit centres on the identification of the conditions for the possibility of peace. Examining the shift from peace-keeping efforts to peace-building initiatives, students reflect on the prospects for peace.

4.0 GENERAL SKILLS OBJECTIVES

On completion of this course, students will demonstrate competencies in the following:

B.A.T. (Industrial Design) Part B - 450 Consent Renewal Application

Course Title: Human Security and World Disorder – No Change Year and Semester: Elective Choice Reading: as evidenced in the identification of arguments presented in a variety of text drawn from a range of disciplines

Writing: through the completion of course assignments, tests, and examinations

Problem-solving, Decision-making, and Critical Thinking: through the use of case studies that require the identification, analysis, and application of arguments related to security issues

Research: through the completion of written assignments relying on both print and web/computer- based resources

Computer Application and Communicating Through Evolving Media by using Internet-based research in the completion of writing assignments

5.0 RESOURCES SUPPLIED BY STUDENT

Texts: Glover, Jonathon. Humanity: A Moral History of the Twentieth Century. London: Random House, 1999.

Freud, Sigmund. Civilization and Its Discontent. New York: W.W. Norton Publishing Co., 1989.

Cancopy Course Kit

Other: Access to a personal computer, Internet access, and e-mail facilities

Writing materials and notebook

6.0 METHODS OF PRESENTATION

• interactive lectures and discussions • audiovisual presentations • on-line learning

7.0 EVALUATION OF STUDENTS

Mid-term Test 25% Writing Assignments 45% Final Exam 30% TOTAL 100%

B.A.T. (Industrial Design) Part B - 451 Consent Renewal Application

Course Title: Human Security and World Disorder – No Change Year and Semester: Elective Choice Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Wendy O’Brien-Ewara

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Wendy O’Brien-Ewara, Ian Baird, George Bragues If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

B.A.T. (Industrial Design) Part B - 452 Consent Renewal Application

Course Title: The Influence of Mass Media on Canadian Society – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT: lecture, discussion, readings, case studies, independent research, team learning CO-REQUISITES:

1.0 COURSE DESCRIPTION

This course will lead students through an investigation of the impact of mass media on Canadian culture. The role of mass communication in society will be examined in terms of its theoretical and practical applications. The transmission and transformation of mass media content will be discussed in terms of political and corporate interests, behavioural dynamics, national and international concerns, advertising and marketing agendas, and technological implications. An emphasis on Canadian cultural goods such as television, radio, film, print media and the Internet will lay the groundwork for an extensive discussion on the overall impact of mass media on a national and global scale including the US and Europe.

More specifically, the role of mass communications in socialisation, the formation of public opinion, critical journalism, democracy, and social change will be investigated. The trends and current problems of the media as well as the role of advertisers, media owners, and the public in affecting the content of the media will also be discussed in terms of the shaping properties of mass media. This study will help in understanding how the media shapes us and vice versa.

Students will be encouraged to engage with mass media through various mediums, taking into account the various theoretical positions discussed. A comparison of the views of key theorists including Marshall McLuhan, Harold Innis, Theodor Adorno, Antonio Gramsci, Neil Postman, Noam Chomsky, Sut Jhally, and Douglas Kellner will allow students to assess the impact of the media on Canadian society.

2.0 LEARNING OUTCOMES

Upon successful completion of this course, students will be able to:

1. Examine the importance of communication studies as an integral part of interpersonal and mass communication. 2. Discuss the role of communication in a historical context – from oral to literate societies. 3. Explain the key terms of mass and public communication, and mass media.

B.A.T. (Industrial Design) Part B - 453 Consent Renewal Application

Course Title: The Influence of Mass Media on Canadian Society – No Change Year and Semester: Elective Choice 4. Analyse how cultural and media organizations intersect with political and economic processes. 5. Explain the role of governance and the institutionalisation of communication. 6. Examine the influence of government on Canadian mass media outlets. 7. Assess the impact and effectiveness of various policies and legislation imposed on mass media. 8. Outline various communication models – both technical and social. 9. Describe the roles of communication systems, modes of representation, and systems of meaning in the ordering of societies. 10. Outline various theoretical approaches used for understanding media content. 11. Compare various theories on the role of the audience and the effects of mass media: uses and gratification, two-step flow, active versus passive engagement, British Cultural studies, and the Frankfurt School. 12. Assess the development of Canada’s cultural industries including the print media, television, radio, and the Internet. 13. Compare cultural industries in Canada, the United States, and Europe (UK. and France). 14. Assess the role of American media, both as it affects the Canadian public and the Canadian advertiser. 15. Examine the issues of ownership and ethics in mass media. 16. Assess the impact of mass media on advertising. 17. Dissect the culture of advertising as a form of mass media. 18. Assess advertising’s role in the growth of national media such as mass circulation magazines, radio, and television. 19. Assess the impact of technology on the mass media sector taking into account current issues of intellectual property and digital privacy. 20. Introduce and describe the impact of globalisation on and through mass media. 21. Outline the contribution of media organizations to the shaping of modern culture in both the Western and developing worlds. 22. Discuss the role of mass media in terms of socio-economic representation. 23. Analyse the role disability, class, ethnicity, gender, nationality, sexuality, and other social divisions play in terms of both access to the media and modes of representation in advertising.

3.0 Course Content:

Unit 1: Communication and Society What is involved with the study of communications? This unit, and this course in general, will attempt to illustrate some of the main concerns and concepts involved with the study of communication theory, and more specifically, mass communication. Communications will be understood on a personal and universal level while paying close attention to the social, economic, and political agents involved. We use communication in our everyday lives; however, we are not always aware how the process of communication works or if the process is successful. Understanding communication in a historical context, from oral to literate societies, will set the stage for a more comprehensive understanding of mass media.

B.A.T. (Industrial Design) Part B - 454 Consent Renewal Application

Course Title: The Influence of Mass Media on Canadian Society – No Change Year and Semester: Elective Choice

Readings/Sources:

Innis, Harold (1951). The Bias of Communication. Toronto: University of Toronto Press. McLuhan, Marshall (1964). Understanding Media: The Extensions of Man. New York: McGraw-Hill. Ong, Walter (1982). “The Orality of Language,” Orality and Literacy: The Technologizing of the Word. Pp. 5-15.

Unit 2: Understanding Mass Media Understanding mass media involves more than watching your television set. To understand mass media, one must understand the principles of communication. This unit will define and examine the concepts of public communication, mass communication, and mass media. The goal of the unit will be to understand the importance of mass and public communication as mediums and instigators of social change. The role of mass media in society, in terms of the modern day press, culture, politics, and private and public sectors will also be discussed, paying specific attention to the Canadian landscape. Other issues of interest will include the concepts of propaganda, dominant ideology, and the fourth estate.

Readings/Sources:

Berger, Arthur A. (2003). Media and Society: A Critical Perspective. Lanham, Maryland: Rowman and Littlefield. Chomsky, Noam (2002). Media Control: The Spectacular Achievements of Propaganda. New York: Seven Stories Press. Gitelman, Lisa and Geoffrey B. Pingee (eds.). (2003) New Media, 1740-1915. Cambridge: MIT Press. Postman, Neil (1985). Amusing Ourselves to Death: Public Discourse in the Age of Show Business. New York: Viking Press. Siebert, F.S., T. Peterson, and W. Shcramm (1956). Four Theories of the Press. Urbana: University of Illinois Press. Turow, Joseph (1999). Media Today: An Introduction to Mass Communication. Boston, Massachusetts: Houghton Mifflin Co.

Unit 3: Politics, Governance, and the Media The mass media industry in Canada, plagued by a lack of funding and stiff American competition, must also deal with political barriers and issues of governance. A brief understanding of various communication laws and policies will be discussed in this unit concentrating on governmental organizations such as the CRTC and Industry Canada while also paying attention to various policies and legislation including Canada’s Privacy Act and the Canadian Charter of Rights and Freedoms. Politics and governance enable and disable various forms of Canadian mass media, creating a range of success stories and unfortunate failures. The goal of this unit will be to uncover the policies that work.

B.A.T. (Industrial Design) Part B - 455 Consent Renewal Application

Course Title: The Influence of Mass Media on Canadian Society – No Change Year and Semester: Elective Choice

Readings/Sources:

Nesbitt-Larking, Paul (2001). Politics, Society and the Media: Canadian Perspectives. Peterborough: Broadview Press. Samuels, Raymond (1997). National Identity in Canada and Cosmopolitan Community. Ottawa: The Agora Cosmopolitan.

Unit 4: Media Content and Theories Media content needs to be understood as not only information, but the transmission of said information. Therefore, this unit will be dedicated to an in-depth look at various communication models including the Shannon Weaver model and an updated social model of communication. Specific theorists and concepts to be looked at in this chapter include: Jurgen Habermas (public sphere and communicative action), Harold Innis, Marshall McLuhan, Antonio Gramsci (hegemony), and Theodor Adorno (cultural industries and pop culture). Mass media will be understood as mediums involved in the transmission and transformation of culture. Finally, various theoretical approaches, such as semiotic analysis, structuralism, and postmodernism, will be explored as methods of mass media analysis.

Readings/Sources:

Adorno, Theodor (1991). The Culture Industry: Selected Essays on Mass Culture. J.M. Bernstein (ed.). New York: Routledge. Habermas, Jurgen (1998). On the Pragmatics of Communication. Maeve Cooke (ed.). Cambridge, Massachusetts: MIT Press. Horkheimer, Max and Theodor Adorno (2002). Dialectic of Enlightenment: Philosophical Fragments. Gunzelin Schmid Noerr (ed.). Stanford, California: Stanford University Press. Jensen, Klaus Bruhn (1995). The Social Semiotics of Mass Communication. Thousand Oaks, California: Sage Publications. Schiller, Herbert (1973). The Mind Managers. Boston: Beacon Press.

Unit 5: Telecommunications Policy and Law A comparative study of telecommunications policies of Canada, the United States, and Europe is an important aid to understanding the evolution of mass media in the respective countries. With signs of globalisation creeping into most societies, cultural integrity, and more importantly, the struggle to deal with the Americanisation of culture, becomes an increasing concern. In this unit, mass media will be examined from a cultural perspective where culture and nation-states will be discussed in terms of the ongoing growing global landscape. Cultural interdependence and dependence, and the role of state run or state assisted mass media (CBC, PBS) will be discussed with a focus on the cultural, political, and economic structure within Canadian mass media.

B.A.T. (Industrial Design) Part B - 456 Consent Renewal Application

Course Title: The Influence of Mass Media on Canadian Society – No Change Year and Semester: Elective Choice Readings/Sources:

Artz, Lee and Yahya R. Kamalipour (2003). The Globalisation of Corporate Hegemony. Albany, New York: State University of New York Press. Featherstone, M. (1996). “Localism, Globalism, and Cultural Identity,” Global/Local: Cultural Production and the Transnational Imaginary. Wilson and Dissanayake (eds.). Durham: Duke University Press. Golding, Paul and Graham Murdock. (2000) “Culture, Communications, and Political Economy,” Mass Media and Society. James Curran and Michael Gurevitch (eds.), New York: Oxford University Press. Pp. 70-93. Vipond, Mary (1989). The Mass Media in Canada. Toronto: James Lorimer. Culture Canada: http://culturecanada.gc.ca/chdt/interface/interface2.nsf/engdocBasic/15.html

Unit 6: And Now Presenting…The Audience! Mass media is only as powerful or powerless as its relationship to the audience will allow it to be. Therefore, the audience becomes a key ingredient whenever exploring the impact of mass media. Audience participation is a key focal point in this unit, as audiences take on both active and passive roles. Theoretical explanations of the relationship between the audience and mass media will stem from British cultural studies and the Frankfurt School, with a focus on various audience research theories (media effects, cultural effects, two-step flow, uses and gratification, media generating entities, and the conflict perspective). Some of the key theorists that will be examined include: Lazarsfeld and Katz, Ien Ang, Sonia Livingstone, and Lori Yanish. Finally, a more empirical understanding of the audience will be conducted as various strategies and methods used for audience and market research will be explored.

Readings/Sources:

Adorno, Theodor. and Max Horkheimer (1977). “The Culture Industry: Enlightenment as Mass Deception." In Curran, J. et al. editors, Mass Communication and Society. London: Edward Arnold. Alasuutari, Pertti (ed.), (1999) Rethinking the Media Audience: The New Agenda. Thousand Oaks, California: Sage. Ang, I. (1985). Watching "Dallas." London: Methuen. Katz, E. and P. Lazarsfeld. (1955) Personal Influence. Glencoe, Illinois: Free Press. Fiske, John (1987). Television Culture. London: Methuen. Hay, James, Lawrence Grossberg and Ellen Wartella (eds.). (1996). The Audience and its Landscape. Boulder, Colorado: Westview Press. Merton, Robert (1946). Mass Persuasion. New York: Free Press. Silverstone, R. (1994). Television and Everyday Life. London: Routledge. Turner, Graeme (2003). British Cultural Studies: An Introduction. New York: Routledge.

Unit 7: Cultural Industries – Struggling to Succeed Used as tools of propaganda, entertainment, information, and infotainment, various mass media have been used to strengthen and distribute our Canadian culture. But the

B.A.T. (Industrial Design) Part B - 457 Consent Renewal Application

Course Title: The Influence of Mass Media on Canadian Society – No Change Year and Semester: Elective Choice struggle to define culture, let alone distribute it, has been a tough task. Close proximity to the United States has hindered Canada’s cultural industries while at the same time forcing Canadian industries to take action in an attempt to distinguish their content. Globalisation, and perhaps more specifically Americanisation, has played a large role in the dampening of various Canadian cultural industries. But to put the blame on America is not entirely fair. This unit will explore the various cultural industries in Canada, including film, radio, print, and the music industry. Discussion of these industries will focus on some of the more important historical moments of each industry and some of the policies of the past and present that have been implemented in an attempt to ensure our industries strive in the global markets while still staying “true” to Canadians. For example, CRTC policies, split-run magazines, and CANCON rules will be some of the topics examined. Canada’s cultural economy will also be compared to various European examples (France and the UK) in order to establish a common relationship/battle that is being fought with the cultural industries.

Readings/Sources:

Atallah, Paul and Leslie Regan Shade (2002). Mediascapes: New Patterns in Canadian Communication. Toronto: Thomson Nelson. Fleras, Augie (2003). Mass Media Communication in Canada. Toronto: Thomson Nelson. Globerman, Steven (1991). “Foreign Ownership of Feature Film Distribution and the Canadian Film Industry,” Canadian Journal of Communication. 16 (2). Riley, Susan (1997). “Seven Myths about Canadian Culture,” Ottawa Citizen. February 17th. Sullivan, Rosemary (1997). “Perspectives on Canadian Cultural Policies,” Humanities and Social Sciences Federation of Canada. March 20th. Szuchewycz, Bohdan and Jeanette Sloniowski (2002). Canadian Communications: Issues in Contemporary Media and Culture. Toronto: Prentice Hall. VanderBurgh, Jennifer (1996). “Identity Crisis in Canadian Film,” Queen’s University Film Studies. www.film.queensu.ca/Critical/VanderBurgh.html

Unit 8: Ownership, Ethics, and Alternative Media Free the media! We here the statement often. We expect such a statement, or demand, to be made when one is in conflict with an oppressive society or government. But claims to free the media within the proclaimed free western world are not uncommon. The concentration of ownership, the looming presence of ownership over the journalist, issues of ethics and journalistic integrity, and the whispers of an alternative media summarize some of the key issues that plague the mass media environment in Canada today. The concentration of media ownership, especially in the Canadian newspaper industry, has been an ongoing debate, one that tends to resurface every time a newspaper is bought out by its competitor. Editors are being blamed for towing the company line and journalists’ jobs are threatened when they refuse to compromise their journalistic integrity. Furthermore, the democratic system itself is being challenged when alternative media voices are being explicitly and implicitly silenced. This unit will examine the concentration of Canadian mass media ownership and the effects this has

B.A.T. (Industrial Design) Part B - 458 Consent Renewal Application

Course Title: The Influence of Mass Media on Canadian Society – No Change Year and Semester: Elective Choice throughout all mass media and more importantly the effect on the audience. Comparisons will be made to similar issues of media concentration found in the US and in Europe.

Readings/Sources:

Doyle, Gillian (2002). Media Ownership: The Economics and Politics of Convergence and Concentration in the UK and European Media. London: Sage. Chomsky, Noam (1997). What Makes Mainstream Media Mainstream. From a talk at Z Media Institute. www.zmag.org/zmag/articles/chomoct97.htm Hackett, Robert (1993). Engulfed: Peace Protest and America’s Press During the Gulf War. New York, New York: New York University, Center for War, Peace and the News Media. Hackett, Robert (2000). “Taking Back the Media,” Studies in Political Economy. 63. Pp. 61-86. Hackett, Robert, Richard Gruneau, Timothy Gibson and Newswatch Canada (2000). The Missing News: Filters and Blind Spots in Canada’s Press. Ottawa: Canadian Centre for Policy Alternatives. Nadeau Richard, and Theirry Giasson (2003). “Canada’s Democratic Malaise.” Institute for Research on Public Policy. 9 (1). http://www.irpp.org/choices/archive/vol9no1.pdf. Postman, Neil and Steve Powers (1992). How to Watch TV News. New York, New York: Penguin Books.

Unit 9: Understanding Advertising – Branding, Logos, and Persuasion Mass media, fuelled by capitalist motives of profit and success, rely heavily on advertising and marketing to their audiences. An effective tool for promoting mass media content and products, the ubiquitous nature of advertising allows the audience to be “always in reach,” never too far from the message, and always in contact with the medium. But with the “persistent nature” of advertising and marketing comes harsh criticism. Naomi Klein argues that we are becoming a branded society, all too dependent on the logo, while Sut Jhally criticizes advertising for promoting an ideal culture that can never be fully reached or enjoyed. For Klein, advertising perpetuates a lifestyle that we buy into, while Jhally also criticizes the way in which advertising links the material world to the symbolic world. However, advertising critics are not always found between the pages of a text. Counter-culture movements rear their heads throughout the world via various mediums. Striking against capitalism and consumerism, culture jammers rebel against over-consumption while sparking a form of class consciousness in an attempt to wake the rest of the world out of their monotonous, GAP-influenced trances.

But the advertising world is also a discipline based on strategy, technique and style. There is little argument that advertisements are meant to perpetuate certain ideals, but this unit will also look at some of the techniques used by advertisers when simulating the social world within various media. Advertising strategies will be examined in terms of effective and ineffective forms of communication.

B.A.T. (Industrial Design) Part B - 459 Consent Renewal Application

Course Title: The Influence of Mass Media on Canadian Society – No Change Year and Semester: Elective Choice Readings/Sources:

Berger, Arthur Asa (2004). Ads, Fads, and Consumer Culture: Advertising’s Impact on American Character and Society. Lanham, Maryland: Rowman and Littlefield Publishing. Braunstein, Peter and Michael William Doyle (eds.) (2002) Imagine Nation: The American Counterculture of the 1960s and ‚70s. New York: Routledge. Jhally, Sut (1999). Advertising and the End of the World: Media Education Foundation. [videorecording]. Vancouver: B.C. Learning Connection. Jhally, Sut and James Twitchell (--) On Advertising: Sut Jhally vs. James Twitchell. http://www.stayfreemagazine.org/archives/16/twitchell.html. Jhally, Sut, William Leiss and Stephen Kline (1990). Social Communication in Advertising: Persons Products and Images of Well-Being. Toronto: Thomson Nelson. Jones, John Philip (2003). What’s in a Name?: Advertising and the Concept of Brands. Armonk, New York: M.E. Sharpe. Kitchen, Philip J. (ed.) (2003). The Future of Marketing: Critical 21st Century Perspectives. London: Palgrave Macmillian. Klein, Naomi (2000). No Logo: Taking Aim at the Brand Bullies. Toronto: Vintage Books.

Unit 10: Mass Media and Technology If the medium is the message, or so it has been claimed, then it is time to focus on the mediums themselves. This unit will uncover the very delicate relationship between the mass media and technology. Technology should not only be understood as the machinery involved in communicating, but the techniques of communication used in the form of mass media. Specific issues to be discussed include intellectual property rights (the battle between the audience and the RIAA), wired and wireless technology, privacy concerns, and the concept of the audience “on-the-go”.

Readings/Sources:

Fortunati, Leopoldina, James E. Katz and Raimonda Riccini (eds.) (2003). Mediating the Human Body: Technology, Communication, and Fashion. Mahwah, New Jersey: Lawrence Erlbaum Associates. Green, Lelia (2002). Communication Technology and Society. London: Sage. Leiss, William (1992). Under Technology’s Thumb: The Surrender of Culture to Technology. New York: Knopf. Poster, Mark (2001). The Information Subject. Amsterdam: G+B Arts International. Postman, Neil (1992). Technopoly: The Surrender of Culture to Technology. New York: Knopf.

Unit 11: Globalisation and Representation We are all a part of the global village. Unfortunately, our voices are not always heard. Finding one’s voice within the global environment is never easy. For some, those groups or individuals that find themselves marginalized, the representation of self in mass media is hardly accurate. This unit will examine the issues of globalisation in terms of global corporate markets, nation-state sovereignty, and the (mis)representation of various marginalized groups (women and First Nation groups).

B.A.T. (Industrial Design) Part B - 460 Consent Renewal Application

Course Title: The Influence of Mass Media on Canadian Society – No Change Year and Semester: Elective Choice

Readings/Sources:

Artz, Lee and Yahya R. Kamalipour (2003). The Globalisation of Corporate Media Hegemony. Albany: State University of New York Press. Curran, James (2002). Media and Power. London: Routledge. Morris, Nancy and Silvio Waisbord (2001). Media and Globalisation: Why the State Matters. Lanham, Marylland: Rowman and Littlefield Publishers. Price, Edwin Monroe (2002). Media and Sovereignty: The Global Information Revolution and its Challenge to State Power. Cambridge, Massachusetts: MIT Press.

4.0 GENERAL SKILLS OBJECTIVES

On completion of this course, the student will demonstrate competencies in:

Reading: as evidenced by an ability to comprehend the arguments from a wide range of texts

Writing: by effectively completing course assignments, tests, and exams

Critical and Creative Thinking: through an analysis of underlying causes and unexpected consequences of our daily actions and through connecting the systemic and structural with the individual and personal

Personal Organization, Time Management, Resource Management, and Responsibility: through class attendance, punctuality, class participation, and meeting deadlines

Research: by using a variety of sources, including books, periodicals, the Internet, and direct observation

Computer Application and Communicating Through Evolving Media by using e-mail and the Internet for the purposes of research, completing assignments, and communicating with the professor

5.0 COURSE TEXTS

Required Texts: Atallah, Paul, and Leslie Regan Shade. Mediascapes: New Patterns in Canadian Communication. Toronto: Thomson Nelson Publishing, 2002. ISBN: 0-17-604203-2.

B.A.T. (Industrial Design) Part B - 461 Consent Renewal Application

Course Title: The Influence of Mass Media on Canadian Society – No Change Year and Semester: Elective Choice Recommended Texts (Supplemental): Fleras, Augie. Mass Media Communication in Canada. Toronto: Thomson Nelson, 2003. ISBN: 0-77-473783-2. Lorimer, Rowland, and Mike Gasher. Mass Communication in Canada, 5th Edition, 2004. Toronto: Oxford University Press. ISBN: 0-19-541804-2

6.0 METHODS OF PRESENTATION

• interactive lecture and discussion • audiovisual presentations • small group discussions • formal lectures • on-line learning

7.0 EVALUATION OF STUDENTS

Mid-term Test 30% Writing Assignment(s) 30% Final Exam 40% TOTAL 100%

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Mark Ihnat

Course designed by other: List faculty qualified to teach the course and/or statement “faculty to be hired”: Mark Ihnat If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. (communications) minimum, Ph.D. preferred

Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students.

B.A.T. (Industrial Design) Part B - 462 Consent Renewal Application

Course Title: The Influence of Mass Media on Canadian Society – No Change Year and Semester: Elective Choice Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 463 Consent Renewal Application

Course Title: Introduction to Environmental Studies – No Change Year and Semester: Elective Choice Course Outline: COURSE NUMBER: PRE-REQUISITE(S): None CO-REQUISITES: TOTAL COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT: 3:0 (lecture/tuturial) COURSE RESTRICTIONS:

1.0 COURSE DESCRIPTION

Each of us is part of various environments and form relationships with nature every day of our lives such that our memories, identities and knowledge are wrapped up in how we understand nature and our links to environments. Environmental studies is fundamentally an attempt to integrate understandings of the natural world with knowledge about the social (or human) world. How we form connections among ourselves and with nature, what values underlie our understandings of nature, and how we can improve the environment are all questions worthy of exploration in this context. This introductory course to environmental studies will challenge students to investigate these questions through the themes of social justice, technology, sustainability, activism, and ethics. The overall purpose of this course is to develop greater knowledge and critical awareness about the complex relationships between natural environments and people. We will do this by actively engaging with the lecture materials, readings, tutorial discussions and case studies and by relating these ideas to our daily lives and our future hopes.

2.0 COURSE LEARNING OUTCOMES

On completion of this course the student should be able to:

1. define the terms ‘nature’ and ‘environment’ and provide appropriate examples; 2. describe, compare, contrast and apply various environmental philosophies; 3. identify and analyse environmental themes in literature and media; 4. critique the underlying values and beliefs of various environmental approaches; 5. elaborate how environmental values influence every day behaviours, policy approaches, and protest actions; 6. explain the concept of sustainable development, give examples of its application, and critically assess its underlying philosophies and its appropriateness for dealing with environmental challenges; 7. explain the relevance of technology in understanding environmental issues, its mediation between society and nature, and offer an informed opinion on its current and appropriate future use; 8. explain how jurisdiction is a challenge for forming environmental policy and offer options for dealing with this challenge; 9. elaborate the various strategies that have been and are employed by civil society to

B.A.T. (Industrial Design) Part B - 464 Consent Renewal Application

Course Title: Introduction to Environmental Studies – No Change Year and Semester: Elective Choice deal with environmental concerns; 10. explain the role that media plays in forming the public’s perceptions of nature and environmental issues and provide appropriate examples; 11. define and explain conceptions of ‘environmental justice,’ provide appropriate examples, and examine particular situations through the concept; 12. explain the usefulness of understanding environmental philosophies and realities in forming knowledge about diverse issues (e.g., gender, class, race, etc.) in diverse contexts (developing world, western science, etc.) from diverse perspectives (governmental, civil society, individual, etc.); 13. describe and assess the issues of wilderness, biotechnology, urban sustainability; 14. research, describe and critically analyse a specified environmental issue; and, 15. explain why food, bears, and lawns are controversial issues in an environmental context, elaborate the various perspectives on those debates in context of the class, and critically assess the validity of those perspectives.

I. GENERIC SKILLS

ƒ Communication: convey ideas clearly and concisely in oral and written form ƒ Personal: develop self-awareness and self-direction regarding one’s values and embeddedness in various environments ƒ Interpersonal: co-operate and debate with others in thoughtful, respectful and challenging ways ƒ Artistic: use creativity to approach literature and to convey thematic ideas ƒ Thinking: conduct research, apply theories to real-world situations, identify underlying belief systems, engage in critical reflection and questioning, evaluate and suggest alternatives

II. LEARNING VALUES

ƒ To develop critical thinking skills about the relationships between nature(s) and societies by examining cultural assumptions and asking the following questions: - How do we understand our relationships with nature and with environments? - How do these values influence how we construct our world? - Who is in control of particular environmental knowledge, technology, space, etc.? - Who benefits from this control? - Who pays, in what ways and for how long? - How do particular strategies mediate (i.e. enhance, complicate, impoverish) relationships among humans and the rest of nature? - What is missing, could be changed, needs to be invented? ƒ To understand contemporary environmental thought and philosophies, and the contributions made to the field by diverse environmental scholars ƒ To explore various cases in terms of their ethics, ideals, scale, and appropriateness with respect to the natural and social environments in which they are embedded ƒ To increase critical ecological and media literacy skills ƒ To learn how to read texts and situations critically and carefully, and to develop a cross-cultural, cross-disciplinary, environmentally grounded array of skills

B.A.T. (Industrial Design) Part B - 465 Consent Renewal Application

Course Title: Introduction to Environmental Studies – No Change Year and Semester: Elective Choice

ƒ To develop research and debate skills ƒ To remember that we are active participants, not just passive consumers of culture and nature

III. COURSE ORGANISATION

This course is organised around lectures, readings, films, and pedagogical practices that emphasise the dynamic connections between theory and practice. Throughout the course students are expected to critically link their own lives and communities to the readings, lectures, and class activities.

IV. TOPIC OUTLINE

Note: This outline is subject to minor changes – any alterations to the readings will be announced in class the preceding week.

1: Introduction What did you eat for breakfast? What are your sources for news? How did you get to class? What do these questions have to do with environmental issues?

Review of the course outline and assignments Establishing guidelines for class conduct

2: Understanding Nature and Environment How do we understand nature? How do we talk about environments? What are the implications of our definitions?

Cronon, W. (1996) “Introduction: In search of nature.” In: Uncommon Ground: rethinking the human place in nature (New York: WW Norton & Company): 23-56. Evernden, N. (1992) “The Social Use of Nature.” In: The Social Construction of Nature (London: Johns Hopkins University Press): 3-17.

3: Environmental Philosophies How have nature and environment been defined by different schools of environmentalism? What implications do these philosophies have for activism and application?

Leopold, A. (1949) “The Land Ethic.” In: A Sand County Almanac: and Sketches Here and There. Oxford: Oxford University Press. pp. 201-226. Bookchin, Murray. 1993. “What is Social Ecology.” In Environmental Philosophy: From Animal Rights to Radical Ecology, edited by M.E. Zimmerman (Englewood Cliffs, NJ: Prentice Hall). At: http://dwardmac.pitzer.edu/Anarchist_Archives/bookchin/socecol.html.

B.A.T. (Industrial Design) Part B - 466 Consent Renewal Application

Course Title: Introduction to Environmental Studies – No Change Year and Semester: Elective Choice Film: Ecofeminism Now!

4: Sustainable Development How has sustainable development been defined? What are the strengths and weaknesses of sustainable development approaches? What are the underlying values and beliefs?

Adams, W.M. (1995) “Green Development Theory?: Environmentalism and sustainable development.” In: Power of Development, edited by J. Crush (London: Routledge): 87-99. Sharma, B.D. (1996) “On Sustainability.” In: This Sacred Earth: religion, nature, environment, edited by R. Gottlieb (London: Routledge): 558-564.

5: Environmental Justice How is environmental justice defined? How is the concept applied to humans and non- humans?

Bergman, C. (1990) “Carrion for Condors.” In: Wild Echoes: Encounters with the Most Endangered Animals in North America (Anchorage: Alaska Northwest Books): 56-91. Low, N. and B. Gleeson (1998) “Justice in and to the Environment.” In Justice, Society and Nature: an exploration of political ecology (London: Routledge): 1-28.

Film: Sacred Land, Scared Land

6: Technology and Nature How do we understand the relationships between technology and nature? What are the possibilities and limitations of these relationships? What implications do these relationships have for dealing with environmental problems?

Borgmann, A. (1995) “The Nature of Reality and the Reality of Nature.” In: Reinventing Nature?: Responses to postmodern deconstruction, edited by M.E. Soulé and G. Lease (Washington D.C.: Island Press): 31-45. Leyden, P. and P. Schwartz (1997) “The Long Boom: A history of the future 1980-2020” Wired Magazine 5(7). At: http://www.wired.com/wired/archive/5.07/longboom_pr.html.

7: Policy and Protest How is environmental policy formed? Who participates in its formation? What are the options for public involvement? What can you do to influence how environments are created and supported and/or how environmental policy is formed?

Barrett, S. and J. Kidd (1991) “Stewardship and Accountability.” In: Pathways: Towards an ecosystem approach (Toronto: Royal Commission on the Future of the Toronto Waterfront): 99-121. Dobson, A. (1998) “Strategies for Green Change” in Debating the Earth: The

B.A.T. (Industrial Design) Part B - 467 Consent Renewal Application

Course Title: Introduction to Environmental Studies – No Change Year and Semester: Elective Choice environmental politics reader, edited by J.S. Dryzek and D. Schlosberg (Oxford: Oxford University Press): 539-555.

Film: This is What Democracy Looks Like

8: Media and Nature How do media representations define your understanding of environment? Are media representations or direct experience more responsible for Canadians’ understandings of environment?

Fletcher, F.J. and L. Stahlbrand (1992) “Mirror or Participant? The News Media and Environmental Policy.” In: Canadian Environmental Policy: Ecosystems, Politics and Process (Toronto: Oxford University Press): 179-199. Wilson, A. (1991) “Looking at the Non-Human: Nature movies and tv.” In: The Culture of Nature: North American landscape from Disney to the Exxon Valdez (Toronto: Between the Lines): 117-155.

9: Wildlife and Parks What environmental issues are important about wildlife and parks? How do our values about nature inform our policy decisions about parks and wildlife? How might we improve the management of parks and wildlife?

Higgs, E. (2003) “A Tale of Two Wildernesses: Jasper National Park, Meet Disney World.” In: Nature by Design: People, Natural Process, and Ecological Restoration (Cambridge, MA: MIT Press): 15-58.

10: Urban Environments Are cities destructive or supportive of nature? Can nature be integrated with cities? Can wilderness exist in cities? What is the state of cities and environments in Canada? What could be done to improve this situation?

Keil, R. (1996) “Introduction: greasy jungle metropolis noir.” In: Local Places in the Age of the Global City, edited by R. Keil, G.R. Wekerle and D.V.J. Bell (Toronto: Black Rose Books): 1-9. Tyler, M.E. (2000) “The Ecological Restructuring of Urban Form.” In: Canadian Cities in Transition: the twenty-first century, second edition, edited by T. Bunting and P. Filion (Oxford: Oxford University Press): 481-501.

Film: Lawn & Order or Urban Wilderness OR: Fieldtrip: Leslie Spit or urban garden sites such as Alex Wilson Community Garden Park, High Park, etc.

11: Biotechnology and Food What does food have to do with nature? What are the possibilities and limitations of genetic engineering of food? How will this technology impact different societies and

B.A.T. (Industrial Design) Part B - 468 Consent Renewal Application

Course Title: Introduction to Environmental Studies – No Change Year and Semester: Elective Choice their food supplies? Are there alternatives to this technology and are they worth pursuing?

Altieri, M.A. and P. Rosset (1999) “Ten Reasons Why Biotechnology Will Not Ensure Food Security, Protect the Environment and Reduce Poverty in the Developing World” AgBioForum 2(3/4). 155-162. At: http://www.agbioforum.org/v2n34/v2n34a03-altieri.pdf. McGloughlin, M. (1999) “Ten Reasons Why Biotechnology Will be Important to the Developing World” AgBioForum 2(3/4). 163-174. At: http://www.agbioforum.org/v2n34/v2n34a04-mcgloughlin.pdf.

Film: The Global Banquet Part II

12: Summary and Conclusion

V. EVALUATION PROCEDURE

Participation 15% Reading Critique (1) 10% Reading Critiques (2) OR Ecological Dialogue 20% Essay (and Outline) 25% Final Exam (2 hours) 30%

All assignments must be word-processed and proof read – spell check and grammar check are not enough. As this is an introduction to environmental studies, reused paper (i.e., paper used on one side already) is acceptable, please ensure the reuse is obvious (e.g., a diagonal line across the page). Make sure you have a back-up copy of all of your work – just in case! Further guidelines for each assignment will be handed out in class (including late penalty specifications).

Participation: Informed participation by all students each week is an essential component of this course, which relies on students to actively participate in the educational process. As the course is focussed around communication and discussion, your ability to relate the particular issues under discussion to the general themes of the course is essential, as is your ability to negotiate between your own interests and those of the other participants. Attendance will be kept and opportunities for participation will include speaking, active listening, writing, quizzes and group exercises. Students are required to critically discuss assigned readings each class. Any absences from sessions should be discussed with the course director beforehand and appropriate documentation (such as a doctor’s note) may be required.

Ecological Dialogue: Students who choose this option will choose a book – either fiction, nature writing, travel literature or ecological philosophy – and read it. The chosen book must highlight a way of looking at the world that challenges our standard (market-driven anthropocentric)

B.A.T. (Industrial Design) Part B - 469 Consent Renewal Application

Course Title: Introduction to Environmental Studies – No Change Year and Semester: Elective Choice worldview and provide an intellectual challenge. Books may be chosen from the list at the end of the syllabus, or must be checked with the course director before qualifying as the final selection. Each student will create a 3-D depiction of the ideas of the author (as well as the student’s) that will be presented in-class. In addition to the model, a 700 word paper will be submitted. The paper will provide a brief summary of the book (about 200 words) and a critical explanation of the details and symbolism of the model as it reflects the themes of the book and the connections of the book’s themes to course material (about 500 words).

Reading Critiques: The purpose of the reading critiques is to help students critically analyse the subject matter of the readings, and to provide an opportunity to write in essay form and get feedback before the major essay project. All students will hand in one reading critique. Students who choose to do reading critiques rather than the ecological dialogue will hand in two additional critiques (i.e., a total of 3). The critiques are to be no more than 800 words each. Each critique should be in essay format and should include: 1) A Summary: 2 short paragraphs on what the author argues and how (i.e., the thesis and main points of the article). Be clear and concise. 2) A Reflection/Reaction: This should be the longest portion of the paper and it should address the questions: what ideas do you think are important in the reading and why?; what aspects of the text connect/ disconnect/ contradict your own experiences, current events, and other readings in the course? 3) A Comment: A short paragraph that states what you think, if anything, is not being addressed or discussed in the readings and why you consider this to be important to the issues at hand.

Essay: This assignment has two components: an outline and an essay. The outline will be two pages and must include a one-page schematic outline of the essay and a one-page discussion of the major points of your essay including two academic references that will be useful to your argument. Feedback will be given on your outline to aid your subsequent essay writing. The outline is worth 5%.

The purpose of the essay is to encourage in-depth research and clear and systematic argument on a specified topic. This is a short and formal paper of 1800 words with proper citations and it is worth 20%. At least 2 sources from the course material and 3 academic sources must be cited. The essay is to be based on facts and your ethical and practical judgements – you will be graded on your description and analysis (emphasis on the latter). Some information will be handed out in class, but students are expected to do their own research and develop their own arguments. A schematic of the grading scheme and a list of topic options will be handed out in class.

VI. TEXTS

The course kit contains all the required readings. It is available at the bookstore.

B.A.T. (Industrial Design) Part B - 470 Consent Renewal Application

Course Title: Introduction to Environmental Studies – No Change Year and Semester: Elective Choice VII. OPTIONS FOR THE ECOLOGICAL DIALOGUE ASSIGNMENT

Nature Literature: Aldo Leopold A Sand County Almanac - series of essays that highlight Leopold's experiences and views on the land, including his two most famous: "Thinking Like a Mountain" and "The Land Ethic" Barry Lopez Crossing Open Ground and River Notes - Lopez writes beautifully of the land that he has lived in and travelled through. Farley Mowat Seas of Slaughter - traces the historical events that led to the destruction of much life in the oceans. Sharon Butala Perfection of the Morning - describes her experiences as a former urban dweller, now Prairie farmer. Jane Goodall Through a Window - describes her work studying chimpanzees, autobiographical Christopher Dewdney Hungry Hollow - a natural history book based in southern Ontario Stephanie Kaza The Attentive Heart - discusses her work in naturalisation projects Charles Bergmann Wild Echoes - discusses his encounters with a variety of endangered species Richard Ives Of Tiger and Men - looks at human/tiger relations, very entertaining

Environmentalism Applied: John Robbins Diet for a New America - addresses issues of food choice and the environment Frances Moore Lappe Diet for a Small Planet - a classic on "the social and personal significance of a new way of eating" Wayne Roberts, Rod MacRae and Lori Stahlbrand, Real Food for a Change - guide to environmentally friendly and healthy eating practices Jeremy Rifkin Beyond Beef - an examination of the environmental, social, and humane costs of beef production Tom Brown Tom Brown's Guide to Nature Observation and Tracking (or any of his other works) - practical and philosophical guides to ways of living with and on the land Paul Rezendes Tracking and the Art of Seeing - a great tracking book filled with interesting info about animals and the importance of being attentive to other life Wayne Roberts and Susan Brandum, Get a Life! How to Make a Good Buck and Dance Around the Dinosaurs and Save the World While You're At It - self-explanatory if you use your imagination

Environmental Issues and Ethics: Rachel Carson Silent Spring - a classic. One of the first books acknowledged that we were damaging the earth through our actions - focuses on pesticides Bill McKibben The End of Nature - rather depressing, but makes a strong point Bruntland Report Our Common Future - outlines the concepts of sustainable development as they were first presented by the World Commission George Devall Simple in Means, Rich in Ends - good introduction to Deep Ecology, the philosophy that the earth is not just here for human use but has intrinsic value

B.A.T. (Industrial Design) Part B - 471 Consent Renewal Application

Course Title: Introduction to Environmental Studies – No Change Year and Semester: Elective Choice James Lovelock The Ages of Gaia: A Biography of Our Living Earth - The gaia hypothesis explained Fritjof Capra The Turning Point - examines the role of science in contemporary culture Thomas Berry The Dream of the Earth - as an ecotheologian, Berry explores human- earth connections as we move from the cenozoic to the ecozoic age Thomas Berry and Brian Swimme The Universe Story - their story of how the universe was created and discuss the story's implications for "humanity's evolving place in the cosmos" David Orr Earth in Mind:On Education, Environment, and the Human Prospect - challenges our traditional view of the role of education and the environment Jack Turner Abstract Wild – a claim that we are making "the wild" too easy for people; we are too protected from death and dying Alexander Wilson The Culture of Nature - an engaging text on pressing issues like tourism and ‘Disneyfication’ David Abram Spell of the Sensuous - an examination of different culture's experiences of the world and the limits of language Vandana Shiva Monocultures of the Mind - looks at homogenisation of nature and cultures Carolyn Merchant Radical Ecology – an intro book to things like ecofeminism, environmental justices, indigenous rights Greta Gaard Ecofeminism - an edited collection dealing with ecofeminist ideas and themes Charlotte Montgomery Blood Relations: Animals, Humans and Politics - an exploration of the Canadian animal rights movement

Fiction: Daniel Quinn Ishmael - challenges our current paradigm and examines the role of our species on the planet Ben Elton Gridlock - challenges assumptions about cars and accessible transportation while highlighting the power of government Ursula LeGuin Buffalo Gals - great collection of speculative fiction with environmental/animal themes

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course:

Catherine Phillips, Ph.D.

List faculty qualified to teach the course and/or statement “faculty to be hired”: Catherine Phillips, Ph.D.

If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

B.A.T. (Industrial Design) Part B - 472 Consent Renewal Application

Course Title: Introduction to Environmental Studies – No Change Year and Semester: Elective Choice If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: Ph.D. Classroom requirements: Humber has sufficient classroom space at the North Campus to accommodate 10,200 students and at the Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

B.A.T. (Industrial Design) Part B - 473 Consent Renewal Application

Course Title: Introduction to Politics – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research CO-REQUISITES:

I. COURSE DESCRIPTION

Politics is the study of the ideas and institutions that underlie the distribution of power in any human society. An introduction to politics focuses on political theories about the best form of government, the limits (if any) placed on government, and the rights of citizens. The study of politics also includes an understanding of the basic political institutions that compose ones own society. Additionally, the study of politics compares different forms of government (totalitarian, communist, democratic, authoritarian, etc.) and the ideologies on which they are based. The comparison of different types of governmental systems is also concerned with how political change occurs, i.e. revolution vs. reform, and the definition and causes of terrorism. An introduction to politics would not be complete without consideration of international relations. To this end the rules and institutions that regulate politics amongst nations and effectiveness of international political institutions will be considered.

II. INSTRUCTIONAL GOALS

Students who complete this course will have an understanding of the theoretical ideas guiding the political process. They will understand the political mechanisms and processes involved in governing constitutional democracies. They will be able to explain the connection between political ideologies and the forms of government to which they give rise, and the role of revolution and reform in political change. Lastly, students will develop an appreciation of the complexity of international conflict and cooperation and how international political conflict can develop into war and terrorism. Part of the understanding of international relations will include an analysis of multilateral trade organization and agreements (such as the WTO, and NAFTA), and the strengths and weaknesses of multilateral political institutions such as the United Nations.

III. LEARNING OUTCOMES

At the end of the course, successful students will be able to

1. explain the implications of utopian political systems for human governance; 2. summarize the main ideas constituting a selection of political ideologies;

B.A.T. (Industrial Design) Part B - 474 Consent Renewal Application

Course Title: Introduction to Politics – No Change Year and Semester: Elective Choice 3. describe how ideologies are put into practice in authoritarian, totalitarian, and democratic regimes; 4. identify different forms of democratic government along with their strengths and weaknesses; 5. compare and contrast different political paths to modernization in the developing world; 6. outline the forms of participation available to citizens in democratic societies and how laws can be peacefully changed; 7. explain some of the causes of political revolution; 8. summarize the causes and aims of terrorism; 9. outline some of the causes of war; 10. debate the applicability of just war theory to international conflict; 11. explain Machiavelli’s real politik approach to international relations; 12. summarize the arguments for the development of multilateral political institutions and political idealism; 13. describe the challenge of creating international political institutions and identify some of those institutions; 14. outline how the United Nations came into existence and the challenges it faces today; 15. debate the strengths and weaknesses of International law;

IV. GENERIC/EMPLOYABILITY SKILLS

Generic/Employability Skills are broad-based, transferable skills that provide the foundation for specific program skills essential to a student’s academic and vocational success. The Generic/Employability Skills are comprised of communications, personal, interpersonal, thinking, mathematics, and computer applications skills. Through the successful completion of this course, the student will develop the following specific generic skills:

GENERIC SKILLS COURSE INVENTORY: Frequency Taught/Reinforced/Evaluated

Generic Skill Seldom ↔ Always 1 2 3 4 5 Communications Skills: reading assigned 3 readings; writing essays; participating in classroom discussions; note-taking during lectures Personal Skills: meeting deadlines for 3 assignments; keeping up to date with assigned readings; interacting with other students during classroom discussions in a respectful way; developing an understanding

B.A.T. (Industrial Design) Part B - 475 Consent Renewal Application

Course Title: Introduction to Politics – No Change Year and Semester: Elective Choice of the political challenges faced by the world in the present and future

Interpersonal Skills: understanding and 3 analysing diverse viewpoints; participating in classroom discussion; appreciating the deep diversity of visions concerning the future development of democratic societies and international political institutions Thinking Skills: solving problems; thinking 3 critically and creatively; developing research techniques through course assignments, lectures, and classroom discussions Mathematics Skills: understanding basic 3 polling techniques and key political economy concepts and laws, such as Keynesianism, Monetarism, laissez faire, underlying many international trade agreements. Computer Application Skills: using computer 3 word processor for take-home assignments; using appropriate computer databases in library for research assignments; accessing Canadian encyclopaedia on-line, and accessing professors notes.

V. COURSE CONTENT OUTLINE

Introduction: • The scope of political study. • Why study politics?

Readings: Introduction: The Study of Politics, pp 1 – 19.

Political Theory I – Utopia’s

• Why does justice matter to politics? • Can a perfect political model in thought indicate how we should be governed in practice? • Are Utopia’s really all that desirable?

Readings: Plato’s Republic, pp 29 – 32 Karl Marx, pp 34 – 37 Skinner’s Walden Two, pp 37 – 40

B.A.T. (Industrial Design) Part B - 476 Consent Renewal Application

Course Title: Introduction to Politics – No Change Year and Semester: Elective Choice Utopia’s revisited, pp 40 - 43

Political Theory II – Ideologies

• Ideologies as a guide to political action. • The basic differences between right wing and left wing political ideologies. • How political ideologies are represented in contemporary politics.

Readings: Approaches to the public good pp 357 - 373

Comparative government I – Constitutional Democracy

• Constitutionalism as a check against tyranny of the majority. • Federalism as a limit on government. • Separation of powers as a further limit on government.

Readings: Constitutional Democracy, pp 49 - 69

Comparative government II – Authoritarian states

• The characteristics of an authoritarian government. • The virtues and vices of authoritarian rule. • Myths about authoritarian rule. • The future of authoritarianism.

Readings: Authoritarian states, pp 73 – 90

Comparative government III – Totalitarianism: the 20th century’s contribution

• The nature of totalitarian government. • How do totalitarian governments arise? • The integration of politics and society in totalitarian regimes. • The contemporary sources of totalitarianism.

Readings: Totalitarian States, pp 93 - 123

Comparative government IV – developing nations: democracy or dictatorship?

• The legacy of colonialism. • The challenges of developing democracy in developing nations. • The responsibility of developed nations in the development puzzle.

B.A.T. (Industrial Design) Part B - 477 Consent Renewal Application

Course Title: Introduction to Politics – No Change Year and Semester: Elective Choice • China and the challenge of authoritarian capitalism.

Readings: Developing Countries, pp 219 – 241 China in transition, pp 200 - 209.

Political Change I – reform

• The many ways a citizen can participate in politics. • The roll of opinion polls in modern democracies. • Political apathy in developed democracy. • What can be done to increase participation?

Readings: Political participation, pp 280 – 303

Political change II – revolution

• Two modern versions of revolution: the American and the French. • Modern theories about the causes of revolution.

Readings: Revolution in the name of justice, pp 416 – 435

Political change III – terrorism

• What is terrorism and who is a terrorist? • The social causes of terrorism. • Can a war on terrorism be won?

Readings: Terrorism: weapon of the weak, pp 440 – 466 . International relations I – the struggle for power

• The contemporary international system and the end of bi-polarity. • Can we all get along? Realism vs. idealism in international relations. • End of history, the clash of civilizations?

Readings: International relations, the struggle for power, pp 506 – 540

International relations II – the struggle for order

• The United Nations, its origins, present and future. • International law, its possibilities and limitations.

Readings: International organizations, the struggle for order, pp 546 - 578

B.A.T. (Industrial Design) Part B - 478 Consent Renewal Application

Course Title: Introduction to Politics – No Change Year and Semester: Elective Choice VI. REQUIRED TEXT(S) AND OTHER LEARNING MATERIALS

Magstadt, Thomas. Understanding Politics: Ideas, Institutions and Issues, 6th ed.

VII. METHOD OF STUDENT EVALUATION

The final grade will be calculated as follows:

In-class test 20% Two research assignments 25% each Final exam 30% Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Greg Narbey

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Greg Narbey, George Bragues, Aileen Cowan If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

B.A.T. (Industrial Design) Part B - 479 Consent Renewal Application

Course Title: Introduction to Psychology – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): None COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT Lecture, case studies, readings, independent research CO-REQUISITES:

1.0 COURSE DESCRIPTION

This course is designed to introduce students to the field of psychology. Students will be exposed to a discipline that is rich in theoretical diversity, research findings, and practical applications. They will be encouraged to think critically and challenge their preconceptions.

2.0 GENERAL LEARNING OUTCOMES

Upon completion of this course, students will be able to

1. explain the scientific nature of the discipline of psychology; 2. explain psychology’s theoretical diversity; 3. explain the practical applications of psychological knowledge; 4. explain how socio-historical factors influence the evolution of psychology just as psychology leaves its mark on society; 5. explain how behaviour is typically determined by multiple factors; 6. explain how behaviour is culturally embedded; 7. describe how heredity and environment jointly influence behaviour; 8. locate and read psychology journal articles; 9. better interpret and understand their own behaviour as well as the behaviour of others.

3.0. COURSE CONTENT OUTLINE

UNIT A – INTRODUCTION, RESEARCH

Topics

1. Introduction to Psychology • Definition of Psychology • Major Theoretical Perspectives o Structuralism (Wundt) o Functionalism (James) o Behaviourism (Watson, Skinner)

B.A.T. (Industrial Design) Part B - 480 Consent Renewal Application

Course Title: Introduction to Psychology – No Change Year and Semester: Elective Choice o Psychoanalysis (Freud, Jung, Adler) o Humanism (Maslow, Rogers) o Cognitive (Piaget, Chomsky, Simon) o Biological (Olds, Sperry, Hubel, Wiesel) o Evolutionary (Buss, Daly, Wilson, Cosmides, Tooby) • Psychology as a Profession o Research areas o Professional practice specialty areas o Employment settings

2. Research Methodology • Defining Science o Goals of science o Path of scientific inquiry o Strengths and weaknesses of scientific approach • Descriptive/Correlational Research o Naturalistic observation o Case studies o Surveys • Experimental Research o Independent vs. dependent variables o Experimental vs. control groups • Statistics o Descriptive statistics o Inferential statistics • Evaluating Research: Concerns and Considerations o Replication o Sample bias o Placebo effects o Subject bias o Experimenter bias • Research Ethics o Human subjects o Animal subjects

Learning Outcomes

The student will be able to

1. define psychology; 2. identify, compare, contrast, and critically assess the major theoretical perspectives and theorists in the field of psychology; 3. demonstrate knowledge of the historical sequencing of each of the major psychological perspectives; 4. identify the research areas, practice specialty areas, and employment settings of professional psychologists;

B.A.T. (Industrial Design) Part B - 481 Consent Renewal Application

Course Title: Introduction to Psychology – No Change Year and Semester: Elective Choice 5. outline the goals of science and the path of scientific inquiry; 6. evaluate the strengths and limitations of the scientific approach; 7. distinguish between and identify the relative strengths and weaknesses of descriptive/correlational and experimental research approaches; 8. compare and contrast naturalistic observational, case study, and survey methods of research; 9. demonstrate knowledge of correlation and the correlation coefficient; 10. describe the key components of an experiment; 11. describe the purpose of statistics and be able to distinguish between descriptive and inferential statistics; 12. calculate median, mean, mode, range, and standard deviation; 13. list the methodological flaws that can mar a research study; 14. discuss the ethical considerations involved when studies use human or animal subjects.

UNIT B – BIOLOGY, SENSATION AND PERCEPTION

Topics

1. Biological Bases of Behaviour • Nervous Tissue o Parts of the neuron o Resting and action potentials o Excitatory and inhibitory messages o Neurotransmitters • Nervous System Divisions o Central nervous system o Peripheral nervous system • Brain o Investigative techniques o Structure and function o Cerebral laterality • Endocrine System • Heredity and Behaviour o Principles of genetics o Researching heredity • Evolutionary Basis of Behaviour o Evolutionary theory (Darwin) o Research evidence

2. Sensation and Perception • Psychophysics o Sensory detection thresholds o Signal detection theory o Subliminal detection o Sensory adaptation

B.A.T. (Industrial Design) Part B - 482 Consent Renewal Application

Course Title: Introduction to Psychology – No Change Year and Semester: Elective Choice • Visual System and Sight o Nature of light o Eye structure and function o Pathways to the brain and visual cortex o Colour vision o Form perception o Depth and geographical slant perception o Perceptual constancies and illusions • Auditory System and Hearing • Nature of Sound o Ear structure and function o Theories of auditory perception o Auditory localization • Gustatory System and Taste • Olfactory System and Smell • Skin Sensation Systems and Touch o Pressure o Temperature o Pain • Kinesthetic System • Vestibular System

Learning Outcomes

The student will be able to

1. describe the structure and function of nervous tissue; 2. distinguish between the divisions and subdivisions of the nervous system; 3. describe the methods used to study brain structure and function; 4. identify key parts of the brain and discuss brain functioning; 5. summarize research on cerebral specialization; 6. identify the parts of the endocrine system and know their role in regulating behaviour; 7. describe the structures and processes involved in genetic transmission; 8. describe the methods used to investigate the influence of heredity on behaviour; 9. summarize Darwin’s theory of evolution and demonstrate knowledge of supporting genetic evidence; 10. demonstrate an understanding of basic concepts and issues in the area of psychophysics; 11. discuss perception in the absence of awareness and evidence in the area of subliminal perception; 12. interpret the meaning and significance of sensory adaptation; 13. identify the properties of light and describe the eye’s role in visual information processing; 14. follow the path of visual information from the eye to the brain and understand the role of the visual cortex;

B.A.T. (Industrial Design) Part B - 483 Consent Renewal Application

Course Title: Introduction to Psychology – No Change Year and Semester: Elective Choice 15. summarize the trichromatic and opponent process theories of colour vision; 16. understand form perception in terms of top-down and bottom-up processing; 17. identify Gestalt principles of visual perception; 18. describe monocular and binocular depth cues; 19. identify and explain perceptual constancies and discuss their relationship to optical illusions; 20. identify the properties of sound and describe the ear’s role in auditory information processing; 21. compare and contrast the place and frequency theories of auditory perception; 22. describe auditory localization cues; 23. explain the mechanisms underlying taste and explain individual differences in taste perception; 24. describe the functions of the olfactory system; 25. describe skin sensory systems involved in the perception of pressure, temperature and pain; 26. discuss the perceptual experiences resulting from the kinesthetic and vestibular senses.

UNIT C – CONSCIOUSNESS, LEARNING

Topics

1. States of Consciousness • Nature of Consciousness • Sleep o Biological rhythms o Stages o Disorders • Dreams and Dreaming o Nature of dreams o Theories of Dreaming • Hypnosis and Theories of Hypnosis • Meditation • Psychoactive Drugs o Tolerance and dependence o Major drugs and their effects

2. Learning • Definition of Learning • Classical Conditioning o Theory and Research o Applications • Operant Conditioning o Theory and Research o Applications • Biological Considerations

B.A.T. (Industrial Design) Part B - 484 Consent Renewal Application

Course Title: Introduction to Psychology – No Change Year and Semester: Elective Choice • Cognitive Considerations • Observational Learning

Learning Outcomes

The student will be able to

1. discuss and evaluate the nature of consciousness; 2. describe circadian rhythms and their relationship to sleep; 3. characterize the sleep stages along physiological and psychological dimensions; 4. discuss individual and group differences in sleep patterns; 5. identify and distinguish between major sleep disorders in terms of symptoms, causes and treatment; 6. discuss the nature of dreams and compare and contrast wish fulfilment, problem solving and activation-synthesis theories of dreaming; 7. characterize hypnosis and explain the role playing and altered state theories of hypnosis; 8. demonstrate awareness of the short-term and long-term effects of meditation techniques; 9. list and describe the physical and psychological effects of the major types of psychoactive drugs; 10. define learning; 11. identify and explain the basic components of Pavlov’s classical conditioning paradigm; 12. describe the classical conditioning concepts of acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order conditioning; 13. explain Thorndike’s law of effect and discuss its relationship to Skinner’s theory of operant conditioning; 14. describe the operant conditioning concepts of acquisition, shaping, extinction, generalization, discrimination, reinforcement, and punishment; 15. describe how biology imposes limits on conditioning; 16. recognize the role of cognitive processes in conditioning; 17. list the basic processes identified by Bandura as crucial components of observational learning; 18. use principles of conditioning to modify their own behaviour and the behaviour of others.

UNIT D – MEMORY, PERSONALITY

Topics

1. Memory • Encoding and Getting Information into Memory o Attention o Levels-of-processing theory o Methods of encoding enrichment

B.A.T. (Industrial Design) Part B - 485 Consent Renewal Application

Course Title: Introduction to Psychology – No Change Year and Semester: Elective Choice • Storage and Maintaining Information in Memory o Sensory memory o Short term memory o Long term memory o Representation and organization of information • Retrieval and Getting Information Out of Memory o Retrieval and context cues o Misinformation effect • Forgetting o Ebbinghaus’s forgetting curve o Methods of measuring forgetting o Causes of forgetting • Physiology of Memory • Multiple Memory Systems

2. Personality • Defining Personality • Trait Theory • Freud’s Psychoanalytic Theory o Components of personality o Defence mechanisms o Stages of personality development • Jung’s Perspective • Adler’s Perspective • Behavioural Perspectives o Skinner’s contributions o Bandura’s and Mischel’s social learning contributions • Humanistic Perspectives o Roger’s person-centred approach o Maslow’s self-actualisation theory • Biological Perspectives • Personality Assessment

Learning Outcomes

The student will be able to

1. identify and describe the basic memory processes; 2. consider the role of attention in memory; 3. explain the levels-of-processing theory of memory; 4. identify and explain methods that can be used to improve encoding; 5. describe, compare, and contrast sensory, short-term, and long-term memory systems; 6. discuss possible ways information is organized in memory; 7. explain how retrieval and context cues influence retrieval of memories;

B.A.T. (Industrial Design) Part B - 486 Consent Renewal Application

Course Title: Introduction to Psychology – No Change Year and Semester: Elective Choice 8. discuss the fallibility of memory and demonstrate understanding of the misinformation effect; 9. outline Ebbinghaus’s forgetting curve and ways in which forgetting is measured; 10. identify and explain the possible causes of forgetting; 11. outline the repressed memory controversy; 12. summarize evidence on the physiological basis of memory; 13. distinguish between retrograde and anterograde amnesia; 14. summarize and evaluate theories and research on the existence of multiple memory systems; 15. discuss the nature of personality; 16. describe the trait approach to personality and describe the five factor model; 17. outline and critically assess the nature and function of Freud’s personality structures; 18. list and define Freud’s ego defence mechanisms; 19. summarize and evaluate Freud’s psychosexual stages of personality development; 20. compare and contrast the psychodynamic personality theories of Freud, Jung, and Adler; 21. explain and evaluate the contributions to understanding personality made by learning theorists Skinner, Bandura and Mischel; 22. compare and contrast Rogers’ and Maslow’s humanistic theories of personality; 23. outline and critically assess theories and research on the biological basis of personality; 24. describe and evaluate personality assessment methods.

4.0 REQUIRED TEXT

Weiten, Wayne (2004). Psychology: themes and variations. Stamford, CT: Thomson Learning.

5.0 METHOD OF STUDENT EVALUATION

Students will be evaluated on the basis of 4 in-class multiple-choice tests, each worth 20%, and 2 written reports: worth 5% and 15% respectively. To pass this course, students must complete all tests/assignments. Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Rena Borovilos

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Ann Wainwright, Rena Borovilos, Murray Stainton, Rejeanne Dupuis, Adele Lafrance If the method of instruction includes on-line delivery (technology-based, computer-based

B.A.T. (Industrial Design) Part B - 487 Consent Renewal Application

Course Title: Introduction to Psychology – No Change Year and Semester: Elective Choice and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. in Psychology, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

B.A.T. (Industrial Design) Part B - 488 Consent Renewal Application

Course Title: Introduction to Sociology – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT: lectures, seminars, discussion, readings, research CO-REQUISITES:

I. COURSE DESCRIPTION

In a dynamic society, it is important for everyone to understand the social forces, cultural values, and ideological beliefs that frame and shape their behaviour and the pace and direction of change. Sociology, as the scientific study of the behaviour of people in groups, helps us to understand the patterns of social organization and why people think, function and behave the way they do. This course examines the classical sociological theories of Marx, Durkheim, and Weber, as well as contemporary social theorists. This theoretical examination is then applied to understanding the importance of economic and political power, cultural and religious values, ethnic and racial identity, gender, age, and class, in shaping who we are both as individuals and as members of a social group.

II. LEARNING OUTCOMES

On completion of this course, students will be able to:

1. Define sociology and explain the main elements of the sociological perspective. 2. Explain the theoretical contributions made by classical social theorists such as Durkheim, Marx, and Weber. 3. Discuss how sociological thinking can impact individuals both at the micro level (i.e., in daily life) and at the macro level (i.e., in social policy). 4. Discuss and analyse the relationship between knowledge and ideology. 5. Compare and contrast the major research methods used by sociologists and discuss the relative weaknesses and strengths of each. 6. Define the sociological meaning of culture and its relationship to society, nation and state. 7. Compare and contrast Canadian and American multiculturalism and their different value systems. 8. Explore Canada’s relationship to other countries in a globalized world. 9. Discuss and analyse the challenges that Aboriginal peoples face in Canada. 10. Define and explain ethnocentrism and cultural relativism. 11. Analyse the modes and forces of socialization (family, school, religion, etc.) and their impact in shaping an individual’s social development and experience. 12. Define and discuss the main characteristics of social structure and the importance of roles and status in social interaction.

B.A.T. (Industrial Design) Part B - 489 Consent Renewal Application

Course Title: Introduction to Sociology – No Change Year and Semester: Elective Choice 13. Explain and analyse the primary characteristics of bureaucracy and their impact on employees and workers. 14. Define and discuss the relationship between sex and gender, and explain how human sexuality is experienced and interpreted across the lifespan. 15. Define deviant and normal behaviour, and explain how these definitions impact on gender, race, and class. 16. Analyse the differences between the four theoretical paradigms (functionalism, conflict theory, symbolic interactionism, and feminist theory) used by sociologists to understand the nature of society. 17. Use the sociological perspective to explain and analyse how deviance is a product of society and analyse how age, class, gender, race and ethnicity are related (used and abused) to statistics on crime. 18. Analyse the relationship between ideology, culture, gender and social stratification. 19. Discuss and analyse the treatment of Aboriginal People in the Canadian criminal system. 20. Describe and discuss the relationship between patriarchy, sexism, inequality and discrimination. 21. Define and discuss the differences between prejudice, discrimination, stereotyping and racism. 22. Analyse the role of the elderly in cross-cultural and historical perspectives. 23. Explain the relationship between biology and culture in shaping the experience of growing old, and in the characterization of the elderly. 24. Discuss how death has been interpreted by different societies and explain the ethical issues associated with death and dying. 25. Explain why Neil Postman claims that childhood was invented in the 17th century and discuss its development in the following centuries. 26. Define and explain family, kinship, family unit and marriage from a cross-cultural perspective. 27. Analyse the impact of class, ethnicity, race and gender in the formation and socialization of the family. 28. Discuss the problems facing family life (divorce, remarriage, spousal and child abuse) and how different societies have responded to these challenges. 29. Describe different alternative family units (one-parent families, gay and lesbian couples, and cohabitation) and the challenges and pressures that they face in different societies. 30. Identify the basic concepts used by demographers to study populations (fertility, mortality, migration) and explain inter-regional population movements. 31. Define and explain the “varied body” and how it is seen and interpreted by social workers, the police and educators. 32. Discuss and analyse how occupations and social patterns of modernity and postmodernity have changed due to the impact of industrial and information technologies.

B.A.T. (Industrial Design) Part B - 490 Consent Renewal Application

Course Title: Introduction to Sociology – No Change Year and Semester: Elective Choice III. COURSE CONTENT OUTLINE

Unit 1: Introduction to Sociology: Theories, Perspectives, and Research Methods

Common sense can sometimes include erroneous expectations so it is important to understand the difference between subjective opinion and objective analysis. The major classical sociological theorists (Durkheim, Marx and Weber) and the four major sociological paradigms (functionalism, conflict theory, symbolic-interactionsim, feminist theory) are discussed and analysed. This unit looks at the importance of both collecting facts and of critically evaluating them in light of different of social situations and contexts. Students critically examine the role and function of different discourses and attempt to develop a “sociological imagination.”

Unit 2: The Social Dynamics of Multiculturalism: The Impact of Cross- Cultural Values and Socialization

In a multicultural society like Canada, each cultural group has its own expectations about appropriate social behaviour. Inevitably, different values and beliefs sometimes come into conflict. This conflict can be a reflection of the difficulty of understanding other cultures on their own terms rather than as faulted versions of one’s own culture. Can diversity be a strength? How is Canada’s multicultural reality best managed?

Unit 3: The Sociology and Technology of Communication

Communication can take many different forms: the written word, formal reports, oral comment, visual images (film, video, photographic or diagnostic images such as X-rays, MRIs), body language or of a mix of these elements. The authority of professionals in many walks of life depends on the accuracy of their conclusions and evaluations so clarity in communication is of great importance. How are ideas and opinions best expressed and documented? Using library and Internet resources, students use basic research methods to substantiate their conclusions on a specific topic.

Unit 4: Modes of Social Behaviour: Criminal, Deviant and Normal

Who is a criminal? Who is normal? Normative values are defined differently in different cultural contexts. Why is behaviour interpreted so differently? Was Robin Hood a folk hero or a criminal or was he a deviant? Who has the power to define and enforce normative values? How do sanctions impact on behaviour and why do they exist in every society? What role do preconceptions bear on the intersection between those in authority, the police officer, the doctor, and the teacher, and those with less status? How are these dynamics perceived in different historical and cultural contexts?

Unit 5: Cultural and Social Values: Competing Interest, Groups and Voices

Different sectors of society compete for limited resources and have different vested

B.A.T. (Industrial Design) Part B - 491 Consent Renewal Application

Course Title: Introduction to Sociology – No Change Year and Semester: Elective Choice interests. Sometimes interests conflict and sometimes they coincide. Inequality results from social stratification based on money, gender, ethnicity and race, which leads to individual, group, and class struggles for change. In the twentieth century, we have seen women and people of colour fighting to gain civil rights, such as the right to vote, and the right to legal equality, as well as for a voice and participation in politics and government. Today, we see Native Peoples and persons with disabilities fighting for their rights, using many similar tactics and strategies.

Unit 6: Sex and Gender

One of the most profound changes in the western world over the last one hundred years has been the improvement in the status of girls and women. Women’s lives have changed dramatically in modern western societies from being treated as property and with virtually no legal or political rights to being treated as equal under the law. However, the “gender wars” have not ended and there is an increasingly hardened attitude and back-lash against the gains made by women.

Unit 7: Social Stratification and Conflict

Conflict theory often addresses the struggle between unions and management, and between ethnic groups and dominant groups over the inequalities of social stratification and the barriers to social mobility. Moreover, we also see conflict arising out of the stress of everyday life, i.e., stress in the workplace, stress due to social and financial pressures, and stress due to the competing demands of career and family. Much of the conflict on both the individual and collective level can be traced to the competition for scarce resources in a society where property and wealth are unequally distributed.

Unit 8: Ethnicity and Race

The struggle for equal human and civil rights for African-Canadians and Aboriginal- Canadians has been a long one. Today issues of prejudice and discrimination are the source of conflict in many areas of Canadian life, even if the manifestation of such inequalities is subtle and complex.

Unit 9: The Varied Body

Society as a whole, and the health field in particular, assume that there is one typical male and female body, but we find in the real world that there are various definitions of the normal or typical body informed by age, culture, ethnicity and race. Social expectations of a person vary, moreover, depending on the kind of body that they have. The body itself is viewed and treated differently by various professions, for example, the fashion designer, the social worker, the police officer, the educator, and the health care worker.

B.A.T. (Industrial Design) Part B - 492 Consent Renewal Application

Course Title: Introduction to Sociology – No Change Year and Semester: Elective Choice Unit 10: The Family and Work: The Great Tug-of-War

Definitions of family vary considerably – the nuclear family, the extended family and the blended family. This unit examines how unemployment and underemployment impact on the family as well as how different kinds of work create different expectations within the family. The economic necessity of work and the validation and sense of worth that comes from meaningful work are frequently in a tense relation to the personal and private struggle to raise children and achieve and maintain intimacy with a partner.

IV. GENERAL SKILLS OBJECTIVES

On completion of this course, the student will demonstrate competencies in the following:

Reading as evidenced by an ability to comprehend the arguments from a wide range of texts. Writing by effectively completing course assignments, tests, and exams. Critical and Creative Thinking through an analysis of underlying causes and unexpected consequences of our daily actions and through connecting the systemic and structural with the individual and personal. Personal Organization, Time Management, Resource Management, and Responsibility through class attendance, punctuality, class participation, and meeting deadlines. Research by using a variety of sources, including books, periodicals, the Internet, and direct observation. Computer Application and Communicating through Evolving Media by using e-mail and the Internet for the purposes of research, completing assignments, and communicating with the professor.

V. RESOURCES SUPPLIED BY STUDENT

Texts: Brym. Robert J. 2001. New Society: Sociology for the 21st Century. + Study Guide. Toronto, Harcourt Canada.

Cancopy Course Kit.

Other: Access to a personal computer, Internet access, e-mail facilities, writing materials and notebook.

VI. METHODS OF PRESENTATION

• Interactive lecture and discussion • Audiovisual presentations • Small group discussions • Formal lectures • On-line learning

B.A.T. (Industrial Design) Part B - 493 Consent Renewal Application

Course Title: Introduction to Sociology – No Change Year and Semester: Elective Choice

VII. EVALUATION OF STUDENTS

Mid-term Test 30 % Writing Assignments 40 % Final Exam 30 % TOTAL 100 %

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Danita Kagan

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Danita Kagan, Angela Aujla, Naomi Couto, Guy Letts, Arthur Younger, Mark Ihnat, Saeed Hydaralli If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. in Sociology minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 494 Consent Renewal Application

Course Title: Knowing and Believing: Epistemology – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, research, readings, case studies CO-REQUISITES:

1.0 COURSE DESCRIPTION

Not only does the theoretical investigation of knowledge – epistemology – occupy one of the main branches of philosophical study, but as Louis Pojman has ventured, it is also arguably “the central subject in philosophy…basic to virtually everything else”. Epistemologists have wrestled with such age-old questions as: What is the difference between knowledge and opinion? How do I know the external world? What counts as adequate justification for my beliefs? And what, if anything, can I know for certain?

But while the approach to such questions has grown increasingly refined in the Anglo- American world since the early part of the 20th century, challenges from feminist and other post-colonial writers have been gaining momentum in recent times, threatening the “epistemological project” as it has traditionally been conceived. These challengers have insisted on new questions such as: What is the relationship between knowledge and power? What political interests underlie the quest for objectivity? And is the sex of the knower epistemologically significant?

These and other such questions will be examined throughout the course, as we navigate a path through the history of epistemology – from a brief survey of its Ancient origins and Early Modern rebirth, to a more sustained investigation of its present-day concerns and outlook for the future.

2.0 LEARNING OUTCOMES

On completion of this course, students will be able to:

1. Describe epistemology’s place within the various branches of philosophy. 2. Explain the paradox described by Socrates in Plato’s dialogue, Meno. 3. Summarize Plato’s ‘divided line’ and allegory of the cave, and relate them to his epistemological argument for the theory of Forms. 4. Explain the three stages of doubt Descartes passes through on his way to discovering something he knows for certain; 5. Explain the difference between rationalism and empiricism. 6. Explain how the skepticism of Descartes differs from that of Hume. 7. Compare and contrast the views of rationalists and empiricists on how knowledge of

B.A.T. (Industrial Design) Part B - 495 Consent Renewal Application

Course Title: Knowing and Believing: Epistemology – No Change Year and Semester: Elective Choice the external world is possible, and the kinds of things that can be known. 8. Define the “representational theory of perception,” and explain its significance for gaining knowledge of the world. 9. Compare and contrast foundationalism and coherentism as theories of justification. 10. Summarize Gettier’s counterexample to the definition of knowledge as “justified true belief.” 11. Explain the association between reason and masculinity as outlined in Lloyd’s critique of Descartes, and relate it to Jagger’s examination of emotions. 12. Compare and contrast “feminist epistemology” with more traditional studies of knowledge. 13. Summarize the concept of “epistemic responsibility” as outlined by Code. 14. Discuss the power of stereotypes in structuring knowledge of oneself and others. 15. Explain the potential for gender bias in theories of what is real (ontology), particularly with respect to the relationship between self and other. 16. Summarize what Lugones means by “world travelling,” making reference to the construction of personal and cultural identities.

3.0 INSTRUCTIONAL GOALS

Students will be able to recognize, through class discussion and group work, the central questions involved in epistemological debates, and the kinds of responses that have been offered to such questions by figures introduced through the course readings. Students will be asked to identify and summarize the component parts of philosophical arguments, including the main position advanced by an author, the reasons cited in support of this position, and the over-arching issues that motivated the author to write. Evaluating the validity and soundness of philosophical arguments examined in the course will help students to construct a philosophical argument of their own in essay form. Students will also learn to see connections between the philosophical positions studied in class and the social, cultural and historical horizons to which they are connected.

4.0 COURSE CONTENT OUTLINE

Unit One – Epistemology in the Ancient and Early Modern World

“Innate Ideas” (excerpt from the Meno) Plato (Pojman, 16-22)

“The Ascent to Knowledge” (excerpt from the Republic) Plato (Pojman, 6-16)

“Global Skepticism” (excerpt from the Meditations) Descartes (Pojman, 40-2)

“Classical Foundationalism” (excerpt from the Descartes (Pojman, 192- Meditations) 203)

“Skepticism Regarding the Senses” (excerpt from Hume (Pojman, 43-52) Treatise of Human Nature)

B.A.T. (Industrial Design) Part B - 496 Consent Renewal Application

Course Title: Knowing and Believing: Epistemology – No Change Year and Semester: Elective Choice “A Representational Theory of Perception” (excerpt Locke (Pojman, 79-92) from Essay Concerning Human Understanding)

“An Idealist Theory of Knowledge” (excerpt from Berkeley (Pojman, 93-100) Treatise Concerning the Principles of Human Knowledge)

Unit Two – Contemporary Epistemology

“Contemporary Foundationalism” Audi (Pojman, 204-211)

“A Critique of Foundationalism” BonJour (Pojman, 212-223)

“Is Justified True Belief Knowledge?” Gettier (Pojman, 142-143)

“A Causal Theory of Knowing” Goldman (Pojman, 144-153)

“Knowledge: Undefeated Justified True Belief” Lehrer & Paxson, Jr. (Pojman, 153-157)

Unit Three – Feminist & Post-Colonial Critiques of Epistemology

“The Man of Reason” Lloyd (Garry & Pearsall, 111-128)

“Love & Knowledge: Emotion in Feminist Epistemology” Jagger (Garry & Pearsall, 129-155)

“Experience Knowledge & Responsibility” Code (Garry & Pearsall, 157-172)

“A Different Reality: Feminist Ontology” Whitbeck (Garry Pearsall, 51-76)

To Be and Be Seen: The Politics of Reality” Frye (Garry & Pearsall, 77-92)

“Anger & Insubordination” Spelman (Garry & Pearsall, 263-273)

“Playfulness, ‘World’-Travelling, and Loving Perception” Lugones (Garry & Pearsall, 290)

5.0 REQUIRED TEXTS AND OTHER LEARNING MATERIALS

Required Text: The Theory of Knowledge: Classical and Contemporary Readings. 1999. Edited by Louis Pojman. Belmont, CA: Wadsworth.

B.A.T. (Industrial Design) Part B - 497 Consent Renewal Application

Course Title: Knowing and Believing: Epistemology – No Change Year and Semester: Elective Choice

Required Text: Women, Knowledge and Reality: Explorations in Feminist Philosophy. 1996. Edited by Ann Garry and Marilyn Pearsall. New York: Routledge.

Suggested Text: Alcoff, Linda. 1996. Real Knowing: New Versions of the Coherence Theory. Ithaca: Cornell.

Suggested Text: Code, Lorraine. 1991. What Can She Know?: Feminist Theory and the Construction of Knowledge. Ithaca: Cornell.

6.0 EVALUATION OF STUDENTS

Summary paper 15% Mid-term test 25% Position paper 30% Final Exam 30%

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Ian Gerrie

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Ian Gerrie, Melanie Chaparian If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. (philosophy) minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

B.A.T. (Industrial Design) Part B - 498 Consent Renewal Application

Course Title: Leadership – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): Successful completion of at least two lower level breadth courses or letter of permission. CO-REQUISITIES: None TOTAL COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT 3:0 (lecture:tutorial) COURSE RESTRICTIONS:

1.0 COURSE DESCRIPTION

Leaders surround us – we find them in the political arena, the military, families, and the workplace. The quality of our lives depends on how well our leaders perform. This course explores what it means to be an effective leader. Using both classical and contemporary writings, the course examines the psychological, moral, and socially acquired characteristics of leaders. We will consider the tasks and challenges leaders face, such as initiating change, motivating people, formulating strategy, communications, decision-making, negotiations, and crisis management. The course ends with a case study of a famous leader.

2.0 COURSE LEARNING OUTCOMES

Upon completion of this course, students will be able to:

1. Describe the crisis of leadership in our time. 2. Define leadership, distinguishing between transactional and transformational leadership. 3. Explain the necessity of leadership to facilitate co-ordination of group tasks, using principles of game theory. 4. Summarize the core issue in the study of leadership, which is understanding how the leader motivates followers. 5. Outline Max Weber’s three sources of authority, namely, tradition, law, and charisma. 6. Identify the key features of the trait, behavioural, contingency, and charisma theories of leadership. 7. Describe leadership by example and sacrifice, referring to the economic theory of leadership. 8. Evaluate evolutionary psychology’s claim that genetic factors significantly impact who becomes a leader. 9. Assess the claim that leadership can be learned . 10. Distinguish the social sources of leadership, such as family background, schools, peer groups, and the desire for esteem from others.

B.A.T. (Industrial Design) Part B - 499 Consent Renewal Application

Course Title: Leadership – No Change Year and Semester: Elective Choice 11. Analyse the claim that personal trials and tribulations develop leadership qualities. 12. Explain why the spearheading of change is a major test of leadership. 13. Identify the organizational and environmental factors that impede efforts to realize change. 14. List and describe Warren Bennis’ ten ways of avoiding problems when leading change. 15. Provide an account of why leaders must understand what psychologically drives human behaviour. 16. List and explain the chief motives of human conduct. 17. Give a description of B.F. Skinner’s reinforcement theory of human behaviour. 18. Debate whether it is better for leaders to emphasize punishments or rewards in motivating followers. 19. Define rhetoric, explaining why the communication skills involved in its mastery is vital to leadership. 20. Detail Aristotle’s ideas about how to communicate effectively. 21. Explain how a noteworthy speech illustrates the principles of sound rhetoric. 22. Describe the nature of a strategy, breaking it down to its three elements. 23. Explain why leaders are better off formulating a strategy. 24. Clarify what it means to make good decisions, using the expected utility criterion of decision theory. 25. Explicate and apply the pyramid of decision making approaches advanced by J. Edward J. Russo and Paul Schoemaker. 26. Articulate the advantages and dangers of the leader relying on others for advice and counsel. 27. Describe the role of the leader as a negotiator. 28. Identify the importance of focusing on interests, rather than positions, in effective negotiation. 29. Explain the concept of leverage in negotiations and identify who possesses it in different contexts. 30. Discuss the role of negotiation in crisis situations, using the Cuban Missile Crisis as an example. 31. Evaluate the claim that leadership involves exploitation of followers. 32. Assess Socrates’ argument that leadership is an art essentially concerned with the welfare of followers. 33. Outline the idea of servant leadership. 34. Explain Niccolo Machiavelli’s contention that it is more important for a leader to appear virtuous than to be virtuous. 35. Summarize the major moral theories available to guide leaders. 36. Apply the main concepts of the course to the specific case of Henry V.

3.0 COURSE TOPICS

ISSUE 1: INTRODUCTION – THE PROBLEM OF LEADERSHIP

• The crisis of leadership: the mediocrity of our politicians and the scandals plaguing our corporate elites

B.A.T. (Industrial Design) Part B - 500 Consent Renewal Application

Course Title: Leadership – No Change Year and Semester: Elective Choice • Defining leadership • Distinguishing between transactional and transformational leadership • A game theoretic explanation of why leadership exists: to realize the benefits of co- operation in a joint project and overcome the “teams problem” • Why leaders matter • The holy grail of reflection on leadership: how does the leader induce others to follow? How does the leader capture the minds and hearts of followers so as to maximize their contribution to the group’s effort?

Readings:

Burns, James McGregor. Leadership (New York: Harper and Row, 1983), pp. 1-5; 18-23 Cairncross, Francis. “Tough at the top – Survey of Corporate Leadership”, Economist, Oct. 23/2003 Lipsey, Richard G. and Ragan, Christopher T.S. “The Prisoners’ Dilemma” in Microeconomics, 10th ed. (Toronto: Addison Wesley, 2003), p. 266

ISSUE 2: THE SOURCES OF LEADERSHIP

• Max Weber’s three sources of authority: traditional, legal, and charismatic • The predominance of legal and charismatic authority in modern society • Survey of contemporary leadership theories: trait theory, behavioural theory, contingency theory, charismatic theory • Our fascination with charismatic leaders: justified or not? • An economic theory of leadership: the importance of sacrifice and leading by example

Readings:

Dickerson, Mark O. and Flanagan, Thomas. An Introduction to Government and Politics, 6th ed. (Toronto: Nelson, 2002), pp. 36-41 Robbins, Stephen P. and Langston, Nancy. Organizational Behaviour, Can. Ed. (Scarborough, Ont: Prentice Hall, 1999), pp.403-418 Drucker, Peter F. “Leadership as Work” in The Essential Drucker (New York: HarperBusiness, 2001), pp. 268-271 Hermalin, Benjamin E. “Toward an Economic Theory of Leadership: Leading by Example” American Economic Review, Vol. 88, pp. 1188-1190

ISSUE 3: ARE LEADERS BORN OR MADE?

• Evolutionary psychology’s claim that genes heavily influence who assumes leadership positions • The argument that leadership is learned • How General Electric grooms leaders • The role of personal trials and crises in creating leaders

B.A.T. (Industrial Design) Part B - 501 Consent Renewal Application

Course Title: Leadership – No Change Year and Semester: Elective Choice Readings:

Cairncross, Francis. “Creating Leaders – Survey of Corporate Leadership”, Economist, Oct. 23/2003 Burns, James McGregor. Leadership, op. cit., pp. 81-104 Bennis, Warren G. and Thomas, Robert J. Geeks and Geezers (Cambridge: Harvard Business School Press, 2002), pp.14-21

ISSUE 4: LEADING CHANGE

• How leadership skills best manifested in efforts to bring about significant change • That change is the fundamental reality of our times • The obstacles to change from the beneficiaries of the status quo • Understanding the power dynamics of the organization or environment one wants to change • Identifying opportunities for change • Warren Bennis on the ten ways to avoid disaster when leading change

Readings:

Machiavelli, Niccolo. The Prince. 2nd ed. Harvey Mansfield trans. (Chicago: University of Chicago Press, 1998), Chapter VI Hill, Linda A. “Power dynamics in organizations” in Leadership for New Managers (Cambridge: Harvard Business School Publishing, 2001), pp.1-15 Bennis, Warren. “Change: The New Metaphysics” in Managing the Dream (New York: Perseus Publishing, 2000), pp. 31-38

ISSUE 5: IS IT BETTER TO BE LOVED OR FEARED? APPLYING REWARDS AND PUNISHMENTS

• Why leaders must be psychologists • Understanding the motives of human behaviour: fear, hope, money, love, self- esteem, recognition, sense of meaning and belonging • B.F. Skinner’s reinforcement theory • Machiavelli’s argument that leaders should put greater weight on instilling fear into followers • The counter-argument that leaders should stress rewards rather than punishment: elicit devotion by satisfying people’s desire for praise and recognition • Pros and cons of relying on punishments vs. rewards

Readings:

Lussier, Robert N. and Achua, Christopher F. Leadership (Cincinatti: South-Western College Publishing, 2001), pp. 91-95 Machiavelli, The Prince, Chapter XVII Carnegie, Dale. The Leader in You (New York: Pocket Books, 1995), pp. 40-53; 125-139

B.A.T. (Industrial Design) Part B - 502 Consent Renewal Application

Course Title: Leadership – No Change Year and Semester: Elective Choice ISSUE 6: THE RHETORIC OF LEADERS

• Distinguishing rhetoric from sophistry, debate, and logic • How rhetoric currently denigrated as verbal trickery and spin • Ancient view that rhetorical skill a key component of leadership • Why we continue to need rhetoric from our leaders: to overcome high information costs among followers • Summarizing the key points in Aristotle’s theory of rhetoric • Rhetoric as practised by Winston Churchill

Readings:

Lord, Carnes. The Modern Prince (New Haven: Yale University Press, 2003), pp. 180- 191 Aristotle, Rhetoric, Book I, chps. 2-6, 8; Book II, chps. 2-11 Churchill, Winston. “Blood, Toil, Tears, and Sweat”, First speech as Prime Minister given in House of Commons on May 13/1940; Available at:

ISSUE 7: THE MECHANICS OF LEADERSHIP: STRATEGY, DECISION MAKING, ND COUNSEL

• What is a strategy? The three elements of a strategy • Why leaders need a strategy: to provide clear sense of direction, avoid being set adrift by short-term imperatives, marshal adequate resources, and foresee potential risks • A very quick rundown of decision theory: the expected utility criterion • Proxies for the expected utility criterion: Russo and Schoemaker’s pyramid of decision making approaches • The leader does not know everything: getting advice and counsel • Arrogance: the dangers of not listening • The dangers of listening: flattery, disrespect, and scheming from followers

Reading:

Lord, Carnes. The Modern Prince, pp. 192-199; 207-214 Russo, J. Edward and Schoemaker, Paul J.H. Winning Decisions (New York: Doubleday, 2002), pp. 133-158 Machiavelli, Niccolo. The Prince, Chapters XXII-XXIII Dotlitch, David L. and Cairo, Peter C. Why CEO’s Fail (San Francisco: Jossey-Bass, 2003), pp. 1-12 “Expected Utility Theory and Decision Making” [HANDOUT]

ISSUE 8: NEGOTIATION AND CRISIS MANAGEMENT

• The leader as head negotiator

B.A.T. (Industrial Design) Part B - 503 Consent Renewal Application

Course Title: Leadership – No Change Year and Semester: Elective Choice • Negotiation as a low cost method of resolving conflict; how it brings about mutually beneficial relationships and transactions • Effective negotiating techniques: focus on mutual interests, not positions • The overriding importance of leverage in negotiating • Crises as the ultimate test of negotiating skills • How the Kennedy Administration dealt with the Cuban missile crisis • Negotiating and crisis management lessons from that crisis

Reading:

Fisher, Roger and Ury, William and Patton, Bruce. Getting to Yes, 2nd ed. (New York: Penguin, 1991), pp. 3-14 Shell, G. Richard. Bargaining for Advantage (New York: Penguin, 2000), pp. 89-114 Glover, Jonathan. Humanity (New Haven: Yale University Press, 2000), pp. 200-223 Excerpts from film: Thirteen Days

ISSUE 9: THE ETHICS OF LEADERS

• The notion that leadership is inherently exploitive of followers: Thrasymachus on ruling • Socrates’ claim that leadership is an art intrinsically concerned with the interests of followers • What servant leadership means • Machiavelli on virtue and image management • Overview of ethical theories to guide leadership

Readings:

Plato, The Republic, 338c-347a New Testament, Gospel according to Matthew, 20: 1-34 Machiavelli, The Prince, Chapters XV-XIX Heath, Eugene. “Normative Ethical Theories: An Overview” in Morality and the Market (New York: McGraw Hill, 2002), pp. 198-200

ISSUE 10: BRINGING IT ALL TOGETHER: HENRY V AS A CASE STUDY

• Political and historical context of Henry V’s rule • Henry’s personal background: his wild youth • His ambitions for France • How Henry sets aside friendships; his deal-making, and treatment of traitors • Henry’s conduct at Harfleur • Excessive confidence of the French • Rousing the troops: the Crispin Day speech • Henry’s decision to kill prisoners • Negotiating with the defeated French

B.A.T. (Industrial Design) Part B - 504 Consent Renewal Application

Course Title: Leadership – No Change Year and Semester: Elective Choice • Is Henry a Machiavellian or an ethical prince?

Movie: Henry V (1989)

Reading:

Shakespeare, William. Henry V: Act I; Act II, Chorus, ii and iv; Act III, Chorus, iii, vii; Act IV, Chorus, iii, vii. Cairncross, Frances. “Ten Commandments for Successful Leaders – Survey of Corporate Leadership”, Economist, Oct. 23/2003

Suggested Reading:

Shakespeare, William. Henry V (entire)

4.0 METHODS OF INSTRUCTION

• Lecture • discussion

5.0 TEXTBOOKS AND SUPPLEMENTAL READING MATERIAL:

CANCOPY text of the readings

Handouts occasionally provided by the instructor

6.0 RESOURCES OBTAINED/SUPPLIED BY STUDENT:

CANCOPY text of readings

7.0 STUDENT EVALUATION:

Essay (3-4 pages) 20% Mid-term 25%, Essay (5-7 pages) 25% Final Exam 30%

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: George Bragues

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: George Bragues

B.A.T. (Industrial Design) Part B - 505 Consent Renewal Application

Course Title: Leadership – No Change Year and Semester: Elective Choice If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: Ph.D.

Classroom requirements: Humber has sufficient classroom space at the North Campus to accommodate 10,200 students and at the Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

B.A.T. (Industrial Design) Part B - 506 Consent Renewal Application

Course Title: Money, Markets and Democracy – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research, case studies CO-REQUISITES:

I. COURSE DESCRIPTION

Over the past two-and-a-half decades, capital markets have markedly grown in influence, increasingly taking over from governments and banks the tasks of financing economic activity and serving the public’s saving and retirement needs. After introducing students to the operational and regulatory framework of the currency, bond, equity, mutual/hedge funds, and derivative markets, the course poses the question: do these markets, on balance, negatively or positively influence the social structure, economy, and politics of nations? In assessing this issue, the course surveys the debate surrounding theories of capital market efficiency and rationality, the history of recurring financial bubble and crash sequences, social justice issues raised by investment in morally suspect industries and emerging economies, the constraints imposed by the markets on governments’ ability to manage their economies, the tension between democratic governance and central banking, the spread of an equity culture, and proposals for a new international financial architecture. Essentially, this course stresses the institutional details of capital markets, while placing them within their socio- economic and political contexts.

II. LEARNING OUTCOMES

Students who successfully complete this course will be able to

1. Distinguish financial assets from real assets, while accounting for the origins, function, and social character of money; 2. Describe the political implications of the different ways—fiat- and reserve- based systems—that money supply might be managed by society; 3. Outline the history, nature, and role of central banks in industrialized Western economies, stressing the tension involved with democratic accountability; 4. Explain the main instruments traded in the capital markets—currencies, stocks, bonds, mutual/hedge funds, derivatives—as well as the key factors driving their daily movements; 5. Keeping Canada’s situation in mind, assess the socio-economic and political implications of alternative foreign exchange systems, viz, fixed rate, floating rate, U.S. dollarization, and currency board arrangements; 6. Explain the Efficient Markets Hypothesis, while outlining its implicit claim that

B.A.T. (Industrial Design) Part B - 507 Consent Renewal Application

Course Title: Money, Markets and Democracy – No Change Year and Semester: Elective Choice markets pose little danger to society at large and can be trusted to allocate scarce investment capital with minimal government supervision; 7. Describe psychological accounts of capital market activity, such as behavioural finance, which stress the irrationality of investors and suggest that markets pose potentially significant dangers to society if left to operate without active government regulation; 8. Attentive to the debate concerning the efficiency and rationality of markets, describe famous historical market events like Tulipmania, the 1929 crash, and the technology/telecom craze of the late 1990’s from a broad social and political perspective; 9. Explain and critically evaluate the ethical investing movement; 10. Analyse the charge that the growing influence of capital markets leaves governments, and their respective electorates, with a significantly smaller role to play in managing their economies; 11. Discuss the claim that the globalisation of capital flows has brought instability to the world economy, while assessing proposals for a better international financial architecture; 12. Describe the emerging equity culture and its potential impact on government policies towards business and corporate governance.

III. COURSE CONTENT OUTLINE

Issue 1: Introduction and Course Objectives

• Review of recent events in capital markets • Growing importance of capital markets in society • Rise of the equity culture; “we are all stock investors now” • Role of the capital markets in bringing savers and investors together. • Main question of the course: do the capital markets, in their current structure, serve the public interest?

Readings: Henwood, Doug, Wall Street, (New York: Verso, 1997), 10-11 Peet, John, “Survey Global Equity Markets: The rise and the fall,” The Economist, May 5/2001

Issue 2: Regulating the Supply of Money; Central Banking

• Reserve based vs. fiat systems of supplying money • Origins of central banking • The U.S. Federal Reserve, European Central Bank, and Bank of Canada • Macroeconomic stabilization role of central banks • Inflation targeting vs. economic growth • Central bank independence • Democratic accountability and central banking

B.A.T. (Industrial Design) Part B - 508 Consent Renewal Application

Course Title: Money, Markets and Democracy – No Change Year and Semester: Elective Choice

Readings: “Central banks guard value of money,” Financial Post Kenneth M. Morris, Virginia B. Morris, Alan M. Siegel, Wall Street Journal Guide to Understanding Money and Investing, (New York: 1999), Chapter 1 Henwood, Wall Street, 92-97

Issue 3: Stock Market

• Stocks as ownership of publicly traded corporations • Types of stocks: common, preferred, growth, blue-chip, cyclical, etc. • Stock indices: TSE 300, Dow Jones, SP 500, Nikkei, etc. • The Players: brokers, traders, investment banks • Styles of play: short selling, fundamental and technical analysis • Valuation: the P/E ratio and Dividend Yield

Readings: Wall Street Journal Guide to Understanding Money and Investing, Chapter 2 Henwood, Wall Street, 11-22; 104-105 Peet, John, “Survey Global Equity Markets: Valuation Waltz,” The Economist, May 5/2001

Issue 4: Bonds and the Money Market

• Bonds as loans to corporations and governments • A typical bond’s pricing and cash flows • Types of bonds: government, corporate, high yield (junk) • Treasury bills • Bond rating agencies • Yield curve • Risk premiums

Readings: Wall Street Journal Guide to Understanding Money and Investing, Chapter 3 Henwood, Wall Street, 22-27 “Admiring those shapely curves,” The Economist, April 4/1998

Issue 5: Mutual and Hedge Funds

• The pooling of investor funds • Types of mutual and hedge funds

B.A.T. (Industrial Design) Part B - 509 Consent Renewal Application

Course Title: Money, Markets and Democracy – No Change Year and Semester: Elective Choice • Differences between mutual and hedge funds • Allegations that hedge funds destabilize markets and national economies • The Long Term Capital Management fiasco

Readings: Wall Street Journal Guide to Understanding Money and Investing, Chapter 4 Jorion, Philip, “The Story of Long-Term Capital Management,” Canadian Investment Review, Winter 1999, (available at: http: // www. investmentreview.com/archives/winter99/capmgmt.html)

Issue 5: Derivatives

• Characteristics of futures, options, and swaps • Hedging vs. speculative uses of derivatives • The charge that derivatives pose a threat to the firms who use them and to the financial system as a whole.

Readings: Wall Street Journal Guide to Understanding Money and Investing, Chapter 5 Henwood, Wall Street, 28-40

Issue 6: Foreign Exchange Markets and Canada’s Currency Debate

• How exchange rates are set: Fixed vs. floating rates • Currency boards • The inter-bank market • Spot vs. forward rates • Drivers of foreign exchange rate movements: trade balance, capital flows, relative interest rates and inflation, political risk • The decline of the Canadian dollar: Why? Does it matter? • Should Canada consider a currency board, North American currency union, or the adoption of the U.S. dollar?

Readings: Wall Street Journal Guide to Understanding Money and Investing, Chapter 1 Henwood, Wall Street, 41-49 “Big Mac Currency,” The Economist, Apr. 21/2001 “To fix or float exchange rates,” The Economist, Aug. 7/1993 Harris, Richard, “Symbol of weakness,” National Post, Nov. 6/2001 Laider, David; Robson, William; Shay, Aba, “The fix is out,” National Post, Nov. 6/2001

Issue 7: Debates surrounding the rationality of markets

• The rational view: Efficient Markets hypothesis

B.A.T. (Industrial Design) Part B - 510 Consent Renewal Application

Course Title: Money, Markets and Democracy – No Change Year and Semester: Elective Choice • Capital Assets Pricing Model • The psychological view: Behavioural Finance • Heuristics in the investing process • Case for government regulation of capital markets stronger with behavioural view • How high public participation in the equity markets poses a greater political/social danger, if behavioural view correct • Markets pose little social danger and require little government regulation, if efficient markets hypothesis valid

Readings: Shefrin, Hersh, Beyond Greed and Fear, (Oxford: Oxford University Press, 2000) 13-42 Smith, Mark J., Toward Rational Exuberance, (Farrar, Straus, and Giroux, 2001) 197- 201; 284-315

Issue 8: Booms and Crashes

• Social and political significance of boom/crash sequences in the financial markets: the potential for negative spillovers • Tulipmania, South Sea Bubble, 1929 • The 1990’s bull market and subsequent technology/telecom stock meltdown • Will society continue to be plagued by the aftermath of the 1990’s boom in stock prices?

Readings: Galbraith, John Kenneth, “The Classic Cases, The Tulipmania,” in A Short History of Financial Euphoria, (New York: Viking Penguin, 1993), Ferguson, Niall, The Cash Nexus, (New York: Basic Books), 296-320 Shiller, Robert J., Irrational Exuberance, (Princeton: Princeton University Press, 2000), 3-14

Issue 9: Governing the Modern Corporation: Whither Economic Democracy?

• Agency costs posed by the separation of control and ownership • The problem of unaccountable management • The cult of the CEO • Shareholder voting rights and the role of the Board of Directors • The rise of shareholder activism • Mergers and acquisitions: the market for corporate control • Ethical investing

Readings: Peet, John, “Survey Global Equity Markets: Governing the modern corporation,” The Economist, May 5/2001

B.A.T. (Industrial Design) Part B - 511 Consent Renewal Application

Course Title: Money, Markets and Democracy – No Change Year and Semester: Elective Choice “What does social investment mean?” (available at http://www.socialinvestment.ca/Intro1.htm) Bragues, George, “The Fuzzy Ethics of Ethical Investing,” Financial Post, February 23/2000

Issue 10: The Globalisation of Finance: Are Markets Calling the Political Shots?

• Arguments both for and against the view that the capital markets increasingly dictate public policy • Special vulnerability of smaller economies • Proposals for a new international financial order: free market approach, remodelling approach, and regulatory approach • Role of the International Monetary Fund (IMF)

Readings: Woodall, Pam, “Survey World Economy: Who’s in the driving seat,” The Economist, October 7/1995 (Excerpts) Haas, Richard N., and Litan, Robert E., “Globalisation and its Discontents,” Foreign Affairs, May/June 1998, 2-6

IV. REQUIRED TEXT(S) AND OTHER LEARNING MATERIALS

Kenneth M. Morris, Virginia B. Morris, Alan M. Siegel, Wall Street Journal Guide to Understanding Money and Investing, (New York: 1999)

Cancopy Customized Text containing the remainder of the readings.

V. METHOD OF STUDENT EVALUATION

3 Quizzes (Multiple Choice/Short Answer) 10%, 15%, 15% Essay (1000-1200 words) 30% Final Exam 30%

Total 100%

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: George Bragues

Course designed by other:

B.A.T. (Industrial Design) Part B - 512 Consent Renewal Application

Course Title: Money, Markets and Democracy – No Change Year and Semester: Elective Choice List faculty qualified to teach the course and/or statement “faculty to be hired”: George Bragues, Narine Grigoryan, Arthur Younger If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3.

Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 513 Consent Renewal Application

Course Title: Philosophy of Law – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, discussion, readings, individual and group presentations CO-REQUISITES:

1.0 COURSE DESCRIPTION

The law is both the source of our admiration and often our disappointment. While we increasingly turn to the law to adjudicate disputes that arise in our public and private lives, we are, from time to time, surprised at its failure to mete out justice. What is it that we expect from the law? Why do we look to the law to govern not only our actions but also our beliefs and ideas? Adopting an interdisciplinary approach, this course provides students with an opportunity to address these issues as they are introduced to key concepts and theories in the philosophy of law through the reading of literary works including Antigone, Crime and Punishment, The Outsider, and The Trial.

2.0 LEARNING OUTCOMES

Upon successful completion of this course, students will be able to:

1. Compare and contrast natural law theory and legal positivism making reference to debate between Antigone and Creon. 2. Describe three different accounts of the relationship between power and justice advanced by characters in Antigone. 3. Compare and contrast the theories of crime examined by Raskolnikov in Crime and Punishment making reference to the concepts of deviance, sin, utility, and conditioning. 4. Assess the characterization of criminals in Crime and Punishment as either monsters or victims. 5. Identify the key tenets of existentialism as presented in Camus’ The Outsider. 6. Identify the conditions for the possibility of an individual being held criminally responsible for his/her actions. 7. Compare competing standards for establishing criminal responsibility including those advocated by Camus, Aristotle, and McNaughten. 8. Assess the effects of the bureaucratisation of the law making reference to Kafka’s The Trial. 9. Define the term procedural justice and evaluate its effectiveness relying on examples. 10. Compare and contrast the following theories of truth making reference to their applicability in evaluating evidence: correspondence, coherence, pragmatist and perspectivist views.

B.A.T. (Industrial Design) Part B - 514 Consent Renewal Application

Course Title: Philosophy of Law – No Change Year and Semester: Elective Choice 11. Assess the relative strengths and weaknesses of competing theories of legal reasoning which view judge alternatively as a technician, a referee, an adjudicator, a mediator, and an artist. 12. Identify and evaluate arguments used to support the following theories of punishment: retribution, retributivism, deterrence and restitution.

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course:

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Wendy O’Brien-Ewara If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. (philosophy) minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

B.A.T. (Industrial Design) Part B - 515 Consent Renewal Application

Course Title: Power – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research CO-REQUISITES:

I. COURSE DESCRIPTION

Power. It is something that most of us strive for but few of us obtain. Why do we desire power? Why is it that for many, power is allusive? In order to address these questions, it is first necessary to ask: What is power? How is power acquired? How is power maintained?

In this course, we will examine the answers to these questions provided by some of the central figures in the history of political theory. In so doing, we will investigate underlying issues concerning the relation between ethics and politics, the notion of good government, the qualities of leaders, the rationality of the use of violence, the importance of property, and the relation between power and truth. Students will be asked to employ the theories and concepts studied in the analysis of issues in contemporary society.

II. INSTRUCTIONAL GOALS

This course is designed to provide the student with an introduction to political philosophy via an analysis of various conceptions of the term "power." Upon completion, students will have developed an understanding of critical concepts and theories developed in the history of political theory, including accounts of human nature, leadership, property, good government and violence. Students will be able to employ these concepts and ideas in the analysis of contemporary case studies.

III. LEARNING OUTCOMES

At the end of this course, the student will be able to

1. define the term state of nature and compare and contrast the characterization of this state in the works of Hobbes and Rousseau; 2. summarize the creation of the social contract as described by Thomas Hobbes; 3. define the term the general will and explain its role in developing a political structure as discussed by Rousseau; 4. define the terms oligarchy, timocracy, aristocracy, democracy and tyranny; 5. compare and contrast the structure of government in the works of Hobbes and Rousseau;

B.A.T. (Industrial Design) Part B - 516 Consent Renewal Application

Course Title: Power – No Change Year and Semester: Elective Choice 6. outline the critical features in Plato’s Republic distinguishing between the roles and responsibilities of craftsmen, guardians and philosopher-kings; 7. provide an account of the allegory of the cave explaining the epistemology it entails and its importance to the creation of an ideal state; 8. compare and contrast Aristotle’s ideal polis with Plato’s Republic; 9. compare and contrast Aristotle’s conception of the good man, the good citizen, and the good leader; 10. identify the qualities which Machiavelli ascribes to a successful “prince” or “princess”; 11. identify the key political strategies which Machiavelli upholds; 12. compare and contrast the views of leadership advanced by Plato, Aristotle, and Machiavelli; 13. state the basic tenets of a free market economy as presented by Smith; 14. identify the strengths and weaknesses of a free market economy; 15. state Locke’s three principles of property; 16. define the term individualism and discuss how it informs Locke's advocation of democracy; 17. summarize the arguments presented by Locke to advocate limited government; 18. define the term utilitarianism and provide examples of how this theory is employed in the allocation of scarce resources; 19. summarize Mill’s account of the harm principle and identify three arguments used to defend this tenet; 20. identify Marx’s criticism of capitalism and outline his alternative model for civil society; 21. compare and contrast alternative models of power acquisition and maintenance.

IV. GENERIC SKILLS

Generic/Employability Skills are broad-based, transferable skills that provide the foundation for specific program skills essential to students’ academic and vocational success. The Generic/Employability Skills are comprised of communications, personal, interpersonal, thinking, mathematics, and computer applications skills. Through the successful completion of this course, students will develop the following specific generic skills:

GENERIC SKILLS COURSE INVENTORY: Frequency Taught/Reinforced/Evaluated Generic Skill Seldom ↔ Always 1 2 3 4 5 Communications Skills: reading comprehension 3 (primary and secondary sources); essay writing; note-taking seminar presentations; group work and classroom discussions

B.A.T. (Industrial Design) Part B - 517 Consent Renewal Application

Course Title: Power – No Change Year and Semester: Elective Choice Personal Skills: completion of a weekly writing 3 assignment encourages resource management and emphasizes responsibility; introduction/ continuation of university level studies facilitates career development; study of historical and theoretical concepts emphasizes adaptability; case studies build citizenship skills Interpersonal Skills: analysis of opposing theoretical 3 principles and positions on contemporary issues; participation in classroom discussions where diverse views are expressed; study of conflict and its implications in the political, social and personal realms Thinking Skills: problem solving, critical thinking, 3 creative thinking, and research skills are modelled in the classroom and required of students in their weekly assignments, exams, and essays Mathematics Skills: critical evaluation of statistics 3 and new research findings in the social and natural sciences; examination of principles of polling; use of basic mathematics to demonstrate economic theories Computer Application Skills: search of research 3 databases for essay assignments, identify and access relevant web sites for further study, word processing assignments

V. COURSE CONTENT OUTLINE

Introduction: Power – Critical Questions for Our Times Introduction and Overview of the Course

"The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty and we must rise with the occasion. As our case is new, so we must think anew and act anew. We must disenthrall ourselves." (Abraham Lincoln)

What are some common perceptions of what constitutes power? How is power exhibited in our daily lives? What is the importance for understanding the nature of power? List the sub-issues that must be addressed in order to determine the meaning of "power."

Introduction xi

B.A.T. (Industrial Design) Part B - 518 Consent Renewal Application

Course Title: Power – No Change Year and Semester: Elective Choice

Unit 1: Power and Human Nature Hobbes: Power and The State of Nature

"I put for a general inclination of all mankind, a perpetual and restless desire of power after power, that ceaseth only in death." (Leviathan)

• Define the term state of nature? • How does Hobbes describe individuals in the state of nature? Do you agree with his account? Why or why not? • How do individuals escape the state of nature?

Thomas Hobbes: Leviathan 294-324 Chapter 7: Thomas Hobbes and The Philosophical Revolutions of the 17th Century 277

Hobbes - Power and Sovereignty

"The greatest of human powers is that which is compounded of the powers of most men, united by consent, in one person, natural or civil, that has the use of all their powers depending on his will." (Leviathan)

• Define the terms sovereign and sovereignty. • Outline Hobbes’ account of the social contract making reference to contemporary examples. • What limits, if any, should be placed upon the exercise of the power of the sovereign? Justify your response. • Why does Hobbes call this work on the creation of a social and political order Leviathan?

Thomas Hobbes: Leviathan 324-351 Chapter 7: Thomas Hobbes and The Philosophical Revolution of the 17th Century 277

Rousseau – Power and The General Will

"Man is born free and everywhere he is in chains. One thinks himself the master of others and still remains a greater slave than they. How did this change come about? I do not know. What can make it legitimate? That question I think I can answer." (Discourse on the Origin and Foundation of Inequality of Man)

• How does Rousseau characterize individuals in the state of nature? Provide examples to support his position. • Compare and contrast this view of human nature with that of Hobbes. Which argument do you find most convincing? Justify your response.

B.A.T. (Industrial Design) Part B - 519 Consent Renewal Application

Course Title: Power – No Change Year and Semester: Elective Choice • What are the consequences of adopting this view with regard to the structure of civil society?

Jean-Jacques Rousseau: Second Discourse – Discourse on the Origin and Foundations of Inequality Among Men 403-428 Chapter 9: Jean-Jacques Rousseau 417

Rousseau – Power and The General Will

• According to Rousseau, what are some of the causes of the degradation of humanity? Explain providing examples from contemporary society. • How do you think government should be organized in order to preserve what is best in humanity? Would Rousseau endorse your views? Why or why not?

Jean-Jacques Rousseau: The Social Contract

Unit 2: Power and Leadership Plato – Power and the Ideal State

"Come then, I said, let us create a city from the beginning in our discussion. And it is our needs, it seems that will create it." (The Republic)

• In Plato’s ideal state there would be three groups or classes of people. Identify each group and explain their role in the Republic. • How would Plato determine which of the three groups you belong in? Would you be satisfied with his decision? Why or why not? • Outline Plato’s philosophy of education making reference to the programs he would put in place for each group in his ideal state. • According to Plato, do good leaders need to be moral people? Do you agree with his view? Defend your position. • Summarize the allegory of the cave. • Would you want to be ruled by philosopher-kings and live in Plato’s Republic? Why or why not? Explain your answer drawing comparisons to present-day Canada.

Plato: The Republic, Bk II-VII 49-81 Chapter 1: Plato 1

Mid-term Exam 20%

Aristotle – Power and Influence

"For that some should rule and others be ruled is a thing not only necessary, but

B.A.T. (Industrial Design) Part B - 520 Consent Renewal Application

Course Title: Power – No Change Year and Semester: Elective Choice expedient; from the hour of their birth, some are marked out for subjection, others for rule.” (Politics)

• Define the term polis. Provide a commentary to accompany a tour of Aristotle’s ideal polis. How is it similar to Plato’s Republic? In what ways does it differ? • According to Aristotle, some people are born leaders. What arguments does Aristotle use to support his position? Employing an example, discuss the strengths and weaknesses of his view. • What is the relation between morality and politics? Is a good man a good citizen? Is a good man a good leader? How does Aristotle answer this question? Do you agree with his view? • Aristotle argues that it is wrong to treat political power as the highest good. Why?

Aristotle: The Politics 138-192 Chapter 2: Aristotle

Machiavelli – Power and The Prince

"Whoever, therefore, deems it necessary in his new principality to secure himself against enemies, to gain friends, to conquer by force or fraud, to make himself beloved and feared by the people, followed and reverenced by the soldiers, to destroy those who can and may injure him, introduce innovations into old customs, to be severe and kind, magnanimous and liberal, suppresses the old militia, create a new one, maintain the friendship of kings and princes in such a way that they are glad to benefit him and fear to injure him, such a one can find no better example than the actions of this man.” (The Prince, 58)

• What qualities and characteristics does Machiavelli ascribe to good leaders? • What advice does Machiavelli give to leaders with regard to management of the state and international relations? • What is power according to Machiavelli? Do you agree with his theory? Why or why not? Provide examples to substantiate your views.

Machiavelli: The Prince 223-262 Chapter 6: Machiavelli 225

Smith – Power and The Free Market

"Every individual is continually exerting himself to find out the most advantageous employment for whatever capital he can command.” (The Wealth of Nations)

• Outline the basic principles of a free market economy making reference to the division of labour, supply and demand, and the invisible hand of the market. • In a free market economy, how are scarce resources to be allocated? Explain,

B.A.T. (Industrial Design) Part B - 521 Consent Renewal Application

Course Title: Power – No Change Year and Semester: Elective Choice making reference to welfare, health care, education or immigration. • What limits did Smith place on the imposition of free market principles? Why?

Adam Smith Selections from The Wealth of Nations (handout)

Unit 3: Power and the Allocation of Scarce Resources Locke – Power and Property

"Though the things of Nature are given in common, yet man (by being master of himself, and proprietor of his own person, and the actions of labour of it) had still in himself the great foundation of property; and that which made up the great part of what he applied to the support or comfort of his being, when invention and arts had improved the conveniences of life, was perfectly his own, and did not belong in common to others." (The Second Treatise of Government)

• Compare and contrast the theory of human nature presented by Locke with those advanced by Hobbes and Rousseau. • Locke maintains that an individual or group comes to have property based upon one of three principles of ownership. Outline each principle providing examples to demonstrate their application. • What role, if any, would Locke ascribe to the government in the management of property? Do you agree with his views? Justify your position.

John Locke: The Second Treatise on Government 351-387 Chapter 8: John Locke

Mill – Power and Happiness

"For that standard is not the agent’s own greatest happiness, but the greatest amount of happiness altogether.” (Utilitarianism)

• Outline the basic tenets of utilitarianism making reference to the principle of utility, happiness and pleasure. • What is the importance of Mill drawing a distinction between the quantity and the quality of pleasure? • Using a contemporary example, explain how utilitarianism can be employed in the allocation of scarce resources. What are the strengths and weaknesses of adopting this approach?

John Stuart Mill: Utilitarianism 539-552 Chapter 10: Utilitarianism

B.A.T. (Industrial Design) Part B - 522 Consent Renewal Application

Course Title: Power – No Change Year and Semester: Elective Choice Marx – Power and Alienation

"The history of all hitherto existing society is the history of class struggles." (Manifesto of the Communist Party)

• Compare and contrast the lives of the bourgeoisie and the proletariat. • List the criticisms of capitalism raised by Marx. What did Marx foresee for the future of capitalism? Was he right? Justify your views. • How would Marx re-allocate scarce resources in our society? Discuss the relative merits and problems with using this method making reference to a contemporary example.

Karl Marx: Economic and Philosophical Manuscripts 556-567 Karl Marx: Manifesto of the Communist Party 579-599 Chapter 11: Karl Marx

Review: Power – Critical Questions for Our Times Review and Testing

“Power is not itself negative. It depends what one does with it.” (bell hooks, Teaching to Transgress)

• What is power? • How is power acquired? • How is power maintained?

VI. REQUIRED TEXT(S) AND OTHER LEARNING MATERIALS

Required Text: Classics in Political Philosophy, 2nd or 3rd ed. Edited by Jene Porter. Englewood Cliffs: Prentice Hall, 1997.

Suggested Text: Political Philosophy: The Search for Humanity and Order. H. Hallowell and Jene Porter. Englewood Cliffs: Prentice Hall, 1997.

VII. METHOD OF STUDENT EVALUATION

The breakdown of the final grade will be as follows:

Weekly Writing Assignments 50% Mid-term Test 20% Final Exam 30%

B.A.T. (Industrial Design) Part B - 523 Consent Renewal Application

Course Title: Power – No Change Year and Semester: Elective Choice Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Wendy O-Brien-Ewara

List faculty qualified to teach the course and/or statement “faculty to be hired”: Wendy O’Brien-Ewara, George Bragues, Paul Corey, Chris Anderson-Irwin

If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred Classroom requirements: The college has sufficient classroom space at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 524 Consent Renewal Application

Course Title: Power 2: The Question of Legitimation – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): Power COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research CO-REQUISITES:

I. COURSE DESCRIPTION

When historians in the future stand back and reflect upon the 20th century, they will no doubt see it as time period marked by violence. That this will be the legacy of this century is surprising, for as the philosopher Hannah Arendt noted, “All great nineteenth- century thinkers were convinced that the next century would be the one of progress and reason. And yet, from Auschwitz to the Gulag, the barbarians ruled.” Why was this the case? Why, when the world had become smaller and we had mastered a vast array of technology, did we so vehemently turn against each other? And what will be the repercussions of this violence and its increasing acceptance as we enter the 21st century?

This course attempts to address these issues focusing on the problem of legitimation. In a time in which violence infiltrates our public and private lives, it is important to question when and under what circumstances, if any, violence can legitimately be employed. However, before addressing these issues, it is first necessary to examine the meaning of the term violence, to look at the conditions which give rise to violent action and to examine the variety of contexts in which violence flourished in the 20th century. Students will be challenged to reflect on these issues, considering how they inform not only our past but also our future.

II. INSTRUCTIONAL GOALS

This course is designed to provide the student with an introduction to political philosophy via an analysis of the concept of power. Upon completion, students will have developed an understanding of critical concepts and theories in political theory focusing on such issues as social change, non-violent resistance, nationalism, globalisation, and the idea of a civil society. Students will be able to employ these concepts and ideas in the analysis of contemporary case studies.

III. LEARNING OUTCOMES

At the end of this course, students will be able to

1. outline the problem of legitimacy relating to issues of power; 2. explain Nietzsche’s use of the terms will to power and the transvaluation of all

B.A.T. (Industrial Design) Part B - 525 Consent Renewal Application

Course Title: Power 2: The Question of Legitimation – No Change Year and Semester: Elective Choice values; 3. compare and contrast herd and master mentality as described by Nietzsche; 4. compare and contrast power and violence as discussed in the works of Arendt; 5. outline the subjective and objective distinction which Wolff uses to explain different interpretations of violence making reference to examples; 6. define the terms direct violence, structural violence and cultural violence; 7. outline Hegel’s account of history; 8. explain Hegel’s notion of reciprocal recognition; 9. compare and contrast three different theoretical explanations for individual acts of violence including Arendt’s account of the banality of evil; 10. list some of the conditions which give rise to nationalistic movements; 11. evaluate arguments used to defend nationalism; 12. outline three possible alternatives to nationalism; 13. define the term federalism and identify its relative strengths and weaknesses; 14. define the term decolonialization and outline Fanon’s account of why violence is required for such projects to succeed; 15. compare and contrast the four explanations of women being regarded as the “second sex” discussed by Beauvoir; 16. summarize the Butler decision and explain its conclusions in light of Mill’s On Liberty; 17. define the term globalisation; 18. identify arguments which support and reject contemporary Marxists projects.

IV. GENERIC/EMPLOYABILITY SKILLS

Generic/Employability Skills are broad-based, transferable skills that provide the foundation for specific program skills essential to a student’s academic and vocational success. The Generic/Employability Skills are comprised of communications, personal, interpersonal, thinking, mathematics, and computer applications skills. Through the successful completion of this course, students will develop the following specific generic skills: GENERIC SKILLS COURSE INVENTORY: Frequency Taught/Reinforced/Evaluated Generic Skill Seldom ↔ Always 1 2 3 4 5 Communications Skills: reading comprehension 3 (primary and secondary sources); essay writing; note-taking seminar presentations; group work and classroom discussions Personal Skills: completion of a weekly writing 3 assignment encourages resource management and emphasizes responsibility; introduction/ continuation of university level studies facilitates career development; study of historical and

B.A.T. (Industrial Design) Part B - 526 Consent Renewal Application

Course Title: Power 2: The Question of Legitimation – No Change Year and Semester: Elective Choice theoretical concepts emphasizes adaptability; case studies build citizenship skills

Interpersonal Skills: analysis of opposing 3 theoretical principles and positions on contemporary issues; participation in classroom discussions where diverse views are expressed; study of conflict and its implications in the political, social and personal realms Thinking Skills: problem solving, critical thinking, 3 creative thinking, and research skills are modelled in the classroom and required of students in their weekly assignments, exams, and essays Mathematics Skills: critical evaluation of 3 statistics and new research findings in the social and natural sciences; examination of principles of polling; use of basic mathematics to demonstrate economic theories Computer Application Skills: search of research 3 databases for essay assignments, identify and access relevant web sites for further study, word processing assignments

V. COURSE CONTENT OUTLINE

Unit 1 Introduction: The Question of Legitimacy

“When acts of violence occur, and more particularly, when at least some such acts seem to be socially acceptable or even lauded, as in wartime, then general attitudes towards the use of violence shift in the direction of acceptance, and thresholds for resorting to violence fall.” Violence and its Alternatives

• Most often power is associated with the ability to undertake acts of violence against those who do not acquiesce. What is the link between power and violence? Why have we accepted this definition? • When, if ever, do you consider violence to be legitimate? Identify your existing criteria for making such evaluations. • Are we, as individuals and as a collective, growing increasingly tolerant of violence? Defend your position. What are the implications of your response?

B.A.T. (Industrial Design) Part B - 527 Consent Renewal Application

Course Title: Power 2: The Question of Legitimation – No Change Year and Semester: Elective Choice Unit 2 Nietzsche: Critical Thinking

“Man is a rope, tied between beast and overman – a rope over an abyss. A dangerous across, a dangerous on-the-way, a dangerous looking back, a dangerous shuddering and stopping. What is great in man is that he is a bridge and not an end.” Thus Spoke Zarathustra

• Recount the Myth of Eternal Recurrence and explain how it gives rise to master and herd mentality. • Outline the process whereby the slaves revolted against their masters. What has been the result according to Nietzsche? • How does Nietzsche define truth? In answering make reference to perspectivism. What are the strengths and weaknesses of adopting this epistemology? • Explain the meaning of the term will to power. What is the challenge of “living dangerously”? What are the implications of adopting this stance with regard to the study of violence?

On Truth and Lie in An Extra Moral Sense Excerpts from The Genealogy of Morals Excerpts from The Gay Science

Unit 3 Violence: Defining the Term

“Power is indeed the essence of all government, but violence is not.” On Violence

• According to Arendt, the terms power and violence are often used interchangeably, but in fact, the two terms have distinct meanings. Compare and contrast power and violence as described by Arendt. Is her argument convincing? Why or why not? • Wolff maintains that violence is “the illegitimate or unauthorized use of force” but notes that what we consider to be illegitimate is relative. Explain how he arrives at this conclusion. Outline the subjective and objective distinction he uses to explain our differing conceptions of what constitutes violence, making reference to an example. • Outline Galtung’s account of the relationship between direct violence, structural violence and the cultural violence making reference to an example. Why does cultural violence go unnoticed? What are the repercussions of this oversight?

Excerpt from On Violence Arendt (Steger and Lind, 3) “On Violence” Wolff (Steger and Lind, 12) “Cultural Violence” Galtung (Steger and Lind, 38)

Unit 4 Hegel and The Politics of Recognition

“Self-consciousness exists in and for itself when, and by the fact that, it so exists for

B.A.T. (Industrial Design) Part B - 528 Consent Renewal Application

Course Title: Power 2: The Question of Legitimation – No Change Year and Semester: Elective Choice another; that is, it exists only in being acknowledged.” The Phenomenology of Spirit

• Outline Hegel’s account of history. How does history proceed? What is the end goal of history? • Explain Hegel’s claim that the “relationship of two self-conscious individuals is such that they prove themselves and each other through a life and death struggle.” • Outline the relationship between self and other in Hegel’s account of Lordship and Bondage. Is it possible for subjects to encounter each other as subjects? Why or why not? Defend your response. • Discuss the politics of recognition making reference to contemporary and historical examples. If the desire for recognition fuels violence, how can such acts be minimized? Speculate. If Hegel is right, will the next century see the increase or decrease of violence? Explain your response.

Excerpts from The Phenomenology of Spirit (handout)

Unit 5 WWII: On the Banality of Evil

“An average, ‘normal’ person, neither feeble-minded nor indoctrinated nor cynical, could be perfectly incapable of telling right from wrong.” Eichmann in Jerusalem

• Compare and contrast three different theories used to explain the atrocities of WWII. What are the strengths and weaknesses of each theory? Are we able to theorize genocide and similar acts of violence? Why or why not? • Explain the term banality of evil. What arguments are presented by Arendt to support this view of evil? Are they convincing? Provide contemporary examples to support your view. • Discuss the relationship between power and conscience. In the case of Eichmann, what prevented him from experiencing a crisis of conscience? • Across the 20th century, the nature of war changed dramatically. Outline these changes. How will the rise of virtual war affect how wars are conducted and how they are legitimised?

Excerpts from Eichmann in Jerusalem (handout) Excepts from Virtual War (handout)

Unit 6 The Rise of Nations: Identity and Politics

“You can never know the strangers that make up a nation with you. So you imagine what it is that you have in common and in this shared imagining, strangers become citizens, that is, people who share both the same rights and the same image of the place they live in. A nation therefore is an imagined community, yet these imaginings never exactly overlap, are never exactly shared.” “The Narcissism of Minor Difference”

B.A.T. (Industrial Design) Part B - 529 Consent Renewal Application

Course Title: Power 2: The Question of Legitimation – No Change Year and Semester: Elective Choice • Define the term nation. What is the “glue” which holds a nation together? Compare and contrast various theories of nationhood. • Compare and contrast the new and the old forms of Nationalism in Europe. • How do states convince individuals to risk their life for the nation? Are these justifications convincing? Why or why not? • Define the term ethnic cleansing. How does ethnic cleansing differ from genocide? What are the conditions that give rise to ethnic cleansing? Based upon this examination, do you think that ethnic cleansing will increase or decrease in the 21st century? Defend your position. • Will the nation survive the next century? While some commentators announce the end of the nation in rise of globalisation and the formation of other forms of community, others argue that the notion of the nation is becoming increasingly entrenched. Outline the arguments used to support each position. Which view do you find most convincing? Justify your response. • What constitutes identity politics? Why is it that we have turned to nations and ethnic groups to define who we are?

“The Narcissism of Minor Differences” (handout) “The New Nationalism in Europe” Kaldor (Steger and Lind, 201) “Pro Patria Mori! Death and the State” Tamir (Steger and Lind, 210) “Patriotism and Its Futures” Appadurai (Steger and Lind, 221) “Ethnic Cleansing: A Metaphor for Our Times” Ahmed (Steger and Lind, 235)

Unit 7 The Fire Next Time: Race and Rage

“The native knows all this, and laughs to himself every time he spots an allusion to the animal world in the other’s words. For he knows that he is not an animal; and it is precisely at that moment he realizes his humanity that he begins to sharpen the weapons with which he will secure its victory.” The Wretched of the Earth

• Define the term decolonialization. According to Fanon, how is the native freed from colonial powers? In answering note how Fanon incorporates Hegel’s philosophy. • Why, according to Fanon, must decolonialization be violent? King would argue that violence cannot be relied upon in order to gain racial equality? How does he arrive at this conclusion? Which argument do you find most convincing? Defend your view. • Hook challenges us to imagine a world without racism. Can you imagine such a world? Why or why not? Carefully consider the implications of your view.

“On Violence Nicholson (Steger and Lind, 172) Excerpt from The Wretched of the Earth Fanon (Steger and Lind, 157) Excerpt from The Ballot and the Bullet Malcolm X (Steger and Lind, 169) Excerpt from Love, Law and Civil Disobedience King (Steger and Lind, 303) “Beloved Community: A World Without Racism” Hooks (Steger and Lind, 308)

B.A.T. (Industrial Design) Part B - 530 Consent Renewal Application

Course Title: Power 2: The Question of Legitimation – No Change Year and Semester: Elective Choice Unit 8 Intimate Relations: Sex and Violence

“Sexuality in our culture is a power relation in which hostility, violence and domination play a central role.” “Gender and Sexuality”

• Beauvoir rejects three accounts that have historically been used to explain and justify the subjection of women in society. Outline each of these arguments noting their relative strengths and weaknesses. What alternative account does Beauvoir provide to explain why women have been regarded as “the second sex”? • One of the paradoxes of violence centres on the fact that it is those who are closest to us who often harm us most. Discuss three theories offered to explain the connection between intimacy and violence. Which theory do you find most convincing? Defend your response. • Examine the debate over pornography as it has developed in Canada. Outline the decision in the Butler trial, identifying the arguments used to support its conclusions. Do you agree with the ruling of the Supreme Court on this issue? Why or why not? • Mill’s harm principle underlies the Butler decision. Provide an account of this principle making reference to the difference between harm and hurt. Should the courts rely on this principle? Why or why not? In answering, outline the distinction drawn by Mill between self-regarding and other-regarding actions.

Excerpt from The Second Sex (handout) “Pornography and Grief” (Steger and Lind, 129) “Andrea Dworkin’s Reconstruction of Pornography as a Discriminatory Social Practice” (Steger and Lind, 133) Excerpt from On Liberty (handout) Excerpt from Regina Vs. Donald Butler (handout)

Unit 9 One World, Ready or Not: Globalisation and Economic Violence

“Nationalism is the claim that while men and women have many identities, it is the nation which provides them with their primary form of belonging.”

• What constitutes economic violence? Provide examples to demonstrate this kind of act. Why has this kind of violent act often gone unrecognised? • Outline Marx’s account of the rise of the global economy. How accurate have his predictions been to date? Defend your response making reference to examples. • Define the term globalisation. While some theorists argue that in the new economy violence will be reduced, others claim that violence is on the rise. Outline the arguments presented by both sides of this debate, making reference to examples. Which view do you find most convincing? Provide arguments to support your position. • Marx maintained that capitalism was grounded upon the perpetuation of economic violence. In its place, he offered an alternative means for the allocation

B.A.T. (Industrial Design) Part B - 531 Consent Renewal Application

Course Title: Power 2: The Question of Legitimation – No Change Year and Semester: Elective Choice of scarce resources. Is his theory viable for the 21st century? Why or why not? Justify your response.

Excerpts from The Manifesto of the Communist Party (handout) “Liberation from the Affluent Society” Marcuse (Steger and Lind, 265) “An Autopsy of Marxist Socialism” Steger (Steger and Lind, 286)

VI. REQUIRED TEXT(S) AND OTHER LEARNING MATERIAL

Steger, Manfred, and Nancy Lind (Eds.). Violence and Its Alternatives. New York: St. Martin’s Press, 1999. ISBN 0-312-22151-7.

VII. METHOD OF STUDENT EVALUATION

The breakdown of the final grade will be as follows:

Essay 20% Writing Assignments 50% Final Exam 30% Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Wendy-O’Brien Ewara

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Wendy O’Brien-Ewara, George Bragues If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. (philosophy) minimum, Ph.D. preferred

Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 532 Consent Renewal Application

Course Title: Research Methods Year and Semester: Year Three, Semester 1 Course Outline:

COURSE NUMBER: BTM 301 PRE-REQUISITE(S): Statistics CO-REQUISITIES: None TOTAL COURSE HOURS: 56 CREDIT WEIGHT: 3 DELIVERY FORMAT 3:1 (lecture:tutorial) COURSE RESTRICTIONS:

1.0 COURSE DESCRIPTION

This course provides students with the conceptual understanding and the tools required to conduct applied research studies utilizing both qualitative and quantitative methodologies. Students gain an appreciation of all components of the research process and its importance in developing an empirical knowledge base that can be applied in a variety of practice settings leading to more accurate and accountable performance. Students learn how to identify problems which can be framed in a research context, formulate an appropriate research design, collect data, and develop techniques for analysing the data and drawing conclusions. Different qualitative approaches are examined and the assumption that knowledge is subjective and socially constructed is explored through the study of various theoretical perspectives such as phenomenology, grounded theory and ethnography. Competence is developed in a variety of quantitative methods, including survey design, measurement, sampling, and statistical techniques. Ethical and feasibility issues that arise in contemporary work settings are frequently discussed. This course attempts to provide a relevant introduction to the importance of research as a foundation for effective practice.

2.0 COURSE LEARNING OUTCOMES

Upon completion of this course, students will be able to:

1. Outline the steps involved in a research project. 2. Articulate the benefits and limitations of various research methodologies. 3. Differentiate between qualitative and quantitative approaches to research. 4. Perform a literature review. 5. Develop and articulate a research method and design, and select an appropriate instrument for the research problem. 6. Identify researchable questions through focusing the design. 7. Test for reliability. 8. Design questionnaires, demonstrating an understanding of questionnaire construction and related measurement issues. 9. Prepare plans for and conduct a qualitative focus group. 10. Explain the concept of causality and identify factors that confound the measurement of

B.A.T. (Industrial Design) Part B - 533 Consent Renewal Application

Course Title: Research Methods Year and Semester: Year Three, Semester 1 practice effectiveness. 11. Identify the research needs of specific industry sectors from a management perspective. 12. Identify database design issues and their role in the effective use of research. 13. Calculate descriptive and inferential statistics (sample means analysis, sample proportions, regression and analysis of variance). 14. Present research results. 15. Evaluate the ethical implications of research. 16. Evaluate the role of research in the social construction of knowledge.

3.0 COURSE TOPICS

UNIT COURSE TOPICS

1 Curiosity, Creativity, and Commitment. Science as a Way of Thinking and Knowing (tenacity, authority, reason, common sense). Asking Questions. Science and Art. Acquiring Knowledge. The People Who Perform Science. Searching the Literature.

2 Research Is a Process of Inquiry. Basic Assumptions of Science. A Process of Inquiry (naturalistic observation, correlational approach, the experimental method). Observation and Inference: Facts and Constructs. Conceptual Models of Science. Inductive and Deductive Reasoning. Models and Theories in Science. A Model of the Research Process.

3 The Starting Point: Asking Questions. Formulating Questions. Refining Questions for Research. Types of Variables in Research. Validity and the Control of Extraneous Variables. Reliability. Propositional Logic. Research Ethics.

B.A.T. (Industrial Design) Part B - 534 Consent Renewal Application

Course Title: Research Methods Year and Semester: Year Three, Semester 1 4 Data and the Nature of Measurement. Research Variables. Measurement. Scales of Measurement (nominal, ordinary, interval, ratio, identifying scales of measurement). Measuring and Controlling Variables. The Need of Objective Measurement.

5 Statistical Analysis of Data. Individual Differences and Statistical Procedures. Descriptive Statistics (measures of central tendency, measures of variability). Inferential Statistics. Pictorial Presentation of Numerical Data. Transforming Data. Z-Scores. Measures of Association.

6 Field Research: Naturalistic Observation, Case-Study Research, and Survey Research. The Challenge of Low-Constraint Research. Examples of Naturalistic Observation. Examples of Case-Study Research. The Value of Low-Constraint Methods. Problem Statements and Hypotheses in Naturalistic Observation and Case-Study Research. Using Naturalistic Observation and Case-Study Methods. Evaluating and Interpreting Data. Limitations of Naturalistic Observation and Case-Study Methods. Survey Research (methods of administering the survey, sampling and sample size).

Mid-Term Exam

7 Correlational and Differential Methods of Research. Correlational Research Methods. Differential Research Methods. What Makes Differential Research Higher-Constraint Than Correlational Research? When to Use Correlational and Differential Research. Conducting Correlational Research. Conducting Differential Research. Limitations of Correlational and Differential Research.

8 Hypothesis Testing, Validity, and Threats to Validity. Hypothesis Testing.

B.A.T. (Industrial Design) Part B - 535 Consent Renewal Application

Course Title: Research Methods Year and Semester: Year Three, Semester 1 Validity and Threats to Internal Validity (history, maturation, testing, instrumentation, statistical regression, selection, mortality, Selection-Maturation interaction, Diffusion or Imitation of Treatments) Major Confounding Variables. Subject and Experimenter Effects. Validity, Control, and Constraint. Controls to Reduce Threats to Validity (general control procedures, control over subject and experimenter effects, control through participant selection and assignment, control through experimental design).

9 Control of Variance Through Experimental Design: Single-Variable, Independent- Groups Designs. Experimental Design. Variance. Nonexperimental Approaches. Experimental Designs: Testing One Independent Variable. Statistical Analyses of Completely Randomized Designs. Other Experimental Designs.

10 Control Variance Through Experimental Design: Single-Variable, Correlated-Groups Designs. Correlated-Groups Designs. Within-Subjects Designs (advantages and disadvantages of within-subjects designs; counterbalancing; repeated measures). Matched-Subject Designs (matching as a controlled procedure; matching as an experimental procedure). Single-Subject Designs (naturalistic case studies; one-shot case studies). Experimental Single-Subject Designs (reversal design, multiple-baseline design, multi- element design, making sense of single-subject experimental results). Alternative Types of Single-Subject Research. 11 Field Research: Second Look at Research in Natural Settings. Conducting Field Research (quasi-experimental designs: time series design, interrupted time series design, multiple time series design, nonequivalent before-after design, retrospective and ex post facto designs). Field experiments with the general public. Field experiments with selected groups. Ethics with field experiments. Program evaluation. 12 Research Methodology: An Evolving Discipline. New Directions in Research Methodology. Limitations to Finding Answers. Science: An Interaction between Empiricism and Rationalism.

B.A.T. (Industrial Design) Part B - 536 Consent Renewal Application

Course Title: Research Methods Year and Semester: Year Three, Semester 1 Final Exam

4.0 METHODS OF INSTRUCTION

• lecture • seminars • readings • discussion • questioning • projects

5.0 TEXTBOOKS AND SUPPLEMENTAL READING MATERIAL:

Primary Texts:

Graziano, A., and M. Raulin, (2004) Research Methods: A Process of Inquiry. 5th ed. Allyn and Bacon. ISBN: 0205-360653

Other:

See bibliography.

A selection of daily newspapers, website, broadcasts, newscasts, newsmagazines, articles and journals.

6.0 RESOURCES OBTAINED/SUPPLIED BY STUDENT:

Required textbook

Access to a computer, Internet access and e-mail facilities.

Writing materials and notebook.

7.0 STUDENT EVALUATION:

Mid-Term Exam 20% Final Exam 20% Major Research Summary 40% (due two weeks before the end of class) Tutorial assignments 20% _____ 100%

Research Summary Template of questions to be addressed.

B.A.T. (Industrial Design) Part B - 537 Consent Renewal Application

Course Title: Research Methods Year and Semester: Year Three, Semester 1 Length: 15-20 pages

The purpose of the Research Summary is to evaluate the students’ capacity to identify and critique key components of qualitative and quantitative (experimental and survey) design found in articles pertaining to a topic of the students’ choice. Each student will carry out a systematic abstract search of published journal articles and selected book chapters involving a specific issue/policy of interest to the student, utilizing experimentation or surveys. Students must identify four articles that most appropriately address their topic.

The Research Summary must incorporate:

A Problem Formulation. This includes background information about the topic/policy/issue. Why did the student choose this area to investigate and what was he/she hoping to learn? What are the general questions and specific research questions addressed in each of the selected articles/chapters/studies? Are the epistemological/philosophical bases of each article/study clearly identified?

The Research Strategy. Data base, key words, criteria for inclusion and number and type of research methodology chosen for each article/chapter/study, i.e. Is the research methodology of the article/chapter/study clearly identified and consistent with stated objectives? Why was a particular methodology utilized to collect data? What sampling procedures were used (if applicable)? What constructs were used and how was data analyzed?

A Review Table, outlining the four best articles/chapters/studies through a literature review and a rationale as to why these particular studies were chosen as well as identifying the two weakest studies and why these were selected. Does the literature review adequately address current knowledge on the problem and sufficiently address the research question? How/how not? Are the studies clearly written and have any biases been identified and addressed?

A Critical Analysis of the research and its implication for the students’ selected topic. An APA bibliography is required for selected studies. This includes: what were the results of each study and how was the data interpreted?; Were scientific ethics maintained and the problem clearly identified?; Do the findings in the articles/chapters have relevance to the selected topic?; How/how not?; What future research questions are need to be addressed that arise from the data gathered and interpreted?; What were the strengths and weaknesses of the data collected for each article/chapter/study?

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Dan Andreae

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Dan Andreae

B.A.T. (Industrial Design) Part B - 538 Consent Renewal Application

Course Title: Research Methods Year and Semester: Year Three, Semester 1

If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? _____0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: Ph.D. in the social sciences; experience in research Classroom requirements: Humber has sufficient classroom space at the North Campus to accommodate 10,200 students and at the Lakeshore Campus to accommodate 4,800 students.

Equipment requirements: Standard classroom equipment.

B.A.T. (Industrial Design) Part B - 539 Consent Renewal Application

Course Title: Social Psychology – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research CO-REQUISITES:

I. COURSE DESCRIPTION

Social Psychology is an extremely diverse field that generally deals with people in social situations. Core topics include social behaviour such as aggression, obedience, conformity, intimate relationships, discrimination, and how groups function. They also include attitudes, social cognition, social perception, prejudice, and feelings of guilt, all of which are assumed to affect social behaviour. In addition, we will cover some applied areas, such as psychology and the law. We will also discuss basic methodological issues as they pertain to the above topics. Class discussion will be an integral part of the course.

II. COURSE PHILOSOPHY AND GOALS

“Tell me something and I may forget. Show me something and I may remember. Involve me and I will understand.” This course takes the stance that interaction is important to students in their ability to learn and understand the material that is presented in class. The lectures in this course will often involve interactive demonstrations such as running an actual experiment or having an open debate about legal and policy issues relevant to us all. The participation elements of the lecture are done for the benefit of the student being an active learner.

The goal of this course is to introduce you to the general theories of social psychology and to demonstrate their relevance to everyday life. Social Psychology is sometimes viewed as simply “common sense” research; by the end of this course, you should have developed an appreciation for the theoretical basis of the discipline, and be able to critically evaluate current research in the field.

III. GENERAL LEARNING OUTCOMES

Upon completion of this course, students will be able to

1. define social psychology and outline the concepts and theories in the field; 2. demonstrate the relevance of social psychological theories for everyday life; 3. assess their own social perception biases and possibly reduce the number of social

B.A.T. (Industrial Design) Part B - 540 Consent Renewal Application

Course Title: Social Psychology – No Change Year and Semester: Elective Choice perception errors being routinely committed; 4. demonstrate an understanding of the basics of research design and methodology; 5. demonstrate greater empathy and understanding of the behaviour of others; 6. view more objectively the reasons for why they and others behave the way they do in certain situations; 7. analyse in a more cognitively complex way when trying to understand the behaviour of themselves and others in social situations; 8. demonstrate a working knowledge of the way human beings interact in the social world; 9. articulate the factors relevant to predicting and controlling the behaviours of themselves and others.

IV. SPECIFIC LEARNING OUTCOMES

Students will be able to

1. explain the important differences between correlational studies and actual experimental studies; 2. design a basic experiment with a hypothesis, dependent variable and randomly assigned independent variable; 3. explain common social perception errors like the self-serving bias, the positivity bias, illusory correlations, illusions of control, the base rate fallacy, the gambler’s fallacy, regression towards the average, the fundamental attribution error and many others; 4. recognize the fallibility of human memory and the ease with which we modify, distort, forget, and create memories; 5. analyse behaviour using greater attributional complexity; 6. cultivate higher levels of intrinsic motivation to explain human behaviour; 7. develop awareness of the extent to which people’s behaviour is a function of interaction with others; 8. recognize that attitudes are comprised of affect, behaviour, and cognitions and appreciate each component when questioning their own as well as other’s attitudes; 9. realize that attitudes can lead to behaviours, but that behaving can also lead to the formation of attitudes; 10. deal more effectively with the aversive state known as cognitive dissonance; 11. describe the importance of evolutionary psychology to the explanation of all behaviour (specifically mate preference, anxiety and dreaming); 12. recognize the origins and existence of important cultural differences; 13. recognize the origins and existence of the biological and social gender differences; 14. experiment with the concepts of mindfulness and the usefulness of meditation; 15. recognize the differences between obedience, conformity, and reactance and the potential positives and negatives of each in our lives; 16. explain the existence and power of unwritten social laws, rules and regulations referred to as social norms; 17. more effectively deal with the manipulation of advertising and marketing by learning the tricks and pitfalls of persuasion;

B.A.T. (Industrial Design) Part B - 541 Consent Renewal Application

Course Title: Social Psychology – No Change Year and Semester: Elective Choice 18. critically evaluate media in a world full of mass media marketing and commercialisation; 19. protect themselves from cult indoctrination; 20. describe the powerful learning associations that can be created using classical and operant conditioning; 21. recognize the elements of mobs and riot behaviour through the theories of deindividuation, convergence, and contagion; 22. describe the effects of crowding, territoriality, and group influence; 23. apply a standard definition of what a group is, and understand the reasons why we form groups; 24. become a more effective decision maker; 25. recognize the prevalence of stereotype use, and examine some of their own stereotypes and biases, regarding gender, race, culture, and other minority groups; 26. explain tribalism and the in-group vs. out-group bias that is so common and conflict driven (e.g., from sports and sporting events to ethnic cleansing); 27. explain the presence and effects of prejudice; 28. examine aggression and its sources; 29. evaluate the effects of violent images from television, movies, and video games; 30. identify key elements in the processes of attraction, friendship, love, jealousy, attachment and aesthetic preferences (liking); 31. identify the factors in becoming a good mate, spouse, or significant other in intimate relationships; 32. identify the elaborate rituals of mating and dating and trace them through their evolutionary origins; 33. describe the creation of false memories and the reality of memory construction regarding eye witness testimony and mistaken identity cases; 34. explain how the study of social psychology is applied in a legal context.

V. COURSE CONTENT OUTLINE

Topics

1. Introduction to Social Psychology • What is social psychology? • Research methodology • Class experiment • Course philosophy and goals

2. The Self • Definitions of the Self o Self concept o Self esteem o Self efficacy o Self control o Self serving bias o Self fulfilling prophecy

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Course Title: Social Psychology – No Change Year and Semester: Elective Choice o Self presentation

3. Social Beliefs and Judgments • Social Perception Errors o The fundamental attribution error o Positivity bias o False memories o Finding order in random events o Illusory correlations o Illusions of control o Confirmatory bias o The base rate fallacy o Regression towards the mean o Gambler’s fallacy • Creating False Memories o Studies of memory deficits o Confabulation o Encoding specificity and retrieval cues o Deep and shallow processing o Suggestibility o Hypnosis

4. Behaviour and Attitudes • Attitude Functions • Attitudes Determine Behaviour o The ABC’s of attitudes o Measuring attitudes o Hypocrisy and change o Reasoned action and planned behaviour o Implementation intentions • Behaviour Determines Attitudes o The justification of effort o Hazing, basic training, group initiation o Impression management o Cognitive dissonance o Self perception theory • Learning Lab

5. Genes, Culture, and Gender • Evolutionary Psychology o Mate selection and preferences o Social anxiety o Dreaming o Happiness • Cultural Differences o Cultural norm formation

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Course Title: Social Psychology – No Change Year and Semester: Elective Choice o Assimilation vs. multiculturalism o Individualism vs. collectivism • Gender Differences o Biological differences o Cultural differences o Gender norms • Norms o Norm creation o Norm violation o Proxemics

6. Social Influence • Kelman’s Model of Social Influence • Conformity o Obedience o Milgram’s experiments o Mass hysteria • Reactance • Power

7. Persuasion • Marketing, Mass Media, and Advertising o The messenger o The message o The medium o The audience • Learning Associations o Classical conditioning o Operant conditioning • Cult Indoctrination o The making of cults o Cult leaders o Immunity to cult recruitment

8. Group Influence • What is a group? • Groupthink • Effects of Crowding o Territoriality o Deindividuation o Convergence o Contagion • Leadership o Effective decision making

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Course Title: Social Psychology – No Change Year and Semester: Elective Choice 9. Prejudice • Stereotypes o Bias o Prejudice o Discrimination • Sexism • Modern Racism • Sources of Prejudice o Social o Emotional o Cognitive

10. Aggression • What is Aggression? • Sources of Aggression o Biological o Social o Cultural o Environmental o Relative Deprivation • Television, Movies and Videogame violence o Social Learning Theory o Television violence studies o Combat conditioning

11. Attraction • Mere Exposure Effect • Affiliation o Proximity o Similarity o Reciprocal liking o Relationship rewards • Friendship • Love o Love styles o Jealousy o Attachment

12. Social Psychology in the Legal System • Memory Construction o Eye witness identification o Elizabeth Loftus’ studies o Priming • False Identification o Photo line ups o Double blind procedure

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Course Title: Social Psychology – No Change Year and Semester: Elective Choice o Sequential vs. simultaneous • Eye Witness Testimony • Characteristics of the Jury o Group polarization o Leniency bias

VI. REQUIRED TEXT

Myers, D. G., & Spencer, S. J. (2003). Social Psychology, Canadian Edition. Toronto: McGraw-Hill.

VII. METHOD OF STUDENT EVALUATION

Test 1 (35%)

Content: Chapters 1-5, lecture material and videos to date. Format: 50% Multiple choice, 50% short essay answer.

Study Proposal (30%) Design a basic experimental study; hypotheses, dependent variable and a randomly assigned independent variable with proper control groups.

Final Exam (35%)

Content: Based on material from the entire course. All assigned chapters, lecture material, and videos. (Emphasis on second half of the course) Format: 50% Multiple choice, 20 % short answer, 20% essay answer.

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Dax Urbszat

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Rena Borovilos If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

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Course Title: Social Psychology – No Change Year and Semester: Elective Choice If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. (psychology) minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

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Course Title: Sociology of Consumption – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): None COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, research, case studies CO-REQUISITES:

1.0 COURSE DESCRIPTION

It’s not who you know, but who you wear. Such is the advice from dedicated followers of fashion and others who might urge us to declare our identities and allegiances through the codes of consumption. The pursuit of the good life has been replaced by that of the “goods life.” As the globalisation process seeks to expand the market economy, this expansion requires the manufacture of desire for ever more “stuff” and an industry devoted to the creation of the false hope that just one more purchase may buy happiness. This course tackles some of the most compelling interpretations of the function of consumption. Through exposure to a variety of contemporary and classical theories, students reflect on the social patterns of consumption and how these patterns reproduce, subvert, or reformulate inequalities of class, gender, and ethnicity. In order to promote self-reflexivity about our own role in the marketplace, methods of resistance are studied and arguments for ecological constraint are considered.

2.0 LEARNING OUTCOMES

On completion of this course, students will be able to

1. define consumerism, consumer society, and consumer culture and their functions within globalisation; 2. explain the theoretical perspectives and contributions made by thinkers such as Locke, Marx, Weber, Veblen, Adorno, Simmel, Galbraith, and Bourdieu; 3. explain commodification and how it insinuates itself into our experience of everyday life, including the family, the body, our culture, other cultures, and nature; 4. explain the pressure to commodify public goods such as education and health care; 5. identify the trends that have led to critiques of consumer culture; 6. assess the corporatization of public spaces and its implication for community; 7. outline the transformation of art into entertainment into commodity; 8. analyse the “consuming machine” as a process of production and consumption, and the production of consumption through the manufacture of desire; 9. identify the elements of McDonaldization and Disney-fication in an increasingly rationalized, routinized, and homogenized North American culture; 10. discuss shopping as a form of self-expression and the resulting purchases as a

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Course Title: Sociology of Consumption – No Change Year and Semester: Elective Choice means of communicating identity, status, and power; 11. discuss how patterns of consumption are gendered and racialized; 12. identify the marketing myths which seek to create and assert cultural values through commodities; 13. assess the manner in which consumption normalizes competition among individuals and different social groups; 14. analyse commodity signs as a language of conceptual building blocks; 15. apply structural and phenomenological theories to subcultures and their differing patterns of consumption; 16. analyse the roles of education, family, and class in the economy of “cultural capital”; 17. outline how consumer society “guides” the developing child along the path from childhood to young consumer; 18. identify ways in which efforts to resist commodification are appropriated by the marketing industry; 19. analyse and evaluate the methods of opposing consumer society through subvertising, uncooling, downsizing, and demarketing;

3.0 COURSE CONTENT OUTLINE

UNIT 1: Consumer Society: Globalisation and the World Market

Consumer culture and the pursuit of the “goods life” is no longer exclusive to wealthy nations. The imperatives of globalisation require that not only production but also consumption and the production of consumption reach every corner of the globe. In this unit, we explore the social roots of consumer culture and the historic emergence of the idea of the good life as a goal of North American culture. An overview of the development of capitalism and its social history in the development of consumerism helps the student understand why the implications for a global culture of consumption are becoming progressively more important in the 21st century. This unit outlines how mass consumption both results from and requires mass production, hence leading to a lower quality of production, standardization, and what Adorno refers to as the ever- same. As well, this unit introduces the growing importance of the role of “style” in our own self-identification.

UNIT 2: The Value of Consumption

Although classical theorists have always offered criticisms about the effects of modern consumption on the individual and society, currently there are three trends which have prompted a resurgence in examinations of consumption. These are the new inequality, the commodification of the everyday life, and the permeation of private ownership of the public sphere. Here we note how once public social functions are replaced with goods and services such as health services, psychiatric care, and care for the elderly, while public spaces have become increasingly commercialised, with potentially negative effects on our sense of community. We also note how differential access to goods and

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Course Title: Sociology of Consumption – No Change Year and Semester: Elective Choice services is determined by social stratification. We compare classical and contemporary critiques of consumer culture and look at the relevance of such theories. Special attention is paid to the manner in which consumption produces and reproduces social inequality through making difference visible. The corporate take-over of the public spaces, parks, gyms, sports areas, market places, and restaurants is also explored.

UNIT 3: Consumption as Liberation: The Sovereign Consumer

While some critics hold that consumer choices are virtually shaped by the structures of society, others argue that consumers can exert significant influence on the markets with the choices they make. Advertising is dependent on the assumption that the consumer makes a rational choice based on a variety of elements such as quality, value, and reputation. Ultimately, however, spending patterns cannot be predicted, as it is invariably the consumer’s choice to buy or not to buy any given product. Individualism lies at the heart of the notion that consumption is an expression of liberty because the individual is still the primary author of his or her consumer behaviours. The consumer is considered “sovereign” in that he or she can select which product or service to buy, and although he or she may be influenced by external factors such as advertising, he or she is never forced to spend. The political ramifications of boycotts of certain goods support the power of the consumer. The consumer must navigate through a turbulent sea of advertising to maximize his or her spending dollar. Special attention is paid to the resources invested in trying to attract the consumer away from a competing brand, as evidenced by such phenomena as the cola wars, the automotive industry, and the travel business.

UNIT 4: The Motor of Consumption and the Production of Desires

Consumerism works through the production of desire in the name of betterment of one’s own life. This production of desire mostly takes place in the arenas of print and television advertising. The desire to consume is at least partly based on the notion of incompleteness of the individual self, for the production of desire always preys on the sense of dissatisfaction with one’s own self. The desire to want or need something implies being in a state of dissatisfaction with one’s life. This section will focus on the promises of a complete self through the possession of various objects. Will the possession of objects and commodities bring happiness and joy to one’s life? This section will look at advertising as an industry whose main function is to create and channel “needs” and “desires.” Special attention will be paid to the notion of gendering desire through notions of beauty, liberation, domesticity, and mothering.

UNIT 5: Seductions and Marketing Myths

Notions of commodity fetish and alienation from the product are presented. Because of the circumstances of economic life, the individual loses the ability to find satisfaction in natural and direct ways and yet becomes an eager consumer of a commodified version of human values and experiences. Some examples of this process are found in the marketing discourses of safety, adventure, and pleasure, which could once be satiated

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Course Title: Sociology of Consumption – No Change Year and Semester: Elective Choice without objects but now require commodities such as security systems, camping gear, and fragrances. This section explores the relationship between the fetishization of commodity, consumption, and class.

UNIT 6: Culture and Competition: the Reproduction of Difference

In this section, we investigate how power and identity are intertwined with consumer behaviour. Although some theorize that consumption is an expression—it is also an expression of social standing, as Thorstein Veblen pointed out in his Theory of the Leisure Class, which argued that social hierarchies both produce and are produced by consumption patterns. Class distinction and group identification are marked through competition among and within social groups. Shopping malls are designed to cater to this scale of taste by providing both the masses and the most privileged with the opportunity to shop. Some stores cater to the largest and least discriminating group of shoppers, while boutiques allow for the most differentiated niches and idiosyncrasies to be met, for the right price. One’s socialization, education, and upbringing all play a role in understanding one’s place in the cultural economy. This process of distinction normalizes antagonism as permissible and even admirable behaviour as consumers compete for limited insights into trendy tastes and styles. These hierarchies of distinction in turn serve to differentiate classes and social groups vying for resources and recognition.

UNIT 7: Contemporary Examples of the Reproduction of Difference

Having identified the ways in which consumption reinforces class distinction through the exercise of taste and the accumulation of cultural capital, this unit compares classical and contemporary critiques of consumer culture. Students explore the manner in which consumption produces and reproduces social inequality through the articulation of difference. This unit examines how the appropriation of resistance sets new market mechanisms into play. The limitations of resistance are exemplified by the manner in which feminism ends up marketing products, or concern for the environment becomes a marketing edge.

UNIT 8: The Signifiers of Consumption

In this unit, the language and symbolic systems of consumption are examined. Signifiers and signs mark consumer goods as belonging to high or low culture and mark consumers themselves as being high or low on the class scale. This unit examines how objects such as clothes, computers, and cars signify quality, prestige, glamour, beauty, class, or alterity.

UNIT 9: Selling Difference

Selling ethnicity in cuisine, fashion, music, and travel has always been a form of commodification of “other” ways of living and being. The argument that globalisation means that cultures, objects, and ways of thinking will flow across borders in the future

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Course Title: Sociology of Consumption – No Change Year and Semester: Elective Choice suggests an equality of movement and a congruency of value equated with each flow. An analysis of power, however, suggests that some cultures have the resources to transport their ways of living to other parts of the world while others do not. As well, those same disempowered cultures are susceptible to the “looting” of their cultures and commodification of them into products and services for the recreation of the privileged. In a metaphorical twist on international cuisine, bell hooks refers to this phenomenon as “eating the other.”

UNIT 10: Socializing the Consumer Child: Disney-fication and the Lost World

The child has a critical role in the continuing vitality of commerce. Hence, the indoctrination of the child into the normalized behaviours of earning and spending begins early on. Toys such as Barbie represent unattainable ideas of beauty at a critical stage in the development of a child’s self-image, while guns and computer games glorify war and violence. Kindergarten and pre-schools are considered integral sites for the training and preparation for the next generation of consumer subjects. Elementary schools equip youngsters with the skills needed to buy and sell commodities and participate in an eight-hour workday. Libraries and swimming pools are replaced by bookstores and physical activity classes, which invariably require equipment and supplies. “Back to school” is the highest grossing shopping season after Christmas. Special attention will be paid to the corporatization of the child’s leisure time.

UNIT 11: Structural and Phenomenological Theories of Subcultures

Whether the consumer is shaped by the structures of society or exercises freedom through choices of what he or she wears, listens to, eats, or visits is an ongoing debate in the theories of consumer society. While Bourdieu sees personal choice to be the expression of existing social structures, others see consumer choices to be the everyday practices of individuals rather than groups or classes.

UNIT 12: Opposing Consumer Society

The reality that individuals can, in fact, oppose trends and marketing campaigns strongly supports the idea that consumers do have the ability to exercise freedom in the marketplace. Such strategies as de-marketing and sub-vertising assume free will on the part of the shopper. The popularity of texts, such as No Logo, reinforces the idea of resistance. Recent anti-globalisation protests are evaluated for their coherence and effectiveness. The uncooling of symbolic goods, once imbued with status and class, suggests that a new system of values is emerging in which excess and inequality are no longer in fashion.

UNIT 13: The Limits of Consumption

The twin imperatives of ecological constraints and economic growth compete for our attention. The globalisation of consumption marches on and creates vast wealth but at a high cost for the natural world. The resolution of this problem determines, in large part,

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Course Title: Sociology of Consumption – No Change Year and Semester: Elective Choice the nature and quality of our collective future.

4.0 GENERAL SKILLS OBJECTIVES

On completion of this course, the student will demonstrate competencies in:

Reading: as evidenced by an ability to comprehend the arguments from a wide range of texts

Writing: by effectively completing course assignments, tests, and exams

Critical and Creative Thinking: through an analysis of underlying causes and unexpected consequences of our daily actions and through connecting the systemic and structural with the individual and personal

Personal Organization, Time Management, Resource Management, and Responsibility: through class attendance, punctuality, class participation, and meeting deadlines

Research: by using a variety of sources, including books, periodicals, the Internet, and direct observation

Computer Application and Communicating Through Evolving Media by using e-mail and the Internet for the purposes of research, completing assignments, and communicating with the professor

5.0 RESOURCES SUPPLIED BY STUDENT

Texts: Schor, Juliet B., and Douglas B. Holt, eds. The Consumer Society Reader. New York: New Press, 2000.

Cancopy Course Kit

Other: Access to a personal computer, Internet access, and e-mail facilities

Writing materials and notebook

6.0 METHODS OF PRESENTATION

• interactive lecture and discussion • audiovisual presentations • small group discussions • formal lectures • on-line learning

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Course Title: Sociology of Consumption – No Change Year and Semester: Elective Choice

7.0 EVALUATION OF STUDENTS

Mid-term Test 30% Writing Assignments 40% Final Exam 30% TOTAL 100%

Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Danita Kagan

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Danita Kagan, Angela Aujla, Naomi Couto, Guy Letts, Mark Ihnat, Saeed Hydaralli If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. in Sociology, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment.

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INSTITUTE OF TECHNOLOGY & ADVANCED LEARNING SCHOOL OF LIBERAL ARTS AND SCIENCES COURSE OUTLINE ACADEMIC YEAR 2006-2007

It is the student’s responsibility to retain course outlines for possible future use in support of credit applications or transfer to other educational institutions. A service fee will be charged for a replacement copy.

COURSE NAME Sociology of the Everyday - No Change

COURSE NUMBER SOCI 404

CREDIT VALUE 3

LEVEL A Degree-Level Course

FACULTY Kate Anderson, Ph.D OFFICE PHONE: 416-675-6622 EXT.______OFFICE HOURS:

APPROVED BY ______Clive Cockerton, Associate Dean Date

I. AIMS OF GENERAL EDUCATION IN THE SOCIAL SCIENCES AND HUMANITIES CATEGORY

An educated understanding of people is essential for students in their roles as workers, family members, consumers and citizens. In the Social Sciences and Humanities category, that understanding is directly addressed through the insights and methodologies of the various disciplines. The main aim of a course may be to make sense of the world of ideas, to comprehend the nature of individuals, groups within society, societies themselves or the entire human species. Courses in this category will aid the student in developing an appreciation of the range and variety of human endeavour, the complex structure of society and the uses and limits of the various methodologies of the discipline areas.

II. COURSE DESCRIPTION

Our everyday lives are taken up with a myriad of practical accomplishments, and we routinely carry out activities and conversations and patterns often without thinking about how the world is constituted and negotiated in such work. Sociology of the everyday topicalizes the ways in which we as social actors animate the world and establish its order and sensibility through our ongoing practices, while simultaneously acting as if the world is something outside and external to us. It makes a distinction between our

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orientation as everyday actors, who are caught up in successfully accomplishing and achieving what we need to do in the course of a day, and our orientation as social inquirers, who are interested in understanding the accomplishment of the world in and through what we routinely do and say. The readings and examples developed in this course will make vivid how we stand as both the everyday person who is immersed in the ‘natural attitude’ of daily life and the social inquirer who seeks to raise the question of what in such practices and talk is taken-for-granted. In this difference and tension, the ‘seen but unnoticed’ qualities and characteristics of everyday life can be brought into view, allowing us not only to orient to what actually occurs in our practices of living, but to what also could be. Sociology can then serve as an imaginative aid, inviting us to temporarily bracket our commonsense orientations in the interest of reflective understanding.

III. LEARNING OUTCOMES

On completion of this course, the student will be able to:

1. Explicate the difference between the theoretical (sociological) and the natural (everyday) attitudes; 2. Utilize this difference in order to inquire into some of the common sensibilities and assumptions embedded within everyday activities and practices; 3. Articulate the sociological approach as it has been developed in the work of social theorists such as Harold Garfinkel, Alfred Schutz and Erving Goffman; 4. Describe and give examples of what is meant by “background expectancies,” “the stranger” (Schutz), “breaching experiments” (Garfinkel) and “frame analysis” and “civil inattention” (Goffman); 5. Utilize the sociological approach and the terms detailed above in order to imaginatively engage his/her own understandings about presumed ‘normal’ and ‘natural’ ways of acting and speaking (as given shape in the following); 6. Interrogate the ways in which gender is produced and made visible in the practices of daily life and interaction; 7. Consider how time is constituted in social organization and daily activities, and compare lived and technological relations to time; 8. Recognize ways in which everyday actors manage or do ‘spacing’ through everyday conduct, and in contexts in which they are often in close proximity to strangers; 9. Explicate taken-for-granted assumptions about social connectedness and the basis on which intimacy or familiarity are assumed or undertaken; 10. Develop an awareness of how work is differentiated as work and a conscientious relation to how work is valued and organized; 11. Reflect upon how the body is framed and understood, for example, as either a naturalized object or as lived experience, and the implications for modes of engagement;

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12. Generate an awareness of how death is dealt with in routine and practical ways and the contexts by which it is made a topic and engaged; 13. Investigate objects common to daily life and consider their embodiment of commonplace assumptions in their creation and use.

Generic Skills

On completion of this course the student will demonstrate competencies in:

1. Reading as evidence by an ability to comprehend the arguments from a wide range of texts. 2. Writing by effectively completing course assignments, tests and exams. 3. Critical and Creative Thinking through an analysis of the dynamic character of commonsense understandings and routine practices. 4. Personal Organization and Responsibility through class attendance, punctuality, class participation and the meeting of deadlines. 5. Research by using a variety of sources, including books, periodicals, mass media, the Internet and direct observation. 6. Computer Application by using e-mail and the Internet for the purposes of research and communication with the professor.

IV. COURSE CONTENT OUTLINE

Unit I The Everyday World and the Natural Attitude Harold Garfinkel, “Studies of the Routine Grounds of Everyday Activities” Max Van Manen, “On the Nature of Lived Experience” This unit will examine the everyday orientation or the ‘natural attitude’ that we use as social actors intent on getting through and competently achieving the tasks of daily life. We will explicate terms developed by Alfred Schutz such as the ‘natural attitude’ and ‘background expectancies,’ terms that describe this particular orientation and give form to its characteristic features. Through the work of Harold Garfinkel, we will become attentive to how social order and everyday sensibilities stand not as things which precede our activities or stand outside them but as elements which arise out of our practices and conversations. Put simply, our practices sustain the world; it is not the world that sustains our practices. Garfinkel’s vivid examples of breaching experiments will help us to wrestle with this idea, and encourage us to bring to light the sustained and complex work that we do and the assumptions that we take for granted in talking and acting within the world.

Unit II The Everyday World Made Strange Alfred Schutz, “The Stranger” Evans-Pritchard, “Witchcraft” (handout)

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This unit will topicalize the sociological or theoretical attitude, the approach that we necessarily adopt if we are to attend to the ways in which we as social actors routinely accomplish and discursively constitute our world. Through the example of Schutz’s ‘stranger,’ the one who is not able to take for granted the ways of acting and being that are utilized by social actors, we will begin to develop the orientation that we will require to topicalize everyday knowledge and assumptions. While this will require a suspension of our normal attitude and approach to daily circumstances, it is not as though we could ever completely escape, nor would we want to, our commonsense understandings. Rather, we desire to preserve the tension between the natural and the theoretical attitudes in order to develop imaginatively our capacity to engage with our everyday lives.

Unit III Framing Everyday Experience Erving Goffman, “Frame Analysis of Gender” S. Kessler and W. McKenna, “The Primacy of Gender Attribution” We will continue to develop our sense of the type of inquiring spirit that is necessary to bring our ‘normal’ attitudes and assumptions into view. Erving Goffman’s notion of ‘frame analysis’ is helpful in showing how our assumptions around gender, for example, are generated in and through everyday objects, talk and activities rather than out of innate biological differences that we need simply acknowledge and replicate. We follow this idea when we take up, through Kessler and McKenna, our commonsense assumption that there are only two genders. Their examples of ambiguous situations in which that notion is disrupted and in which social actors do extensive work to assert the objective nature of a bi-gendered world are engaged. The topic of gender in this case becomes a representative instance of the sociological approach to reframing daily situations and endeavours.

Unit IV Time Heather Menzies, “Building an Environment in Motion” Wendy Parkins, “Out of Time: Fast Subjects and Slow Living” Utilizing the sociological approach developed in the first three units, we will now turn our attention more directly to situations and topics of everyday life. An elemental feature of our daily experience is time, and much of our world is organized around certain assumptions of what time is, and how it proceeds. Our task for this unit will be to raise questions around our experience of time, so as to bring into view the attitudes and taken-for-granted assumptions of temporality that underlie these experiences. Consider, for example, how we take for granted our ability to read a clock: not only do we presume the ability to read its features but we translate those features into such things as pressure to move, indication to relax, etc. The day is read through the clock, which is even tied to the body as a wearable object (the wristwatch). Our language resonates with commonsense notions about time in such sayings as ‘killing time,’ or ‘time is money,’ etc. With these objects and phrases, we often reproduce the assumption that time is an objective element, one that we can measure and dole out. But, as we shall see, this sensibility itself is developed through the routine ways in which we order and structure and design time, and our experiences of hurry or calm can be investigated for the understanding of temporality contained within them.

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Unit V Space Witold Rybczynski, “Intimacy and Privacy” Stefan Hirschauer, “On Doing Being a Stranger” How is space a part of our everyday experience? How does it display our sensibilities and assumptions through its design and characteristic features? These are just some of the questions that we will raise in this unit, as our topic will be the ways in which we routinely frame and accomplish space in practices of contemporary living. Many of our assumptions about the division between private and public spaces, for example, are historically recent. As Witold Rybczynski shows us, the development of the family home not only shapes our ‘normal’ desires for privacy and comfort but encourages us to relate to strangers in particular ways. While we are not determined by the physical characteristics of space and utilize space according to various purposes and ideals, we can read space for some of the assumptions that it contains within its features and explicate the orientations and understandings displayed and negotiated through its use. Goffman’s notion of ‘civil inattention’ as a strategy for managing ‘personal space’ is relevant here.

Unit VI Intimate Relations Laura J. Miller, “Family Togetherness and the Suburban Ideal” Arlie Russell Hochschild, “The Commodity Frontier” We will build on our work on space by considering how notions of social connectedness are facilitated and engaged by certain common features of contemporary living spaces. This unit will consider the basis by which we presume connections and links to other social actors, and how those assumptions of ties or ‘togetherness’ are given shape. What are some of our commonsense sensibilities around intimate relations, in this case both displayed and sustained in practices around childhood, around marriage, around dating and practices of conversation? If we consider some of the problems that get raised in regard to social relationships, whether at the level of dating guidelines in popular magazines or in recommendations of family policy, we can explicate some of the assumptions that we hold about ‘normal’ and desirable social ties and some of the common visions of connectedness contained within.

Unit VII Work Witold Rybczynski, “The Problem of Leisure” Arlie Russell Hochschild, “Emotional Geography and Capitalism” Robin Leidner, “Meanings of Routinized Work: Authenticity, Identity and Gender” If we consider common modes of conversation in which such things as ‘what do you do?’ are non-problematically made a point of entry into social discourse, we can see that we often take for granted the idea that work is a necessary part of daily living, and is tied not only to survival but to social status and identity. In this unit we will raise the question of how we commonly frame the notion of work, and how our sensibilities in regard to work are displayed in everyday ways of thinking, talking and acting. The division between work and leisure is often taken for granted, though its lines have been redrawn with the

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advent of new technologies (cell phones, internet) and new industries (advertising, coolhunting). Social changes and ‘new’ work difficulties help us raise the question of how we understand our productive endeavours: for example, how do everyday actors understand themselves to be ‘at work’ when the traditional resources that frame the boundaries of work activities (the 9-5 structure, the physical office) are missing? In this unit, then, we will investigate ways of talking about and doing work for commonsense assumptions about what kinds of things count as work, what work is for, whose work is recognized or is noticed as such, and the like.

Unit VIII The Body Heather Menzies, “Cyberspace Time and Infertility” Craig M. Gurney, “Accommodating Bodies: The Organization of Corporeal Dirt in the Embodied Home” As Western science has increasingly come to define the body in its ‘proper’ functioning, both scientists (doctors) and everyday actors commonly rely on naturalistic conceptions of the body to evaluate its order and use. We often treat certain activities of the body as natural and normal reactions to life-choices and environmental factors (for example, even disease can be read as a natural response to a polluted world or as an inevitable consequence of actions such as smoking). But we can also address the body as a site of agency and lived experience, and consider ways in which the body is thought to have its own rhythm and forms of communication (‘body language’). In either case, we can develop a sense of how such understandings and perceptions of the body stand as often unrecognized features that shape everyday settings and forms of social interaction. How is the everydayness of the body (its odours, belches and burps) read and understood in routine situations and practices?

Unit IX Death David Sudnow, “Death, Uses of a Corpse and Social Worth” Robert Blauner, “Death and Social Structure” While at first glance, death may not seem like an everyday activity as such, there are many situations and moments in which death is treated as routine and matter-of-fact. There are numerous environments and practices in which a concerted effort is made to retain a sense of death’s ‘everydayness.’ Hospital wards, funeral parlours, obituary notices are just a few everyday sites in which the meaning of death is developed and understood in routine and practical ways. In such sites we often see the tension between understanding death as a natural consequence and as a site of particular meaning and import. This unit will examine the everyday discourse through which we conceive of and orient to death and the settings and habitual practices which frame its intelligibility.

Unit X Everyday Objects Gary Alan Fine and Tim Hallett, “Dust” Margaret Visser, “Table Talk”

B.A.T. (Industrial Design) Part B - 560 Consent Renewal Application

Georges Bataille, “The Big Toe” (handout) Other Readings TBA This unit will examine some of the ‘everyday objects’ that we find in our world, and investigate them for the sensibilities and assumptions that underlie their creation and use. A few possible topics are listed, yet the range here is manifold. We could inquire into such things as the arrangement of condiments at a café for their expectations of social order, the layout and options presented on a menu for their notions of consumption, the features and technologies of cleaning supplies for their senses of cleanliness. We could think about the chair, and how this object serves more than a functional purpose in its arrangement and lines by displaying assumptions about sitting and the posture of the body. In each case, our aim is to be attentive to how such objects ‘speak’ about the everyday, and so can be interrogated for the range and complexity of their social meaning and common sense use.

V. EVALUATION

Writing Assignment 1 20 Writing Assignment 2 30 Midterm Exam 25 Final Exam 25

TOTAL 100

VI. REQUIRED TEXTS

Sociology of the Everyday. A Cancopy Reader (in bookstore).

ACADEMIC POLICIES

I. STANDARDS

The style of all written work should be clear and concise. The characteristics of such a style are as follows: 1. grammatical correctness 2. appropriate vocabulary 3. clear sentences 4. logical organization

II. PLAGIARISM AND CHEATING

Plagiarism is the act of submitting, as one’s own, material that is in whole or in substantial part someone else’s work. Students are expected to acknowledge the sources of ideas and expressions they use in essays, reports, assignments, etc. Failure to do so constitutes plagiarism and is punishable by academic penalty.

B.A.T. (Industrial Design) Part B - 561 Consent Renewal Application

Cheating, by obtaining answers to exam and test questions through unauthorized means (from another student, from hidden notes etc.), is also an academic offence and is punishable by academic penalty.

An academic penalty begins with the assignment of a grade of zero (0) in such situations and can be extended up to and including suspension from a program/course and expulsion from Humber.

III. DROPPING A COURSE

It is the responsibility of students who wish to drop this course to notify the instructor and the Office of the Registrar. Information regarding dropping a course is available in the Registrar’s Office, the divisional offices, and the Continuing Education Calendar and is outlined on the reverse side of the Continuing Education “Admit to Class” forms.

IV. STUDENT FILES/APPEAL PROCEDURES Informal

When a student disagrees with a final grade or any academic decision pertaining to this course, the student should discuss the matter with the faculty member in an attempt to resolve the disagreement. If the matter is not resolved, the student should discuss the problem with the Coordinator. If the matter is still not resolved, the student should contract the Associate Dean.

General Education Coordinator: John Elias Office, K201; Phone, x 4632 General Education Coordinator, Lakeshore: George Byrnes Office, A114; Phone, x 3324 General Education Associate Dean: Clive Cockerton Office, K201; Phone, x 4852

It is the students’ responsibility to keep copies of all their work in the course. Formal

If the student is still not satisfied with the result of the informal appeal, a formal Appeal in writing may be initiated to the Registrar. Such documentation must be completed within six (6) weeks from the end of the course. Full details on the Appeal procedures are available in the Registrar’s Office.

The outcome of the Appeal will be officially communicated to the student and to all parties involved in the formal Appeal.

V. STUDENTS WITH DISABILITIES

Students who require assistance in note-taking or accommodation in tests should advise the Students with Disabilities Office, as well as their teacher, at the beginning of the course. The Students with Disabilities Office is located in D128 at the North Campus and in A120 at the Lakeshore Campus.

B.A.T. (Industrial Design) Part B - 562 Consent Renewal Application

VI. ACADEMIC REGULATIONS

Students have the responsibility for being aware of regulations. These regulations are available at course registration time and at any time throughout the semester, from the Registrar’s Office or from the Humber web site at http://fulltimestudents.humber.ca/academicregulations

VII. STUDENT/FACULTY CONSULTATION OUTSIDE OF CLASSROOM HOURS

It is the responsibility of the teacher to be available for consultation with students outside of classroom hours. Teacher and student timetables may vary significantly; as a result, a consultation time will have to be arranged that is mutually agreeable to both the teacher and student. Arrangements to meet with a teacher outside of classroom hours should be made during regularly scheduled classes.

B.A.T. (Industrial Design) Part B - 563 Consent Renewal Application

Course Title: Sociology of Technology – No Change Year and Semester: Elective Choice

Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT: lectures, in-class discussions, debates (depending on size of class). CO-REQUISITES:

1.0 COURSE DESCRIPTION

The course introduces technology as a social concept rather than a term relating to the mechanics of artifacts. The main goal of this course is to explore the many ways in which technology enters into and structures our lives. Understanding technology as a social construct allows the students to uncover the economical, political and social characteristics of everyday technologies. A unique sociological understanding of technology will allow the students to view technology as a method of practice and as a social movement. This course will examine technology in a variety of environments including local communities, the workplace and the marketplace, while analysing diverse issues such as surveillance, gender issues, the information society and overall communication. The end result will be a well-rounded understanding of how technology affects our social systems and how social systems influence technology, thereby providing an understanding of technology as practice.

2.0 LEARNING OUTCOMES

Upon successful completion of the course, students will be able to

1. Explore technology in terms of a historical concept tracing technological development from the Industrial Revolution to modern day. 2. Describe technology as a social concept through the examination of key terms including: information technology, information society, cyberculture, technological determinism, technological imperative and social constructivism. 3. Analyse some of the more popular theoretical and critical perspectives of the impact of technology including theorists such as: Langdon Winner, Ursula Franklin, Neil Postman, Wiebe Bjiker, Lewis Mumford, David Noble and Judy Wajcman. 4. Dispel the myths of technology including technological neutrality and cause and effect relationships. 5. Explain the importance of technology in our everyday lives in terms of access, innovation, democracy and communication. 6. Describe the role technology plays in maintaining community. 7. Analyse how technology has affected our daily spaces including our workplaces and our public spaces. 8. Evaluate various technologies as tools of business.

B.A.T. (Industrial Design) Part B - 564 Consent Renewal Application

Course Title: Sociology of Technology – No Change 9. Discuss how technology is consumed and marketed with a focus on the dot.com boom, online shopping and WiFi products. 10. Define and examine the concepts of cyberspace and virtual communities. 11. Identify how technology has become a main part of our workplaces as a tool for management and an application for employees. 12. Identify the impact of technology on a global scale, discussing the effects on culture. 13. Provide an account of the problems governments, businesses and individuals are facing when trying to integrate and implement technology into daily routines. 14. Debate whether our understanding of technology is sufficient on a political, social and economic level. 15. Examine the Big Brother phenomenon and the fears linked to an increasing integration of surveillance technology. 16. Explain the importance of privacy and data protection in a world based on the collection and manipulation of information. 17. Discuss the future of technology within the environments previously outlined.

3.0 COURSE CONTENT:

Unit 1: The Industrial Revolution – Technological Conquest

The Industrial Revolution was a turning point in history. It ushered in the prototype for the modern-day factory, increased mobility and introduced a plethora of industrial technology that revolutionized our factories, homes and cities. Although various ground breaking technologies existed before the Industrial Revolution, for example the clock, it was the manner in which these technologies were being newly appropriated that is of interest. The Industrial Revolution, both in Europe and the United States, should be recognized as a series of technological and social innovations. Technological innovations such as the steam engine and mechanized factory work were combined with social innovations including the division of labour, social mobility, the changing locale of work and the introduction of mass production and distribution.

Useful Sources:

Misa, Thomas J. (1992). “Controversy and Closure in Technological Change: Constructing ‘Steel’,” in Shaping Technology/Building Society: Studies in Sociotechnical Change. Wiebe Bijker and John Law (eds). Cambridge: MIT Press. Pp. 109-139.

Mumford, Lewis (1934). Technics and Civilization. New York: Harcourt, Brace and World.

Schivelbush, Wolfgang (1986). The Railway Journey: The Industrialization of Time and Space in the 19th Century. Berkeley: University of California Press.

Unit 2: Theories of Technology and Social Change

In order to understand the dramatic impact of technology one must understand technology as practice. Technology should not be automatically understood as a variable within a causal relationship; instead, the variable of technology should be

B.A.T. (Industrial Design) Part B - 565 Consent Renewal Application

Course Title: Sociology of Technology – No Change viewed as one strand in a complex web. In this unit we will examine several theoretical perspectives on how technology affects social change and vice versa. Some of the more important concepts to be covered include technological determinism, social-actor networks, feminist critiques, the Neo-Luddite reaction and social constructivism. What role do we play, as concerned citizens, community members, politicians, and innovators, in the creation and distribution of technology? Popular deterministic interpretations of technological change will be examined in an attempt to uncover the social shaping of technology.

Useful Sources:

Bijker, Wiebe E. (1995). Of Bicycles, Bakelites, and Bulbs. London: The MIT Press. Franklin, Ursula (1999). The Real World of Technology. Toronto: House of Anansi Press.

Latour, Bruno (1987). Science in Action, Cambridge: Harvard University Press.

Leiss, William (1990). Under Technology’s Thumb. Montreal: McGill-Queen’s University Press.

MacKenzie, Donald and Judy Wajcman (Eds) (1985). The Social Shaping of Technology: How the Refrigerator got its Hum. Philadelphia: Open University Press.

Noble, David F. (1999). “Appendix: A Masculine Millennium: A Note on Technology and Gender,” in The Religion of Technology: The Divinity of Man and the Spirit of Invention. New York: Penguin Books. Pp. 209-228.

Smith, Merritt Roe and Leo Marx (eds.) (1994). Does Technology Drive History?: The Dilemma of Technological Determinism. Cambridge, Mass.: MIT Press.

Williams, Robin and David Edge (1996). “The Social Shaping of Technology,” Research Policy. 25, Pp. 856-899. Also available online: http://www.rcss.ed.ac.uk/technology/SSTRP.html.

Unit 3: The Information Age

We have become convinced that we are a part of an information society, an age where information dictates our jobs and lifestyles. The collection, storage and movement of this information depend on the effectiveness and implementation of various technologies. This unit will attempt to understand the importance of the information age examining the various uses of technologies in terms of information management. Are we truly experiencing an information society and if so, what does that mean? This unit will take a critical look at how information and technology have become driving forces in today’s political and economical environments. Some of the more important issues that will be discussed include working in an information-based economy, citizenship, privacy and the digital divide.

B.A.T. (Industrial Design) Part B - 566 Consent Renewal Application

Course Title: Sociology of Technology – No Change Useful Sources:

Beniger, James (1986). The Control Revolution: Technological and Economic Origins of the Information Society. Cambridge: Harvard University Press.

Feather, John (2000). Information Society: A Study of Continuity and Change. London: Library Association Publishing.

Pendakur, Manjunath and Roma Harris (eds.) (2002). Citizenship and Participation in the Information Age. Aurora, ON: Garamond Press.

Webster, Frank (eds.) (1995) Theories of the Information Society. New York: Routledge.

Unit 4: Community, Democracy and Cyberspace

Some technologies claim to enable people to find their voice. But finding one’s voice and expressing that voice depends on access, and technology is not always easily accessible. There are two issues at stake in this unit. The first issue is that of community. A community depends on bringing together a group of individuals within a similar locale with similar goals and drives. Technology can bring a community together, strengthening it through communication and knowledge-bases. However, technology can weaken the links of a community when the access is unequal and when the community is too enclosed, disconnected from outside technologies and other communities. To begin, what is a community? Can we seriously propose that an online community is truly a community? The second issue is democracy. Democracy depends on a representative voice and there is a certain rationality that argues that technology can make those voices more accessible and more unified. But the process of democracy is difficult enough without adding a layer of technology and issues such as online voting. Even online ad campaigns can hinder democracy. The following topics will be discussed in this unit: citizen engagement, democratic inclusion, online government and virtual communities.

Useful Sources:

Castells, Manuel (1997). “Identity and Meaning in the Network Society,” The Information Age: Economy, Society, and Culture: The Power of Identity (Vol II). Oxford, U.K.: Blackwell Publishers. Pp. 5-67.

Feenberg, Andrew (1999). Questioning Technology. New York: Routledge.

Hague, Barry N. and Brian D. Loader (1999). Digital Democracy: Discourses and Decision Making in the Information Age. New York: Routledge.

Hickman, Larry (2001). Philosophical Tools for Technological Culture; Putting Pragmatism to Work. Bloomington: Indiana University Press.

Poster, Mark (2001). The Information Subject. Amsterdam: G+B Arts International.

Rheingold, Howard (2002). Smart Mobs: The Next Social Revolution. Cambridge:

B.A.T. (Industrial Design) Part B - 567 Consent Renewal Application

Course Title: Sociology of Technology – No Change Perseus Publishing.

Rheingold, Howard (1993). The Virtual Community: Homesteading on the Electronic Frontier. Reading, Mass.: Addison-Wesley Publishing. Also available online: http://www.rheingold.com/vc/book/

Smith, Marc A. and Peter Kollock (1999). Communities in Cyberspace. New York: Routledge.

Sussman, Gerald (1997). Communication, Technology and Politics in the Information Age. Thousand Oaks, CA: Sage Publications.

Unit 5: Technology as a Business

There are two key issues in this unit. The first issue is the manner in which technologies are being advertised and sold to the general public. Taking a consumerism-minded approach, technological gadgets such as cell phones, email services and RIM Blackberries© will be examined in terms of how they are being sold to the public, what promises are being made and what customer base is being targeted. The second issue will analyse how technology has become a rather prominent medium in marketing, for example sponsored email accounts. This perspective of technology as a business tool will focus on the dot.com boom and bust cycle of the 1990s, online advertising, spyware and the use of the Internet as means of targeting and enticing customers. Technology has influenced how we do business and who we do business with, as global markets produce growing profits, which entices even the smallest business owner.

Useful Sources:

Levine, Rick et al., (2000). The Cluetrain Manifesto: The End of Business as Usual. Cambridge, Mass: Perseus Books.

Negroponte, Nicholas (1995). Being Digital. London: Hodder and Stoughton.

Unit 6: The Changing Workplace – The End of Work?

The workplace has undergone drastic changes in the past one hundred years, with the types of work being done, the method in which work is conducted and the demographics of the work force. Many of these changes have been inspired by the introduction of new technologies as the workplace becomes increasingly computer-mediated. In North America, blue-collar and white-collar settings have been transformed by computerized information systems as tasks are transformed and companies are re-aligned to maximize new technologies and new techniques of managing information. Some of the more pressing concerns that will be discussed include: the deskilling of workers, the degradation and enrichment of work, the elimination of jobs, the altering of traditional jobs and contract work. The computer-mediated workplace has provided the worker with many benefits, but the worker has had to make some critical adjustments in order to find a place in the “new” workplace – adjustments that come with a price.

B.A.T. (Industrial Design) Part B - 568 Consent Renewal Application

Course Title: Sociology of Technology – No Change Useful Sources:

Clement, Andrew (1994). “Electronic Workplace Surveillance: Sweatshops and Fishbowls,” The Canadian Journal of Information. 17 (4). Pp. 18-45.

Down, Audrey (1994). “I Fall to Pieces: When an Hourly Rate is an Illusion,” Our Times. Feb/Mar. Pp. 19-21.

Heiskanen, Tuula and Jeff Hearn (eds.) (2003). Information Society and the Workplace: Spaces, Boundaries and Agency. New York: Routledge.

Milkman, Ruth and Cydney Pullman (1991). "Technological Change in an Auto Assembly Plant: Impact on Workers' Tasks and Skills," Work and Occupations. 18 (2). Pp. 123-146.

Noble, David (1978). “Social Choice in Machine Design: The Case of Automatically Controlled Machine Tools,” Politics and Society. 8 (3-4). Pp. 313-347.

Rifkin, Jeremy (2004). The End of Work: The Decline of the Global Labour Force and the Dawn of the Post-Market Era. New York: Jeremy P. Tarcher/Penguin.

Zuboff, Shoshana (1988). In the Age of the Smart Machine: The Future of Work and Power. New York: Basic Books.

Unit 7: Is Big Brother Watching? Surveillance and Privacy Issues

With popular notions of Big Brother dominating our perception and understanding of current surveillance practices, there is a pressing need to better understand the nature of surveillance. The use of surveillance, because of the much publicized benefits it may generate, can be a seductive offer. The eyes of CCTV can tempt the local shop owner and regional government, while Internet travel tracking tools and active badges find enthusiasm among office managers. Forms of monitoring and surveillance can be found in almost every aspect of one’s daily life, but this should not automatically generate a sense of paranoia. Instead it should spark critical discussion. In this unit, we will examine the role of technology in the process of surveillance. Key technologies that will be studied include CCTV systems and online surveillance. The issue of privacy will also be discussed in terms of privacy rights for the consumer and citizen and data protection.

Useful Sources:

Clarke, Roger (2003). “Dataveillance: Delivering ‘1984’,” Also available online: http://www.anu.edu.au/people/Roger.Clarke/DV/PaperPopular.html.

Foucault, Michel (1977). Discipline and Punish. New York: Pantheon Books. Pp. 135- 230.

Giddens, Anthony (1995). A Contemporary Critique of Historical Materialism. New York: Pantheon Books. Pp.157-181.

B.A.T. (Industrial Design) Part B - 569 Consent Renewal Application

Course Title: Sociology of Technology – No Change Goold, Benjamin (2004). CCTV and Policing Area Surveillance and Police Practices in Britain. Oxford: Oxford University Press.

Lyon, David and Elia Zureik (1996). “Surveillance, Privacy, and the New Technology,” Computers, Surveillance, & Privacy. David Lyon and Elia Zureik (eds.) Minneapolis: University of Minnesota Press. 1996. Pp. 1-20.

Lyon, David (2003). Surveillance as Social Sorting; Privacy, Risk, and Digital Discrimination. London: Routledge.

Webster, Frank (2002). Theories of Information Society. London: Routledge.

Unit 8: Cybergrrrls – Gender and Technology

The relationship between gender and technology is a complex one for it is hidden in the shadows of the patriarchical nature of technology and technological innovations. But more women are claiming their space within technological environments, including cyberspace, and we are witnessing new gender-tech relationships, or as Judy Wajcman argues, new woman-machine relationships. Women’s roles in the current technological environment must be understood as powerful ones that challenge previous understandings and uses of technology. Topics of interest include reproductive technologies, women online, female gamers and cyborgs.

Useful Sources:

Berg, Anne-Jorunn (1999). “A Gendered Socio-Technical Construction: The Smarthouse,” Donald MacKenzie and Judy Wajcman (eds.). The Social Shaping of Technology. Philadelphia: Open University Press.

Haraway, Donna (1991). Simian, Cyborgs, and Women: Reinvention of Nature. London: Free Association Books.

Lerman, Ruth and Arwen Mohun Oldenziel (eds.) (2003). Gender and Technology: A Reader. Baltimore: John Hopkins University Press.

Wajcman, Judy (1991) ‘Domestic Technology: Labour-Saving or Enslaving?’ Feminism Confronts Technology. Cambridge: Polity Press. Pp. 81-109.

Wajcman, Judy (1991). Feminism Confronts Technology. Cambridge: Polity Press.

4.0 GENERAL SKILLS OBJECTIVES

On completion of this course, the student will demonstrate competencies in the following:

Reading: an ability to comprehend the arguments from a wide range of texts

Writing: completing course assignments, tests and exams

B.A.T. (Industrial Design) Part B - 570 Consent Renewal Application

Course Title: Sociology of Technology – No Change Critical and Creative Thinking: through an analysis of underlying causes and unexpected consequences of our daily actions and through connecting the systemic and structural with the individual and personal

Personal Organization, Time Management, Resource Management, and Responsibility: through class attendance, punctuality, class participation and meeting deadlines

Research: by using a variety of sources including books, periodicals, the Internet and direct observation

Computer Application and Communicating Through Evolving Media by using e-mail and the Internet for the purposes of research, completing assignments and communicating with the professor

5.0 COURSE TEXTS

Required Texts: 1. MacKenzie, Donald and Judy Wajcman (1999). The Social Shaping of Technology. Philadelphia: Open University Press. 2nd edition. 2. Green, Leila (2001). Communication, Technology and Society. London: Sage. 3. Cancopy course kit

Optional Texts: 1. Castells, Manuel (2000). The Rise of the Network Society. Oxford: Blackwell Publishers.

6.0 ON-LINE ACTIVITIES

• e-mail access for assignment instructions, submission of materials and other communication with the professor • Internet access for research and data gathering • word processing for course assignments

7.0 METHODS OF PRESENTATION

• interactive lecture and discussion • audiovisual presentations • small group discussions • formal lectures • on-line learning

8.0 EVALUATION OF STUDENTS

Mid-term Test 30% Debates and Project 40% Final Exam 30% TOTAL 100%

B.A.T. (Industrial Design) Part B - 571 Consent Renewal Application

Course Title: Sociology of Technology – No Change Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course: Mark Ihnat

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Mark Ihnat

If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred

Classroom requirements: Humber has sufficient classroom space at the North Campus to accommodate 10,200 students and at the Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 572 Consent Renewal Application

HUMBER COLLEGE INSTITUTE OF TECHNOLOGY & ADVANCED LEARNING LIBERAL ARTS AND SCIENCES DIVISION

COURSE OUTLINE ACADEMIC YEAR 2005-2006

It is the student’s responsibility to retain course outlines for possible future use in support of credit applications or transfer to other educational institutions. A service fee will be charged for a replacement copy.

COURSE NUMBER STAT 251 COURSE TITLE Quantitative Methods and Statistics YEAR & SEMESTER PROGRAM Bachelor of Applied Technology (Industrial Design) CREDIT VALUE 3 COURSE HOURS 56

FACULTY NAME ______

OFFICE PHONE: 416-675-6622 EXT.______OFFICE HOURS: E-MAIL:

MATHEMATICS COORDINATOR Mohammad Hussain OFFICE K201

APPROVED BY June, 2005 Crystal Bradley, Associate Dean Date

COURSE DESCRIPTION

This is an introductory course in statistics for industrial design students. Emphasis is on the application of statistical methods in industrial design. Topics include descriptive statistics, probability and probability distributions, estimation and hypothesis testing, correlation and regression. Students are introduced to multiple regression and time series as a significant application of statistics in industrial design.

COURSE LEARNING OUTCOMES

Upon completion of this course, the student will be able to

1. Distinguish between sample and population data;

B.A.T. (Industrial Design) Part B - 573 Consent Renewal Application

2. Construct bar chart, line graphs, frequency histograms and box plots;

3. Calculate mean, median and mode and understand the usefulness of these measures;

4. Calculate range, standard deviation, variance, and coefficient of variation and understand the usefulness of these measures;

5. Apply the concepts of probability;

6. Use the laws of probability to calculate probabilities;

7. Calculate conditional probability using Bayes’ Theorem;

8. Calculate probabilities for binomial populations;

9. Calculate probabilities for normal populations using the Z table;

10. Explain sampling distribution and Central Limit Theorem;

11. Construct confidence intervals for population mean and population proportions;

12. Perform hypothesis testing for population mean and population proportions;

13. Perform one sided and two sided hypothesis test;

14. Determine the strength of a linear relationship using the coefficient of correlation;

15. Perform simple linear regression analysis using the least squares method;

16. Perform multiple regression;

17. Describe the components of a time series;

18. Calculate forecast using moving averages and exponential smoothing methods;

19. Use popular software such as Excel or other computerized statistical software to display and analyse data;

GENERIC SKILLS LEARNING OUTCOMES

Generic/Employability Skills are broad-based, transferable skills, which provide the foundation for specific program skills essential to a student’s academic and vocational success. The Generic/Employability Skills are comprised of communications, personal, interpersonal, thinking, mathematics, and computer applications skills.

Through the successful completion of this course, the student will demonstrate competencies in

B.A.T. (Industrial Design) Part B - 574 Consent Renewal Application

♦ Critical Reading through a detailed and comprehensive reading of textbooks, the deciphering and solution of complex word problems and the mastery of complicated statistics terminology;

♦ Critical Thinking through understanding and applying complex definitions and concepts such as mean standard deviation, regression, statistical estimation, hypotheses testing, and forecasting, etc to the solution of practical and vocationally relevant statistical problems;

♦ Problem Solving through developing good statistical analysis strategies and being able to apply statistical concepts to solve problems in industrial design area as well as learning to be flexible by solving problems using different methodologies;

♦ Writing and Organization through the careful preparation of assignments using clear, concise and coherent prose;

♦ Communications through using e-mail, voice-mail and face-to-face discussions;

♦ Time Management through handling successfully several tasks at the same time, learning to prioritize the workload, and by meeting reading, tests, and assignment deadlines;

♦ Personal Skills through the demonstration of self-confidence, self-direction and self- management;

♦ Interpersonal Skills through working effectively and assertively in groups to explore different solutions of complex problems;

♦ Research and Computer Applications Skills through using multiple textbooks, the Internet and software packages such as EXCEL and other statistical software.

LEARNING VALUES

Students will be encouraged to

♦ Foster an interest in the development and importance of statistics and its traditional relationship to industrial design;

♦ Demonstrate intellectual curiosity about the way that statistics relates to industrial design;

♦ Explore the ways statistics can be not only useful, but vital to the success of industrial design;

♦ Raise and explore the ethical issues that arise out of new developments in industrial design;

♦ Foster creativity and flexibility in solving general statistical problems;

♦ Defend ideas and solutions in class and in group discussions;

♦ Encourage independent thinking through brainstorming and debate.

B.A.T. (Industrial Design) Part B - 575 Consent Renewal Application

COURSE CONTENT OUTLINE

TOPICS CHAPTERS HOURS PAGE # 1. Descriptive Statistics 1, 2, 3, 4 9 1-137 • Graphical presentation of data, bar chart, line chart, histograms, scatter plots, box plots • Measure of central tendency • Measure of dispersion. 2. Probability 6, 7, 8, 9 15 152-296 • Addition and multiplication rule of probability. • Probability tree, dependent and independent event. • Conditional probability, Bayes’ Theorem • Probability distributions, Binomial distribution • Normal distribution • Sampling distributions • Central Limit Theorem. Mid-term test 3. Statistical Inferences 10, 11, 12, 13, 9 3 297-425 • Estimation of population mean and proportions • Confidence intervals • Determining sample size, • Hypotheses testing, one-sided and two-sided test • Small sample estimation and hypotheses testing • Student’s t-distribution 4. Correlation and Regression 15 9 471-487 • Correlation. Pearson’s correlation coefficients 18 602-727 • Simple linear regression using Least Squares method • Inferences on regression coefficients and predicted values • Evaluation of regression model, residual plots, coefficient of determination. • ANOVA • Multiple regression

B.A.T. (Industrial Design) Part B - 576 Consent Renewal Application

TOPICS CHAPTERS HOURS PAGE #

5. Time Series Analysis and Forecasting 21 6 729-754 • Time series decomposition • Moving averages method • Exponential Smoothing method • Trend and seasonal effects • Introduction to forecasting Review & Extra help Final Exam 3

OTHER LEARNING MATERIALS

TEXTBOOK: Keller, Gerald, Brian Warrack, Statistics for Management and Economics, 6th Edition. United States: Thompson Learning Inc., 2003. ISBN#: 0-534-39186-9

REFERENCES: David S. Moore and George P. McCabe, Introduction to the Practice of Statistics, 4th Edition, W.H. Freeman and Company ISBN 0-7167-3373-0

Terry Sincich, Business Statistics by Example, 5th Edition, Prentice Hall ISBN 0-02-410441-8

Berk and Carey, Data Analysis with Microsoft Excel: Updated for Office XP ISBN 0-534-40714-5

ATTENDANCE REQUIREMENTS

Students are expected to attend classes on a regular basis and complete all assigned homework. In this course, an integral part of the learning process occurs in the classroom through instruction, demonstration of sample problems, asking questions, and solving problems. Students who miss a class will find it difficult to understand and apply the material covered. Students who miss classes on a regular basis are at risk to fail this course and may have to repeat the course.

METHOD OF STUDENT EVALUATION

Examinations will employ a variety of evaluation techniques. On test and assignments, statistical calculators are allowed in computations if steps or procedures are shown in the place of calculations. It is recommended that students retain all returned graded material to the end of the semester.

B.A.T. (Industrial Design) Part B - 577 Consent Renewal Application

NO. ASSIGNMENT/QUIZ WEEK DUE VALUE

1 Lab assignment/quiz: descriptive statistics 5% 2 Lab assignment/quiz: inferential statistics 5% 3 MID-TERM 30% 4 Major assignment 15% 5 Lab assignment/quiz: regression, forecasting 5% 6 FINAL EXAM 40%

TOTAL 100%

Late assignment will be penalized 5% per day. It is the student's responsibility to notify the Professor that he/she will miss a test for justifiable reasons. Students will be required to provide supporting documentation justifying the reason for missing the test. Failure to notify the instructor prior to the test forfeits the option of writing a missed test. Failure to write a test will result in a zero mark for that test.

B.A.T. (Industrial Design) Part B - 578 Consent Renewal Application

HUMBER COLLEGE INSTITUTE OF TECHNOLOGY & ADVANCED LEARNING

LIBERAL ARTS AND SCIENCES DIVISION

COURSE OUTLINE ACADEMIC YEAR 2006-2007

It is the student’s responsibility to retain course outlines for possible future use in support of credit applications or transfer to other educational institutions. A service fee will be charged for a replacement copy.

COURSE NUMBER STAT 202

COURSE NAME Statistics

YEAR & SEMESTER

CREDIT VALUE 3 Credits (56 hours)

TEXTBOOK Jack Levin Elementary Statistics in Social Research, (10th Edition), Pearson Education Group, 2003

FACULTY NAME ______

OFFICE PHONE: 416-675-6622 EXT.______OFFICE HOURS: E-MAIL:

MATHEMATICS COORDINATOR Mohammad Hussain OFFICE K201

APPROVED BY June, 2006 Crystal Bradley, Associate Dean Date

COURSE DESCRIPTION

This course examines statistical techniques for presenting, analyzing, and interpreting facts in a quantitative format. Students gain an understanding of quantifying and organizing data, measuring variables, and determining variance and standard deviation from frequency distributions. The course covers rules of probability, probability distributions, and the use and abuse of the multiplication rule. Sample data is used to estimate population parameters. Tests

B.A.T. (Industrial Design) Part B - 579 Consent Renewal Application of significance include one and two-way Chi-Squares. Statistical reasoning and probability are applied to quantitative and forensic evidence for use in litigious contexts.

COURSE LEARNING OUTCOMES

Upon completion of this course, the student will be able to

1. Assess the fundamental vitality of statistical information, and how it is used;

2. Evaluate and use information provided in numerical or statistical form as the basics of argument;

3. Develop a reasoned judgement based on an informed understanding of quantitative data;

4. Synthesize and summarize data in formal reports based on statistical analysis;

5. Measure central location, and test differences between means;

6. Analyze variability, and determine standard deviation and probability distributions;

7. Estimate parameters occurring within the population based on sample data;

8. Assess the normal curves as a probability distribution;

9. Apply one and two-way Chi-Square tests of significance;

10. Develop step by step computational techniques for statistical procedures;

11. Construct statistical reasoning by interpreting sets of data, graphical representations, and statistical summaries;

GENERIC EMPLOYABILITY OUTCOMES

Generic/Employability Skills are broad-based, transferable skills, which provide the foundation for specific program skills essential to a student’s academic and vocational success. The Generic/Employability Skills are comprised of communications, personal, interpersonal, thinking, mathematics, and computer applications skills.

Through the successful completion of this course, the student will demonstrate competencies in

• Critical Reading through a detailed and comprehensive reading of textbooks, the deciphering and solution of complex word problems and the mastery of complicated statistics terminology;

B.A.T. (Industrial Design) Part B - 580 Consent Renewal Application

♦ Critical Thinking through understanding and applying complex definitions and concepts such as standard deviation, regression, statistical estimation and hypotheses testing, etc to the solution of practical and vocationally relevant statistical problem;

♦ Problem Solving through developing good statistical analysis strategies and being able to apply statistical concept to solve problems in paralegal area as well as learning to be flexible by solving problems using different methodologies;

♦ Writing and Organization through the careful preparation of assignments using clear, concise and coherent prose;

♦ Communications through using e-mail, voice-mail and face-to-face discussions;

♦ Time Management through managing successfully several tasks at the same time, learning to prioritize the workload, and by meeting reading, test, and assignment deadlines;

♦ Personal Skills through the demonstration of self-confidence, self-direction and self- management;

♦ Interpersonal Skills through working effectively and assertively in groups to explore different solutions o complex problems;

♦ Research and Computer Applications Skills through using multiple textbooks, the Internet and software packages such as EXCEL, SPSS, and other statistical software.

Learning Values

The students will continue to develop toward holistic maturity through:

♦ Growing their sense of historical development in understanding the use of data collected over a period of time in testing hypotheses;

♦ Enhancing their global understanding through insight into the application of probability theories in forensic evidence;

♦ Displaying moral maturity in the ethical., legal, and responsible approach to identifying instances of discrimination through statistical analysis of tests conducted by employers for promotion purposes;

♦ Developing further competencies in applying appropriate forms of inquiry when researching and understanding the essential considerations involved with each approach;

♦ Adding to their depth and breadth of understanding of the application of statistical and probability analysis in achieving personal and client objectives;

♦ Encouragement to purse independence of thought in accomplishing both individual and team assignments with emphasis on practical originality for effective problem solving;

B.A.T. (Industrial Design) Part B - 581 Consent Renewal Application

♦ A growing passion for learning new law, theories, tools, applications and activities which generate excitement in effectively solving business, government and individual needs and problems in today’s unprecedented environment of change.

COURSE CONTENT OUTLINE

Topics Chapters Hours Page # 1 Descriptive statistics 2,3,4 12 25-132

Quantifying and organizing data,

Measures of central tendency,

Measure of variability and deviation.

Assignment one (individual) Analyse indicia of discrimination data using descriptive statistics

2. Probability 5 8 135-168

Probability theory and its application,

Probability and the normal curve.

Assignment two (individual): Application of Bayesian probability and probability under the normal curve in forensic evidence 3. Statistical Inferences 6 4 169-206

Samples and populations, estimating population mean and proportions

Mid-term test Testing differences between means, 7,8 8 209-279

Analysis of variance, testing hypotheses, and the Chi-Square test

Assignment (Group) Analyse Canadian Centre for Justice statistics, and apply probability theory in determining recidivism in domestic

B.A.T. (Industrial Design) Part B - 582 Consent Renewal Application

violence 4. Correlation and Regression 10,11 4 317-371

Statistical correlation, and the correlation coefficient, concept of regression analysis, including simple linear regression

Review & Extra help Final Exam 4

OTHER LEARNING MATERIALS

TEXTBOOK: Jack Levin, Elementary Statistics in Social Research, (10th Edition) Pearson Education Group, 2003 ISBN#: 0-205-45958-7

REFERENCES: David S. Moore and George P. McCabe, Introduction to the Practice of Statistics, 4th Edition, W.H. Freeman and Company ISBN#: 0-7167-3373-0

Berk and Carey, Data Analysis with Microsoft Excel: Updated for Office 2002 ISBN #:0-534-36278-8

SOFTWARE PACKAGES: SPSS, EXCEL

ATTENDANCE REQUIREMENTS

Students are expected to attend classes on a regular basis and complete all assigned homework. In this course, an integral part of the learning process occurs in the classroom through instruction, demonstration of sample problems, asking questions, and practising solving problems. Students who miss a class will find it difficult to understand and apply the material covered. Students who miss classes on a regular basis are at risk to fail this course and may have to repeat the course in the following semester.

METHOD OF STUDENT EVALUATION

Examinations will employ a variety of evaluation techniques. On test and assignments, statistical calculators are allowed in computations if steps or procedures are shown in the place of calculations. It is recommended that students retain all returned graded material to the end of the semester.

ASSIGNMENT/QUIZ VALUE

1 Individual Assignment one 10%

B.A.T. (Industrial Design) Part B - 583 Consent Renewal Application

2 Individual Assignment two 10% 3 MID-TERM 25% 4 Group assignment 15% 5 FINAL EXAM 40%

TOTAL 100%

Late assignment will be penalized 5% per day. It is the student's responsibility to notify the Professor that he/she will miss a test for justifiable reasons. Students will be required to provide supporting documentation justifying the reason for missing the test. Failure to notify the instructor prior to the test forfeits the option of writing a missed test. Failure to write a test will result in a zero mark for that test.

CHEATING POLICY

Any student caught cheating on a quiz, test, or examination will automatically receive a grade of 0% and be required to meet with the Professor before being allowed to continue with the course. On the second offence, the student will be removed from the class and be required to meet with the Associate Dean and may be withdrawn from the course. Please note that sharing or borrowing calculators during quizzes and tests will not be permitted.

SUPPLEMENTAL EXAMINATIONS

There are no supplemental exams in courses offered by the Liberal Arts and Sciences Division.

OTHER LEARNING RESOURSES AVAILABLE

MATH CENTRE:

Tutoring and assistance are available in the Math Centre

North Campus Lakeshore Campus

The Math Centre is located in the The math assistance is available Geulph/Humber Building in Room F201 on the Second Floor (Room GH203).

Peer tutoring is available through the Counselling Office.

North Campus -Room D128 Lakeshore Campus - Room A120

TEST CENTRE:

North Campus Lakeshore Campus

B.A.T. (Industrial Design) Part B - 584 Consent Renewal Application

Located in Room D 225 Located in Room E112

ACADEMIC POLICIES

I. STANDARDS

The style of all your written work should be clear and concise. The characteristics of such a style are as follows: 1. grammatical correctness 2. appropriate vocabulary 3. clear sentences 4. logical organization

II. PLAGIARISM AND CHEATING

Plagiarism is the act of submitting as one’s own, material that is in whole, or in substantial part, someone else’s work. Students are expected to acknowledge the sources of ideas and expressions they use in essays, reports, assignments, etc. Failure to do so constitutes plagiarism and is punishable by academic penalty.

Cheating, by obtaining answers to exam and test questions through unauthorized means (from another student, from hidden notes, etc.), is also an academic offence and is punishable by academic penalty.

An academic penalty begins with the assignment of a grade of zero (0) in such situations and can be extended up to and including suspension from a program/course and expulsion from Humber.

III. DROPPING A COURSE

It is the responsibility of students who wish to drop this course to notify the teacher and the Office of the Registrar. Information regarding dropping a course is available in the Registrar’s Office, the divisional offices, the Continuing Education Calendar, and is outlined on the reverse side of the Continuing Education “Admit to Class” forms.

IV. STUDENT FILES/APPEAL PROCEDURES

Informal

When students disagree with a final grade or any academic decision pertaining to this course, they should discuss the matter with the faculty member in an attempt to resolve the disagreement. If the matter is not resolved, students should discuss the problem with the Coordinator. If the matter is still not resolved, the next person to contact is the Associate Dean.

Math & Science Coordinator: Mohammad Hussain Office K201 Phone x 4380 Math/LBS/OBS/G.A.S. Associate Dean: Crystal Bradley Office K201 Phone x 4606

B.A.T. (Industrial Design) Part B - 585 Consent Renewal Application

It is your responsibility to keep copies of all your work in the course.

Formal

If the student is still not satisfied with the result of the informal appeal, a formal Appeal in writing may be initiated to the Registrar. Such documentation must be completed within six (6) weeks from the end of the course. Full details on the Appeal procedures are available in the Registrar’s Office.

The outcome of the Appeal will be officially communicated to the student who launches the Appeal and all other parties involved in the formal Appeal Process.

V. STUDENTS WITH DISABILITIES

Students who require assistance in note-taking or accommodation in tests should advise the Students with Disabilities Office, as well as their teacher, at the beginning of the course. The Students With Disabilities Office is located in D128 at the North Campus and in A120 at the Lakeshore Campus.

VI. ACADEMIC REGULATIONS

Students have the responsibility for being aware of regulations. These regulations are available at course registration time and at any time throughout the semester, from the Registrar’s Office or from the Humber web site (http://registrar.humberc.on.ca) under the heading of General Information.

VII. STUDENT/FACULTY CONSULTATION OUTSIDE OF CLASSROOM HOURS

It is the responsibility of your teacher to be available for consultation with you outside of classroom hours. Teacher and student timetables may vary significantly; as a result, a consultation time will have to be arranged that is mutually agreeable to both the teacher and student. Arrangements to meet with a teacher outside of classroom hours should be made during regularly scheduled classes.

B.A.T. (Industrial Design) Part B - 586 Consent Renewal Application

Course Title: Theories of Beauty – No Change Year and Semester: Elective Choice Course Outline:

COURSE NUMBER: PRE-REQUISITE(S): Successful completion of at least two lower level breadth courses or letter of permission.

COURSE HOURS: 42 CREDIT WEIGHT: 3 DELIVERY FORMAT lecture, seminar, readings, case studies, individual and group presentations CO-REQUISITES:

1.0 COURSE DESCRIPTION

We are bombarded with images and ideas of the beautiful, frequently in the context of someone trying to sell us something. We assume that we know what the beautiful is, even though our notions of beauty clearly undergo frequent change. Not often do we reflect on the theories that lie behind these images and think through our own presuppositions about the nature of beauty, art and culture.

This course offers the student the opportunity to explore the field of aesthetics through a study of the concept of beauty. In the first half of the course, we focus on the artist and the creative process. What is the purpose or goal of creating a work of art? How are artists ideas/concepts about beauty transferred onto the canvas or into a page? In the second half of the course, our attention turns to the appreciation of art. Is beauty really in the eye of the beholder? How do we judge works of art? How do we address issues of difference and diversity in the appreciation and interpretation of artworks? Addressing these questions, we explore the evaluation of art. Throughout the course, students apply the theoretical concepts/ideas developed in the text to works of art from the fields of fine art, music, film, architecture and literature.

2.0 LEARNING OUTCOMES

Upon successful completion of this course, students will be able to:

1. compare and contrast four conflicting definitions of art; 2. evaluate the relative merits of regarding works of art from a didactic perspective; 3. compare and contrast art and entertainment; 4. evaluate the procedures and criteria used to classify works of art in museums and art galleries in relation to questions of cultural diversity; 5. analyze Heidegger’s account of the relationship between truth and art; 6. identify the arguments used by Plato and Aristotle in debating the relative strengths and weaknesses of adopting a mimetic theory of art;

B.A.T. (Industrial Design) Part B - 587 Consent Renewal Application

Course Title: Theories of Beauty – No Change Year and Semester: Elective Choice 7. identify the key principles of postcolonial critiques of mimetic and didactic theories of art; 8. outline the key elements of Goodman’s cognitive theory of art; 9. evaluate competing accounts of the relationship between ideology and narrative within the framework of the rise of feminist aesthetics; 10. assess the accounts of the imagination offered by Freud, Jung and Shih; 11. compare and contrast modernist and post-modernist approaches to art; 12. outline the key principles of expressivism; 13. identify three different criteria used to distinguish between good and bad taste; 14. examine alternative models for addressing issues of diversity and difference in the creation of standards of beauty; 15. evaluate Kant’s theory of judgment; 16. analyze Gadamer’s critique of Kant’s aesthetics making reference to his account of prejudgments and to his use of the concept of horizons to explain differences in the interpretation of a work of art; 17. compare and contrast the various standards/criteria for evaluating conflicting interpretations of art discussed by Pepper, Hirsch and Sontag; 18. identify the conditions giving rise to the commodification of art; 19. analyze the debate concerning the social responsibilities of artists making reference to the representation of women and/or visible minorities in works of art.

3.0 COURSE CONTENT OUTLINE

UNIT TOPIC

1 Introduction: In Search of Beauty

We begin the course by exploring what distinguishes a work of art from other sorts of creations. How does art differ from entertainment? Is there difference between high and low art? How do we distinguish works of art from commodities? While we raise these questions we will identify our presuppositions about art and beauty.

2 The Medium and the Message

What is the purpose of art? Should art have a purpose? We examine the debate surrounding the didactic function of art. Whose interests are served by certain kinds of narratives? What is the relationship between ideology and narrative? How do narrative art forms encourage resistance or acceptance of social realities? To what extent can the novel be described as a female art form? Readings: Tolstoy, Leo, “What Is Art?” (178-181) Heidegger, Martin, “The Origin of the Work of Art” (254-280) Karp, Ivan, “How Museums Define Other Cultures” (handout)

B.A.T. (Industrial Design) Part B - 588 Consent Renewal Application

Course Title: Theories of Beauty – No Change Year and Semester: Elective Choice 3 Mimesis: Mirror, Mirror, on the Wall

We explore the relationship between art and the “real” world. Do artists simply mimic or represent the world? In addressing this question, we examine the debate between Aristotle and Plato on the nature and purpose of art. Readings: Plato, “Republic” (9-45) Aristotle, “Poetics” (66-75) Appiah, Kwame Anthony, “The Postcolonial and the Aesthetic” (handout)

4 Imagine: The Creative Process

We seem to have an innate need to play “pretend” yet rarely to consider why? What does our impulse to create say about human nature? How is the imagination employed in creating works of art? We investigate this process comparing and contrasting different theories of imagination. Readings: Goodman “When is Art?” (238-246) Freud, Sigmund,“The Relation of the Poet to Day-Dreaming” (500-506) Jung, Carl, “Psychology and Literature” (507-520) Shih, Su “Genius” (handout)

5 Means and Methods: Modernism

We examine the principles of formalism through a focused discussion of modernism. Readings: Bell, Clive, “Art” (186-190)

6 A New Attitude? Post-Modernism

Looking at architecture, we try to identify the distinguishing features of post-modern art. In particular, we explore the relationship between art and politics raised by this movement.

Readings: Lyotard, Jean, “What is Postmodernism?” (561-564)

7 Oh! What A Feeling: Expressivism

What role does feeling and emotion play in the creation of art? Are the feelings of the creator expressed in a work of art the measure by which we judge its merit? Or are the feelings the work of art creates in the audience key to our aesthetic experience? Addressing these questions, we compare and contrast several expressive theories of art.

B.A.T. (Industrial Design) Part B - 589 Consent Renewal Application

Course Title: Theories of Beauty – No Change Year and Semester: Elective Choice

Readings: Langer, Suzanne, “Feeling and Form” (222-236)

8 The Good, The Bad and The Ugly: A Matter of Taste

Our attention turns from the creation to the appreciation of works of art. What we do we mean when we speak of artistic “taste”? What distinguishes “good” taste from “bad” taste? Is consensus a good means of judging taste? We explore these issues as they are raised in relation to film. Readings: Hume, David, “On The Standards of Taste” (78-92) Martin, Agnes, “Beauty is The Mystery of Life” (handout)

9 Beauty: The Nature of Judgment

We often say that a painting or piece of music is beautiful, but what do we mean when we use this term? How do we judge the beauty of a work of art? How should we make such judgments? Using Kant’s Critique of Judgment as a starting point, we explore the nature of beauty. Readings: Kant, Immanuel, “Critique of Judgment” (95-142) Armstrong, John, “Power” (handout)

10 More on Judgment

Building on our discussion of beauty, we examine what criteria for judgment should be relied upon when determining the value of a work of art. Does beauty have a role to play in contemporary society? Are there alternative criteria we should rely on in judging art? Readings: Gadamer, Hans-Georg, “Truth and Method” (350-382) hooks, bell “Subversive Beauty” and “Beauty Laid Bare” (handout)

11 The Politics of Interpretation

Art requires interpretation. But how do we judge between conflicting accounts? We address this question while exploring the notion of authorial intention.

Readings: Pepper, Stephen, “The Work of Art” (326-330) Hirsch, E.D., “Validity in Interpretation” (332-347) Sontag, Susan “Against Interpretation” (handout)

B.A.T. (Industrial Design) Part B - 590 Consent Renewal Application

Course Title: Theories of Beauty – No Change Year and Semester: Elective Choice 12 Manufacturing Art

Increasingly art is being seen as a commodity. We investigate this trend. What does it mean when we put Van Goghs on our umbrellas and use Picassos to sell computers? Raising these questions, we reflect on Marxist critiques of art. Readings: Benjamin, Walter, “The Work of Art in the Age of its Technical Reproducibility” (526-538) Marcuse, Herbert, “The Aesthetic Dimension” (548-558)

13 A Question of Responsibility

We finish the course by considering the role which art plays in society. Do artists have social responsibilities? Is art a social/political commodity or is art transcendental? We look at recent controversies in art as we reflect on whether art imitates life or life imitates art. Readings: Ickstadt, H., “Toward a Pluralistic Aesthetics” Mihn-ha, Trinh, “Woman, Native, Other” (607-620) Fry, Tony and Anne-Marie Willis, “Aboriginal Art: Symptom or Success?” (643-654)

14 Final Exam

4.0 EVALUATION PROCEDURE

Students will be evaluated on this course through

Tests/Assignments 45 % Research Paper 25 % Final Exam 30 %

TOTAL 100 %

5.0 REQUIRED TEXTS AND OTHER LEARNING MATERIALS

Ross, Stephen David (ed.) (1994). Art and Its Significance: An Anthology of Aesthetic Theory. New York: SUNY Press.

Ideas of Beauty: Course Kit.

B.A.T. (Industrial Design) Part B - 591 Consent Renewal Application

Course Title: Theories of Beauty – No Change Year and Semester: Elective Choice Information About Course Designer/Developer: 5 Course designed by faculty eligible to teach this course:

Course designed by other:

List faculty qualified to teach the course and/or statement “faculty to be hired”: Wendy O’Brien-Ewara, Ian Gerrie, John Elias If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on line? ______0______%

If greater than zero, complete Appendix 6.5.3. Faculty qualifications required to teach/supervise the course: M.A. minimum, Ph.D. preferred Classroom requirements: Humber has sufficient classroom space at our North Campus to accommodate 10,200 students and at our Lakeshore Campus to accommodate 4,800 students. Equipment requirements: Standard classroom equipment

B.A.T. (Industrial Design) Part B - 592 Consent Renewal Application

Appendix 6.5.1 – Program Structure Requirement

Year September January April Semester 1 Semester 2 Semester 3 Year One On-campus studies On-campus studies Vacation Year Two On-campus studies On-campus studies Vacation Year Three On-campus studies On-campus studies Paid full-time co-op Year Four On-campus studies On-campus studies GRADUATION

Paid full-time work term = __14___ consecutive weeks

Appendix 6.5.2 – Support for Work Experience

Not required

Appendix 6.5.3 – Work Experience Outcomes and Evaluation

Not required

B.A.T. (Industrial Design) Part B - 593 Consent Renewal Application

Program Delivery Standard

Appendix 7.1.1 – Quality Assurance Policies

Not required

Appendix 7.1.2 – Policy on Student Feedback

Not required

Appendix 7.1.3 – Student Feedback Instruments

Not required

Appendix 7.2.1.a – Listing of Courses Incorporating Distance Delivery

Not required

Appendix 7.2.1.b – On-line Learning Policies and Procedures

Not required

Appendix 7.2.2 – Academic Community Policies

Not required

Appendix 8.6.2.E – Curriculum Vitae for On-line Learning Professional and Technical Staff

Not required

B.A.T. (Industrial Design) Part B - 594 Consent Renewal Application

Capacity to Deliver Standard

Appendix 8.2.1 – Library Resources

Humber remains committed to the resource renewal and upgrading plans outlined in the original proposal. The annual acquisitions budget, however, has been adjusted as follows:

Projected Library Collection Expenditure 2007- 2011 for Industrial Design Degree Program 2007-2008 2008-2009 2009-2010 2010-2011 Notes Books (print): $100 average cost per item, 50 titles, Core 5,000 5,250 5,513 5,788 5% per year for inflation

Electives 750 788 827 868 15% of core budget

Reference (print) 250 275 303 333 $250 average cost per item, 1 title, 10% inflation

Journals (print) 8,180 8,998 9,898 10,888 10% inflation

Videos/DVDs 1,000 1,000 1,000 1,000 $100 average cost per item, 10 titles

Databases: Core 23,438 24,610 25,840 27,132 5% inflation

Total $ 38,618 $ 40,921 $ 43,381 $ 46,009

In addition to the above expenses which are specific to the Industrial Design degree, Humber invests the following amounts annually in a range of databases which are available to support all degree students at the College.

Databases: Electives 48,350 50,768 53,306 55,971 5% inflation

B.A.T. (Industrial Design) Part B - 595 Consent Renewal Application

Appendix 8.2.2 – Computer Access

Not required

Appendix 8.2.3 – Classroom Space

Not required

Appendix 8.2.4 – Laboratories / Equipment

Not required

B.A.T. (Industrial Design) Part B - 596 Consent Renewal Application

Appendix 8.4 – Support Services

Not required

B.A.T. (Industrial Design) Part B - 597 Consent Renewal Application

Appendix 8.5 – Policies on Faculty

Not required

B.A.T. (Industrial Design) Part B - 598 Consent Renewal Application

Appendix 8.6.1 – CV Release

Not required

Appendix 8.6.2.A – Curriculum Vitae Exception Statements

Not required

Appendix 8.6.2.B – Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of DW Courses

Not required

Appendix 8.6.2.C – Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of DO and DL Courses

Not required

Appendix 8.6.2.D – Curriculum Vitae for Program Development Consultants

Not required

B.A.T. (Industrial Design) Part B - 599 Consent Renewal Application

Appendix 8.7.2 – Enrolment Projections and Staffing Implications

Staffing Requirements - Projected Cumulative Cumulative Cumulative Classroom Ratio of Enrolment Full-time Part-time support Full-time Faculty Faculty technicians Students/ Equivalents Equivalents Full-time Full- Part- (F.T.E.) (F.T.E.) Faculty time time

Year 1 155 4.3 2.9 1.1 36/1 Year 2 155 4.3 2.9 1.1 36/1 Year 3 155 4.3 2.9 1.1 36/1 Year 4 155 4.3 2.9 1.1 36/1

Method used to calculate cumulative enrolment:

Year 1 Year 2 Year 3 Year 4 Retention Year Rate 2007/08 2008/09 2009/10 2010/11 1 50 50 50 50 2 80% 40 40 40 40 3 88% 35 35 35 35 4 86% 30 30 30 30 Total 155 155 155 155

B.A.T. (Industrial Design) Part B - 600 Consent Renewal Application

Regulation and Accreditation Standard

Appendix 10.1.1 – Current Regulatory or Licensing Requirements

Not required

Appendix 10.1.2 – Letters of Support from Regulatory / Licensing Bodies

Not required

B.A.T. (Industrial Design) Part B - 601 Consent Renewal Application

Program Evaluation Standard

Appendix 11.1 – Periodic Review Policy and Schedule

Not required

B.A.T. (Industrial Design) Part B - 602 Consent Renewal Application

Academic Freedom and Integrity Standard

Appendix 12.1.1 – Academic Freedom Policy

Not required

Appendix 12.1.2 – Academic Honesty Policy

Not required

Appendix 12.1.3 – Academic Honesty Procedure

Not required

Appendix 12.2 – Policy on Intellectual Products

Not required

Appendix 12.3 – Policy on Ethical Research Practices

Not required

B.A.T. (Industrial Design) Part B - 603 Consent Renewal Application

Student Protection Standard

Appendix 13.1 – Academic Calendar Information

Not required

Appendix 13.1.A – Credential Recognition Information

Not required

Appendix 13.1.B – Organization Information

Not required

Appendix 13.2.1 – Dispute Resolution

Not required

Appendix 13.2.2 – Fees and Charges

Not required

Appendix 13.2.3 – Student Dismissal

Not required

Appendix 13.2.4 – Withdrawals and Refunds

Not required

Appendix 13.3 – Student Protection Information

Not required

B.A.T. (Industrial Design) Part B - 604 Consent Renewal Application