Bachelor of Automation and Robotics

Application for Ministerial Consent Ontario Colleges of Applied Arts and Technology

School of Advanced Technology – Mechanical and Transportation Technology

Submitted To: Postsecondary Education Quality Assessment Board

Submitted by: Algonquin College of Applied Arts and Technology

Date of Submission: February 2015

Section 1: Introduction Section 1.1: College and Program Information

Full Legal Name of Organization: Algonquin College of Applied Arts and Technology Operating Name of Organization: Algonquin College of Applied Arts and Technology Common Acronym of Organization (if applicable): NA URL for Organization Homepage: www.algonquincollege.com Proposed Degree Nomenclature: Bachelor of Automation and Robotics Location (specific address) where program is to be delivered (each location requires a location- specific consent from the Minister): Algonquin College, 1385 Woodroffe Avenue, Ottawa, Ontario K2G 1V8 Contact Information, Person Responsible for this Submission: Jo-Ann Aubut, Dean, Academic Development Algonquin College 1385 Woodroffe Avenue Ottawa ON K2G 1V8 Tel: 613-727-4723 ext 5581 Fax: 613-727-7633 Email: [email protected]

Site Visit Coordinator (if different from above):

Jo-Ann Aubut, Dean, Academic Development Algonquin College 1385 Woodroffe Avenue Ottawa ON K2G 1V8 Tel: 613-727-4723 ext 5581 Fax: 613-727-7633

2 Bachelor of Automation and Robotics Table of Contents Section 1: Introduction ...... 2 Section 1.1: College and Program Information ...... 2 Section 1.2: Executive Summary ...... 6 Section 1.3: Program Abstract ...... 13 Section 2: Degree Level Summary ...... 14 Section 3: Admission, Promotion, and Graduation ...... 19 Section 3.1: Admission Requirements for Direct Entry ...... 19 Section 3.2: Admission Policies and Procedures for Mature Students ...... 20 Section 3.3: Promotion and Graduation Requirements ...... 21 Section 3.4: Advanced Standing Policies and Requirements ...... 23 Section 4: Program Content ...... 25 Section 4.1: Program Advisory Committee ...... 27 Section 4.2: Professional Accreditation ...... 41 Section 4.3: Learning Outcomes ...... 42 Alignment of Program Learning Outcomes with Degree Level Standard ...... 43 Mapping of Core and Non-Core Courses to Program Learning Outcomes ...... 55 Mapping of Non-Core Courses to Breadth Outcomes ...... 61 Section 4.4: Course Descriptions ...... 62 Course Descriptions for Core Courses ...... 62 Course Descriptions for Non-Core Courses ...... 84 Course Descriptions for Non-Core Elective Courses ...... 87 Section 4.5: Course Schedules ...... 91 Section 4.5.1: Course Schedule 1 ...... 91 **Excluded for web version – confidential/proprietary material ...... 91 Section 4.5.2: Course Schedule 2 ...... 92 Section 4.6: Work-integrated Learning Experience ...... 98 Integration of Work Experiences ...... 98 Types of Work-integrated Learning Experiences ...... 98 Support for Work-integrated Learning Experiences ...... 99 Outcomes for Co-op Work Terms ...... 100 Student Learning Plan Form – Co-op Term ...... 101 Employer Evaluation – Co-op Term ...... 103 Conclusion ...... 104 Section 4.7: Course Outlines ...... 105 **Excluded for web version – confidential/proprietary material ...... 105

3 Bachelor of Automation and Robotics Section 4.8: Bridging Course Descriptions ...... 106 Section 4.9: Bridging Course Outlines ...... 110 **Excluded for web version – confidential/proprietary material ...... 110 Section 4.10: Gap Analysis ...... 111 Mechanical Engineering Technology (MET) Ontario College Advanced Diploma ...... 111 Electrical Engineering Technology (EET) Ontario College Advanced Diploma ...... 118 Electro-Mechanical Engineering Technician - Robotics Ontario College Diploma ...... 125 Section 5: Program Delivery ...... 130 Section 5.1: Quality Assurance of Delivery ...... 131 Section 5.2: Student Feedback ...... 134 Section 5.3: Web-facilitated, Hybrid, and Online Delivery ...... 136 Section 5.3.1: Curriculum Vitae of Online Learning Professional and Technical Staff ...... 142 **Excluded for web version – confidential/proprietary material ...... 142 Section 6: Capacity to Deliver ...... 143 Section 6.1: Learning and Physical Resources ...... 144 Section 6.2: Resource Renewal and Upgrading ...... 152 Section 6.3: Support Services ...... 153 Section 6.4: Faculty ...... 159 Section 6.5: Curriculum Vitae Release ...... 162 Section 6.6: Curriculum Vitae of Faculty Assigned to the Degree Program ...... 163 **Excluded for web version – confidential/proprietary material ...... 163 Section 7: Credential Recognition ...... 164 Section 8: Regulation and Accreditation ...... 185 Section 9: Nomenclature ...... 186 Section 10: Program Evaluation ...... 187 Section 11: Academic Freedom and Integrity ...... 188 Section 12: Student Protection ...... 189 Section 13: Economic Need ...... 190 OCAS Data on Related Degree Programs (November 2014) ...... 219 Applicant Demand – Student Surveys ...... 219 Current Employment Opportunities ...... 224 Section 14: Duplication ...... 232 Section 14.1: Analysis of Similar College Programs ...... 232 Section 14.2: Analysis of Similar Ontario University Programs ...... 238 Conclusion ...... 242

4 Bachelor of Automation and Robotics

5 Bachelor of Automation and Robotics Section 1.2: Executive Summary

Proposed Credential Nomenclature: Bachelor of Automation and Robotics

Anticipated Program Start Date: September 2016 – Year 1

Program Overview

The proposed Bachelor of Automation and Robotics program prepares graduates through a comprehensive theoretical and hands-on approach, balancing logic, science, technology and practicality. Students begin with the development of a strong base in science and mathematics and continue to build on this knowledge within an engineering context. Key skills necessary to succeed in this field are developed, including problem-solving, critical thinking, communication and management of information. Through a cohesive and balanced curriculum, students become proficient in working with, understanding and practicing engineering methodologies, theories and practices.

Work-integrated learning, through cooperative education work terms and practical in-class projects, provide students with opportunities to practice and test theories and methodologies as well as to enhance their knowledge and skills in real-world environments.

As well, this comprehensive degree program prepares graduates to pursue further academic study in the discipline of engineering.

Algonquin College will be seeking accreditation for this program from the Canadian Engineering Accreditation Board. Accreditation of a program is granted only after students have graduated from the program. As such, Algonquin will be applying for an accreditation visit in the final year of the first graduating class.

Program Learning Outcomes

6 Bachelor of Automation and Robotics 7. Ensure all work is performed in compliance with relevant laws, codes, regulations, policies, ethical principles, safety procedures and engineering practices and standards. 8. Contribute to the on-going and emerging innovation and research in the robotics and automation field. 9. Develop entrepreneurship and effective business planning skills to innovate robotics technology targeting new and existing local and global markets. 10. Develop personal and professional strategies and plans to adapt to change, maintain currency and foster interprofessionalism. 11. Manage project communications with clients and other professionals to translate abstract ideas into tangible project requirements and products. 12. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

Curriculum Design

The curriculum has been designed to meet and exceed the honours degree level standard and provides the appropriate depth and breadth of knowledge, along with applied specialized preparation in the areas of critical thinking and scholarly research, problem solving and analysis, communications, leadership and professional capacity and autonomy within the field of Automation and Robotics. The two co-op work terms and culminating project courses provide further experiential learning opportunities.

The program of study is summarized below:

YEAR SEMESTER COURSE TITLE MAT5801 - Calculus I CST8107 - Introduction to Programming and Problem Solving MAC8102 - Machine Shop and Manufacturing Techniques SEMESTER 1 ROB8112 - Introduction to Robotics PHY8103 - Physics I

ENL1100 - Communications and Academic Writing

MAT8202 - Calculus II YEAR 1 CAD8202 - Computer Aided Design CST8203 - Advanced Programming and Data Structures SEMESTER 2 PHY8203 - Physics II MAT8203 - Linear Algebra PHI1000 - Logic and Critical Thinking PLT1005 - Introduction to Optics ENG8332 - Engineering Mechanics: Statics

ELN8304 - Electrical and Electronic Circuits I

MAT8406 - Differential Equations and Advanced Calculus SEMESTER 3 SOC2000 - Introduction to Sociology GEO2300 - Principles of Urban Planning ENG8405 - Engineering Mechanics: Dynamics YEAR 2 ELN8404 - Digital Circuits, Design and Microprocessors MAT8400 - Mathematics for Engineers SEMESTER 4 ROB8403 - Principles of Robotics ELN8402 - Electrical and Electronic Circuits II PHI2000 - Introduction to Research Co-op Work Term I

7 Bachelor of Automation and Robotics

ENG8603 - Dynamics of Machinery ENG8604 - Fluid Mechanics and Hydraulics ENG8605 - Mechatronics SEMESTER 5 ELN8606 - Control Systems ENG8607 - Mechanics of Solids ENG8608 - Manipulator Mechanics CST8703 - Real Time Systems and Embedded Systems Programming ENG8704 - Mechanical Systems Design YEAR 3 ROB8705 - Computer Vision for Robotics SEMESTER 6 ENG8706 - Heat Transfer and Thermodynamics ECO8904 - Engineering Economics ROB8707 - Mobile Robotics: Systems and Design PHI2002 - Ethical Decision Making Co-op Work Term II ROB8902 - Mobile Robotics: Navigation and Control ROB8903 - Robotics and Automation Project I MGT6120 - Entrepreneurship SEMESTER 7 ENG8905 - Sensors and Instrumentation Elective Elective ROB9102 - Advanced Mechatronics and Multi-Robot Systems YEAR 4 ENG9103 - System Level Reliability SEMESTER 8 ROB9104 - Robotics and Automation Project II Elective Elective

Algonquin College’s Strengths and Capacity to Deliver the Program

Algonquin College of Applied Arts and Technology was established in 1967 and was named after the First Nations people who lived in the area. Algonquin was formed from the merger of the Eastern Ontario Institute of Technology, established in 1957, and the Ontario Vocational Centre, established in 1965. The College has undergone significant growth since its establishment and continues to grow today.

Dedication to student success is one of Algonquin College's primary guiding principles and is demonstrated in the quality of its programs, its staff, the continual expansion of its facilities, and by its forging of strategic partnerships. Furthermore, the College strives to ensure students have access to the education and skills training demanded by the marketplace to launch rewarding careers in their chosen fields.

With thousands of successful alumni, an annual full-time enrolment of approximately 18,000 students, 40,000 part-time registrations and thousands of full-time and part-time employees, Algonquin makes a significant economic and social impact locally, regionally, nationally and internationally.

8 Bachelor of Automation and Robotics Algonquin is committed to being one of the most comprehensive colleges in Ontario, offering a broad variety of programs, subject matter, delivery modes and program durations. Algonquin is also the only publicly-funded English-language College in Ottawa, Perth and Pembroke and services the needs of these areas and their surrounding communities. As a result, Algonquin will continue to expand its offerings which include a full range of programs including academic upgrading, apprenticeship, certificate, graduate certificate, diploma, advanced diploma and degree programs as well as corporate learning solutions and international education and projects. As the province‘s labour needs evolve, so will the program mix of the College. Algonquin‘s application for Ministerial Consent to offer a Bachelor of Automation and Robotics program is in response to the evolving labour needs of the engineering field. This application further aligns with the College‘s present direction detailed within its current Strategic Plan 2012-2017,1 that recognizes the need to offer a suite of programs and articulates the intent to enroll more students in degree program offerings. Furthermore, the program aligns with the Strategic Mandate Agreement in that ‘Engineering, Technology and Trades’ is an identified area of strength and proposed area of new program growth.

Robotics and Automation is a new and emerging field with continuous and rapid innovation. The Institute of Electrical and Electronics Engineers (IEEE) Robotics and Automation Society was founded in 1984 and in 2004, IEEE dedicated a transactions journal to Robotics and Automation separate from its traditional transactions journals. An additional IEEE conference on Intelligent Robots and Systems is hosted every year attracting hundreds of students, faculty and individuals from industry. While a relatively new and emerging field, it is growing rapidly in the face of evolving industry need for increased automation and robotics.

Currently, Algonquin offers diploma programs related to the area of study focused within the proposed Bachelor of Automation and Robotics. The College has established a solid reputation in the delivery of high quality advanced technology and engineering programming and currently offers one related diploma program in Electro-Mechanical Engineering Technician and two advanced diploma programs in Mechanical Engineering Technology and Electrical Engineering Technology through a variety of delivery modes.

Algonquin College’s Woodroffe campus provides students with access to existing practical lab environments, as well as through the introduction of the proposed program, additional new laboratory space that will be designed to support the student’s learning experience. This will provide students with an exceptional teaching environment to engage in practical learning opportunities. The College‘s capacity to provide the human and physical resources required to offer an excellent educational experience for students is unsurpassed in the region. In addition, the College‘s ability to deliver bachelor-level education is evidenced by the present delivery of four existing degree programs as well as four collaborative degrees with local universities.

This application details the rationale for offering the Bachelor of Automation and Robotics, the program of study to be undertaken and Algonquin College’s capacity to deliver this program with the availability of facilities, learning resources, and the technological infrastructure used to support learning. Additionally, the majority of faculty associated with the development and proposed teaching of the program have the required terminal credentials in their respective fields.

1 Strategic Plan 2012-2017, June 11, 2012, http://www.algonquincollege.com/reports/pdf/Strategic_Plan_12_17.pdf, p.16

9 Bachelor of Automation and Robotics Opportunities for Graduates and Overview of Support and Recognition of the Program from the Profession and Other Postsecondary Institutions During the course of developing the Bachelor of Automation and Robotics program proposal, an in- depth labour market analysis was commissioned by the College to determine the need for the proposed program. The study concluded that there is a definite need for the degree program and that the credential will provide graduates with opportunities for advancement in the engineering field, a field that encompasses both automation and robotics.

Labour Market Analysis

In the summer of 2012, the College contracted Hanover Research to examine the potential need for a Bachelor‘s degree in the field of Robotics and Engineering. The following highlights key findings excerpted from the full study, provided in Section 13, which provides evidence of labour market demand:

High-tech manufacturing requires the work of a skilled and highly trained labour force to design, build, and maintain automated and robotic equipment. Individuals must be knowledgeable in the fields of mechanical, electronic, and computer engineering in order to advance in the field of automation and robotics. Highly skilled engineers with a strong interdisciplinary background are in short supply and demand is high, especially in geographic areas that are high-tech manufacturing hubs.

While demand for skilled engineers is high, no Canadian institutions currently offer a Bachelor of Automation and Robotics degree. The most similar degree is the Bachelor of Engineering in Mechatronics Engineering, which is offered by McMaster University, Simon Fraser University, and the University of Waterloo. Mechatronics engineering is an interdisciplinary approach to engineering that incorporates elements of mechanical, electrical, and computer engineering, with a focus on intelligent systems. Considering Algonquin College’s proposed Bachelor of Automation and Robotics to differ primarily in name from a mechatronics engineering program, this report focuses primarily on the latter.

The research conducted for this report yielded the following key findings:

. Ontario is the best market in Canada for mechanical and electrical engineering degrees in terms of both enrollments and completions. Given its strength in similar engineering fields, it is most likely that Ontario is the strongest market in Canada for mechatronics engineering undergraduate degree programs. . The projected labour market for engineers in general in Canada is relatively balanced. Supply exceeds demand, according to projections for the period 2011-2020, though achieving this balance is dependent on immigration to an extent. Considering school leavers alone, the supply of workers will be insufficient to meet engineering job demand through 2020. . Work experience, both in terms of laboratory work and employment experience, is a crucial consideration in the hiring of mechatronics engineers. According to one industry executive, candidates with three to five years of relevant working experience are rare, and competition for experienced mechatronics engineers is fierce. Companies are willing, though not necessarily enthusiastic, to take on and train new graduates of mechatronics or mechanical engineering programs. For recent graduates, relevant laboratory experience and strong internship or co-op experience are essential to proving their credentials to potential employers.

10 Bachelor of Automation and Robotics . While it is possible for students to graduate with mechatronics engineering degrees or specializations within four years, most undergraduate mechatronics engineering programs in Canada take more than four years to complete. Given the industry demand for work experience, a five-year degree with a co-op experience may be more desirable to employers than a four-year degree. . Keys to success in establishing a successful mechatronics program are forging partnerships with potential employers of graduates, creating and maintaining a teaching-centered laboratory, and acquiring and training an interdisciplinary faculty in the fields of electrical, mechanical, and computer engineering. o Partnerships with local businesses provide cooperative education (co-op) opportunities for students to gain practical experience in their field prior to graduation. o Every faculty member and business representative interviewed for this report unanimously agreed that a functional, teaching-centered laboratory that gives students practical experience is of the utmost importance. Furthermore, students and faculty must be trained and able to use available equipment to its maximum potential. o Finally, a mechatronics program must have an interdisciplinary faculty drawing on expertise from the fields of mechanical, electrical, and computer engineering.

Employer Demand Interest

Interest in a degree program that would allow individuals direct entry into year one or to bridge into year two or three, depending on their credentials, has been strong within the community in Ottawa. The Bachelor of Automation and Robotics Program Advisory Committee is supportive and agree with the existing employer demand. The field of automation and robotics is a new and emerging area of study within engineering, providing unique and innovative opportunities for employers.

The Hanover Research study also provides references to indicators of employer interest and demand here extracted:  The Canadian Occupational Projections System (COPS) only provides employment projections for broad occupational categories, with the relevant targets for this report being “Civil, Mechanical, Electrical, and Chemical Engineers” and “Other Engineers.” As shown in Figure 3.1, both categories are projected to experience a steady increase in total employment level across the 2011-2020 timeframe.  In both broad occupational categories, the total number of job seekers will exceed the total number of job openings—71,768 job seekers for 60,436 jobs as Civil, Mechanical, Electrical, and Chemical Engineers, and 37,851 job seekers for 36,655 jobs as Other Engineers. However, it should be noted that the total number of job seekers only exceeds the number of job openings due to immigration and other sources of qualified workers; if only Canadian school leavers are considered, the number of prepared workers actually falls short of the number of projected job openings. For example, over the period 2011-2020, the COPS projections estimate a total of 51,380 school leavers qualified for work as Civil, Mechanical, Electrical, and Chemical Engineers, a number insufficient to meet projected job demand.

The Advisory Committee, as well as numerous other sector representatives, has endorsed the proposed degree. This application includes recent letters of support from prominent associations and sector affiliates, including the ABB Robotics Inc., Misumi USA Inc., Siemens (Siemens Canada Limited), JDSU, Neptec Design Group, Royal Canadian Mint, Clearpath Robotics, MPB

11 Bachelor of Automation and Robotics Communciations Inc., Gaitronics, Electromate, Avidbots Corp., Kinova Robotics, Epocal, Famic Technologies Inc., Axium Inc., ING Robotic Aviation. Endorsements by the aforementioned sector affiliates provide testament to Algonquin‘s capacity to deliver quality programming in the field of automation and robotics.

12 Bachelor of Automation and Robotics Applicant Demand Interest

As noted within the labour market analysis, the proposed program provides a unique combination of knowledge and skills that is not easily comparable to other offerings. There are, however, two related college degree programs that exist, Conestoga’s Bachelor of Engineering – Electronic Systems Engineering and their Bachelor of Engineering – Mechanical Systems Engineering that can be used to assess the potential demand for this degree. The data provided in Section 13 was obtained from the Ontario College Application Service and indicates existing demand for comparable programs at other colleges. Additionally, the College undertook a survey of students in the Mechanical Engineering Technology Advanced Diploma program. Student interest was high, with approximately 66% of students (107 out of 163 students surveyed) indicating some level of interest in the proposed degree program.

The addition of the Bachelor of Automation and Robotics to the College‘s existing programming would expand the educational opportunities for further academic study and lifelong learning. Graduates of the Bachelor of Automation and Robotics program may receive consideration for admission to select graduate programs. Evidence of this is included in Section 13.

In summary, data from the labour market analysis, student surveys, and sector employers, along with trends within the field of engineering affirm the need for a Bachelor of Automation and Robotics degree program. There is strong support from community stakeholders for the proposed curriculum as well as a commitment to provide co-op placements, in-class project experiences, and employment opportunities. It is anticipated that graduates of the Bachelor of Automation and Robotics program will become future leaders within the engineering sector and will be sought by employers locally, provincially, nationally and internationally.

Section 1.3: Program Abstract

Through theoretical and applied classwork, practical labs and cooperative education experiences, graduates emerge with strong methodologies of engineering used for analysis, problem-solving, development and customization of automation and robotics systems and components. Graduates also possess the expertise and information needed to manage projects, engage in innovation and research, and support their lifelong learning throughout their career. With a strong foundation in project management, communication skills and entrepreneurship and effective business planning, graduates are well equipped for the labour market. Employment opportunities exist in sectors such as industrial automation, mining, agriculture, manufacturing, aerospace, healthcare, defense, as well as self-employment. Other opportunities exist in traditional engineering fields such as in mechanical systems design/engineering, electronic systems engineering and controls hardware/software design/engineering. Graduates of this program may also pursue further academic study in fields related to manufacturing, robotics and control systems engineering. Course work and co-op work terms combine to add breadth and depth to the student’s exploration and research within the automation and robotics engineering discipline.

13 Bachelor of Automation and Robotics Section 2: Degree Level Summary

This section provides a summary of the program features and resources that ensure the proposed Bachelor of Automation and Robotics program meets the Board's standard for a Baccalaureate/Bachelor Honours degree. Although the six categories are treated independently for the purposes of discussion, the proposed degree level program integrates the elements of the standard in a holistic fashion, and creates opportunities for students to demonstrate more than one of the categories in any given performance. This alignment between the Board's standard and the proposed degree level program learning outcomes, and between the proposed degree level learning outcomes and the courses that make up the proposed Bachelor of Automation and Robotics program was monitored throughout the development of the program (See Section 4.3: Learning Outcomes).

Within this summary, key points will be highlighted for each of the six categories of knowledge and skills that form the Board's standard for a Baccalaureate/Bachelor Honours degree.

Depth and Breadth of Knowledge

The proposed Bachelor of Automation and Robotics program has been developed to provide students with the necessary knowledge and skills using a scaffolding approach to learning. The first two years of the program are designed to provide the students with a strong theoretical foundation in engineering principles and concepts as well as a solid base in sciences and math for continuing study. Each semester and year reinforces and strengthens central concepts, methodologies, and theoretical approaches before moving students further into the design, development and implementation of the specialized disciplinary content related to automation and robotics. This is further reinforced through extensive hands-on activities in laboratories. The first year of study provides an introduction to foundational skills and knowledge for the discipline that will continue to be developed throughout the program. Course work spanning the first two years provides students with a thorough understanding of engineering context, through courses in mathematics, physics, computer science, computer-aided design, mechanics and electronics. Students participate in their first of two co-op work terms following the second year of study. The third year provides students with more in-depth knowledge and technical skills in automation and robotics through courses in robotics, automation, digital design, mechatronics, systems programming and control systems, as well as, advanced courses in dynamics.

The applied nature of the program maintains a focus on the integration of automation and robotics practices in real world settings. Students participate in their second co-op work term in industry following their third year of study. The work term provides students with the opportunity to work with an organization or institution to develop and/or integrate components of robotics and automation projects. During the fourth year of the program, students have the opportunity to develop and apply their knowledge and skills in lab environments in many classes including the year-long applied project courses.

In addition to the core courses, students devote more than twenty percent (20%) of their studies to content outside of the discipline to align with the Program Content Standard. This is accomplished through a combination of mandated non-core and free elective courses. This interaction with other fields of study provides students with a breadth of learning in disciplines other than engineering through which they continue to exercise critical thinking and analytical skills. Moreover, they develop an appreciation and aptitude for a diversity of research methodologies that enables them to examine a greater array of hypotheses and assumptions beyond the specific discipline of automation and robotics.

14 Bachelor of Automation and Robotics Conceptual and Methodological Awareness/Research and Scholarship

In the first semester, students begin their engagement with the building blocks of the engineering profession including mathematics, problem-solving, computer programming, physics, as well as practical skills related to specialized tools and machinery.

The courses in the first year of study lay the conceptual and practical foundation students require to build a thorough understanding of engineering and design principles, methodologies and problem- solving techniques.

Beginning in the second year and carrying through the third year of the program, students gain further exposure to engineering science and design. With essential relationships between mathematics, physics and logic in mind, students begin to explore the ways in which theory meets practicality. At this point in the program, problems arise and are being analyzed and solved as theoretical research makes its transition into practical applications within the discipline of engineering. Through the use of varying methods of enquiry and application of current science and practices in the discipline, students connect the pieces while designing, developing, implementing and maintaining robotics and automation components. Additionally, the core conceptual and methodological awareness is reinforced through the non-core curriculum, including the Introduction to Research course, as well as upper level electives that require students to further apply and develop their enquiry skills and advance scholarly approaches.

The coursework in the final year of the program compliments the final project and introduces a number of advanced topics including specialized sensors, multi-robot systems, as well as, mobile robot navigation and control. The students’ abilities evolve as they are exposed to real-world engineering environments through participation in both practical lab settings and work-integrated learning experiences in cooperative education. The final year-long project culminates much of the previous skills and knowledge allowing students the opportunity to integrate the design, development and implementation of various combined components.

Communication Skills

Within the context of automation and robotics industries, communication skills are an essential foundation for success. The importance of effective communication with all stakeholders has been captured in one of the degree level program learning outcomes (See Section 4.3: Learning Outcomes). In order to prepare students not only for the work experiences that are part of the program, but also for employment upon graduation, the development of written and oral communication skills is threaded through the program with increasing levels of difficulty and exposure to discipline-specific techniques.

Commencing with non-core courses offered during the first year of study, students begin an examination of fundamental communication and critical thinking skills that apply across a wide range of disciplines and ensure the ability to make meaningful connections with non-specialist audiences on topics of increasing complexity. Concepts and methodologies of technical communication are woven throughout the curriculum. This provides students with various opportunities to develop their communication skills to both specialist and lay audiences.

The need for effective communication of structured and coherent arguments is built into many of the courses through the resources and assignments. Whether in the form of presentations, lab reports, technical reports, or seminars, students are expected to present and document their research findings in a manner that is consistent with the professional requirements of the discipline.

15 Bachelor of Automation and Robotics

Application of Knowledge

The proposed Bachelor of Automation and Robotics program integrates theoretical knowledge with practical applications throughout the program. Courses have been designed to keep established techniques in close contact with the related theories and concepts. The existing and proposed lab environments provide the necessary integrated data gathering tools for generating primary source data for both quantitative and qualitative evaluation. Access to this information contributes to the development of analytical skills that can be combined with related scholarly work and modeling and simulation techniques to identify and analyze problems, propose and execute solutions.

The students learn the application of theoretical concepts and knowledge through lab experiments, class projects and assignments. Students begin with common tools that are used across a number of disciplines, including electronic lab equipment, CNC machining, 3-D printers and CAD design software.

As students progress in the program, they use more discipline-specific tools, hardware and software. Students use current tools and software packages that are used in the industry to prepare them for the engineering work environment. Examples include CAD software such as SolidWorks, specialized simulation software packages for Matlab and LabView and specialized industrial robotic control and simulation packages.

Technology plays an important role in the program as a tool for the collection and presentation of data. Students begin with common tools that are used across a number of disciplines and continue to develop expertise with those software applications in a variety of contexts. In subsequent years, students work with more discipline-specific tools and software as they evaluate increasingly complex situations that can involve the components of automation and robotics as a whole. Students begin to develop foundational theoretical knowledge in such courses as Introduction to Programming and Problem Solving, Calculus I and II, Physics I and II, Advanced Programming and Data Structures, Engineering Mechanics: Statics and Engineering Mechanics: Dynamics, Electrical and Electronic Circuits I and II.

Courses such as Mechatronics, Mechanical Systems Design, Mobile Robotics: Systems and Design, and Control Systems are key examples of points in the program where students demonstrate their application of knowledge from the recognition and use of underlying principles through the framing of questions in the proposing of solutions. These courses and others like them ensure that students are able to meet or exceed the expectations of the final year-long applied project, the capstone project for this proposed degree program.

Moreover, the program is structured to prepare students for progressive levels of responsibility in their work terms. The first work experience, allows students to bring together the knowledge and skills developed over the first two years of the program. Through the lens of real-world experience, the application of concepts and principles from within and outside the discipline is understood as a necessary component of success in the workplace. Over the third year of the program, co-op work experience merges with more advanced theories and concepts to prepare students for increased responsibility, as determined by their more developed ability to make sound judgments, analyze problems, propose solutions and solve problems. The co-op work terms expose students to the real life work environment and help to develop professional communication skills, technical problem-solving abilities and project delivery timelines.

16 Bachelor of Automation and Robotics Professional Capacity/Autonomy

As a discipline driven by professional reputation and relying heavily on the autonomy and integrity of its practitioners, this category of the Board's standard has been built into the program through the following degree level program learning outcomes:

While certain courses within the program play a much stronger role in the demonstration of the program learning outcomes, they are threaded throughout the program and integral to the two co-op work terms and culminating project courses in the final year. As such, group work is an important part of the program from the very beginning and problem-based learning is used as an instructional methodology throughout the four years of the program. Both of these approaches support the qualities and transferable skills that will position graduates for fulfilling contributions in and beyond their employment.

Finally, non-core courses for the program have been included to support and encourage a broader intellectual engagement with not only the local community, but also the global community as it continues to grow and evolve. Students, then, develop a sense of personal responsibility and accountability within an inclusive civic discourse that is the hallmark of a degree level education.

Awareness of Limits of Knowledge

From the beginning of the program, students are faced with uncertainty, ambiguity, and limits of knowledge due to the constantly evolving nature of the field. In order to deal with change effectively and professionally, students develop a firm awareness of their roles within an integrated educational or project-oriented team.

Courses, especially in first year, are structured to introduce students to a number of core methodologies, professional standards and theoretical perspectives. Though widely used, there are varying degrees of certainty surrounding the use and application of each. Uncertainty is then connected to real life applications as a means of assessing, updating and ultimately adapting approaches to solving problems. Working in a technical profession creates additional levels of ambiguity and unpredictability. Students must be aware of and capable of creating strategies for addressing these potential variables.

17 Bachelor of Automation and Robotics Using a stronger, adapted model for simulation exercises, students move into more complex topics and systems as they progress through the program. With supervision, students are able to gauge the effect of experimental variables and design constraints on the results that they attain. This, in turn, requires students to consider the stability of their interpretation and their analytical approach. Through an iterative and increasingly complex fashion, the program presents the students with learning opportunities that reinforce the necessary realization for appreciating the limits of knowledge: that each problem must be faced as a unique or novel challenge because errors emerge from the differences between problems, not the similarities.

18 Bachelor of Automation and Robotics Section 3: Admission, Promotion, and Graduation Direct entry and or mature student applicants for the proposed Bachelor of Automation and Robotics program must demonstrate achievement of the admission requirements outlined in the table below as per the benchmarks. Section 3.1: Admission Requirements for Direct Entry Program Admission Requirements Academic  Ontario Secondary School Diploma (OSSD) or equivalent.  Six Grade 12 university (U) or university/college (M) courses, including one Grade 12 U English course and one Grade 12 U Mathematics course • The following four (4) required U or M level courses are also required · one Grade 12 U or M Physics course · one Grade 12 U or M Calculus course · Two (2) other Grade 12 U or M courses · A grade of 60% in the required courses and an overall average of 65% in the six Grade 12 U or M courses. (Ontario Academic Courses (OAC) can replace or be used in combination with U or M courses.)  Applicants with International transcripts must provide proof of the subject specific requirements noted above along with proof of either • IELTS-International English Language Testing Service-Overall band of 6.5 with a minimum of 6.0 in each band; OR • TOEFL-Internet-based (iBT)-overall 90, with the minimum in each component: Reading: 22; Listening: 22; Speaking: 22, Writing: 24  Should the number of qualified applicants exceed the number of available spaces, applicants will be selected on the basis of their grades in English, Physics, Calculus and Mathematics courses. Related work/volunteer Not Applicable experience Other (e.g., portfolio, specialized Not Applicable testing, interview, G.R.E., etc.) Requirements Mature students are applicants who have not achieved the Ontario Secondary for mature School Diploma (OSSD) or its equivalent and who are at least 19 years of age students on or before the commencement of the program in which they intend to enroll. (19 years of age Mature students have demonstrated academic abilities equivalent to those of or older and Ontario high school graduates, verified by successful completion of courses at without a high the postsecondary level and meet the following criteria: school diploma Grade 12 U or M English at the start of the Grade 12 U or M Calculus program) Grade 12 U or M Physics Grade 12 U or M Mathematics Two additional Grade 12 U or M courses A minimum grade of 60% required in each course and an overall average of 65% in the six Grade 12 U or M courses. (Ontario Academic Courses (OAC) can replace or be used in combination with U or M courses.)

19 Bachelor of Automation and Robotics Section 3.2: Admission Policies and Procedures for Mature Students

Mature student admission requirements are as follows:

Mature student admission requirements Mature students are applicants who have not are noted below: Requirements for mature achieved the Ontario Secondary School Diploma students (OSSD) or its equivalent and who are at least 19 years of age on or before the commencement of (19 years of age or older and without a the program in which they intend to enroll. Mature high school diploma at the start of the students have demonstrated academic abilities program) equivalent to those of Ontario high school graduates, verified by successful completion of courses at the postsecondary level and meet the following criteria:

Grade 12 U or M English Grade 12 U or M Calculus Grade 12 U or M Physics Grade 12 U or M Mathematics

Two additional Grade 12 U or M courses A minimum grade of 60% required in each course and an overall average of 65% in the six Grade 12 U or M courses. (Ontario Academic Courses (OAC) can replace or be used in combination with U or M courses.)

The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to the admission of mature students within the following:

Policy AA 04: Admissions

20 Bachelor of Automation and Robotics Section 3.3: Promotion and Graduation Requirements

Policies governing academic remediation, sanctions and suspension for students who do not meet minimum achievement requirements are detailed broadly in Policy AA39: Program Progression and Graduation Requirements. Individual course outlines specify course and/or program specific promotion requirements as well as requirements for supplemental exams where available. Policy AA14 provides details on the College’s Grading System that are easily understandable, meaningful and convertible to other postsecondary institutions and employers through the use of designated percent, letter and numeric grade equivalents. The Grading System also allows for a Grade Point Average (GPA) calculation here described:

The grade point average is a weighted average. It is calculated as follows:

Each course is designated as having normative total instructional hours that is the designated number of hours within which the course learning requirements may be achieved, regardless of variations in delivery. The number of grade points per course is determined by multiplying the normative total instructional hours of the course by the numeric value of the grade earned in that course. The resulting number is called the grade point total. The grade point total is divided by the total number of normative instructional hours for courses with grades having numeric value. For the purpose of this calculation, a grade of "F" has a value of "0”. The resulting quotient is the grade point average.

Grade Point Total = Grade Point Average (G.P.A.) Total Normative Hours

Policy AA26: Course Outlines and Course Section Information, includes provisions to ensure that regardless of the grading scheme, grades for acceptable performance correspond to student work that demonstrates the degree level standards have been achieved through alignment with program learning outcomes and course learning requirements. Furthermore, the evaluation methods or instruments are linked directly to the course learning requirements being addressed in the course.

The proposed Bachelor of Automation and Robotics program promotion and graduation requirements have been aligned to meet the benchmark requirements depicted in the following table:

Program Requirement Level of Achievement Promotion Graduation Minimum overall average acceptable achievement in non- C- (60-62%) C- (60-62%) core requirements Level of overall achievement expected in the core C (63-66%) C (63-66%) discipline(s) of study Work Term (s) Pass Pass Minimum overall acceptable achievement for progression C- (60-62%) C- (60-62%) (across all degree requirements, including the core and non- core requirements)

21 Bachelor of Automation and Robotics Several policies govern promotion and graduation requirements. The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to the promotion and graduation requirements within the following:

Policy AA 13: Evaluation of Student Learning Policy AA 14: Grading System Policy AA 26: Course Outlines and Course Section Information Policy AA 29: Program Progression and Graduation Requirements Policy AA 40: Academic Advising

22 Bachelor of Automation and Robotics Section 3.4: Advanced Standing Policies and Requirements

Options for advanced standing and credit recognition, with well-established policies available to detail procedures and eligibility requirements, are available to students.

Degree Completion Arrangements

Degree completion arrangements have been developed for three Ontario college credentials in a related field and that have program-level outcomes that ladder reasonably into the proposed degree level program learning outcomes. The following table provides the relevant admission information for those entering the proposed Bachelor of Automation and Robotics through one of the three degree completion arrangements (See TABLE 3.4.1: Admission Details for Degree Completion Arrangements).

TABLE 3.4.1: Admission Details for Degree Completion Arrangements

Credit Students Point of Program Of Non- Receive Special Requirements For Entry Into Degree Study Towards The Entry Into Arrangement the Degree Degree Program Mechanical 11 courses An overall GPA of 2.7 (70%) Year 3, Engineering Technology + 3 non-core minimum, 4 bridging courses Semester 1 1 (MET) Ontario College (may be offered in the Advanced Diploma summer) Electrical Engineering 5 Courses + 3 An overall GPA of 2.7 (70%) Year 2 Technology (EET) non-core minimum, 2 bridging courses Semester 1 2 Ontario College (may be offered in the Advanced Diploma summer) Electro-Mechanical 5 courses + 3 An overall GPA of 2.7 (70%) Year 2 Engineering Technician - non-core minimum, 3 bridging courses Semester 1 Robotics (EMETR) (may be offered in the 3 Ontario College Diploma summer) + reach back for Physics I & II in 2nd year of program

Students following one of these degree completion arrangements receive credit for either the:  first year of study for the EET or EMETR programs upon completion of bridging requirements;  first and second year of study for the MET program upon completion of bridging requirements.

In addition, students receive credit for three (3) additional free elective choices that are part of the non-core curriculum. This is based on the General Education Requirement outlined in the Ontario Qualifications Framework and the Credentials Framework that within the Framework for Programs of Instruction Minister's Binding Policy Directive and applies to all Ontario College credentials.

These degree completion arrangements comply with the Board's benchmarks surrounding advanced standing. Students entering the proposed program after completion of an Ontario College Advanced Diploma in Mechanical Engineering Technology (3-year diploma program) are awarded 29% degree level credit, and the Electrical Engineering Technology Advanced Diploma are awarded 17%. Those entering after completion of an Ontario College Diploma in Electro-Mechanical Engineering Technician – Robotics are awarded 17% degree level credit.

23 Bachelor of Automation and Robotics

The gap analysis (See Section 4.10: Gap Analysis) for each program of prior study demonstrates the means by which the degree program learning outcomes are met.

Advanced placement based on prior learning assessment is feasible with the understanding that degree program Prior Learning Assessment and Recognition (PLAR) candidates can be awarded no more than fifty percent (50%) of the total number of hours of the program of study based on PLAR. The eligibility criteria and procedures for PLAR are detailed in Policy AA06: Prior Learning Assessment and Recognition (PLAR).

The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to advanced standing within the following:

Policy AA 05: Advanced Standing Policy AA 06: Prior Learning Assessment and Recognition (PLAR) Policy AA 09: Transfer of Academic Credit (Internal) Policy AA 10: Transfer of Academic Credit (External)

24 Bachelor of Automation and Robotics Section 4: Program Content

This section with its subsequent sub-sections of supporting material demonstrates the rigour, breadth and depth that have been built into the proposed Bachelor of Automation and Robotics program to ensure that the program is consistent with the degree level standards. The supporting materials speak to all thirteen (13) of the Board's standards and accompanying benchmarks for program content. Throughout the development of the program, the degree level standards and the Board's standards and benchmarks have been a constant reference point. In fact, the decision to undertake the development of the proposed Bachelor of Automation and Robotics program was based not only on the employer demand for graduates in this discipline, but also on the natural alignment between the field of practice and the degree level standards. Automation and robotics, as a discipline, is based on a balance of theory and practice and, therefore, the program needs to follow suit in order for graduates to be prepared for employment. The development has also adopted a layered approach where each consecutive year of study adds complexity to the knowledge and skills from the previous year(s).

The twelve (12) program learning outcomes have some elements that are similar to related degree programs in Ontario; however the proposed degree program outcomes reflect the unique mix of skills, knowledge and attitude required for a successful career in the field of automation and robotics. In addition, the program strongly reflects the Canadian Engineering Accreditation Board’s (CEAB) expectations of an engineering program. The intent of this alignment is to ensure the degree program meets and/or exceeds accreditation requirements with the objective of facilitating future graduates’ attainment of the professional engineering designation.

The structure of the program and the courses that comprise the program of study have been designed for the achievement and demonstration of the learning outcomes that describe the knowledge, skills and attitude of graduates. As a result, the proposed program strikes a reasonable balance for the time spent on content that is appropriate to the stated learning outcomes. No one knowledge area within the discipline takes precedence over another, and, as students move through the final two years of study, there is increased emphasis placed on using a variety of knowledge, skills and attitudes to analyze and solve current and emerging problems in the discipline. To further prepare students for their work experiences and future employment, a wide range of assessments are built into the courses that are part of the proposed program of study. These assessments are aligned with the outcomes for each course (See Section 4.7: Course Outlines) to ensure that there is ample demonstration of stated outcomes and that students have timely, consistent, regular, and meaningful feedback on their achievement levels.

The breadth requirement for the proposed Bachelor of Automation and Robotics program not only adheres to the Board's benchmarks for the balance of core and non-core studies, but it also meets and exceeds the CEAB’s requirements for complementary studies. The breadth requirements also benefit the graduates and the broader community to which the graduates will contribute. This has been made possible through the development of detailed, focused non-core courses that, in addition to providing elective choices, demonstrate a serious commitment to the transferable skills found in a variety of modes of analysis outside the core field of study. Students have access to both breadth and depth in their non-core studies. The learning opportunities in mandatory non-core courses ensure that students have numerous elective options to choose from in developing more than an introductory knowledge in a range of disciplines. Beginning in the first year, communication skills and critical thinking are addressed in discrete courses, and the development of this knowledge and these skills are encouraged throughout the program. Using these skills, students have the

25 Bachelor of Automation and Robotics opportunity, through other mandatory non-core courses (e.g., Introduction to Research, Introduction to Sociology, Principles of Urban Planning, etc.) and free electives, to develop an understanding of a variety of disciplinary areas that will further enhance their future work in diverse settings. Content related to Ontario and Canada will play a substantial role in content area examination, but the realities of a global marketplace are also a part of the current knowledge in the breadth studies.

It is, however, the work terms that provide students with the most information about their ability to apply knowledge and skills in practice and their direction for future studies both within and beyond the program. The two co-op work terms following semesters four and six allow students to connect their expanding knowledge and skills to the realities of the workplace. The co-op work term that takes place between semesters six and seven advances workplace knowledge and skills while adding in opportunities for increased autonomy in project development, implementation and evaluation. These work-integrated experiential learning opportunities build on the knowledge and skills developed in both the core and non-core curriculum while addressing multiple degree level standards and program learning outcomes.

The Program Advisory Committee has provided additional assurance that the appropriate levels of Ontario and Canadian content are in place throughout the entire program, in the core and non-core curriculum and the co-op work terms. Industry experts, employers and sector representatives have confirmed the currency of the curriculum and its relevance to the field. Moreover, they have unanimously endorsed the program (See Section 4.1: Program Advisory Committee).

The remainder of this section contains the supporting materials that provide the direct evidence of the ways in which the curriculum for the proposed Bachelor of Automation and Robotics program meets the Board's requirements.

26 Bachelor of Automation and Robotics

Section 4.1: Program Advisory Committee Name, Employer Related Credentials Professional Affiliations Occupation Andy Sklierenko, Misumi USA, Inc Mechanical Engineer, P.Eng (Ontario) Senior Manager Factory Automation Richard Dunaj, Electromate Mechanical Engineer N/A Maxon Motor Application Engineer - Eastern Canada Paul Pilotte, Siemens Canada Control Engineering LEED Green Associate, Account Limited Technician Member of BOMA (also Executive BOMA energy committee member) Brad Jones, Neptec Design Electrical Engineer N/A Director, Mobility Group and Mission Systems Dwight Aplevich, University of Professor Emeritus, FEC, P.Eng, Former Professor Waterloo Electrical and Computer member of Canadian Emeritus Engineering Engineering Accreditation University of Waterloo board. Former CEAB Chair Riadh Habash, University of PhD, P.Eng, Professor Ottawa Energy and Health McLaughlin Research Research Interests: Chair: Power Engineering / Renewable Energy Systems Electric Energy and Health

Mechatronics Education and Pedagogies Pierre Lavallee, ABB Robotics Mechanical Engineer Eng. (member of Ordre de Account Ingénieurs du Québec). Manager, Robotics

Ryan Gariepy, Clearpath Robotics Engineer IEEE member, Chief Robotics Inc., organizational member of Technological ASTM, member of NCFRN Officer Philippe Hakier Axium Inc. Supervisor - Robotics Eng. (member of Ordre de 10925, Louis-H. Ingénieurs du Québec). Lafontaine Blvd

27 Bachelor of Automation and Robotics Name, Employer Related Credentials Professional Affiliations Occupation Montreal (Quebec) H1J 2E8 Canada Philippe.Hakier@ axiumsolutions.co m Tel.:(514) 352- 0500, ext. 146 Web: http://www.axium solutions.com/ Geoff Mullaley Epocal Director, Systems N/A 2060 Walkley Production Road, Ottawa, ON K1G3P5, Canada Geoffrey.Mullaley @alere.com 613-738-6192 http://www.epocal .com/

28 Bachelor of Automation and Robotics practice.

PROGRAM ADVISORY COMMITTEE (Ad-hoc) Bachelor of Automtation and Robotics MINUTES

September 5th, 2013 P105

Present: Committee Members: Andy Sklierenko, Misumi USA, Inc Pierre Lavallee, ABB Robotics Richard Dunaj, Electromate Ryan Gariepy, Clearpath Robotics Inc., Paul Pilotte, Siemens Canada Limited Brad Jones, Neptec Design Group Dwight Aplevich, University of Waterloo Riadh Habash, University of Ottawa

Algonquin Representatives: Chris Janzen, Dean/FCTT Stephen Murphy, Curriculum Consultant David Thibodeau, Acting Chair/MTT Ala’ Qadi, Professor

KEY DISCUSSION ITEMS Responsibility /ACTION REQUIRED of:

1. Introductions Chris Janzen welcomed and thanked everyone for being part of this committee. Introductions around the table were also completed. 2. Review and Approval of the Agenda Agenda items were reviewed and approved.

3. Explanation of the college Advisory committee Chris Janzen: Every program is required to have an Advisory Committee. These committees are advisory, they offer us advice, the College takes the committee input very seriously and relies on the input to help guide the development process. We will be looking for your assistance with respect to co-op placements as well as insight into equipment requirements and sources of such equipment. Creating a new program is a long process, we rely heavily on the input from PACs. 4. Program Development Process Stephen Murphy explained the Development Process: a. Program Development – This is the basic stage where there is a committee that reviews the conceptual program as the process

29 Bachelor of Automation and Robotics

KEY DISCUSSION ITEMS Responsibility /ACTION REQUIRED of:

goes through. It is a long and rigorous process. b. Program Review Committee – Internal committee review the program curriculum in great detail, there are two steps involved here, intermediate and final c. Dean’s Council – Would look at the proposal from an administrative perspective. d. President’s Council – Again, a higher level administrative review of the proposed program. e. Board of Governors – provides final approval of the proposed program. f. Ministry and PEQAB – There are external bodies which review the program as part of the overall Ministry approval process. It usually takes 12 to 24 months for the entire external process to complete. g. PEQAB – review program with respect to meeting degree level standards, ensuring curriculum is at appropriate level. PEQAB makes recommendation to Ministry of Training, Colleges and Universities (MTCU). h. MTCU – Review application and decide on funding. i. Program Marketing – The colleges marketing team will start working on advertising the program following consent from MTCU j. Course development/program implementation – This process takes place after the Ministry’s approval k. Delivery of Program – First intake planned for Fall September 2016 at the earliest. 5. Program Accreditation Process and Requirements Ala’ Qadi: The Bachelor of Robotics Automations is a 4 year degree with the intent of obtaining Engineering accreditation from the Canadian Engineering Accreditation Board (CEAB). Focus will be on the design of automation system, not necessarily an actual robot; it could be factory automation or a mobile system. In order to achieve this, a graduate requires a solid background in mechanical engineering, electrical engineering and programming. Graduates need to know how to integrate all these components. In Ontario, the closest program is at the University of Waterloo. As well, Conestoga college has the Mechanical Engineering Systems program, but this program is very different from what we are proposing.

6. Program Title (BAT/BAR) The proposed title is “ Bachelor of Automation and Robotics”

7. Program Learning Outcomes Stephen Murphy – We have identified the key areas of focus with respect to the student’s learning and have formulated Program Learning Outcomes which the grads will achieve by the end of the program, we will now review and discuss each of these outcomes.

30 Bachelor of Automation and Robotics

KEY DISCUSSION ITEMS Responsibility /ACTION REQUIRED of:

A discussion took place regarding point #5

Ryan Gariepy - asked whether they are talking about the software or the hardware or both for the autonomous or semi-autonomous system or whether they are trying to focus on both effectively.

Ala’ Qadi – We tried to cover both equally. The graduate from this program should be able to handle both.

Richard Dunaj– Having Mechanical Engineering doing Expo Engineering is very interesting and that portion is a door opener for graduates.

Pierre Lavallee– What level does the student come from at entry?

Stephen Murphy– Students would come directly from high school.

Ala’ Qadi– Optional for students from other colleges to have finished the 3 year technician program and help them taking bridges courses to get them up to the 4 year level program

Ryan Gariepy– When we want to hire new employees we look at the mechanical and the autonomy aspects.

Pierre Lavallee– There is a lack of true mechanical people that can actually design the electrical and the programing side of it. I think it will be very beneficial for students to cover this aspect in the program.

Brad Jones– Are there other degree programs at the college?

Stephen Murphy– Yes we have four of our own and four in partnership with the University of Ottawa and Carleton University. We also have other degrees currently being developed at this time within the College. This is the first degree in the engineering discipline; we have a strategic plan on going forward to expand our degrees in general.

Paul Pilotte– What are the admission requirements.

Bob Weeks– Soft Skills and industrial skills are needed to be part of the co-op training.

Dwight Aplevich– What does co-op mean?

Stephen Murphy– Admission requirements will be determined, with the PAC’s input, as the program develops. Soft skills will certainly be part of the

31 Bachelor of Automation and Robotics

KEY DISCUSSION ITEMS Responsibility /ACTION REQUIRED of:

degree as per both PEQAB’s requirements as well as CEAB’s. The co-op is an experiential learning experience that PEQAB requires of all degrees, the minimum hours for this are 420.

Dwight Aplevich– There is an academic requirement to have one successful co-op work term and the possibility of having 2 or more; presumably they will be offered after the end of the 4th semester.

Ala’ Qadi spoke to the following topics: - Accreditation Process and Requirements: the purpose, accreditation units (AU) calculations and visit details - What accreditations mean - Accreditation by CEAB (Canadian Engineering Accreditation Board) - Accreditation (Requirements) Graduate Attributes - Accreditation (Requirements) Continual improvement & Students - Accreditation (Requirements) Faculty (Critical requirements) - Accreditation (Requirements) Minimum Curriculum Components - PEQAB Requirements that consists of: Breadth and depth at an “Honours” Bachelor Degree Level Minimum of 1800 hours At least 50% of faculty must have PhDs 20% of the program of study must be in non-core courses Co-op education experience

Ala’ Qadi mentioned that the Advisory Committee is welcome to provide input with respect to the co-op requirements. 8. Program of Study Stephen Murphy talked about the following topics that are listed under the Program of Study: - Overview of the program - Program elements - Program of Study that consists of Level 1 to Level 11, five years with two co-ops

Ryan Gariepy made the following suggestions: - Chemistry course is a needed in Level 1 - Add a science course in Level 2 - Put Heat Transfer course in front of Fluid and Hydraulics course - Optional: offer Haptics Control Principles every other year - Would like a feed on Math and Optical Systems

Ala’ Qadi talked about the 10 course developer list

Stephen Murphy asked the members to send their feedback via email. 9. What We Need

32 Bachelor of Automation and Robotics

KEY DISCUSSION ITEMS Responsibility /ACTION REQUIRED of:

Stephen Murphy emphasized on the importance that the members email their input and recommendations for this program. 10. Discussion Questions Stephen Murphy talked about the college’s timeline: - Intermediate PRC – November - PAC Meeting (Potential for electronics) – late November - Final PRC – January/February - Dean’s Council, President’s Council, BOG – April - Submit documentation to PEQAB – May - Site Visit – September 2015 (Tentative)

11. Further Meetings and Timeline Item not discussed 12. Other Ala’ Qadi asked the committee if anyone would like to volunteer to take the role of the Advisory Committee Chair All

Action Item: All members asked Ala’ to send this request electronically

33 Bachelor of Automation and Robotics

PROGRAM ADVISORY COMMITTEE (Ad-hoc) Bachelor of Automtation and Robotics MINUTES

March 4th, 2014 CA103

Present: Committee Members: Pierre Lavallee, ABB Robotics Richard Dunaj, Electromate Ryan Gariepy, Clearpath Robotics Inc. Paul Pilotte, Siemens Canada Limited Brad Jones, Neptec Design Group Dwight Aplevich, University of Waterloo Riadh Habash, University of Ottawa Algonquin Representatives: Chris Janzen, Dean/FCTT David Thibodeau, Acting Chair/MTT Stephen Murphy, Algonquin College Ala’ Qadi, Algonquin College Regrets: Andy Sklierenko, Misumi USA, Inc

KEY DISCUSSION ITEMS /ACTION REQUIRED

1. Discussion of progress since September meeting: - A round table introduction took place. Role of Advisory Committee: Stephen Murphy explained the role of the advisory committee: - MTCU requires all colleges to have advisory committees to guide the curriculum process. Advisory committees are to provide advice and have input on programs relevant to the needs of the labour market, industry and the community. - A number of external firms were contacted and gave us the analysis of what is needed to ensure that there is sustainable need for the graduates. - Internally we have a DDC committee to look at all aspects of the program; the labour work analysis, the requirements and what the future looks like for the new program. - We developed the curriculum that will be included in the application to the Ministry. - The PAC meetings are either recorded or minutes taken and will be shared with the committee, Conflict of Interest form to be signed by the members. - The program of study was discussed in the previous meeting, some changes were made to the curriculum and developed course outlines (course shells). We have the Quality Assurance in place. - The College conducts an annual curriculum review on a yearly basis, but every 5 years an in-depth PQR (Program Quality Review) has to be done. - The committee is invited to participate in the process as well. We need to know that

34 Bachelor of Automation and Robotics

KEY DISCUSSION ITEMS /ACTION REQUIRED

you feel strongly about this program. The Ministry needs to be informed that the members of the advisory committee have indicated that they are behind the co-op placement as well. - The program will be launched in 2016 or later. - Role of advisory committee document to be sent to members by Ala’ Qadi 2. Review and Approval of the Agenda Stephen Murphy reviewed the agenda items for the meeting: 1. Discussion of progress since September meeting 2. Curriculum Review a. Program Description b. Program Learning Outcomes c. Program of Study i. CEAB Accreditation Update d. Course Descriptions 3. Program and co-op letters of support from advisory committee members and others 4. Timeline going forward

The agenda was approved by all committee members 3. Summary of progress since September Meeting Ala’ Qadi summarized the outcome of visit to ETS in Montreal with similar program since the last advisory committee meeting: - ETS: Based on the recommendation of the advisory committee, we contacted ETS in Montreal and arranged for a visit. We contacted head of the automated manufacturing engineering department. Ala’ Qadi and David Thibodeau went on a visit and spent about half a day at ETS at the end of October. The main outcomes of that visit were: - ETS has very impressive Labs and equipment setup - ETS shared a lot information about accreditation experience and accreditation tables - ETS is different from colleges in Ontario in that they offer both Masters and PhD degrees. Conestoga College: Ala’ Qadi visited Conestoga College earlier before the ETS visit and met with Mitch Wawzonek and Calin Stoicoiu the chair and coordinator of the Mechanical Systems Engineering program. The main outcomes of the visit were: - The mechanical systems engineering program at Conestoga uses a project based teaching methodology where all the students are involved in one project per year and all courses contribute to the project. - The enrollment numbers doubled after program was accredited by CEAB. - Conestoga shared information with us about their accreditation experience.

One common outcome from both visits is the advice that we should send an observer to an accreditation visit to become very familiar with CEAB’s procedure during the accreditation visit. 4. Curriculum Review a - Program Description – Stephen Murphy talked about the different aspects and

35 Bachelor of Automation and Robotics

KEY DISCUSSION ITEMS /ACTION REQUIRED requirement related to the program description. He also mentioned that the Ministry gives approval for the program for a set number of years to be renewed periodically.

Dwight Aplevich: - Typically a new program gets accredited only for three years. And you always expect changes in the program as it develops over the years. The first accreditation occurs in the winter semester before the first group graduates. The program has to be there before it gets accredited. - A decision will be made in June, in some cases in January or February to organize an official visit which always takes place during the first year of the first graduating cohort. The accreditation visit is planned 6 to 8 months in advance. - The principle for a new program is that everything has to be there for accreditation. - A letter needs to be sent a year in advance requesting observation of the actual accreditation visit. There should be a number of P.Eng teaching the courses in the program depending on the type of the course.

Ala Qadi provided a summary of the course outline development progress: - A group of 10 course developers have been recruited based on their experience and qualifications to develop the course outlines (in addition to Ala’ Qadi). All of the course developers except for one have PhD degrees related to the fields of the courses they are developing. The only course developer who does not have a PhD has 10 years of industrial experience and a P.Eng. - A workshop for the course developers was held in early November.

Stephen Murphy described what the course outlines include and the differences between course outlines and course material.

Dwight Aplevich indicated that the content will evolve once the professors actually teach courses. He also asked a question about why “Introduction to Sociology“ and “Principles of Urban Planning” are in the program.

Stephen Murphy: Introduction to Sociology and Principles of Urban Planning are non-core courses that are there to satisfy the requirements of the PEQAB which requires us to have 20% of non-core courses.

A consensus among committee members that the 20% of non-core is very high and were surprised by it.

Brad Jones: The first and second years are usually jammed with core courses in order to have the skills for projects in the later years.

Pierre Lavelle: It is better to spread the courses over the four years of the degrees. Two topics should be covered from the industrial robotics point of view, applied pneumatics and PLCs.

36 Bachelor of Automation and Robotics

KEY DISCUSSION ITEMS /ACTION REQUIRED

Ala’ Qadi: PLCs and Applied Pneumatics are covered in the Mechatronics course.

Paul Pilotte: We need to have courses early in the program to keep the students interested in the program and show them what they might be doing later in the program.

Dwight Aplevich: Some programs have “an introduction to design course” for the students in the first or second level.

Pierre Lavelle: Not convinced about the need for the Medical Robotics “from the industrial robotics engineer point of view”, it is an advanced and highly specialized course. Not sure if we need two courses on Mobile Robotics.

Ala’ Qadi: The medical robotics course was added earlier because of the direction the program was started in the beginning and because we had a course developer who has a lab in Carleton University on Medical Robotics. However, as we progressed further it became clearer to us that we might not need the course in the program and we wanted to ask the question to the advisory committee members for their opinions.

Ryan Gariepy: Agrees with Pierre regarding the medical robotics course. And the second mobile robotics course might not be needed. Suggests a course on multi variable control or state estimation.

Ala’ Qadi: The second mobile robotics course completely covers navigation and control while the first one covers mechanical and electrical design. The idea and material for these two courses came from two of our course developers who have specialized experience in mobile robotics.

Richard Dunaj: You must have a way out for the student if they realize that this program is not for them. They need to have a feel for the program in the first year. The background is very good as they might switch areas after the first year into programming, electrical or mechanical.

Dwight Aplevich: The first year is very close to a classic engineering degree’s first year.

Ryan Gariepy: Opportunity for a course in manipulation.

Ala’ Qadi: There is one course on Manipulator Mechanics and part of the Advanced Mechatronics and Multi Robot Systems where it covers parallel manipulators and multi manipulator cooperating on a task.

Members’ consensus observations: - The program is good and ambitious. - In the 2nd paragraph, it is a bit vague re: “skills and practical experience to not only design, but also implement automation and robotic technology”. Does that mean that the students are designing and building the whole Robot?

37 Bachelor of Automation and Robotics

KEY DISCUSSION ITEMS /ACTION REQUIRED

- Students should know material and science, the program should reflect material and manufacturing in the course. b - Program Learning Outcomes Stephen Murphy said that the feedback that he received from different resources regarding the program learning outcomes went down from 17 to 12 points. Stephen explained the program learning outcomes in detail.

The members proposed that the definition of Robotics needs to be more clear.

Ala” Qadi: Suggested to add a 15hr lab course to the 1st level to help students develop some knowledge of robotics.

All members were in favour of this suggestion

Ala’ Qada asked if there are any specific things that need to be changed in the program. The course descriptions are the key points and the summary of each course.

Stephen Murphy mentioned that the intermediate approval is expected to take place on Thursday March 6th, 2014. c - Program of Study

Ala’ Qadi recommended preparation for the co-op experience. Funding is usually available for applied research projects (from industry and funding organizations).

Stephen Murphy emphasized that the college’s strategy is that we intend to introduce more Engineering programs down the road.

Paul Pilotte: suggests a course on energy.

Riadh Habash: Suggest a course on sustainability in energy.

Ala’ Qadi: We had a course on sustainable automation systems, but we had to remove it to reduce the number of hours in the program.

Dwight Aplevich: The energy topic is a long way from robotics.

Pierre Lavelle: Two more subjects need to be included – safety, as there are special rules for safety in robotics, and offline simulation and testing.

Ala’ Qadi: The topics are covered in the course projects and the project course in the last year and throughout the program.

Dwight Aplevich: CEAB requires safety, sustainability, ethics, professionalism and the

38 Bachelor of Automation and Robotics

KEY DISCUSSION ITEMS /ACTION REQUIRED engineering responsibility should be covered somewhere in the program not necessarily in one course.

Stephen Murphy: Our program learning outcomes cover safety, professionalism and compliance with standards and regulations.

Dwight Aplevich: Would like to get a picture of the human resources available to teach the program once the program is in place.

David Thibodeau: Typically for a program such as this one with an intake of 40 students. A full time coordinator will be hired in the first year and part time faculty will be teaching the courses and full time faculty will be added to the program as it progresses.

Members’ comments: - When does the first cohort go through? - Semester 3 specifically has “Introduction to Sociology and Principles of Urban Planning courses”, what is the benefit from these courses and why they are in 2F.

Stephen Murphy: - One of the challenges we face is that PEQAB requires having a minimum of 20% of the program of study as a non-core courses. We developed the program to take into consideration this requirement. - We selected these 2 specific courses because of the # of hours at this point which could be switched later for other courses. - We are trying to make the degree balanced and sustainable.

Stephen Murphy explained the current program of study proposal chart. There is always chance of switching courses and number hours around as long as it does not exceed the total program hours of 2460 and 20% (492 hours) of non-core requirement.

The members asked as to whether the physics course is counted towards the 20% non-core. Evaluating the courses that exist in 2F, 2 out of the 6 courses are in the area of non-core. 1st and 2nd semesters have a good course load and classical background. At the same time we have to balance this with retention/attainment goals.

Stephen Murphy said that putting everything we want would require a 5 year program, but to ensure a sustainable program and falling in line with the Ministry’s approval to deliver 4 year degrees, it was felt that limiting the degree to 4 years was best.

Ala’ Qadi asked the members for their support in hiring co-op students and to let us know of any other companies that may be interested in supporting co-op placements in the future. Our target for co-op is the Ottawa area and surrounding and Montreal, but extends nationally and internationally as well.

Richard Dunaj: Asked about our target audience, what do we expect the co-ops to do. If

39 Bachelor of Automation and Robotics

KEY DISCUSSION ITEMS /ACTION REQUIRED

you have the partnership from the get go then it will be easy for the student to know what they are getting into.

Stephen Murphy - CEAB Accreditation Update

d – Course Descriptions A pdf of the course outlines will be emailed to the members.

Summary of Members’ comments and suggestions: - Industrial Robotics is more practical than the Medical Robotics. - General Information about a Robotics course should be added in the first year. - Gaining something from the whole year and have a touch of subjects that might be useful for the next year. - The first two terms are very general with no specialization. It is all calculus, physics and one machine shop which is close to a classic 1st year program compared to a 1st year degree in University. - Off line programming and graphic simulations is becoming a must. - Safety and ethics programs should be included.

5. Program and co-op letters of support from advisory committee members and others Stephen Murphy asked the members for written support in the form of a letter including the need for the program and possible placement for co-op. Not necessarily firm commitments, but potential placements for co-op are needed. We are in need of at least 20 support letters. These letters are required ASAP.

We will be formulating the official Advisory Committee after we receive approval from PEQAB and welcome input into other potential members.

RESOLUTION:

MOVED and SECONDED: Pierre Lavallee and Dwight Aplevich that the Bachelor of Automation and Robotics Advisory Committee has reviewed the curriculum as presented for the degree program, supports the need for this program in the community, and recommends this program for approval to the President’s Executive Committee and to the Board of Governors.

40 Bachelor of Automation and Robotics Section 4.2: Professional Accreditation

Algonquin College’s proposed Bachelor of Automation and Robotics program has been designed to meet Canadian Engineering Accreditation Board (CEAB) requirements. CEAB assessment for potential accreditation can only occur during the fourth year of the program’s first offering. Algonquin College has been in communication with CEAB throughout the program development process and the College intends to make an application for accreditation to coincide with the fourth year. The CEAB uses “Accreditation Units” as a basis for evaluating curriculum content and quality to ensure a foundation in mathematics and natural sciences, broad preparation in engineering sciences and engineering design, and exposure to non-technical subjects that supplement the technical aspects of the curriculum.

The Bachelor of Automation and Robotics program has been aligned to meet the CEAB accreditation requirements. The courses in the program of study have been designed carefully to meet both the program learning outcomes as they related to the degree level standards and the accreditation unit requirements for each of the sub categories of engineering curriculum content: Mathematics, Natural Science, Engineering Science, Engineering Design and Complementary Studies.

A reference to the CEAB accreditation requirements and procedure can be found in the CEAB’s Accreditation Criteria and Procedures document.

Table 4.2.1 shows the distribution of the accreditation units for the program of Bachelor of Automation and Robotics. The table also shows the minimum number of accreditation units required by the CEAB. The Bachelor of Automation and Robotics exceeds the accreditation unit requirements for each curriculum category.

Table 4.2.1 Hours Curriculum components (AU) "Specific" AU ES Lab/ Total M+ + Oth ES + Item Lec. Tut. AU M NS NS CS ES ED ED er ES ED ED Compulsory 1725.0 600.0 2025. 255 269 524. 405 745 335 1080 15. 745 335 1080. courses 0 .0 .3 3 .0 .1 .6 .8 0 .1 .6 8 Electives 135.0 0.0 135.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 135 0.0 0.0 0.0 .0 Total 2160 255 269 524 405 745 336 1081 150 745 336 1081 Accreditatio - - 1950 195 195 420 225 225 225 900 0 - 225 600 n Board required

Table Key AU - Accreditation Unit CS - Complementary Studies M - Mathematics ES - Engineering Science NS - Natural Science ED - Engineering Design

41 Bachelor of Automation and Robotics Section 4.3: Learning Outcomes

The proposed Bachelor of Automation and Robotics has been developed to meet the following degree level program learning outcomes:

The graduate has reliably demonstrated the ability to:

1. Analyze, design, modify and support mechanical, software and electrical components, processes and systems by applying fundamentals of engineering. 2. Build functional robotic components by researching and integrating knowledge from mechanical, electrical and software engineering practices. 3. Customize existing non-autonomous systems into autonomous or semi-autonomous systems by designing and integrating solutions and developing autonomy algorithms and controls. 4. Analyze and solve complex technical problems in the field of robotics and automation by applying the principles of engineering and mathematics. 5. Develop, execute and interpret quantitative and qualitative analysis and tests for industrial mechatronic and automation systems. 6. Lead and perform diagnostics on a variety of industrial automation controls, sensors, data acquisition devices and interfaces by developing and using troubleshooting skills and techniques. 7. Ensure all work is performed in compliance with relevant laws, codes, regulations, policies, ethical principles, safety procedures and engineering practices and standards. 8. Contribute to the on-going and emerging innovation and research in the robotics and automation field. 9. Develop entrepreneurship and effective business planning skills to innovate robotics technology targeting new and existing local and global markets. 10. Develop personal and professional strategies and plans to adapt to change, maintain currency and foster interprofessionalism. 11. Manage project communications with clients and other professionals to translate abstract ideas into tangible project requirements and products. 12. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

42 Bachelor of Automation and Robotics Alignment of Program Learning Outcomes with Degree Level Standard

2. 4. 5. 3. 6. 1. Knowledge Commun- Awareness Application of Professional Capacity Depth and Breadth of Knowledge of ication of Limits of Knowledge Autonomy Methods Skills Knowledge

a) b) c) d) e) f) a) b) c) a) b) c)

scipline

disciplinary knowledge disciplinary

ong learning, ong personally

rguments, and comment rguments, on

and Intra and

Program -

Communicateaccurately andreliably, orally andin writing, toof a range audiences to their Limits own knowledge and ability, ambiguityand to knowledge limits and analysis influence and interpretations Methods of activity, enquiry or or creative Methods both, (evaluate and of area primary their study. in a devise scholarship) methodologies, current advances, currentmethodologies, advances, andtheoretical approaches a in and assumptionsdiscipline the in specializedadiscipline of area Inter andrelationship of assessment and Research,analysis moreof orone hypotheses relevant to ain discipline thefields major inResearchof area an the experience discipline skills Criticalanalytical and thinking discipline theinside outside and dithe outside Learning andCritical qualitative use of information quantitative techniques Useof a established range Critical and reviews scholarly use of sourcesprimary skillsthetransferablein andQualities skills areapersonal interpersonal and of Managelifel andprofessionally social andAcademicintegrity responsibility Learning Outcomes concepts, Developedknowledge key of 1. Analyze, design, modify and support mechanical, software and electrical x x x x x x x components, processes and systems by applying fundamentals of engineering.

43 Bachelor of Automation and Robotics 2. 4. 5. 3. 6. 1. Knowledge Commun- Awareness Application of Professional Capacity Depth and Breadth of Knowledge of ication of Limits of Knowledge Autonomy Methods Skills Knowledge

a) b) c) d) e) f) a) b) c) a) b) c)

scipline

disciplinary knowledge disciplinary

ong learning, ong personally

rguments, and comment rguments, on

and Intra and

Program -

Communicateaccurately andreliably, orally andin writing, toof a range audiences to their Limits own knowledge and ability, ambiguityand to knowledge limits and analysis influence and interpretations Methods of activity, enquiry or or creative Methods both, (evaluate and of area primary their study. in a devise scholarship) methodologies, current advances, currentmethodologies, advances, andtheoretical approaches a in and assumptionsdiscipline the in specializedadiscipline of area Inter andrelationship of assessment and Research,analysis moreof orone hypotheses relevant to ain discipline thefields major inResearchof area an the experience discipline skills Criticalanalytical and thinking discipline theinside outside and dithe outside Learning andCritical qualitative use of information quantitative techniques Useof a established range Critical and reviews scholarly use of sourcesprimary skillsthetransferablein andQualities skills areapersonal interpersonal and of Managelifel andprofessionally social andAcademicintegrity responsibility Learning Outcomes concepts, Developedknowledge key of 2. Build functional robotic components by researching and integrating knowledge from x x x x x x x x mechanical, electrical and software engineering practices.

44 Bachelor of Automation and Robotics 2. 4. 5. 3. 6. 1. Knowledge Commun- Awareness Application of Professional Capacity Depth and Breadth of Knowledge of ication of Limits of Knowledge Autonomy Methods Skills Knowledge

a) b) c) d) e) f) a) b) c) a) b) c)

scipline

disciplinary knowledge disciplinary

ong learning, ong personally

rguments, and comment rguments, on

and Intra and

Program -

Communicateaccurately andreliably, orally andin writing, toof a range audiences to their Limits own knowledge and ability, ambiguityand to knowledge limits and analysis influence and interpretations Methods of activity, enquiry or or creative Methods both, (evaluate and of area primary their study. in a devise scholarship) methodologies, current advances, currentmethodologies, advances, andtheoretical approaches a in and assumptionsdiscipline the in specializedadiscipline of area Inter andrelationship of assessment and Research,analysis moreof orone hypotheses relevant to ain discipline thefields major inResearchof area an the experience discipline skills Criticalanalytical and thinking discipline theinside outside and dithe outside Learning andCritical qualitative use of information quantitative techniques Useof a established range Critical and reviews scholarly use of sourcesprimary skillsthetransferablein andQualities skills areapersonal interpersonal and of Managelifel andprofessionally social andAcademicintegrity responsibility Learning Outcomes concepts, Developedknowledge key of 3. Customize existing non- autonomous systems into autonomous or semi- autonomous systems by x x x x x x x x x x designing and integrating solutions and developing autonomy algorithms and controls.

45 Bachelor of Automation and Robotics 2. 4. 5. 3. 6. 1. Knowledge Commun- Awareness Application of Professional Capacity Depth and Breadth of Knowledge of ication of Limits of Knowledge Autonomy Methods Skills Knowledge

a) b) c) d) e) f) a) b) c) a) b) c)

scipline

disciplinary knowledge disciplinary

ong learning, ong personally

rguments, and comment rguments, on

and Intra and

Program -

Communicateaccurately andreliably, orally andin writing, toof a range audiences to their Limits own knowledge and ability, ambiguityand to knowledge limits and analysis influence and interpretations Methods of activity, enquiry or or creative Methods both, (evaluate and of area primary their study. in a devise scholarship) methodologies, current advances, currentmethodologies, advances, andtheoretical approaches a in and assumptionsdiscipline the in specializedadiscipline of area Inter andrelationship of assessment and Research,analysis moreof orone hypotheses relevant to ain discipline thefields major inResearchof area an the experience discipline skills Criticalanalytical and thinking discipline theinside outside and dithe outside Learning andCritical qualitative use of information quantitative techniques Useof a established range Critical and reviews scholarly use of sourcesprimary skillsthetransferablein andQualities skills areapersonal interpersonal and of Managelifel andprofessionally social andAcademicintegrity responsibility Learning Outcomes concepts, Developedknowledge key of 4. Analyze and solve complex technical problems in the field of robotics x x x x x x x x x and automation by applying the principles of engineering and mathematics.

46 Bachelor of Automation and Robotics 2. 4. 5. 3. 6. 1. Knowledge Commun- Awareness Application of Professional Capacity Depth and Breadth of Knowledge of ication of Limits of Knowledge Autonomy Methods Skills Knowledge

a) b) c) d) e) f) a) b) c) a) b) c)

scipline

disciplinary knowledge disciplinary

ong learning, ong personally

rguments, and comment rguments, on

and Intra and

Program -

Communicateaccurately andreliably, orally andin writing, toof a range audiences to their Limits own knowledge and ability, ambiguityand to knowledge limits and analysis influence and interpretations Methods of activity, enquiry or or creative Methods both, (evaluate and of area primary their study. in a devise scholarship) methodologies, current advances, currentmethodologies, advances, andtheoretical approaches a in and assumptionsdiscipline the in specializedadiscipline of area Inter andrelationship of assessment and Research,analysis moreof orone hypotheses relevant to ain discipline thefields major inResearchof area an the experience discipline skills Criticalanalytical and thinking discipline theinside outside and dithe outside Learning andCritical qualitative use of information quantitative techniques Useof a established range Critical and reviews scholarly use of sourcesprimary skillsthetransferablein andQualities skills areapersonal interpersonal and of Managelifel andprofessionally social andAcademicintegrity responsibility Learning Outcomes concepts, Developedknowledge key of 5. Develop, execute and interpret quantitative and qualitative analysis and x x x x x x x x x tests for industrial mechatronic and automation systems.

47 Bachelor of Automation and Robotics 2. 4. 5. 3. 6. 1. Knowledge Commun- Awareness Application of Professional Capacity Depth and Breadth of Knowledge of ication of Limits of Knowledge Autonomy Methods Skills Knowledge

a) b) c) d) e) f) a) b) c) a) b) c)

scipline

disciplinary knowledge disciplinary

ong learning, ong personally

rguments, and comment rguments, on

and Intra and

Program -

Communicateaccurately andreliably, orally andin writing, toof a range audiences to their Limits own knowledge and ability, ambiguityand to knowledge limits and analysis influence and interpretations Methods of activity, enquiry or or creative Methods both, (evaluate and of area primary their study. in a devise scholarship) methodologies, current advances, currentmethodologies, advances, andtheoretical approaches a in and assumptionsdiscipline the in specializedadiscipline of area Inter andrelationship of assessment and Research,analysis moreof orone hypotheses relevant to ain discipline thefields major inResearchof area an the experience discipline skills Criticalanalytical and thinking discipline theinside outside and dithe outside Learning andCritical qualitative use of information quantitative techniques Useof a established range Critical and reviews scholarly use of sourcesprimary skillsthetransferablein andQualities skills areapersonal interpersonal and of Managelifel andprofessionally social andAcademicintegrity responsibility Learning Outcomes concepts, Developedknowledge key of 6. Lead and perform diagnostics on a variety of industrial automation controls, sensors, data acquisition x x x x x x x x x devices and interfaces by developing and using troubleshooting skills and techniques.

48 Bachelor of Automation and Robotics 2. 4. 5. 3. 6. 1. Knowledge Commun- Awareness Application of Professional Capacity Depth and Breadth of Knowledge of ication of Limits of Knowledge Autonomy Methods Skills Knowledge

a) b) c) d) e) f) a) b) c) a) b) c)

scipline

disciplinary knowledge disciplinary

ong learning, ong personally

rguments, and comment rguments, on

and Intra and

Program -

Communicateaccurately andreliably, orally andin writing, toof a range audiences to their Limits own knowledge and ability, ambiguityand to knowledge limits and analysis influence and interpretations Methods of activity, enquiry or or creative Methods both, (evaluate and of area primary their study. in a devise scholarship) methodologies, current advances, currentmethodologies, advances, andtheoretical approaches a in and assumptionsdiscipline the in specializedadiscipline of area Inter andrelationship of assessment and Research,analysis moreof orone hypotheses relevant to ain discipline thefields major inResearchof area an the experience discipline skills Criticalanalytical and thinking discipline theinside outside and dithe outside Learning andCritical qualitative use of information quantitative techniques Useof a established range Critical and reviews scholarly use of sourcesprimary skillsthetransferablein andQualities skills areapersonal interpersonal and of Managelifel andprofessionally social andAcademicintegrity responsibility Learning Outcomes concepts, Developedknowledge key of 7. Ensure all work is performed in compliance with relevant laws, codes, regulations, x x x x x x x x x policies, ethical principles, safety procedures and engineering practices and standards.

49 Bachelor of Automation and Robotics 2. 4. 5. 3. 6. 1. Knowledge Commun- Awareness Application of Professional Capacity Depth and Breadth of Knowledge of ication of Limits of Knowledge Autonomy Methods Skills Knowledge

a) b) c) d) e) f) a) b) c) a) b) c)

scipline

disciplinary knowledge disciplinary

ong learning, ong personally

rguments, and comment rguments, on

and Intra and

Program -

Communicateaccurately andreliably, orally andin writing, toof a range audiences to their Limits own knowledge and ability, ambiguityand to knowledge limits and analysis influence and interpretations Methods of activity, enquiry or or creative Methods both, (evaluate and of area primary their study. in a devise scholarship) methodologies, current advances, currentmethodologies, advances, andtheoretical approaches a in and assumptionsdiscipline the in specializedadiscipline of area Inter andrelationship of assessment and Research,analysis moreof orone hypotheses relevant to ain discipline thefields major inResearchof area an the experience discipline skills Criticalanalytical and thinking discipline theinside outside and dithe outside Learning andCritical qualitative use of information quantitative techniques Useof a established range Critical and reviews scholarly use of sourcesprimary skillsthetransferablein andQualities skills areapersonal interpersonal and of Managelifel andprofessionally social andAcademicintegrity responsibility Learning Outcomes concepts, Developedknowledge key of 8. Contribute to the on-going and emerging innovation and x x x x x x x x x x x research in the robotics and automation field.

50 Bachelor of Automation and Robotics 2. 4. 5. 3. 6. 1. Knowledge Commun- Awareness Application of Professional Capacity Depth and Breadth of Knowledge of ication of Limits of Knowledge Autonomy Methods Skills Knowledge

a) b) c) d) e) f) a) b) c) a) b) c)

scipline

disciplinary knowledge disciplinary

ong learning, ong personally

rguments, and comment rguments, on

and Intra and

Program -

Communicateaccurately andreliably, orally andin writing, toof a range audiences to their Limits own knowledge and ability, ambiguityand to knowledge limits and analysis influence and interpretations Methods of activity, enquiry or or creative Methods both, (evaluate and of area primary their study. in a devise scholarship) methodologies, current advances, currentmethodologies, advances, andtheoretical approaches a in and assumptionsdiscipline the in specializedadiscipline of area Inter andrelationship of assessment and Research,analysis moreof orone hypotheses relevant to ain discipline thefields major inResearchof area an the experience discipline skills Criticalanalytical and thinking discipline theinside outside and dithe outside Learning andCritical qualitative use of information quantitative techniques Useof a established range Critical and reviews scholarly use of sourcesprimary skillsthetransferablein andQualities skills areapersonal interpersonal and of Managelifel andprofessionally social andAcademicintegrity responsibility Learning Outcomes concepts, Developedknowledge key of 9. Develop entrepreneurship and effective business planning skills to innovate robotics x x x x x x x x technology targeting new and existing local and global markets.

51 Bachelor of Automation and Robotics 2. 4. 5. 3. 6. 1. Knowledge Commun- Awareness Application of Professional Capacity Depth and Breadth of Knowledge of ication of Limits of Knowledge Autonomy Methods Skills Knowledge

a) b) c) d) e) f) a) b) c) a) b) c)

scipline

disciplinary knowledge disciplinary

ong learning, ong personally

rguments, and comment rguments, on

and Intra and

Program -

Communicateaccurately andreliably, orally andin writing, toof a range audiences to their Limits own knowledge and ability, ambiguityand to knowledge limits and analysis influence and interpretations Methods of activity, enquiry or or creative Methods both, (evaluate and of area primary their study. in a devise scholarship) methodologies, current advances, currentmethodologies, advances, andtheoretical approaches a in and assumptionsdiscipline the in specializedadiscipline of area Inter andrelationship of assessment and Research,analysis moreof orone hypotheses relevant to ain discipline thefields major inResearchof area an the experience discipline skills Criticalanalytical and thinking discipline theinside outside and dithe outside Learning andCritical qualitative use of information quantitative techniques Useof a established range Critical and reviews scholarly use of sourcesprimary skillsthetransferablein andQualities skills areapersonal interpersonal and of Managelifel andprofessionally social andAcademicintegrity responsibility Learning Outcomes concepts, Developedknowledge key of 10. Develop personal and professional strategies and plans to adapt to change, maintain x x x x x x x x x x x x currency and foster interprofessionalism.

52 Bachelor of Automation and Robotics 2. 4. 5. 3. 6. 1. Knowledge Commun- Awareness Application of Professional Capacity Depth and Breadth of Knowledge of ication of Limits of Knowledge Autonomy Methods Skills Knowledge

a) b) c) d) e) f) a) b) c) a) b) c)

scipline

disciplinary knowledge disciplinary

ong learning, ong personally

rguments, and comment rguments, on

and Intra and

Program -

Communicateaccurately andreliably, orally andin writing, toof a range audiences to their Limits own knowledge and ability, ambiguityand to knowledge limits and analysis influence and interpretations Methods of activity, enquiry or or creative Methods both, (evaluate and of area primary their study. in a devise scholarship) methodologies, current advances, currentmethodologies, advances, andtheoretical approaches a in and assumptionsdiscipline the in specializedadiscipline of area Inter andrelationship of assessment and Research,analysis moreof orone hypotheses relevant to ain discipline thefields major inResearchof area an the experience discipline skills Criticalanalytical and thinking discipline theinside outside and dithe outside Learning andCritical qualitative use of information quantitative techniques Useof a established range Critical and reviews scholarly use of sourcesprimary skillsthetransferablein andQualities skills areapersonal interpersonal and of Managelifel andprofessionally social andAcademicintegrity responsibility Learning Outcomes concepts, Developedknowledge key of 11. Manage project communications with clients and other professionals to x x x x x x x x x x x translate abstract ideas into tangible project requirements and products.

53 Bachelor of Automation and Robotics 2. 4. 5. 3. 6. 1. Knowledge Commun- Awareness Application of Professional Capacity Depth and Breadth of Knowledge of ication of Limits of Knowledge Autonomy Methods Skills Knowledge

a) b) c) d) e) f) a) b) c) a) b) c)

scipline

disciplinary knowledge disciplinary

ong learning, ong personally

rguments, and comment rguments, on

and Intra and

Program -

Communicateaccurately andreliably, orally andin writing, toof a range audiences to their Limits own knowledge and ability, ambiguityand to knowledge limits and analysis influence and interpretations Methods of activity, enquiry or or creative Methods both, (evaluate and of area primary their study. in a devise scholarship) methodologies, current advances, currentmethodologies, advances, andtheoretical approaches a in and assumptionsdiscipline the in specializedadiscipline of area Inter andrelationship of assessment and Research,analysis moreof orone hypotheses relevant to ain discipline thefields major inResearchof area an the experience discipline skills Criticalanalytical and thinking discipline theinside outside and dithe outside Learning andCritical qualitative use of information quantitative techniques Useof a established range Critical and reviews scholarly use of sourcesprimary skillsthetransferablein andQualities skills areapersonal interpersonal and of Managelifel andprofessionally social andAcademicintegrity responsibility Learning Outcomes concepts, Developedknowledge key of 12. Identify and apply discipline-specific practices that contribute to the local and global community x x x x x x x x through social responsibility, economic commitment and environmental stewardship.

54 Bachelor of Automation and Robotics Mapping of Core and Non-Core Courses to Program Learning Outcomes

relevant relevant

ngible ngible

with

anical, software software anical,

innovation and and innovation

practices that contribute that practices

lying the principles of of the principles lying

emerging

pecific pecific

autonomous systems into into systems autonomous

eering practices and standards. and practices eering

autonomous systems by designing designing by systems autonomous

going and and going

ls, sensors, data acquisition devices and and devices acquisition data sensors, ls,

e existing non existing e

local and global markets. global and local

Analyze, design, modify and support mech support and modify design, Analyze, by systems and processes components, electrical and engineering. of fundamentals applying and researching by components robotic functional Build and electrical mechanical, from knowledge integrating practices. engineering software Customiz semi or autonomous autonomy developing and solutions integrating and controls. and algorithms of the field in problems technical complex solve and Analyze app by automation and robotics mathematics. and engineering qualitative and quantitative interpret and execute Develop, and mechatronic for industrial tests and analysis systems. automation industrial of a variety on diagnostics perform and Lead contro automation skills troubleshooting using and developing by interfaces techniques. and compliance in performed is work all Ensure safety principles, ethical policies, regulations, codes, laws, engin and procedures on the to Contribute field. automation and the robotics in research planning business effective and entrepreneurship Develop and new targeting technology robotics to innovate skills existing to plans and strategies professional and personal Develop foster and currency maintain change, to adapt interprofessionalism. other clients and with communications project Manage ta ideas into abstract translate to professionals products. and project requirements discipline apply and Identify social through community global and local to the environmental and commitment economic responsibility, stewardship. Course Course Name 1 2 3 4 5 6 7 8 9 10 11 12 Number Semester 1 MAT5801 Calculus I x x x x x Introduction to CST8107 Programming and x x x x x Problem Solving Machine Shop and MAC8102 Manufacturing x x x x x x x Techniques ROB8112 Introduction to Robotics x x x x x PHY8103 Physics I x x x x x Communications and ENL1100 This non-core course contributes to a breadth of knowledge outside the main field of study. Academic Writing Semester 2

55 Bachelor of Automation and Robotics

relevant relevant

ngible ngible

with

anical, software software anical,

innovation and and innovation

practices that contribute that practices

lying the principles of of the principles lying

emerging

pecific pecific

autonomous systems into into systems autonomous

eering practices and standards. and practices eering

autonomous systems by designing designing by systems autonomous

going and and going

ls, sensors, data acquisition devices and and devices acquisition data sensors, ls,

e existing non existing e

local and global markets. global and local

Analyze, design, modify and support mech support and modify design, Analyze, by systems and processes components, electrical and engineering. of fundamentals applying and researching by components robotic functional Build and electrical mechanical, from knowledge integrating practices. engineering software Customiz semi or autonomous autonomy developing and solutions integrating and controls. and algorithms of the field in problems technical complex solve and Analyze app by automation and robotics mathematics. and engineering qualitative and quantitative interpret and execute Develop, and mechatronic for industrial tests and analysis systems. automation industrial of a variety on diagnostics perform and Lead contro automation skills troubleshooting using and developing by interfaces techniques. and compliance in performed is work all Ensure safety principles, ethical policies, regulations, codes, laws, engin and procedures on the to Contribute field. automation and the robotics in research planning business effective and entrepreneurship Develop and new targeting technology robotics to innovate skills existing to plans and strategies professional and personal Develop foster and currency maintain change, to adapt interprofessionalism. other clients and with communications project Manage ta ideas into abstract translate to professionals products. and project requirements discipline apply and Identify social through community global and local to the environmental and commitment economic responsibility, stewardship. Course Course Name 1 2 3 4 5 6 7 8 9 10 11 12 Number MAT8202 Calculus II x x x x x CAD8202 Computer Aided Design x x x x x Advanced programming CST8203 x x x x x and Data Structures PHY8203 Physics II x x x x x MAT8203 Linear Algebra x x x x x Logic and Critical PHI1000 This non-core course contributes to a breadth of knowledge outside the main field of study. Thinking Semester 3 PLT1005 Introduction to Optics x x x x x Engineering Mechanics: ENG8332 x x x x Statics Electrical and Electronic ELN8304 x x x x Circuits I Differential Equations MAT8406 x x x x x and Advanced Calculus

56 Bachelor of Automation and Robotics

relevant relevant

ngible ngible

with

anical, software software anical,

innovation and and innovation

practices that contribute that practices

lying the principles of of the principles lying

emerging

pecific pecific

autonomous systems into into systems autonomous

eering practices and standards. and practices eering

autonomous systems by designing designing by systems autonomous

going and and going

ls, sensors, data acquisition devices and and devices acquisition data sensors, ls,

e existing non existing e

local and global markets. global and local

Analyze, design, modify and support mech support and modify design, Analyze, by systems and processes components, electrical and engineering. of fundamentals applying and researching by components robotic functional Build and electrical mechanical, from knowledge integrating practices. engineering software Customiz semi or autonomous autonomy developing and solutions integrating and controls. and algorithms of the field in problems technical complex solve and Analyze app by automation and robotics mathematics. and engineering qualitative and quantitative interpret and execute Develop, and mechatronic for industrial tests and analysis systems. automation industrial of a variety on diagnostics perform and Lead contro automation skills troubleshooting using and developing by interfaces techniques. and compliance in performed is work all Ensure safety principles, ethical policies, regulations, codes, laws, engin and procedures on the to Contribute field. automation and the robotics in research planning business effective and entrepreneurship Develop and new targeting technology robotics to innovate skills existing to plans and strategies professional and personal Develop foster and currency maintain change, to adapt interprofessionalism. other clients and with communications project Manage ta ideas into abstract translate to professionals products. and project requirements discipline apply and Identify social through community global and local to the environmental and commitment economic responsibility, stewardship. Course Course Name 1 2 3 4 5 6 7 8 9 10 11 12 Number SOC2000 Introduction to Sociology This non-core course contributes to a breadth of knowledge outside the main field of study. Principles of Urban GEO2300 This non-core course contributes to a breadth of knowledge outside the main field of study. Planning Semester 4 Engineering Mechanics: ENG8405 x x x x x Dynamics Digital Circuits, Design ELN8404 x x x x x and Microprocessors Mathematics for MAT8400 x x x x x Engineers ROB8403 Principles of Robotics x x x x x x x x Electrical and Electronic ELN8402 x x x x x Circuits II PHI2000 Introduction to Research This non-core course contributes to a breadth of knowledge outside the main field of study. Co-op WKT0009 Co-op Work Term I x x x x x x x x x x

57 Bachelor of Automation and Robotics

relevant relevant

ngible ngible

with

anical, software software anical,

innovation and and innovation

practices that contribute that practices

lying the principles of of the principles lying

emerging

pecific pecific

autonomous systems into into systems autonomous

eering practices and standards. and practices eering

autonomous systems by designing designing by systems autonomous

going and and going

ls, sensors, data acquisition devices and and devices acquisition data sensors, ls,

e existing non existing e

local and global markets. global and local

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58 Bachelor of Automation and Robotics

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59 Bachelor of Automation and Robotics

relevant relevant

ngible ngible

with

anical, software software anical,

innovation and and innovation

practices that contribute that practices

lying the principles of of the principles lying

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pecific pecific

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Analyze, design, modify and support mech support and modify design, Analyze, by systems and processes components, electrical and engineering. of fundamentals applying and researching by components robotic functional Build and electrical mechanical, from knowledge integrating practices. engineering software Customiz semi or autonomous autonomy developing and solutions integrating and controls. and algorithms of the field in problems technical complex solve and Analyze app by automation and robotics mathematics. and engineering qualitative and quantitative interpret and execute Develop, and mechatronic for industrial tests and analysis systems. automation industrial of a variety on diagnostics perform and Lead contro automation skills troubleshooting using and developing by interfaces techniques. and compliance in performed is work all Ensure safety principles, ethical policies, regulations, codes, laws, engin and procedures on the to Contribute field. automation and the robotics in research planning business effective and entrepreneurship Develop and new targeting technology robotics to innovate skills existing to plans and strategies professional and personal Develop foster and currency maintain change, to adapt interprofessionalism. other clients and with communications project Manage ta ideas into abstract translate to professionals products. and project requirements discipline apply and Identify social through community global and local to the environmental and commitment economic responsibility, stewardship. Course Course Name 1 2 3 4 5 6 7 8 9 10 11 12 Number Sensors and ENG8905 c x x x x x x Instrumentation TBD Elective Students choose a non-core course that contributes to a breadth of knowledge outside the main field of study. TBD Elective Students choose a non-core course that contributes to a breadth of knowledge outside the main field of study. Semester 8 Advanced Mechatronics ROB9102 and Multi-Robot c x x x x c x x Systems ENG9103 System Level Reliability x c x x x x Robotics and ROB9104 c c c c c x c c c Automation Project II TBD Elective Students choose a non-core course that contributes to a breadth of knowledge outside the main field of study. TBD Elective Students choose a non-core course that contributes to a breadth of knowledge outside the main field of study.

60 Bachelor of Automation and Robotics

Mapping of Non-Core Courses to Breadth Outcomes

field(s)study. of es,social sciences, global

Course

thinking,quantitative reasoning, writtenand oral communication skills; than More introductory knowledgein the humanities, scienc culturesand/or mathematics; Knowledgesociety of and culture, skills and relevant civic to engagement;and than More introductory knowledgethe of distinctive assumptionsand modes of analysis a of discipline outside core the Number Course Title development The of critical ENL1100 Communications and Academic Writing X PHI1000 Logic and Critical Thinking X SOC2000 Introduction to Sociology X X GEO2300 Principles of Urban Planning X PHI2000 Introduction to Research X PHI2002 Ethical Decision Making X X X 4000 Level Elective 1 X X X 4000 Level Elective 2 X X X 4000 Level Elective 3 X X X 4000 Level Elective 4 X X X

61 Bachelor of Automation and Robotics

Section 4.4: Course Descriptions

This section provides a listing of the course descriptions for all courses that are a part of the proposed Bachelor of Automation and Robotics program.

These are the course descriptions that would appear in the academic calendar, and other related documentation. For the presentation of these descriptions, the courses have been divided into

 Core courses  Non-core courses

Course Descriptions for Core Courses Year and Course Number/Course Calendar Course Description Semester Title Foundations necessary for the further study of differential calculus are the focus of this course. Students learn how to manipulate limits and tangents of graphs, as well as the calculation of MAT5801 – derivatives and definite integrals of algebraic and YEAR 1 Calculus I transcendental functions. Students solve Semester 1 minimum/maximum, related rates and plane area problems as well as sketch curves using calculus tools. Basic use of numerical solutions to derivative problems is covered, and the anti-derivative as related to the derivative is introduced. Programming skills are becoming ever more important, quickly turning into the core competency for all kinds of engineering disciplines. Students examine problem-solving methodologies in real- world applications that are aligned with principles of programming including topics such as structured analysis, design and object oriented programming. CST8107 – In order to evolve in this methodology of problem Introduction to solving, students begin an exploration of YEAR 1 Programming and theoretical and practical applications of a number Semester 1 Problem Solving of computer science laws and principles. Through exercises and case studies students define algorithms and model strategies to tackle problems statements using flowcharting and pseudo code approaches to develop software based solutions of real-world applications. In addition, students explore elements and tools of testing, debugging and analyzing and interpreting of results of given algorithms

62 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Many different manufacturing techniques exist for fabricating engineering components from various materials. The main focus is conventional machine shop practice using machines such as the drill press, lathe, band-saw, and mill. Students develop MAC8102 – safe and competent practices through hands-on Machine Shop and learning by selecting and using appropriate tools YEAR 1 Manufacturing and machines, as well as determining proper Semester 1 Techniques speeds and settings. In addition to conventional machine shop operations, students also learn the use of computer numerical control (CNC) mills and the required software. Further topics include manufacturing techniques such as molding, welding, riveting, and the fabrication of composite materials. Newer robots are becoming a main stream of life and emerging technologies. While industrial robots have been used in manufacturing for decades. Students are introduced to the history and the basic fundamentals of robotics without the need for extensive background in mathematics and ROB8112 – physics. Emphasis is on practical side and the YEAR 1 Introduction to Robotics integration nature of robotics Semester 1 Students use robotic laboratory kits to assemble robotics experiments. Students learn basic electrical and mechanical assembly and measurement skills. Basic sensors used in robotics such as sonar, infra-red and cameras are introduced. Students are introduced to the basics of industrial robots, safety and operation of industrial robots. Physics provides a unified description of physical phenomena. Students examine introductory-level physics and analyze problems using calculus, trigonometry and algebra on aspects of classical physics, such as Newton’s laws of motion, force, PHY8103 – YEAR 1 kinematics, dynamics, work, energy, power, Physics I Semester 1 rotational motion, torque and the conservation of

momentum. Through a combination of lectures, discussions, in class activities and assignments, students learn about the fundamental forces of nature, including gravitation and the basic elements of thermodynamics and heat transfer.

63 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Effective communication is an integral component of success in the workplace and in lifelong learning. Students review communication theory and its connection to expository writing. Frequent ENL1100 - writing exercises encourage the development of YEAR 1 Communications and content that is coherent, well organized and Semester 1 Academic Writing correct. Students consider and use strategies to

generate ideas, to collect and organize information, to acknowledge sources, to identify and develop a thesis and to adapt format, style and tone for different purposes and audiences. This course provides an introduction to integral calculus. The student learns how to manipulate the integral as related to the derivative and as an area under the curve of a graph. The student learns how to apply single and multiple integrations to solve a variety of MAT8202 – YEAR 1 problems. Methods of integration, such as Calculus II Semester 2 substitution, by parts, partial fractions, are

studied. The use of power series and partial derivatives is also explored. Basic use of numerical solutions to derivative and integration problems is also covered.

Pre-requisite: MAT5801 - Calculus I Techniques for designing mechanical components have evolved over time from simple hand drawings and calculations to sophisticated computer models and simulations. Computer aided design (CAD) generally refers to the use of computers for modeling components and assemblies, as well as producing manufacturing drawings. Students learn CAD8202 – standard engineering drawing conventions such as YEAR 1 Computer Aided Design dimensioning and tolerance specification. Semester 2 Fundamental principles of geometry, creative design, and conceptualization are also taught. Students use these skills to develop and realize the design of a mechanical device from conception to manufacturing drawings.

Pre-requisite: MAC8102 - Machine Shop and Manufacturing Techniques

64 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Today’s science and engineering are heavily associated with the use of computing technology in information processing that includes simulations and data processing. Students explore a number of advanced software techniques that use powerful analytical mechanisms to model robotics and automation systems. Students acquire knowledge of abstract data types, recursive algorithms, CST8203 – algorithm analysis, as well as sorting and YEAR 1 Advanced Programming searching and problem-solving strategies aligned Semester 2 and Data Structures with object oriented programming techniques and data structures. Through discussion, applied assignments, examination of examples and programming during lab time, students develop computational knowledge of robotics ranging from autonomous navigation to the development of means to support a robot framework.

Pre-requisite: CST8107 - Introduction to Programming and Problem Solving Physics provides a unified description of physical phenomena. Through the use of calculus, trigonometry and algebra, students develop more advanced knowledge within physics through the discussion of vibrations and waves, electricity and magnetism and basic direct current circuit theory. Students explore Maxwell’s solutions to the equations of electricity and magnetism and the link PHY8203 – to the speed of light. Students examine the basics YEAR 1 Physics II of optics and optical instrumentation. In addition, Semester 2 topics include an introduction to key modern physics concepts such as Quantum Mechanics through lectures, assignments and lab experiments in a team based environment. Students learn the material though lectures, homework and also execute lab experiments in a team based environment.

Pre-requisite: PHY8103 - Physics I

65 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title It is very helpful to have knowledge of a system which can be used to solve practical problems using equations. Topics include an introduction to the basic concepts and techniques of linear MAT8203 – algebra. These include systems of linear YEAR 1 Linear Algebra equations, matrix operations, determinants, Semester 2 vectors in n-space linear transformations, eigenvalues, and eigen vectors, together with selected applications, such as linear programming, economic models, least squares and population growth. Logic and critical-thinking skills play an important role in both daily life and ongoing academic studies. As foundational skills they support the development and assessment of ideas, concepts PHI1000 – and courses of action that are presented on a daily YEAR 1 Logic and Critical basis. Approaching the subject from both a Semester 2 Thinking practical and theoretical perspective, students

hone their skills in analysis, argumentation, reasoning and persuasion. A range of topics and thinkers provide material with which students can exercise and apply their skills. Students explore the physics of waves, optics and light propagation through lectures and lab experiments. Other topics include geometrical optics, refraction and reflection, interference, diffraction and polarization, thin lens equation and PLT1005 – YEAR 2 laser beams, Students also examine Michelson Introduction to Optics Semester 3 interferometer, birefringence, and the Abbe theory

of imaging, electromagnetic spectrum, quantum nature of light, photons and the photoelectric effect.

Pre-requisite: PHY8103 - Physics I

66 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Structural analysis is an essential consideration for any engineer tasked with design. In order to develop the ability to apply the principles of mechanics to practical design problems, students examine and apply theories to the static equilibrium of rigid bodies. Lectures, in-class ENG8332 – problem solving and assignments focus on the YEAR 2 Engineering Mechanics: analysis of forces and moments acting on particles Semester 3 Statics and rigid bodies. Special attention is devoted to drawing free body diagrams and using concepts of work and energy methods to solve for internal and reaction forces and moments acting on trusses, frames and beams.

Pre-requisites: PHY8103 - Physics I, MAT8202 - Calculus II A cornerstone of the engineering field is electrical and electronic circuits. Students gain the theoretical and practical knowledge at an introductory-level required in electrical and electronic circuit theory, as well as analysis and design of electrical and electronic circuits. Furthermore, knowledge of the basic principles of electrical and electronic circuits is developed. ELN8304 – Students learn about voltage, current, power, YEAR 2 Electrical and Electronic energy, resistance, capacitance and inductance. Semester 3 Circuits I Topics include Ohm’s Law, Kirchhoff's laws, node

analysis, mesh analysis, Thevenin’s theorem, Norton's theorem, steady state and transient analysis, AC, DC and phasor analysis and the theory of the PN junction. Students also conduct lab experiments applying theoretical material.

Pre-requisites: PHY8203 - Physics II, MAT8202 - Calculus II

67 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Forming the basis of careers in many disciplines is the ability to apply mathematical techniques and expertise needed for investigating and solving real- life problems. Students manipulate differential equations to solve problems and develop the foundations of advanced calculus and analytic geometry. Students solve first order differential equations by separating variables, integrating combinations and integrating factors for linear equations and Laplace Transforms. Students MAT8406 – solve both homogeneous and non-homogenous YEAR 2 Differential Equations second and higher order differential equations with Semester 3 and Advanced Calculus constant coefficients using the method of undetermined coefficients and Laplace Transforms. Students calculate double integrals in both rectangular and polar coordinates and triple integrals in rectangular, cylindrical and spherical coordinates. Students define vector fields, calculate line integrals and apply Green’s theorem. Students define parametric surfaces, calculate surface integrals and apply the Divergence and Stokes theorems

Pre-requisite: MAT8202 - Calculus II Social interactions between individuals and groups can be analyzed from both applied and theoretical perspectives. Students use sociological theories SOC2000 – and accepted methodological approaches to YEAR 2 Introduction to interpret these complex interactions. Students Semester 3 Sociology examine a number of variables, including culture,

social class, race and gender, and the ways in which these variables can unite or fragment society.

68 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Increasingly cities and communities are feeling the pressure of expansion. People from all walks of life feel disconnected from the processes, procedures, and decisions that are affecting their everyday lives. This course considers urban transformation and the resulting need for intervention, in terms of completion and renewal. Focus is on practicing sustainability by exploring innovations in land use, GEO2300 – transportation, resource planning and economic YEAR 2 Principles of Urban development: principles that promote employment Semester 3 Planning opportunities, as well as healthy and vibrant cities.

Students use local and regional activities as a starting point for developing a knowledge base for future social and community involvement. Research projects and assignments encourage students to identify the gaps between theoretical approaches to urban planning and the practical applications as evidenced in their local surroundings. Knowledge of the action of external forces resulting in motion is essential in the design of mechanical systems. In order to develop the ability to consider motion in mechanics, students examine and apply theories to the dynamics of ENG8405 – rigid bodies. Lectures, in-class problem solving YEAR 2 Engineering Mechanics: and assignments focus on the kinematics and Semester 4 Dynamics kinetics of particles and bodies. Students apply Newton’s laws to determine position, velocity, acceleration and relative motion of bodies.

Pre-requisite: ENG8332 - Engineering Mechanics: Statics

69 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Digital circuits and microprocessor technologies are considered the backbone of modern electronic and computer systems. Student develop theoretical and practical knowledge required to use and perform Boolean algebra, analysis, design, optimization and implementation of combinational and sequential circuits as well as modern digital circuit technologies. Students apply these techniques to build specific circuits and gain insight into logic circuit design and understanding of microprocessor operation. Students explore the functionality of digital circuit building components ELN8404 – such as gates, multiplexers, decoders, encoders, YEAR 2 Digital Circuits, Design flip-flops, registers, latches, adders and multipliers. Semester 4 and Microprocessors Students also design a digital circuit using these

components. Students write and debug basic assembly code for a microprocessor and conduct experiments in a lab setting as applying the theoretical material. Other topics include an introduction to the basis of very-high-speed integrated circuits, Hardware Description Language (VHDL) and Field-Programmable Gate Array (FPGA) design.

Pre-requisites: CST8107 - Introduction to Programming and Problem Solving, ELN8304 - Electrical and Electronic Circuits I Real-world engineering and robotics problems often do not have a single, easily solved for, solution. Students find approximate solutions to complex mathematical problems using numerical methods, and quantify uncertainty using probability and statistics. Topics covered include solving linear and nonlinear equations, polynomial MAT8400 – interpolation, integrating ordinary differential YEAR 2 Mathematics for equations, optimization, random variables, Semester 4 Engineers probability distributions, confidence intervals, and least-squares regression. Students solve mathematical problems, drawn from real robotics applications, either directly or by writing computer programs in an integrated programing environment.

Pre-requisite: MAT8406 - Differential Equations and Advanced Calculus

70 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Robots often perform tasks in place of humans for reasons such as safety, efficiency and cost. Students gain an overview of robotics topics including vision, motion planning, mobile mechanisms, kinematics, inverse kinematics, sensors an introduction to industrial robotics in a manufacturing setting. Through lab experiments and assignments students construct robots driven by a microcontroller and work with a variety of sensors and applications. Students ROB8403 – collaborate on robotic projects in teams to YEAR 2 Principles of Robotics work towards having a robot complete more Semester 4 advanced tasks. Through an examination of contemporary developments in robotics, students develop a comprehensive picture of the roles played by robots in today’s society.

Pre-requisites: MAT8406 - Differential Equations and Advanced Calculus, CST8203 - Advanced programming and Data Structures, ENG8332 - Engineering Mechanics: Statics, ELN8304 - Electrical and Electronic Circuits I, CAD8202 - Computer Aided Design, ROB8112 - Introduction to Robotics

71 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Knowledge of advanced topics in electric and electronic circuits is essential in many engineering disciplines. Focus is on advanced topics electrical and electronic engineering including two port networks, star-delta transformations, Fourier series and transform and Laplace transform. Furthermore, students use the knowledge acquired to solve more complex engineering problems and to build foundation for more advanced design tasks. Students study Operational Amplifier (OP- AMP) circuits and derive the amplitude and phase ELN8402 – response of such circuits. Other topics in YEAR 2 Electrical and Electronic electronics include different semiconductor Semester 4 Circuits II devices: PN junction diodes, zener diodes, bipolar junction transistors, field effect transistors and transistors such as MOSFET. On the applied side, students examine the application of different diodes and transistors, design amplifiers circuits, filters, oscillators and apply proper electronic circuit analysis techniques. Students also use practical components from catalogues to create application circuits and conduct lab experiments using theoretical materials.

Pre-requisite: ELN8304 - Electrical and Electronic Circuits I This course provides an introduction to academic research. An overview of the research process and research tools prepares learners to undertake PHI2000 – research in other courses. Evaluation, selection YEAR 2 Introduction to and documentation of secondary sources are Semester 4 Research stressed. Exercises in identifying are integrated with other courses where possible.

Pre-requisite: ENL1100 - Communications and Academic Writing

72 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title The first co-op placement provides students with experiential opportunities within the field. Students attain entry-level positions that involve a variety of activities allowing application of principles and concepts developed during previous study. Students returning from Co-op Work Term I bring additional practical considerations to subsequent study. Although centred with public and private WKT0009 – Co-op Work Term I organizations located in Eastern Ontario, co-op employment opportunities may be sought throughout Canada and abroad.

Pre-requisites: CAD8202 – Computer Aided Design, CST8203 – Advanced Programming and Data Structures, ELN8304 – Electrical and Electronic Circuits I Knowledge of the motion, forces, and general dynamic behaviors of mechanical systems is required for designers to select a machine’s required elements, dimensions, materials, or predict performance. Students acquire the fundamental skills required to model, analyze, and simulate common mechanisms used in robots or other automated machines formed by multiple joints and links. Analyzing the kinematics and dynamics of mechanisms plays a key role in the analysis of a robotic system to facilitate the design ENG8603 – process. Students can calculate displacements, YEAR 3 Dynamics of Machinery velocities, and accelerations for general linkages Semester 5 with an emphasis on graphical methods. Students also learn about force analysis of these linkages and the force balancing of rotating machinery. Other topics include free and forced vibrations of first and second order mechanical systems. Finally, theoretical skills are complemented by learning from activities such as computer simulation programs, case studies, and laboratory activities

Pre-requisite: ENG8405 - Engineering Mechanics: Dynamics

73 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Fluid mechanics and hydraulics is an important branch of engineering mechanics, since these principles relate to all engineering applications involving a fluid. Students develop knowledge of fluid statics and dynamics in engineering by examining the fundamentals of fluid mechanics and hydraulics. Through discussions and in-class activities, students explore topics of fluid ENG8604 – properties, viscosity, buoyancy and stability, YEAR 3 Fluid Mechanics and continuity equations, Bernoulli's principle, pressure Semester 5 Hydraulics and flow measuring techniques, and series

pipeline systems. Students apply dimensional analysis to design physical/numerical experiments, and determine losses in flow systems by combining model equations with experimental data.

Pre-requisite: MAT8406 - Differential Equations and Advanced Calculus Obtaining harmonious integration of mechanism, electronics, and computer control to achieve a functional automation system, requires mechatronics system design. Students perform and examine, design process, project planning, data presentation, measurements and error, control logic, sensors, actuators including AC/DC and Stepper motors, and intellectual property. Students integrate and build upon knowledge and ENG8605 - YEAR 3 skills gained to design, assemble, and analyze Mechatronics Semester 5 mechatronic systems using modern methods and

tools. Students apply control theory, dynamic system behaviour, communication protocols, pneumatics, and embedded programming in the laboratory and in analyzing an existing mechatronic system and designing a new one.

Pre-requisites: ELN8404 - Digital Circuits, Design and Microprocessors, ELN8402 - Electrical and Electronic Circuits II

74 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Feedback control systems are a fundamental aspect of engineering, especially within robotics and automation. Typical control systems rely upon sensor measurements in order to determine appropriate inputs so that the system output is regulated as desired. Students explore the theory and mathematical principles of classical and modern control theory in both time and frequency ELN8606 – domains. Classical control theory topics include YEAR 3 Control Systems root locus and Bode diagram analysis, as well as Semester 5 stability analysis based upon Routh-Hurwitz and Nyquist criteria. Students also learn modern control theory using state-space analysis and digital control systems, then apply these methods within real control systems using various hardware, software and programming techniques.

Pre-requisite: MAT8406 - Differential Equations and Advanced Calculus The internal reactions in solid materials resulting from the action of external forces must be known for safe design of load supporting structures. In order to develop the ability to understand the elastic behavior of solids, students examine and apply theories of solid mechanics. Lectures, in- class problem solving, assignments and laboratories focus on determining mechanical YEAR 3 ENG8607 – response in materials and stress-strain Semester 5 Mechanics of Solids relationships. Special attention is paid to the behavior of prismatic members in tension, compression, shear, bending, torsion and combined loading.

Pre-requisites: ENG8405 - Engineering Mechanics: Dynamics, MAT8406 - Differential Equations and Advanced Calculus

75 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Manipulator mechanics is an important interdisciplinary subject spanning the areas of mechanics, electronics, information theory, control and automation. Students expand awareness of robot kinematics, dynamics, sensing, actuation, and control. Topics include spatial transformations, forward and inverse kinematics of multi-link manipulators, force analysis and Jacobian ENG8608 – YEAR 3 matrices for manipulators, trajectory generation Manipulator Mechanics Semester 5 and geometry of manipulation configuration

spaces, as well as motion planning in these spaces. Students also examine manipulator mechanism design and control and programming of industrial manipulators.

Pre-requisites: ENG8405 - Engineering Mechanics: Dynamics, ROB8112 - Introduction to Robotics Real time systems are systems in which tasks have to be executed by timely deadline to avoid serious consequences. Embedded systems are now currently part of almost every electronic device, automotive system or new electronic technology. Students learn the principles of real time systems by developing real time systems CST8703 – programs and testing them on an embedded Real Time Systems and YEAR 3 system. Students apply operating system Embedded Systems Semester 6 principles and parallel programing principles such Programming as deadlock avoidance, locks, semaphores,

message passing, memory management and multi core programming in the design and coding of solutions.

Pre-requisites: ELN8404 - Digital Circuits, Design and Microprocessors, CST8203 - Advanced Programming and Data Structures

76 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title A successful design must satisfy prescribed performance criteria, operate safely and reliably under nominal conditions and be a manufacturable and cost effective solution. In order to develop good mechanical design practices, students examine and apply design methodologies, machine component design practices, manufacturing techniques and material failure theory. Lectures focus on two core areas: learning the design process and reinforcing solid mechanics fundamentals as it applies to ENG8704 – mechanical components and systems. Individual YEAR 3 Mechanical Systems and group assignments and laboratories Semester 6 Design emphasize practical experience in using technical knowledge and skills to assess requirements, select or invent components and combine and size them to satisfy performance criteria. Special attention is paid to the design of machine elements which fulfill a function in robotic and mechatronic systems such as bolts, welds, shafts, gears, drivetrains and bearings. Advanced topics such as the finite element method and design optimization are also briefly introduced.

Pre-requisites: CAD8202 - Computer Aided Design, ENG8603 - Dynamics of Machinery Cameras are becoming ever more prevalent in robots as well as in the devices people carry everywhere. Computer vision unlocks this wealth of data to help robots understand the world around them. Topics include the physics of image formation, image processing, image transforms, ROB8705 – texture and edge detection, classification, optical YEAR 3 Computer Vision for flow, feature detection, tracking, stereo vision and Semester 6 Robotics structured light range imaging. By implementing concepts and imaging processing algorithms, both in homework assignments and in course projects, students use programming tools to develop computer vision solutions to real-world robotics challenges.

Pre-requisite: ROB8403 - Principles of Robotics

77 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Advances in science and technology have made our day to day lives completely dependent on thermodynamics and heat transfer principles. Students identify and examine principles of thermodynamics and heat transfer, study real- world engineering examples to learn how thermal ENG8706 – sciences are applied in engineering practices. YEAR 3 Heat Transfer and Through a combination of discussions, Semester 6 Thermodynamics assignments, case studies and experiments, students develop an understanding of thermal sciences by emphasizing the physics and physical arguments behind real-world engineering applications.

Pre-requisite: ENG8604 - Fluid Mechanics and Hydraulics It is essential that engineering proposals emphasize the systematic evaluation and analysis of benefits and costs associated with suggested technical engineering projects. Students explore concepts of the time value of money, analysis of single and multiple investments, comparison of ECO8904 – YEAR 3 alternatives, certainty, uncertainty, risk analysis Engineering Economics Semester 6 and the methods of discounted cash flow. Students

examine information to make decisions between alternatives encountered in engineering system projects. Through discussions and case studies, students analyze economic and financial methodologies combined with engineering fundamentals.

78 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title The wide variety of applications for mobile robots can necessitate novel designs to meet the requirements of a specific project. Students design and build innovative robots to accomplish challenging tasks. Lectures and discussions include topics such as introduction to mobile robot history, current applications and design paradigms, developing and meeting requirements, systems- ROB8707 – level and electrical/mechanical design of mobile YEAR 3 Mobile Robotics: robotics, mobile robotic design principles, Semester 6 Systems and Design prototyping, wheel/track/leg configurations and

gaits, design to meet power, size and performance requirements, and the challenges of designing and controlling non-holonomic systems. Using project- based learning, students build and integrate a mobile electro-mechanical platform that may be used in subsequent mobile robotics courses.

Pre-requisite: ROB8403 - Principles of Robotics Using an integrated case study approach, students examine the importance of ethics and ethical decision-making within a business environment. Students examine ethical concepts and principles and compare a variety of ethical decision-making YEAR 3 PHI2002 – models and utilize these principles and models to Semester 6 Ethical Decision Making make ethically sound decisions in a variety of situations drawn from various contexts. Students also design a code of ethics, practise making ethically- based decisions and develop the analytical skills required to recognize, evaluate and resolve ethical dilemmas in the workplace. Co-op provides an experiential opportunity which is directly related to the field of study. The second work term centers on an expanded role with a higher level of responsibilities in the workplace. Students returning from co-op work term two contribute expanded knowledge and abilities to WKT0010 – Co-op Work Term II their program of study. Although centred with public and private organization located in Eastern Ontario, co-op employment opportunities are sought throughout Canada and abroad.

Pre-requisite: WKT0090 – Co-op Work Term I

79 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title The evolving world of robotics includes an increasing number of mobile robotic platforms. Robot motion planning and navigation is a major focus of robotics. Topics include sensor based planning, probabilistic planning, localization, as well as mapping and motion planning for dynamic and non-holonomic systems. Students examine ROB8902 – the concepts of trajectory planning and relate low- YEAR 4 Mobile Robotics: level implementation details to high-level algorithm Semester 7 Navigation and Control concepts. Through implementation assignments

and course projects, students apply motion, navigation methods and algorithms to both real platform and simulated robot environments.

Pre-requisites: ROB8707 - Mobile Robotics: Systems and Design, MAT8400 - Mathematics for Engineers Industrial engineering work requires detailed design work on projects subject to strict requirement, qualifications, verification of project deliverables and professional communication with customers. Students integrate the knowledge accumulated in the previous three years of study in the program into a practical design and build of a year-long project of which the first half is in this ROB8903 – course. YEAR 4 Robotics and Students create project work plans, set up Semester 7 Automation Project I progress milestones and verification tests to validate that the deliverables meet the project requirements. Students design project components and create a budget evaluation for the project. Students work in small groups and on their own in the project. Project topics are chosen from applied industrial an innovative robotics and automation applications.

Pre-requisites: ENG8605 - Mechatronics This course introduces students to entrepreneurship and small business management from a Canadian perspective. Students develop MGT6120 - the skills required to identify and evaluate a YEAR 4 Entrepreneurship business opportunity, investigate organizational Semester 7 structures of businesses and develop a business plan. A business simulation model provides the opportunity to practice and develop emerging entrepreneurial skills.

80 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Robotics and automation systems are highly dependent upon meaningful and reliable measurements of environmental conditions. Examples of these measurements include properties such as pressure, temperature, luminosity, and mechanical loads, as well as the use of laser scanners, radar, or sonar for detecting and mapping nearby objects. Robotics and automation engineering typically focus on the use ENG8905 – of these measurements for application in control YEAR 4 Sensors and systems. Students develop the skills and Semester 7 Instrumentation knowledge to use techniques and algorithms to translate raw sensor data into meaningful information. The effects of noise, interference and resolution are covered, as well as the principles of filtering and signal conditioning.

Pre-requisites: ELN8404 - Digital Circuits, Design and Microprocessors, ELN8402 - Electrical and Electronic Circuits II, ENG8332 - Engineering Mechanics: Statics, PLT1005 - Introduction to Optics Students may choose from a variety of breadth courses. Courses from a range of disciplines are YEAR 4 Elective offered within the humanities, social sciences, Semester 7 sciences, global cultures and mathematics. Elective offerings vary from semester to semester. Students may choose from a variety of breadth courses. Courses from a range of disciplines are YEAR 4 Elective offered within the humanities, social sciences, Semester 7 sciences, global cultures and mathematics. Elective offerings vary from semester to semester.

81 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title 1. Integration of electrical, mechanical and electrometrical components with computer aided control to produce functional technological system is becoming more and more necessary as technology advances. Multi robot systems are used in tasks where the task is insurmountable or too complicated for a single robot. Topics include advanced analysis on sensor choice, analogue to digital and digital to analogue data acquisition, ROB9102 – PCB board design, circuit schematic design, Advanced Mechatronics YEAR 4 mechanical/electrical interface methods, different and Multi-Robot Semester 8 battery technologies and power regulation design, Systems specialized motors and actuators, integration of force, as well as vision and position into an electromechanical system. A brief introduction to medical robotics is also included. Students gain the skilled needed through design projects, lab experiments and assignments.

Pre-requisites: ENG8608 - Manipulator Mechanics, ROB8902 - Mobile Robotics: Navigation and Control, ENG8605 - Mechatronics Mechanical and electrical reliability of automated systems is critical, especially as these systems perform tasks traditionally completed by humans. Students learn the mathematical models and techniques needed to analyze automation systems to determine overall system reliability ensuring product acceptance, commercial viability, and end- ENG9103 – YEAR 4 user safety. Through a combination of System Level Reliability Semester 8 assignments and a project, students apply

reliability concepts to real-world automation and robotics systems in order to design and modify systems to meet reliability requirements, and plan for failure.

Pre-requisite: MAT8400 - Mathematics for Engineers

82 Bachelor of Automation and Robotics Year and Course Number/Course Calendar Course Description Semester Title Possessing practical and real-world experience in project development is a necessity for entry into the field of engineering. Expertise with detailed design requirements, qualifications and verification of project deliverables as well as professionalism are industry expectations. Students apply skills and knowledge acquired throughout the program ROB9104 – such as conceptual frameworks, methodologies YEAR 4 Robotics and and principles in executing engineering projects. Semester 8 Automation Project II Emphasis is on reliably and accurately performing engineering tasks during the completion of project work. Students finalize the design work, integrate components and execute verification tests to ensure that the project meets the requirements set in the initial project plan.

Pre-requisite: ROB8903 - Robotics and Automation Project I Students may choose from a variety of breadth courses. Courses from a range of disciplines are YEAR 4 Elective offered within the humanities, social sciences, Semester 8 sciences, global cultures and mathematics. Elective offerings vary from semester to semester. Students may choose from a variety of breadth courses. Courses from a range of disciplines are YEAR 4 Elective offered within the humanities, social sciences, Semester 8 sciences, global cultures and mathematics. Elective offerings vary from semester to semester.

83 Bachelor of Automation and Robotics Course Descriptions for Non-Core Courses

In the table below, the course descriptions for the non-core courses are presented by semester for each academic year. The descriptions for the elective options are presented in a sub-section of their own that follows. The date of Ministerial Consent is provided for those courses that have been previously assessed.

Year and Course Title Calendar Course Description Semester Effective communication is an integral component of success in the workplace and in lifelong learning. In this course, students review communication theory and its connection to expository writing. Frequent ENL1100 – writing exercises encourage the development of YEAR 1 Communications and content that is coherent, well organized and correct. Semester 1 Academic Writing Students consider and use strategies to generate ideas, to collect and organize information, to acknowledge sources, to identify and develop a thesis and to adapt format, style and tone for different purposes and audiences. Logic and critical thinking skills play an important role in both daily life and on-going academic studies. As foundational skills they support both the development and assessment of ideas, concepts and courses of PHI1000 – action that are presented on a daily basis. YEAR 1 Logic and Critical Approaching the subject from both a theoretical and Semester 2 Thinking practical perspective, students hone their skills in analysis, argumentation, reasoning, and persuasion. A range of topics and philosophers provide material with which students can exercise and apply their critical thinking skills. In this introductory course, students examine and employ various theoretical approaches and principles SOC2000 – that form the foundation of sociology as a field of YEAR 2 Introduction to study. Working in groups and individually, students Semester 3 Sociology analyze both given scenarios and a topic of choice and develop a familiarity with the methodologies of this social science.

84 Bachelor of Automation and Robotics Year and Course Title Calendar Course Description Semester Increasingly cities and communities are feeling the pressure of expansion, People from all walks of life feel disconnected from the processes, procedures, and decisions that are affecting their everyday lives. This course considers urban transformation and the resulting need for intervention, in terms of completion and renewal. Focus is on practicing sustainability by exploring innovations in land use, transportation, GEO2300 – YEAR 2 resource planning and economic development: Principles of Urban Semester 4 principles that promote employment opportunities, as Planning well as healthy and vibrant cities. Students use local and regional activities as a starting point for developing a knowledge base for future social and community involvement. Research projects and assignments encourage students to identify the gaps between theoretical approaches to urban planning and the practical applications as evidenced in their local surroundings. This course provides an introduction to academic research. An overview of the research process and research tools prepares learners to undertake research in other courses. Evaluation, selection and PHI2000 – YEAR 3 documentation of secondary sources are stressed. Introduction to Semester 5 Exercises in identifying are integrated with other Research courses where possible.

Pre-requisite: ENL1100 – Communications and Academic Writing Using an integrated case study approach, students examine the importance of ethics and ethical decision- making within a business environment. Students examine ethical concepts and principles and compare a variety of ethical decision-making models and utilize these principles and models to make ethically sound PHI2002 – YEAR 3 decisions in a variety of situations drawn from various Ethical Decision Semester 6 contexts. Students also design a code of ethics, Making practice making ethically- based decisions and develop the analytical skills required to recognize, evaluate and resolve ethical dilemmas in the workplace.

Pre-requisite: PHI1000 – Logic and Critical Thinking Students may choose from a variety of breadth courses. Courses from a range of disciplines are YEAR 4 Elective offered within the humanities, social sciences, Semester 7 sciences, global cultures and mathematics. Elective offerings vary from semester to semester.

85 Bachelor of Automation and Robotics Year and Course Title Calendar Course Description Semester Students may choose from a variety of breadth courses. Courses from a range of disciplines are YEAR 4 Elective offered within the humanities, social sciences, Semester 7 sciences, global cultures and mathematics. Elective offerings vary from semester to semester. Students may choose from a variety of breadth courses. Courses from a range of disciplines are YEAR 4 Elective offered within the humanities, social sciences, Semester 8 sciences, global cultures and mathematics. Elective offerings vary from semester to semester. Students may choose from a variety of breadth courses. Courses from a range of disciplines are YEAR 4 Elective offered within the humanities, social sciences, Semester 8 sciences, global cultures and mathematics. Elective offerings vary from semester to semester.

86 Bachelor of Automation and Robotics Course Descriptions for Non-Core Elective Courses Year and Course Title Calendar Course Description Semester The interdisciplinary study of social science examining the individual and social aspects of crime is known as criminology. Students work through an introduction to the social science perspective on crime. Presentations, discussions, and assignments allow students to SOC4000 – investigate the various theoretical positions related to Elective Criminology crime and criminal behaviour. Working forward from the types and definitions of crime, students trace some of the links between government policy and the impacts of these policies on both society and the individual.

Pre-requisite: SOC2000 – Introduction to Sociology Sociology, through its exploration of the organization of society and the connections between people and their surroundings, provides new ways of looking at the world. Using fundamental knowledge in the field of sociology, SOC4001 – students analyze globalization and its impact on Elective Global Perspectives Canadian society. Students take opposing views to debate the opportunities and challenges that come with globalization.

Pre-requisite: SOC2000 – Introduction to Sociology Effectively communicating with others, both professionally and personally, is an art that requires conscious development. Students address the techniques related to interpersonal communication challenges in the diverse workplace. Focus is on communication barriers, verbal and non-verbal ENL4100 – Elective communication, listening, team-work and relational Creative Writing dynamics. Through role-play, analysis, and case studies, students engage in simulated and authentic interpersonal communication situations.

Pre-requisite: ENL1100 – Communications and Academic Writing

87 Bachelor of Automation and Robotics Year and Course Title Calendar Course Description Semester Speculative fiction gathers together all those works of fiction in which new worlds or alternative realities are envisioned. Within this category of prose, students have the opportunity to explore the various sub-genres that ENL4200 – present readers with new ways of thinking about some Elective New Worlds and of the issues that face society. Students also develop Alternative Realities skills in critical analysis using a variety of approaches and methodologies from literary studies.

Pre-requisite: ENL1100 – Communications and Academic Writing Many facets of today's popular culture engage, directly or indirectly, with the concerns of a variety of philosophical traditions. Drawing on a number of examples, students explore both the way popular culture PHI4000 – permeates and spreads through society and the way it Elective Philosophy and interprets and presents philosophical questions. Popular Culture Students develop skills and techniques for assessing the soundness and validity of thought experiments.

Pre-requisite: PHI1000 – Logic and Critical Thinking On an almost daily basis, the media, through its various outlets - television, radio, web sites, RSS, and podcasts - reports on issues that address our well-being. Through discussions, readings, and assignments, students enhance their ability to interpret and question PHI4100 – information presented by the media by better Survival in the understanding the inherent risks. Issues like alternative Elective Information Age: medicine (i.e. vaccinations) and socio-legal issues (i.e. Risk and the Media bullying, hacking, surveillance, and privacy) provide grounds for students to use principles from the social science as a means to think critically about real and perceived risks in daily life.

Pre-requisite: PHI1000 – Logic and Critical Thinking

88 Bachelor of Automation and Robotics Year and Course Title Calendar Course Description Semester Informed citizens in today's world appreciate the meaning of civic life at the local, national and global level. Students reflect on and develop a personal awareness of the meaning of freedoms, rights and obligations in a diverse global community and consider the political, social and economic drivers that influence CUL4000 – patterns of human behaviour and the health of the Elective Global Citizenship planet. Based on general principles of global citizenship, students look beyond national borders to assess personal responsibilities related to the health and well- being of the planet and inhabitants. Students critically evaluate information related to environmental and social health, equipped with attitudes and behaviours that foster global environmental and social responsibility. Professionals working in diverse social service sectors are often the first contact for individuals in crisis. Although they are not counsellors, it’s helpful to have a working knowledge of counselling methods. Students acquire an overview and basic working knowledge of the FAM4470 – most applicable theories of counselling practice. The Elective Theories of theories behind and practice of models such as client Counselling centred, strengths based, cognitive, behavioural and solution focused are examined.

Pre-requisite: PHI1000 – Logic and Critical Thinking, and ENL1100 – Communications and Academic Writing Dealing effectively with potential issues and risks when developing and providing multi-service programs is key to their successful implementation. Students analyze theoretical and practical applications used to assess and deal with risk in organizations. Students examine how strategies used in risk assessment, systems based FAM4471 – planning and prevention, control and mitigation are Elective Risk Management applied to projects, programs and agencies. Managing emergency situations, training, planning, and documenting are covered. The Canadian legal system, liability and negligence, waivers and releases, and insurance are examined from the non-profit perspective.

Pre-requisite: PHI1000 – Logic and Critical Thinking

89 Bachelor of Automation and Robotics Year and Course Title Calendar Course Description Semester Political economy is the study of the interrelationship between economies and political processes and institutions in society. All economies require state political power to set their rules, enforce economic order, and to correct for market failures that would otherwise undermine the social fabric. Similarly, state power and ECO4001 – Political Elective government policies are shaped in large measure by Economy economic capacities, including being constrained by the need to tend to the economic wellbeing of citizens. In this course, students debate prominent ideas in political economy schools, and practice the application of political economic analysis to high-profile current events in Canada and internationally.

90 Bachelor of Automation and Robotics Section 4.5: Course Schedules Section 4.5.1: Course Schedule 1 **Excluded for web version – confidential/proprietary material

91 Bachelor of Automation and Robotics Section 4.5.2: Course Schedule 2

Total Total Core Non-Core Year and Course Course Prerequisites Highest Qualification Earned and Course Title Course Semester Semester and Co-requisites Discipline of Study Semester Hours Hours PhD (Mathematics) MAT5801 - Calculus I 45 PhD (Mathematics) CST8107 - Introduction to PhD (Computer Science) Programming and Problem 60 Solving MAC8102 - Machine Shop PhD (Aerospace Engineering) YEAR 1 and Manufacturing 45 Semester 1 Techniques ROB8112 - Introduction to PhD (Computer Engineering/Minor Mechanical 30 Robotics Engineering) PHY8103 - Physics I 75 PhD (Physics) ENL1100 - Communications PhD (English) 45 and Academic Writing MAT8202 - Calculus II 60 MAT5801 - Calculus I PhD (Mathematics) MAC8102 - Machine PhD (Aerospace Engineering) CAD8202 - Computer Aided 60 Shop and Manufacturing Design Techniques CST8203 - Advanced CST8107 - Introduction PhD (Computer Science) Programming and Data 60 to Programming and YEAR 1 Structures Problem Solving Semester 2 PHY8203 - Physics II 75 PHY8103 - Physics I PhD (Physics) PhD (Mathematics) MAT8203 - Linear Algebra 45 PhD (Mathematics)

PHI1000 - Logic and Critical PhD (Philosophy) Thinking 60

92 Bachelor of Automation and Robotics Total Total Core Non-Core Year and Course Course Prerequisites Highest Qualification Earned and Course Title Course Semester Semester and Co-requisites Discipline of Study Semester Hours Hours PLT1005 - Introduction to PhD (Physics) 75 Optics PHY8103 - Physics I PhD (Mechanical Engineering) ENG8332 - Engineering 45 PhD (Aerospace Engineering) Mechanics: Statics MAT8202 - Calculus II PHY8203 - Physics II PhD (Control System Engineering) ELN8304 - Electrical and 45 PhD (Electrical Engineering) Electronic Circuits I YEAR 2 MAT8202 - Calculus II Semester 3 MAT8406 - Differential MAT8202 - Calculus II PhD (Mathematics) Equations and Advanced 60 Calculus SOC2000 - Introduction to PhD (Sociology) 60 Sociology GEO2300 - Principles of Master‘s in Urban Planning and Design 60 Urban Planning ENG8405 - Engineering ENG8332 - Engineering PhD (Mechanical Engineering) 45 Mechanics: Dynamics Mechanics: Statics PhD (Aerospace Engineering) CST8107 - Introduction PhD (Control System Engineering) to Programming and PhD (Electrical Engineering) ELN8404 - Digital Circuits, Problem Solving PhD (Computer Engineering/Minor Mechanical YEAR 2 60 Design and Microprocessors Engineering) Semester 4 ELN8304 - Electrical and Electronic Circuits I MAT8406 - Differential PhD (Mathematics) MAT8400 - Mathematics for 45 Equations and Advanced Engineers Calculus

93 Bachelor of Automation and Robotics Total Total Core Non-Core Year and Course Course Prerequisites Highest Qualification Earned and Course Title Course Semester Semester and Co-requisites Discipline of Study Semester Hours Hours MAT8406 - Differential PhD (Computer Engineering/Minor Mechanical Equations and Advanced Engineering) Calculus PhD (Mechanical Engineering)

CST8203 - Advanced Programming and Data Structures

ENG8332 - Engineering ROB8403 - Principles of 60 Mechanics: Statics Robotics

ELN8304 - Electrical and Electronic Circuits I

CAD8202 - Computer Aided Design

ROB8112 - Introduction to Robotics ELN8402 - Electrical and ELN8304 - Electrical and PhD (Control System Engineering) 60 Electronic Circuits II Electronic Circuits I PhD (Electrical Engineering) ENL1100 - PhD (Sociology) PHI2000 - Introduction to 45 Communications and Research Academic Writing Co-op Work Term I ENG8603 - Dynamics of ENG8405 - Engineering PhD (Aerospace Engineering) 45 Machinery Mechanics: Dynamics YEAR 3 MAT8406 - Differential PhD (Mechanical Engineering) Semester 5 ENG8604 - Fluid Mechanics 45 Equations and Advanced PhD (Mechanical Engineering) and Hydraulics Calculus

94 Bachelor of Automation and Robotics Total Total Core Non-Core Year and Course Course Prerequisites Highest Qualification Earned and Course Title Course Semester Semester and Co-requisites Discipline of Study Semester Hours Hours ELN8404 - Digital PhD (Computer Engineering/Minor Mechanical Circuits, Design and Engineering) Microprocessors PhD (Electrical Engineering) ENG8605 - Mechatronics 60

ELN8402 - Electrical and Electronic Circuits II MAT8406 - Differential PhD (Aerospace Engineering) Equations and Advanced PhD (Computer Engineering/Minor Mechanical ELN8606 - Control Systems 45 Calculus Engineering) PhD (Aerospace Engineering) ENG8405 - Engineering PhD (Mechanical Engineering) Mechanics: Dynamics ENG8607 - Mechanics of 60 Solids MAT8406 - Differential Equations and Advanced Calculus ENG8405 - Engineering PhD (Mechanical Engineering) ENG8608 - Manipulator Mechanics: Dynamics PhD (Computer Engineering/Minor Mechanical 45 Mechanics Engineering) ROB8112 - Introduction PhD (Aerospace Engineering) to Robotics ELN8404 - Digital PhD (Computer Engineering/Minor Mechanical Circuits, Design and Engineering) CST8703 - Real Time Microprocessors PhD (Computer Science) YEAR 3 Systems and Embedded 45 Semester 6 Systems Programming CST8203 - Advanced Programming and Data Structures

95 Bachelor of Automation and Robotics Total Total Core Non-Core Year and Course Course Prerequisites Highest Qualification Earned and Course Title Course Semester Semester and Co-requisites Discipline of Study Semester Hours Hours CAD8202 - Computer PhD (Mechanical Engineering) Aided Design MSc (Mechanical Engineering) ENG8704 - Mechanical 45 Systems Design ENG8603 - Dynamics of Machinery ROB8403 - Principles of PhD (Computer Engineering/Minor Mechanical ROB8705 - Computer Vision 45 Robotics Engineering) for Robotics PhD (Computer Science) ENG8604 - Fluid PhD (Mechanical Engineering) ENG8706 - Heat Transfer 45 Mechanics and PhD (Mechanical Engineering) and Thermodynamics Hydraulics ECO8904 - Engineering PhD (Mechanical Engineering) 45 Economics ROB8707 - Mobile Robotics: ROB8403 - Principles of PhD (Aerospace Engineering) 45 Systems and Design Robotics PhD (Mechanical Engineering) PHI2002 - Ethical Decision PHI1000 – Logic and MBA 45 Making Critical Thinking MBA (Hospitality and Tourism Management) Co-op Work Term II ROB8707 - Mobile PhD (Computer Engineering/Minor Mechanical Robotics: Systems and Engineering) ROB8902 - Mobile Robotics: 45 Design Navigation and Control YEAR 4 MAT8400 - Mathematics Semester 7 for Engineers ROB8903 - Robotics and ENG8605 - PhD (Computer Engineering/Minor Mechanical 60 Automation Project I Mechatronics Engineering) MGT6120 - Entrepreneurship 45 MBA

96 Bachelor of Automation and Robotics Total Total Core Non-Core Year and Course Course Prerequisites Highest Qualification Earned and Course Title Course Semester Semester and Co-requisites Discipline of Study Semester Hours Hours ELN8404 - Digital PhD (Aerospace Engineering) Circuits, Design and Microprocessors

ELN8402 - Electrical and ENG8905 - Sensors and 45 Electronic Circuits II Instrumentation ENG8332 - Engineering Mechanics: Statics

PLT1005 - Introduction to Optics Elective 45 Elective 45 ENG8608 - Manipulator PhD (Computer Engineering/Minor Mechanical Mechanics Engineering)

ROB9102 - Advanced ROB8902 - Mobile Mechatronics and Multi- 45 Robotics: Navigation and Robot Systems Control

ENG8605 - YEAR 4 Mechatronics Semester 8 ENG9103 - System Level MAT8400 - Mathematics MSc (Mechanical Engineering) 45 Reliability for Engineers ROB8903 - Robotics and PhD (Computer Engineering/Minor Mechanical ROB9104 - Robotics and 60 Automation Project I Engineering) Automation Project II

Elective 45 Elective 45 1965 495 Subtotal Course Hours (79.88%) (20.12%) Total Program Hours 2460

97 Bachelor of Automation and Robotics Section 4.6: Work-integrated Learning Experience

The proposed Bachelor of Automation and Robotics offers the student an integrated work experience through the two co-op work terms, in applied in-class course projects and the year-long degree project courses, Robotics and Automation Project I and II (ROB8903 and ROB9104). This occurs in the final year culminating the outcomes of learning through the first three years of the program. In the project courses students focus on industrial engineering problems with an external organization or company wherein they work to resolve those challenges. The Mechanical and Transportation Technology department also works closely with the Office of Applied Research and Innovation at Algonquin College on generating funding and establishing relevant partnerships with the local private sector in the Ottawa area and beyond for applied research projects within the program.

Additional details follow clarifying the work experience requirements for the proposed Bachelor of Automation and Robotics program. In addition to the integration of the work experiences within the program content, there is also information about the types of placements, the support for finding placements, and the outcomes for the placements.

Integration of Work Experiences

The proposed Bachelor of Automation and Robotics includes two mandatory co-op work terms that must be completed successfully to qualify for graduation. Both work terms are scheduled for the summer semester (May – August) when potential employers/supervisors are likely to have the greatest need for additional help. These work terms will be fourteen (14) weeks in length.

The first co-op work term is after completion of the second year of study. It is expected that after four (4) semesters of study, students will have the foundational knowledge to make a reasonable contribution in the workplace, with supervision.

The second co-op work term is after the completion of the third year of study. Building on the first work term experience, and adding another two (2) semesters of more advanced studies, students will be able to function with a greater sense of autonomy, and demonstrate a greater level of contribution than in the first co-op work term.

The placement of the co-op work terms is part of a deliberate strategy to use the practical work experience as an educational tool in subsequent courses. As a result, it is believed that both third- year and fourth-year studies will be augmented based on participation in real-world projects and activities. Furthermore, ideas for the fourth-year capstone project may be derived from these co-op experiences.

Types of Work-integrated Learning Experiences

As indicated, there will be a variety of work-integrated learning experiences, including through co-op placements, in-class projects and the final year project courses. These are all intended to scaffold student learning, such that the knowledge and skills they gain from going on co-op placements can be leveraged in their course projects, and vice-versa. To that end, there are two criteria that will be used for the ideal work-integrated experience. Firstly, each experience should be similar to what is expected of a recent graduate. We appreciate that students will be novices initially, but we want to

98 Bachelor of Automation and Robotics be able to set them up for success as graduates and provide them with opportunities that will allow them to grow their capabilities during their studies. Secondly, work experiences of a ‘project’ nature are preferred, with clearly defined scope, and start and end dates. We will work closely with our industry partners and with the Office of Applied Research and Innovation to ensure that our students are able to work on projects that they can contribute to from beginning to end.

The following provides a small sample of the types of organizations with which we will be seeking to partner in developing co-op placements for students: 1. Robotics design and manufacturing companies 2. Robotics integration companies 3. Industrial automation companies 4. Sensor integration and development companies 5. Controls integration and design companies 6. Aerospace components manufacturers 7. Electro-mechanical components integration and automation companies 8. Material handling automation companies

Support for Work-integrated Learning Experiences

Co-op work experiences are supported by Algonquin's Cooperative Education Department (see Section 6.3 Support Services). In more specific terms, staff from the Co-op Department facilitates the relationship between the employer/supervisor and the student, while ensuring that the College meets its responsibilities for the quality of the work experience. The Co-op Department works collaboratively with faculty members from the academic department to ensure the placements are appropriate. The Co-op Department leverages the connections of faculty members with the industry/community. These connections are a key aspect of how faculty members maintain their currency as part of their ongoing professional development. Examples of activities that facilitate community relationships include being active on the program advisory committee, being active in local professional societies, attending and participating in industry conferences, participating in applied research, and organizing plant tours and guest speakers.

In addition to the Co-op Preparation online module offered prior to the start of the first co-op work term, students receive support and guidance from staff in the Co-op Department throughout the application process, including the submission of resumes, and the scheduling of interviews.

While students are on placement, there is further support from the Co-op Department through the monitoring of the work experience. In collaboration with faculty from the academic program, site visits to the placement are organized. Finally, staff in the Co-op Department mediate and guide the resolution of any issues that may arise during the work term. Algonquin’s Cooperative Education Department details its services on the website: http://www.algonquincollege.com/coop/.

99 Bachelor of Automation and Robotics Outcomes for Co-op Work Terms

There are two work terms in the proposed Bachelor of Automation and Robotics program. The outcomes for each work term are presented in the table below (See TABLE 4.6.1: Outcomes for Work Experience).

TABLE 4.6.1: Outcomes for Work-integrated Learning Experiences Work Term Co-op Work Term I Co-op Work Term II Hours 420 420 WKT0009 - Co-op Work Term I WKT0010 - Co-op Work Term II The first co-op placement provides Co-op provides an experiential students with experiential opportunities opportunity which is directly related to within the field. Students attain entry- the field of study. The second work level positions that involve a variety of term centers on an expanded role with activities allowing application of a higher level of responsibilities in the principles and concepts developed workplace. Students returning from co- during previous study. Students op work term two contribute expanded returning from Co-op I bring additional knowledge and abilities to their practical considerations to subsequent program of study. Although centred Calendar study. Although centred with public and with public and private organization Description private organizations located in Eastern located in Eastern Ontario, co-op Ontario, co-op employment employment opportunities are sought opportunities may be sought throughout Canada and abroad. throughout Canada and abroad. Pre-requisite: WKT009 – Co-op Work Pre-requisites: CAD8202 – Computer Term I Aided Design, CST8203 – Advanced Programming and Data Structures, ELN8304 – Electrical and Electronic Circuits I Upon successful completion Upon successful completion students will have demonstrated an students will have demonstrated an ability to: ability to:  Contribute to the practical  Propose solutions for issues that application of discipline-specific emerge during a project. concepts in a workplace  Adopt proactive strategies for environment. ensuring workplace performance  Perform assigned duties in a meets expectations. Course professional fashion.  Manage assigned resources and Outcomes  Obtain feedback on workplace responsibilities professionally. performance.  Document placement activities  Compile a comprehensive report on using standard industry tools and placement activities. approaches.  Conduct oneself in a professional  Catalogue contributions made to manner based on industry projects during placement. expectations.  Conduct oneself in a professional manner based on industry expectations.

100 Bachelor of Automation and Robotics Following established practices and procedures for cooperative education at Algonquin, evaluation of student performance during the placement will be based on input from the employer/supervisor and on work completed by the student. The employer/supervisor will complete both a Midterm Progress Report and a Final Employer Evaluation. On both of these documents, students need to meet or exceed established criteria for the placement. In addition, students will write a Final Work Term Report that will be submitted to the academic department for grading by a faculty member. As part of this report, students need to connect their work experience with the learning outcomes that were established for the work term. Once again, students need to meet or exceed established criteria for the report.

The Cooperative Education Department facilitates the co-op process including the development of job opportunities and the preparation of students for the work force. The department acts as a liaison between the student, the employer and the academic department and collects the relevant academic assignments. A website facilitates access to student and employer related web-based forms http://www.algonquincollege.com/coop/.

Student Learning Plan Form – Co-op Term (Blackboard™ based form completed by students during the first few weeks of co-op placement) ------The Learning Plan is designed to help you and your manager/supervisor think about what you will be doing during your work placement. It should be completed in conjunction with your direct supervisor/manager. It is a chance to verbalize which skills you want to enhance or improve and to have deliverables and specific goals identified by your employer. When you complete your final work term report, review the Learning Plan and submit it again with the Met or not met section completed. Please select not met for your first report.

Student Name: Student Email: Job Title: Work Term: Program: Name of Organization: Supervisor Name/Tel:

During the course of the work term the student will develop and/or enhance the following employability skills:

1. Communication, thinking and learning For example: improve public speaking skills by delivering verbal reports/presentations at team meeting Insert specifics here

Not met Met Exceeded

2. Objectives and Goals: For example: develop abilities to set goals and priorities

Insert specifics here

Not met Met Exceeded

3. Teamwork: For example: develop the ability to co-operate with others to achieve established goals and objectives

Insert specifics here Not met Met Exceeded

101 Bachelor of Automation and Robotics 4. Technical Skills: For example: develop expertise with company specific software

Insert specifics here

Not met Met Exceeded

5. Working Habits: For example: time management, organizational skills, punctuality Insert specifics here

Not met Met Exceeded

102 Bachelor of Automation and Robotics The following is the web-based Employer Evaluation available from the website that the co-op employer completes and submits for the Cooperative Education Department’s review.

Employer Evaluation – Co-op Term Student Name: Program of Study: Job Title: Name of Employer/Supervisor: Company Name:

Each area below is assessed as:  Outstanding  Very Good  Good  Average  Needs Improvement

ATTITUDES TOWARD WORK  Uses time effectively and looks for work to do  Dresses appropriately for job setting  Exhibits knowledge of company/department  Demonstrates continual improvement in completing work RELATIONS WITH OTHERS  Cooperates with supervisors; is respectful  Works well with others and within a team  Accepts suggestions from others well; is courteous and helpful with public/customers  Overall communication skills DEPENDABILITY  Is on time to work; remains until required hours are completed  Alerts supervisor if absent or late for work  Plans ahead to rearrange work schedule JOB LEARNING/SKILL IMPROVEMENT  Shows continual improvement and speed in completing work  Can work independently  Exhibits adequate knowledge learned in classroom. Learns with ease; understands work/ responsibilities QUALITY OF WORK  Uses care with equipment and materials  Performs quality work  Able to follow and understand directions  Performs well under pressure  Can adapt to working conditions; is flexible

OVERALL PERFORMANCE  What are some of the student’s strengths?  What areas of work does the student need to improve?  What recommendations do you have to better prepare this student for the career he/she has chosen?  Has this report been discussed with the student? Yes / No Date: ______ Final Report approval by employer I, the employer, confirm that I have read and approved the work term report for the Co-op student. Yes / No

103 Bachelor of Automation and Robotics Conclusion

In keeping with the Board's standards and benchmarks for program content, the proposed Bachelor of Automation and Robotics program includes two (2) co-op work terms that are scheduled in a block of fourteen (14) weeks. The first work term is in the summer semester (May – August) between the second and third year of study, and the second work term is one year later, in the summer semester between the third and fourth year of study. As indicated above, these work experiences

 are appropriate to the program;  have articulated learning outcomes; and  identify an appropriate method for both instructor and employer/supervisor assessment leading to the assignment of a grade.

Students in the proposed Bachelor of Automation and Robotics, as well as employers in the engineering industry, will benefit from Algonquin's established reputation for experiential learning as exemplified through cooperative education. Moreover, on-going collaboration between the academic department and Algonquin's Cooperative Education Department will ensure that there are rich and meaningful work experiences that contribute to both the breadth and depth of the knowledge and skills developed by the students.

104 Bachelor of Automation and Robotics Section 4.7: Course Outlines **Excluded for web version – confidential/proprietary material

105 Bachelor of Automation and Robotics Section 4.8: Bridging Course Descriptions

Based on the gap analysis provided in Section 4.10:

Graduates from the Mechanical Engineering Technology Advanced Diploma program will: a. enter into the beginning of Year 3 (Semester 5) once the required 4 bridging course have been completed (ROB9105 - Robotic Concepts, MAT8203 - Linear Algebra, MAT8206 – Advanced Calculus, CST8203 – Advanced Programming and Data Structures); reach back in Semester 6 for Digital Circuits Design and Microprocessors (Semester 4). b. receive credit for 3 non-core (breadth) courses in the proposed degree based on the general education requirement of their completed advanced diploma program; and c. receive additional credit for Control Systems (Semester 5) as well as Heat Transfer and Thermodynamics (Semester 6) based on the content of their advanced diploma program.

Graduates from the Electrical Engineering Technology Advanced Diploma program will: 1. enter into the beginning of Year 2 (Semester 3) once the required 2 bridging course have been completed (MAT8203 - Linear Algebra, CST8203 – Advanced Programming and Data Structures) and take “Machine Shop and Manufacturing Techniques” and “Computer Aided Design” in their first year of study; 2. receive credit for 3 non-core (breadth) courses in the proposed degree based on the general education requirement of their completed advanced diploma program; and 3. receive additional credit for Electrical Circuits I (Semester 3).

Graduates from the Electro-Mechanical Engineering Technician - Robotics program will 1. enter into the beginning of Year 2, (Semester 1) once the required 3 bridging course have been completed (MAT8354 – Calculus I - II, MAT8203 - Linear Algebra, CST8203 – Advanced Programming and Data Structures); and will need to reach back to take Physics I and Physics II during Year 2; 2. receive credit for 3 non-core (breadth) courses in the proposed degree based on the general education requirement of their completed advanced diploma program; and 3. receive additional credit for Digital Circuits Design and Microprocessors (Semester 4).

Year and Course Title Calendar Course Description Course Code Semester Mechanical Engineering Technology Advanced Diploma Robots often perform tasks in place of humans for various reasons such as safety, efficiency and cost. Students extend their study of dynamics and equations of motion from two dimensions to three dimensions. Students gain an overview of robotics in N/A Robotics Concepts ROB9105 practice and research with topics including vision, motion planning, mobile mechanisms, kinematics, inverse kinematics, sensors an introduction to industrial robotics in a manufacturing setting. Through lab experiments/assignments students

106 Bachelor of Automation and Robotics Year and Course Title Calendar Course Description Course Code Semester construct robots driven by a microcontroller, work with a variety of sensors and applications. Students in teams on robotic projects to have a robot complete more advanced tasks. By examining contemporary happenings in robotics in robotics, applications, robot contests and robots in the news, students develop a concise picture of the roles of robots in today’s society. This course provides an introduction to the basic concepts and techniques of linear algebra; includes systems of linear equations, matrix operations, Year 1, determinants, vectors in n-space linear MAT8203 Linear Algebra Semester 2 transformations, eigenvalues, and eigen vectors, together with selected applications, such as linear programming, economic models, least squares and population growth. Students develop a foundation in advanced calculus and analytic geometry. Topics include: three dimensional space, functions of several variables, partial derivatives, and Advanced Calculus multiple integrals, polar coordinates, N/A MAT8206 vectors and parametric equations, infinite series, directional derivatives, change of variables in multiple integrals, maxima and minima, line and surface integrals, theorems and Gauss, Green and Stokes. Today’s science and engineering are heavily associated with the use of computing technology in information processing that includes simulations and data processing. Students explore Advanced a number of advanced software techniques that use powerful analytical Year 1, Programming and mechanisms to model robotics and CST8203 Semester 2 Data Structures automation systems. Students acquire knowledge on abstract data types, recursive algorithms, and algorithm analysis, sorting and searching and problem-solving strategies aligned with object oriented programming techniques and data structures.

107 Bachelor of Automation and Robotics Year and Course Title Calendar Course Description Course Code Semester Through discussion, applied assignments, examination of examples and programming during lab time, students develop computational knowledge on robotics ranging from autonomous navigation to the development of means to support a robot framework. Electrical Engineering Technology Advanced Diploma This course provides an introduction to the basic concepts and techniques of linear algebra; includes systems of linear equations, matrix operations, Year 1, Linear Algebra determinants, vectors in n-space linear MAT8203 Semester 2 transformations, eigenvalues, and eigen vectors, together with selected applications, such as linear programming, economic models, least squares and population growth Today’s science and engineering are heavily associated with the use of computing technology in information processing that includes simulations and data processing. Students explore a number of advanced software techniques that use powerful analytical mechanisms to model robotics and automation systems. Students acquire Advanced knowledge on abstract data types, recursive algorithms, and algorithm Year 1, Programming and analysis, sorting and searching and Semester 2 Data Structures problem-solving strategies aligned with object oriented programming techniques and data structures. Through discussion, applied assignments, examination of examples CST8203 and programming during lab time, students develop computational knowledge on robotics ranging from autonomous navigation to the development of means to support a robot framework. Electro-Mechanical Engineering Technician - Robotics Diploma Foundations necessary for the further Calculus I-II study of differential calculus are the N/A focus of this course. Students learn how MAT8354

to manipulate limits and tangents of graphs, as well as the calculation of

108 Bachelor of Automation and Robotics Year and Course Title Calendar Course Description Course Code Semester derivatives and definite integrals of algebraic and transcendental functions. Students solve minimum/maximum problems, related rates problems, plane area problems and sketch curves using calculus tools. The student learns how to manipulate the integral as related to the derivative and as an area under the curve of a graph. The student learns how to apply single and multiple integrations to solve a variety of problems. Methods of integration, such as substitution, by parts, partial fractions, are studied. The use of power series and partial derivatives is also explored. This course provides an introduction to the basic concepts and techniques of linear algebra; includes systems of

linear equations, matrix operations, Year 1, Linear Algebra determinants, vectors in n-space linear Semester 2 transformations, eigenvalues, and eigen MAT8203 vectors, together with selected applications, such as linear programming, economic models, least squares and population growth. Today’s science and engineering are heavily associated with the use of computing technology in information processing that includes simulations and data processing. Students explore a number of advanced software techniques that use powerful analytical mechanisms to model robotics and automation systems. Students acquire Advanced knowledge on abstract data types, recursive algorithms, and algorithm Year 1, Programming and analysis, sorting and searching and CST8203 Semester 2 Data Structures problem-solving strategies aligned with object oriented programming techniques and data structures. Through discussion, applied assignments, examination of examples and programming during lab time, students develop computational knowledge on robotics ranging from autonomous navigation to the development of means to support a robot framework.

109 Bachelor of Automation and Robotics

Section 4.9: Bridging Course Outlines **Excluded for web version – confidential/proprietary material

110 Bachelor of Automation and Robotics Section 4.10: Gap Analysis As outlined in the Advanced Standing Policies and Requirements (See Section 3.4: Advanced Standing Policies and Requirements, three (3) degree completion arrangements have been developed for the proposed Bachelor of Automation and Robotics program. The gap analysis for each degree completion arrangement is presented in the following pages.

Mechanical Engineering Technology (MET) Ontario College Advanced Diploma

Students graduating with a Mechanical Engineering Technology Ontario College Advanced Diploma will have acquired knowledge and skills as prescribed by the learning outcomes.

The degree completion arrangements for graduates of the Mechanical Engineering Technology Ontario College Advanced Diploma program require these students to complete the identified bridge and the final two years of degree level study successfully. In so doing, this will ensure that students achieve and demonstrate the depth of degree level learning and acquire the additional knowledge and skills within the discipline of engineering.

For this degree completion arrangement, the necessary academic rigour is in place to ensure that the degree level standard and the degree program learning outcomes are met.

Degree completion arrangements for graduates of: Mechanical Engineering Technology Ontario College Advanced Diploma

Degree Program Outcomes of Prior Gap in Knowledge Gap Completion Outcomes Study and Skills 1. Analyze, design, 5. Use current and 1. Advanced Successful modify and support emerging programming, completion of the mechanical, software technologies to data structures final two years of and electrical implement and algorithms study including: components, mechanical implementation 1. Advanced processes and engineering projects. 2. Digital electronics programming systems by applying 6. Analyze and solve and and Data fundamentals of complex mechanical microprocessor Structures (2) engineering. problems by applying circuit analysis, 2. Digital Circuits, mathematics and design and Design and fundamentals of implementation Microprocessors mechanical (4) engineering. 7. Prepare, analyze, evaluate and modify mechanical

2 Ontario Ministry of Training, Colleges and Universities, "What Does a Program Standard Contain?," [ONLINE] (22 February 2006) Available: http://www.tcu.gov.on.ca/eng/general/college/progstan/contain.html

111 Bachelor of Automation and Robotics Degree Program Outcomes of Prior Gap in Knowledge Gap Completion Outcomes Study and Skills engineering drawings and other related technical documents. 8. Design and analyze mechanical components, processes and systems by applying fundamentals of mechanical engineering. 2. Build functional 5. Use current and 1. Integrating Successful robotic components by emerging knowledge from completion of the researching and technologies to mechanical, final two years of integrating knowledge implement electrical and study including: from mechanical, mechanical software 1. Mechatronics (5) electrical and software engineering projects. engineering 2. Manipulator engineering practices. 8. Design and practices with Mechanics (5) analyze mechanical mechanical 3. Real Time components, engineering Systems and processes and practices Embedded systems by applying 2. Building functional Systems fundamentals of electrical robotic Programming (6) mechanical components 4. Computer Vision engineering. 3. Building functional for Robotics (6) 9. Design, software robotic 5. Mobile Robotics: manufacture and components Systems and maintain mechanical Design (6) components 6. Robotics and according to required Automation specifications. Project I (7) 7. Advanced Mechatronics and Multi-Robot Systems (8) 8. Robotics and Automation Project II (8) 3. Customize existing 8. Design and 1. Develop Successful non-autonomous analyze mechanical autonomy completion of the systems into components, algorithms final two years of autonomous or processes and 2. Develop study including: semi-autonomous systems by applying automation 1. Mechatronics (5) systems by fundamentals of controls 2. Manipulator designing and mechanical Mechanics (5) integrating solutions engineering. 3. Real Time and developing 11. Plan, implement Systems and autonomy and evaluate projects Embedded

112 Bachelor of Automation and Robotics Degree Program Outcomes of Prior Gap in Knowledge Gap Completion Outcomes Study and Skills algorithms and by applying project Systems controls. management Programming (6) principles. 4. Computer Vision for Robotics (6) 5. Mobile Robotics: Navigation and Control (7) 6. Robotics and Automation Project I (7) 7. Advanced Mechatronics and Multi-Robot Systems (8) 8. Robotics and Automation Project II (8) 4. Analyze and solve 6. Analyze and solve 1. Linear algebra Successful complex technical complex mechanical 2. Vector calculus completion of the problems in the field of problems by applying 3. Numerical final two years of robotics and mathematics and analysis methods study including: automation by fundamentals of 4. Statistics and 1. Linear Algebra applying the principles mechanical probability (2) of engineering and engineering. 2. Differential mathematics. Equations and Advanced Calculus (3) 3. Mathematics for Engineers (4) 5. Develop, execute 2. Plan, co-ordinate, 1. Developing, Successful and interpret implement and executing and completion of the quantitative and evaluate quality interpreting final two years of qualitative analysis control and quality quantitative and study including: and tests for industrial assurance qualitative 1. Advanced mechatronic and procedures to meet analysis using programming automation systems. organizational electrical signal and Data standards and measurement and Structures (2) requirements. testing 2. Fluid Mechanics 9. Design, 2. Troubleshooting and Hydraulics manufacture and and debugging (5) maintain mechanical software and 3. Mechatronics (5) components controls on an 4. Real Time according to required automated system Systems and specifications. Embedded 10. Establish and Systems verify the Programming (6) specifications of 5. Mechanical materials, processes Systems Design (6)

113 Bachelor of Automation and Robotics Degree Program Outcomes of Prior Gap in Knowledge Gap Completion Outcomes Study and Skills and operations for 6. Computer Vision the design and for Robotics (6) production of 7. Mobile Robotics: mechanical Navigation and components. Control (7) 8. Robotics and Automation Project I (7) 9. System Level Reliability (8) 10. Robotics and Automation Project II (8) 6. Lead and perform 2. Plan, co-ordinate, 1. Performing Successful diagnostics on a implement and diagnostic tests completion of the variety of industrial evaluate quality on variety of final two years of automation controls, control and quality sensors and data study including: sensors, data assurance acquisition 1. Principles of acquisition devices procedures to meet devices Robotics (4) and interfaces by organizational 2. Dynamics of developing and using standards and Machinery (5) troubleshooting skills requirements. 3. Sensors and and techniques. Instrumentation (7) 7. Ensure all work is 1. Monitor 1. Robotics and Successful performed in compliance with design related completion of the compliance with current legislation, engineering final two years of relevant laws, codes, standards, principles and study including: regulations, policies, regulations and standards 1. Mechatronics (5) ethical principles, guidelines. 2. Mechanics of safety procedures and 2. Plan, co-ordinate, Solids (5) engineering practices implement and 3. Mechanical and standards. evaluate quality Systems Design control and quality (6) assurance 4. Mobile Robotics: procedures to meet System and organizational Design (6) standards and 5. Robotics and requirements. Automation 3. Monitor and Project I (7) encourage 6. System Level compliance with Reliability (8) current health and 7. Robotics and safety legislation, as Automation well as Project II (8) organizational practices and procedures.

114 Bachelor of Automation and Robotics Degree Program Outcomes of Prior Gap in Knowledge Gap Completion Outcomes Study and Skills 10. Establish and verify the specifications of materials, processes and operations for the design and production of mechanical components. 8. Contribute to the 4. Develop and apply 1. Contribute to Successful on-going and sustainability best innovation in completion of the emerging innovation practices in robotics and final two years of and research in the workplaces. automation study including: robotics and 5. Use current and 1. Principles of automation field. emerging Robotics (4) technologies to 2. Mechatronics (5) implement 3. Mechanical mechanical Systems Design engineering projects. (6) 4. Computer Vision for Robotics (6) 5. Mobile Robotics: System and Design (6) 6. Entrepreneurship (7) 7. Robotics and Automation Project I (7) 8. Advanced Mechatronics and Multi-Robot Systems (8) 9. Robotics and Automation Project II (8) 9. Develop 5. Use current and 1. Using business Successful entrepreneurship and emerging planning skills to completion of the effective business technologies to innovate robotics final two years of planning skills to implement technology study including: innovate robotics mechanical 1. Engineering technology targeting engineering projects. Economics(6) new and existing local 12. Develop 2. Entrepreneurship and global markets. strategies for (7) ongoing personal 3. Robotics and and professional Automation development to Project I (7) enhance work 4. Robotics and Automation

115 Bachelor of Automation and Robotics Degree Program Outcomes of Prior Gap in Knowledge Gap Completion Outcomes Study and Skills performance. Project II (8)

10. Develop 4. Develop and apply 2. Developing Successful personal and sustainability best strategies and completion of the professional strategies practices in plans for change final two years of and plans to adapt to workplaces. and currency in study including: change, maintain 12. Develop the field of 1. Robotics and currency and foster strategies for robotics and Automation interprofessionalism. ongoing personal automation Project I (7) and professional 2. Robotics and development to Automation enhance work Project II (8) performance. 11. Manage project 7. Prepare, analyze, 1. Communicate 3. Advanced communications with evaluate and modify with other programming clients and other mechanical engineers, and Data professionals to engineering drawings technicians using Structures (2) translate abstract and other related electrical circuit 4. Digital Circuits, ideas into tangible technical documents. schematics. Design and project requirements 9. Design, 2. Communicate Microprocessors and products. manufacture and with other (4) maintain mechanical engineers, 5. Real Time components developers using Systems and according to required software flow Embedded specifications. diagrams and Systems 10. Establish and other code Programming (6) verify the software source 6. Mechanical specifications of control and Systems Design materials, processes representation (6) and operations for methods. 7. Mobile Robotics: the design and 3. Convert abstract System and production of ideas into tangible Design (6) mechanical project 8. Robotics and components. requirements. Automation 11. Plan, implement Project I 7) and evaluate projects 9. Advanced by applying project Mechatronics management and Multi-Robot principles. Systems (8) 10. Robotics and Automation Project II (8) 12. Identify and 4. Develop and apply apply discipline- sustainability best specific practices that practices in contribute to the local workplaces. and global community 14. Identify and apply

116 Bachelor of Automation and Robotics Degree Program Outcomes of Prior Gap in Knowledge Gap Completion Outcomes Study and Skills through social discipline-specific responsibility, practices that economic commitment contribute to the local and environmental and global stewardship. community through social responsibility, economic commitment and environmental stewardship.

117 Bachelor of Automation and Robotics Electrical Engineering Technology (EET) Ontario College Advanced Diploma

The outcomes of prior study for this program are drawn from the Ministry of Training, Colleges and Universities approved program outcomes that "outline the essential skills and knowledge that a student must acquire and be able to reliably demonstrate in order to graduate from the program."3 Students graduating with an Electrical Engineering Technology Ontario College Advanced Diploma will have acquired knowledge and skills as prescribed by the learning outcomes.

The degree completion arrangements for graduates of the Electrical Engineering Technology Ontario College Advanced Diploma program require these students to complete the identified bridge and the final three years of degree level study successfully. In so doing, this will ensure that students achieve and demonstrate the depth of degree level learning and acquire the additional knowledge and skills within the discipline of engineering.

For this degree completion arrangement, the necessary academic rigour is in place to ensure that the degree level standard and the degree program outcomes are met.

Degree completion arrangements for graduates of: Electrical Engineering Technology Ontario College Advanced Diploma

Degree Program Outcomes of Gap in Knowledge Gap Completion Outcomes Prior Study and Skills 1. Analyze, design, 1. Analyze, 1. Advanced Successful completion of modify and support interpret, and programming, data the final three years of mechanical, produce electrical structures and study including: software and and electronics algorithms 1. Machine Shop and electrical drawings, implementation Manufacturing components, technical reports 2. Designing , reading Techniques (1) processes and including other and implementation 2. Computer Aided systems by applying related of mechanical parts Design (2) fundamentals of documents and and design 3. Advanced engineering. graphics. programming and 2. Analyze and Data Structures (2) solve complex 4. Engineering technical Mechanics: Statics (3) problems related 5. Engineering to electrical Mechanics: Dynamics systems by (4) applying 6. Mechanics of Solids mathematics and (5) science principles

2. Build functional 1. Analyze, 1. Integrating Successful completion of robotic components interpret, and knowledge from the final three years of by researching and produce electrical mechanical, study including:

3 Ontario Ministry of Training, Colleges, and Universities, "What Does a Program Standard Contain?," [ONLINE] (22 February 2006) Available: http://www.tcu.gov.on.ca/eng/general/college/progstan/contain.html

118 Bachelor of Automation and Robotics Degree Program Outcomes of Gap in Knowledge Gap Completion Outcomes Prior Study and Skills integrating and electronics electrical and 1. Digital Circuits, Design knowledge from drawings, software and Microprocessors mechanical, technical reports engineering (4) electrical and including other practices with 2. Principles of Robotics software engineering related mechanical (4) practices. documents and engineering 3. Electrical and graphics. practices Electronic Circuits II 2. Analyze and 2. Building functional (4) solve complex mechanical robotic 4. Dynamics of technical components Machinery (5) problems related 3. Building functional 5. Fluid Mechanics and to electrical software robotic Hydraulics (5) systems by components 6. Mechatronics (5) applying 4. Integrating 7. Control Systems (5) mathematics and electronic and 8. Mechanics of Solids science principles digital circuit (5) 8. Use computer components within 9. Manipulator skills and tools to a robotic system Mechanics (5) solve a range of 10. Real Time Systems electrical related and Embedded problems. Systems (6) Programming (6) 11. Computer Vision for Robotics (6) 12. Mobile Robotics: Systems and Design (6) 13. Robotics and Automation Project I (7) 14. Advanced Mechatronics and Multi-Robot Systems (8) 15. Robotics and Automation Project II (8) 3. Customize No Overlap 1. Customize existing Successful completion of existing non- non-autonomous the final three years of autonomous systems into study including: systems into autonomous or 1. Mechatronics (5) autonomous or semi-autonomous 2. Manipulator semi-autonomous systems by Mechanics (5) systems by designing and 3. Real Time Systems designing and integrating and Embedded integrating solutions solutions and Systems Programming and developing developing (6) autonomy algorithms autonomy 4. Computer Vision for and controls. algorithms and Robotics (6)

119 Bachelor of Automation and Robotics Degree Program Outcomes of Gap in Knowledge Gap Completion Outcomes Prior Study and Skills controls. 5. Mobile Robotics: Navigation and Control (7) 6. Robotics and Automation Project I (7) 7. Advanced Mechatronics and Multi-Robot Systems (8) 8. Robotics and Automation Project II (8) 4. Analyze and 2. Analyze and 1. Linear algebra Successful completion of solve complex solve complex 2. Vector calculus the final three years of technical technical 3. Numerical analysis study including: problems in the problems related methods 1. Linear Algebra (2) field of robotics to electrical 4. Statistics and 2. Differential Equations and automation systems by probability and Advanced by applying the applying Calculus (3) principles of mathematics and 3. Mathematics for engineering and science principles Engineers (4) mathematics.

5. Develop, execute 5. Commission Successful completion of and interpret and troubleshoot the final three years of quantitative and static and rotating study including: qualitative analysis electrical 1. Advanced and tests for machines and programming and industrial associated Data Structures (2) mechatronic and control systems 2. Fluid Mechanics and automation systems. under the Hydraulics (5) supervision of a 3. Mechatronics (5) qualified person. 4. Real Time Systems 6. Design, and Embedded assemble, Systems Programming analyze, and (6) troubleshoot 5. Mechanical Systems electrical and Design (6) electronic circuits, 6. Computer Vision for components, Robotics (6) equipment and 7. Mobile Robotics: systems under Navigation and the supervision of Control a qualified 8. Robotics and person. Automation Project I

120 Bachelor of Automation and Robotics Degree Program Outcomes of Gap in Knowledge Gap Completion Outcomes Prior Study and Skills 7. Design, install, (7) analyze, 9. System Level assemble and Reliability (8) troubleshoot 10. Robotics and control systems Automation Project II under the (8) supervision of a qualified person. 8. Use computer skills and tools to solve a range of electrical related problems. 11. Design, install, test, commission and troubleshoot telecommunicatio n systems under the supervision of a qualified person 6. Lead and 5. Commission 1. Performing Successful completion of perform diagnostics and troubleshoot diagnostic tests on the final three years of on a variety of static and rotating variety of sensors study including: industrial electrical and data 1. Principles of Robotics automation machines and acquisition devices (4) controls, sensors, associated 2. Dynamics of data acquisition control systems Machinery (5) devices and under the 3. Sensors and interfaces by supervision of a Instrumentation (7) developing and qualified person. using 6. Design, troubleshooting assemble, skills and analyze, and techniques. troubleshoot electrical and electronic circuits, components, equipment and systems under the supervision of a qualified person.

121 Bachelor of Automation and Robotics Degree Program Outcomes of Gap in Knowledge Gap Completion Outcomes Prior Study and Skills 7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person. 7. Ensure all work 12. Apply and 1. Robotics and Successful completion of is performed in monitor health design related the final three years of compliance with and safety engineering study including: relevant laws, standards and principles and 1. Mechatronics (5) codes, regulations, best practices to standards 2. Mechanics of Solids policies, ethical workplaces. (5) principles, safety 13. Perform and 3. Mechanical Systems procedures and monitor tasks in Design (6) engineering accordance with 4. Mobile Robotics: practices and relevant System and Design standards. legislation, (6) policies, 5. Robotics and procedures, Automation Project I standards, (7) regulations, and 6. System Level ethical principles Reliability (8) 7. Robotics and Automation Project II (8) 8. Contribute to the No Overlap 1. Contribute to the Successful completion of on-going and on-going and the final three years of emerging emerging study including: innovation and innovation and 1. Principles of Robotics research in the research in the (4) robotics and robotics and 2. Mechatronics (5) automation field. automation field. 3. Mechanical Systems Design (6) 4. Computer Vision for Robotics (6) 5. Mobile Robotics: System and Design (6) 6. Entrepreneurship (7) 7. Robotics and Automation Project I (7) 8. Advanced Mechatronics and Multi-Robot Systems (8) 9. Robotics and

122 Bachelor of Automation and Robotics Degree Program Outcomes of Gap in Knowledge Gap Completion Outcomes Prior Study and Skills Automation Project II (8) 9. Develop No Overlap 1. Develop Successful completion of entrepreneurship entrepreneurship the final three years of and effective and effective study including: business planning business planning 1. Engineering skills to innovate skills to innovate Economics(6) robotics technology robotics technology 2. Entrepreneurship (7) targeting new and targeting new and 3. Robotics and existing local and existing local and Automation Project I global markets. global markets. (7) 4. Robotics and Automation Project II (8)

10. Develop No Overlap 1. Develop personal Successful completion of personal and and professional the final three years of professional strategies and study including: strategies and plans to adapt to 1. Robotics and plans to adapt to change, maintain Automation Project I change, maintain currency and foster (7) currency and foster interprofessionalis 2. Robotics and interprofessionalism m Automation Project II (8)

11. Manage 17. Apply project 1. Communicate with Successful completion of project management other engineers, the final three years of communications principles to technicians using study including: with clients and contribute to the mechanical parts 1. Machine Shop and other professionals planning, drawings. Manufacturing to translate abstract implementation, 2. Communicate with Techniques (1) ideas into tangible and evaluation of other engineers, 2. Computer Aided project projects. developers using Design (2) requirements and software flow 3. Advanced products diagrams and other programming and code software Data Structures (2) source control and 4. Digital Circuits, Design representation and Microprocessors methods. (4) 3. Convert abstract 5. Real Time Systems ideas into tangible and Embedded project Systems Programming requirements. (7) 6. Mechanical Systems Design (7) 7. Mobile Robotics: System and Design (7)

123 Bachelor of Automation and Robotics Degree Program Outcomes of Gap in Knowledge Gap Completion Outcomes Prior Study and Skills 8. Robotics and Automation Project I (7) 9. Advanced Mechatronics and Multi-Robot Systems (8) 10. Robotics and Automation Project II (8) 12. Identify and 18. Identify and No Gap Successful completion of apply discipline- apply discipline- the final three years of specific practices specific practices study. that contribute to that contribute to the local and global the local and community through global community social responsibility, through social economic responsibility, commitment and economic environmental commitment and stewardship environmental stewardship.

124 Bachelor of Automation and Robotics Electro-Mechanical Engineering Technician - Robotics Ontario College Diploma

Students graduating with an Electro-Mechanical Engineering Technician – Robotics Ontario College Diploma will have acquired knowledge and skills as prescribed by the learning outcomes.

The degree completion arrangements for graduates of the Electro-Mechanical Engineering Technician - Robotics Ontario College Diploma program require these students to complete the identified bridge and the final three years of degree level study successfully. In so doing, this will ensure that students achieve and demonstrate the depth of degree level learning and acquire the additional knowledge and skills within the discipline of engineering.

For this degree completion arrangement, the necessary academic rigour is in place to ensure that the degree level standard and the degree program learning outcomes are met.

In completing the program comparison, in the case of the Electro-Mechanical Engineering Technician - Robotics Ontario College Diploma program, the amount of overlap in both programs was reviewed in order to ascertain the gap completion requirements.

Degree completion arrangements for graduates of: Electro-Mechanical Engineering Technician - Robotics Ontario College Diploma

Degree Program Outcomes Outcomes of Prior Study Overlap in Degree Program of Study 1. Analyze, design, modify 1. Fabricate mechanical components 1. Machine Shop and and support mechanical, and assemblies, and assemble Manufacturing software and electrical electrical components and electronic Techniques (1) components, processes assemblies by applying workshop 2. Computer Aided and systems by applying skills and knowledge of basic shop Design (2) fundamentals of practices in accordance with engineering. applicable codes and safety practices. 2. Interpret and produce electrical, electronic, and mechanical drawings and other related documents and graphics to appropriate engineering standards. 5. Apply the principles of engineering, mathematics, and science to analyze and solve routine technical problems and to complete work related to electromechanical engineering.

4 Ontario Ministry of Training, Colleges, and Universities, "What Does a Program Standard Contain?," [ONLINE] (22 February 2006) Available: http://www.tcu.gov.on.ca/eng/general/college/progstan/contain.html

125 Bachelor of Automation and Robotics Degree Program Outcomes Outcomes of Prior Study Overlap in Degree Program of Study

7. Analyze, build, and troubleshoot logic and digital circuits, passive AC and DC circuits, and active circuits..

2. Build functional robotic 1. Fabricate mechanical components 1. Machine Shop and components by and assemblies, and assemble Manufacturing researching and electrical components and electronic Techniques (1) integrating knowledge assemblies by applying workshop 2. Introduction to from mechanical, electrical skills and knowledge of basic shop Programming and and software engineering practices in accordance with Problem Solving practices. applicable codes and safety practices. (1) 2. Interpret and produce electrical, 3. Introduction to electronic, and mechanical drawings Robotics (1) and other related documents and 4. Computer Aided graphics to appropriate engineering Design (2) standards. 5. Digital Circuits, 7. Analyze, build, and troubleshoot Design and logic and digital circuits, passive AC Microprocessors and DC circuits, and active circuits. (4) 8. Install and troubleshoot basic computer hardware and programming to support the electromechanical engineering environment. 12. Select for purchase electromechanical equipment, components, and systems that fulfill the job requirements and functional specifications. 3. Customize existing non- No Overlap N/A autonomous systems into autonomous or semi- autonomous systems by designing and integrating solutions and developing autonomy algorithms and controls.

4. Analyze and solve No Overlap N/A complex technical problems in the field of

126 Bachelor of Automation and Robotics Degree Program Outcomes Outcomes of Prior Study Overlap in Degree Program of Study robotics and automation by applying the principles of engineering and mathematics.

5. Develop, execute and 3. Select and use a variety of 1. Machine Shop and interpret quantitative and troubleshooting techniques and test Manufacturing qualitative analysis and equipment to assess Techniques (1) tests for industrial electromechanical circuits, 2. Introduction to mechatronic and equipment, processes, systems, and Programming and automation systems. subsystems. Problem Solving 4. Modify, maintain, and repair (1) electrical, electronic, and mechanical 3. Introduction to components, equipment, and systems Robotics (1) to ensure that they function according 4. Digital Circuits, to specifications. Design and 5. Apply the principles of engineering, Microprocessors mathematics, and science to analyze (4) and solve routine technical problems and to complete work related to electromechanical engineering. 7. Analyze, build, and troubleshoot logic and digital circuits, passive AC and DC circuits, and active circuits. 8. Apply, install, test, and troubleshoot a variety of mechanical, electrical, and electronic control systems 13. Assist in quality-control and quality-assurance programs and procedures.

6. Lead and perform 3. Select and use a variety of 1. Introduction to diagnostics on a variety of troubleshooting techniques and test Programming and industrial automation equipment to assess Problem Solving controls, sensors, data electromechanical circuits, (1) acquisition devices and equipment, processes, systems, and 2. Introduction to interfaces by developing subsystems. Robotics (1) and using troubleshooting 4. Modify, maintain, and repair 3. Digital Circuits, skills and techniques. electrical, electronic, and mechanical Design and components, equipment, and systems Microprocessors to ensure that they function according (4) to specifications. 5. Apply the principles of engineering, mathematics, and science to analyze and solve routine technical problems and to complete work related to electromechanical engineering.

127 Bachelor of Automation and Robotics Degree Program Outcomes Outcomes of Prior Study Overlap in Degree Program of Study 7. Analyze, build, and troubleshoot logic and digital circuits, passive AC and DC circuits, and active circuits. 8. Apply, install, test, and troubleshoot a variety of mechanical, electrical, and electronic control systems 7. Ensure all work is 2. Interpret and produce electrical, 1. Machine Shop and performed in compliance electronic, and mechanical drawings Manufacturing with relevant laws, codes, and other related documents and Techniques (1) regulations, policies, graphics to appropriate engineering 2. Computer Aided ethical principles, safety standards. Design (2) procedures and 14. Perform all work in accordance engineering practices and with relevant law, policies, codes, standards. regulations, safety procedures, and standard shop practices.

8. Contribute to the on-going No Overlap N/A and emerging innovation and research in the robotics and automation field.

9. Develop entrepreneurship No Overlap N/A and effective business planning skills to innovate robotics technology targeting new and existing local and global markets.

10. Develop personal and 15. Develop personal and N/A professional strategies professional strategies and plans to and plans to adapt to improve job performance and work change, maintain currency relationships with clients, coworkers, and foster and supervisors. interprofessionalism.

11. Manage project 15. Develop personal and N/A communications with professional strategies and plans to clients and other improve job performance and work professionals to translate relationships with clients, coworkers, abstract ideas into and supervisors. tangible project requirements and products.

128 Bachelor of Automation and Robotics Degree Program Outcomes Outcomes of Prior Study Overlap in Degree Program of Study 12. Identify and apply 16. Identify and apply discipline- N/A discipline-specific specific practices that contribute to practices that contribute to the local and global community the local and global through social responsibility, community through social economic commitment and responsibility, economic environmental stewardship. commitment and environmental stewardship.

129 Bachelor of Automation and Robotics Section 5: Program Delivery

The program’s proposed methodologies for the delivery of curriculum and other program elements, and the associated quality assurance policies and procedures meet the Board’s requirements as described in the following sections.

130 Bachelor of Automation and Robotics Section 5.1: Quality Assurance of Delivery

Algonquin College has a robust program quality assurance process consisting of three primary components, Annual Curriculum Review, Program Mix Review and Program Quality Review. These processes include evidence-based and participatory inquiry to determine whether courses and the program (whether delivered using traditional, web facilitated, blended, hybrid or online methods) are achieving the intended learning outcomes. Furthermore, the results of the quality assurances practices are used to guide curriculum design and delivery, pedagogy and educational processes as here described.

The Annual Curriculum Review process includes reviewing and revising the curriculum, incorporating input from recent Student Course Feedback and KPI surveys, advisory committees and program councils, and formalizing changes for the next academic year.

ANNUAL CURRICULUM REVIEW

Curriculum Rollover by Registrar’s Office

Input from: Input from Review of o Program Advisory Curriculum Council Committee by Program Faculty o Review Surveys

Updates to Curriculum Identified

o Program Updates to Program of Description o Admission Study and Program Requirements Narrative Entered into o Fees/Expenses GeneSIS o POS o Course Descriptions Changes Reviewed by Curriculum Administrator and Approved

New Program Version Activated for: o course loading o monograph production o registration

131 Bachelor of Automation and Robotics

Program Mix Review is usually undertaken at the end of the fiscal year. The program’s fiscal data is reviewed annually along with the results of the KPI and Student Course Feedback surveys. The program is given a score based on both financial and qualitative measures. A Board of Governors’ directive is that programs with a financial contribution of less than 25% or a Quality Index Score less than 70% develop remediation plans.

ANNUAL PROGRAM MIX REVIEW

Review of Quality Program Program Mix Index Costing Measures Data

Review by VPA, Dean and Chairs

Programs with 70% Quality Index or < 25% Contribution Identified

Recommendation for Remediation Plan to Suspension Improve Quality Index/Program Costing Deficiencies

Recommendation for Ongoing Suspension Program Delivery

132 Bachelor of Automation and Robotics Program Quality Review is a comprehensive process normally occurring on a five year cycle at which time a program augments its Annual Program Review audit with an in depth review of historical survey data for the previous five years. Curriculum is remapped to ensure it remains compliant with the Quality Assurance Framework, degree level standards and program learning outcomes. Course outlines are reviewed to ensure they are complete and that there is congruency between course learning outcomes, learning activities and evaluation methods. Recommendations for improvement are made, and an implementation plan is developed. The implementation plan is tracked on an annual basis until all recommendations have been addressed.

CYCLICAL PROGRAM QUALITY REVIEW

Confirm Programs (20% per Year)

Orientation 5 yrs. of to Process Assign Team Leader Central and Data Templates Provided Team Leader and Chair o Quality Review survey results Index & conduct SWOT o Program analysis Costing o KPI Survey

Faculty Review of Curriculum Data External Stakeholder / Advisory Committee Focus Group Student Focus Group

- Review of Findings - Formulation of Recommendations - Development of Implementation Plan

Team Leader Completes Final Report

Implementation of Recommendations

Annual Follow-up of Implementation Plan

133 Bachelor of Automation and Robotics These three quality assurance processes are depicted in a flow chart at http://www.algonquincollege.com/academic-development/our-services/program-quality- assurance/ (link to the ‘Algonquin College Program Quality Assurance Model’).

The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to quality assurance within the following:

Policy AA03: Program/Department Councils Policy AA25: Student Course Feedback Policy AA38: Program Quality Assurance

Section 5.2: Student Feedback

Algonquin College believes that student feedback as to the quality and effectiveness of course/program delivery is an important component in the ongoing improvement of the delivery or programs. There are standardized and regular feedback mechanisms in place to gather quantitative and qualitative data to inform plans and actions. Student Course Feedback (Course Assessment) survey results provide quantitative data that is analyzed annually and compared year to year. Aligning with the College’s desire to reach all students anytime, anywhere, Student Course Feedback surveys moved online in 2009. Instead of a traditional one-time in-class opportunity to provide feedback, surveys are open for a generous time period, with results available to individual course professors and Academic Administrators immediately at the end of the course. Furthermore, the archiving of survey results paves the way for efficient longitudinal analyses of this survey data enabling the College to determine whether improvement initiatives have made a change in the program from the students’ perspective or indicating where improvements are necessary. Qualitative information is also obtained from Student Course Feedback surveys and Program Council meetings. All of this information is reviewed on an ongoing basis and responded to as appropriate.

With the move to the online collection of Student Course Feedback surveys, in 2013, the College initiated a working group to increase the student response rates. Recommendations put forth were implemented for the 2014-15 Academic Year and thus far have resulted in a 15% increase in response rate for Fall 2014. A copy of the Student Course Feedback Course Evaluation form follows at the end of Section 5.2.

Where student feedback and or performance are indicative of the need for support, academic advising and student support specialists are available to assist students. Academic Advising is available to students through the coordinator for the program, and, in some cases, through the services of faculty assigned an advising role. The role of the academic advisor is defined in AA40: Academic Advising http://www2.algonquincollege.com/directives/policy/academic- advising/ as "...a professor or instructor who has been assigned the responsibility of providing academic guidance to students in his/her program at one or more specified levels.” (AA40, p.1) Academic advising tools and other resources, such as the Academic Advising Handbook for Resources are available to faculty to assist in supporting students’ needs: http://www.algonquincollege.com/acadvising/

Student support specialists are assigned to each Faculty to provide guidance for overall student issues and to provide support to students struggling with academics. http://www.algonquincollege.com/student-success/home/support-services/

134 Bachelor of Automation and Robotics

Student Coaching, Peer Tutoring and Study Workshops are also available to help students identify solutions to difficulties with their studies through face-to-face coaching and virtual applications. Additionally, a Student Learning Centre is available to provide students with support in English, math, and computer skills. http://www.algonquincollege.com/slc/

The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to student feedback, academic advising and dealing with poor student performance or enhancing student performance within the following:

AA03: Program Councils AA25: Student Course Feedback AA40: Academic Advising

Course Evaluation

 THE COURSE 1. Overall, please rate the quality of this course. Excellent Very Good Satisfactory Not Satisfactory

2. Course learning activities (e.g. lectures, discussions, practical work, group work, etc.) are varied. Strongly Agree Agree Undecided Disagree Strongly Disagree

3. Course learning activities are linked to the course learning requirements. Strongly Agree Agree Undecided Disagree Strongly Disagree

4. All of the course learning requirements are covered in the course. Strongly Agree Agree Undecided Disagree Strongly Disagree

5. What did you like most about this course? ______

6. How could the course be improved to benefit future students? ______

 THE PROFESSOR 7. Overall, please rate the effectiveness of your course professor. Excellent Very Good Satisfactory Not Satisfactory

8. What did you like most about the course professor? ______

9. What, if anything, could the professor do differently to be of benefit to future students? ______

135 Bachelor of Automation and Robotics Section 5.3: Web-facilitated, Hybrid, and Online Delivery

Algonquin College has established an online academic community and has a history of integrating online learning elements in curriculum delivery. The College is well positioned to deliver the components of the Bachelor of Automation and Robotics program proposed for hybrid or online delivery. In fact, the College was previously reviewed by Dr. Stephen Murgatroyd on behalf of PEQAB, and received a report dated August 2009 that noted the following conclusion that is here excerpted: ‘Algonquin is an established, publicly funded, respected Community College with a strong history of distance education provision internationally and a strong academic track record. I have no hesitation in recommending that its distance education/e-learning programs be supported by PEQAB – they have the ability to effectively design, develop, deploy and administer programs using distance education and blended learning.’5

The full report and Algonquin’s response are included as Supplemental Information within the electronic policies file (Section 16: Policies).

Historically, Algonquin College has been on the forefront in incorporating new technologies into the teaching and learning process. The College has been using Blackboard™ as its Learning Management System since 2000 and is presently using V9.1 which has added Wiki and Blog features along with other social media type tools. Every full-time course has a Blackboard™ site that is used for posting course outlines, learning materials, communicating directly with students and as a means to let students know their progress in a course. In addition the College currently delivers approximately 1,000 hybrid courses and 300 online course offerings with each program offering on average 20% of the programs hours online. Procedural information on the use of Blackboard™ is available to students and faculty at Algonquin College and has been included in the Electronic Policies file. The College recently implemented lecture capture technology into every classroom on campus using Camtasia Relay software, and through continued commitment to mobile learning, all classrooms are in the process of being upgraded to provide electronic instructor podiums, new widescreen projectors and electrical connectivity to each desk. Over 1400 wireless access points have been installed on campus allowing for 100% coverage and network access to our 1.6 million sq. ft. of academic space.

Numerous technologies and opportunities are available to achieve interaction amongst faculty and students including: communication via email, posting of announcement to course or homeroom Blackboard™ sites, discussion board with threaded topics, collaboration through Virtual Classroom or Chat, Group Pages, Blog or Wiki, phone (voice mail), and scheduling an appointment with faculty. A Virtual Desktop Infrastructure is now in place which allows students and staff to have access to College licensed software anywhere/anytime on any device, assisting with more flexible course delivery. An Innovation Centre is available to staff to experiment with new teaching tools. It houses some of the latest hardware and software available as well as various books and resources related to the use of digital technologies and innovation in an academic environment.

In January 2011, a Mobile Learning Centre was officially opened at Algonquin that is responsive to the current learning environment needs of students. This new facility creates over 100 new mobile computing spaces for students to bring their laptop, iPad, netbook, smartphone, and

5 Dr. Stephen Murgatroyd, “Algonquin College Offering a Bachelor of Applied Business (Hospitality and Tourism Management), Review of Distance Education Capabilities for Blended Learning” (August 2009), p.7

136 Bachelor of Automation and Robotics virtually any other mobile device to work independently or collaborate with peers on class projects. In August 2012 a second Mobile Learning Centre opened in the new Student Commons and work continues on transforming all students study spaces to allow for the use of laptops and other mobile devices. Over the last few years, the College has embraced mobile learning, launching an initiative called Bring Your Own Device (BYOD) that requires students to bring and use a mobile device to enhance their learning experience throughout their program of study. More information on BYOD/Mobile Learning is available at: http://www2.algonquincollege.com/byod/.

The College has approximately 2050 computers accessible at the Woodroffe campus within combined general and specialized labs that are equipped on average with 34 computers. Four 24/7 Open Access Computer Labs are available. Additionally, there are 300 computers in Eclassrooms. All students may connect to the internet anytime and anywhere while on campus through the College's wireless infrastructure and, as mentioned, the College now has a Mobile Learning Centre that is accessible 24/7.

Information Technology Services (ITS) provides an extensive range of services to students and staff to support the use of technology at the College as may be viewed on their website and the screen capture which follows: http://www.algonquincollege.com/its/

There are no consortial or other agreements relating to the delivery of this program that need to be described.

Algonquin College meets the Board requirements for online delivery in that reliable, sufficient and scalable course-management systems to meet current and projected needs are provided, including:

i) a robust and secure technical infrastructure, providing maximum reliability for students and faculty Algonquin College provides a robust, secure, highly-available technical infrastructure including online systems for student accounts, timetables, grades and course changes. Algonquin also provides a highly available, robust, redundant learning management system (LMS) based on Blackboard Learn™.

ii) emergency backup provisions Algonquin backs up all critical data every night. To further improve the ability to recover, the College is currently in the process of reviewing options for Disaster Recovery using Cloud- based services. The data center that houses Algonquin‘s systems is physically secured and was designed to handle multiple failures. Should there be a short term power failure, each of the systems will continue to operate through an uninterrupted power supply. If the failure is a longer term one, the data center is powered by a Diesel generator that will automatically start in the event of a failure. Critical telecommunications facilities distributed across the campus also have battery and generator backup power supplies in place.

iii) accessible technical assistance for students and faculty for all hardware, software and delivery systems specified by the college as required for the program Technical support is provided by ITS and the Educational Technology Support Centre through in person, telephone and email, as well as through extensive online support materials. Both students and faculty are provided one-on-one, email based, and web based assistance with the College‘s LMS. In addition, support is offered for students’ personal mobile computing devices as well as for Algonquin-owned equipment.

137 Bachelor of Automation and Robotics iv) 24 hrs per day, 7 days per week access to secure online databanks for web- delivered courses All of Algonquin online systems are available 7/24 subject only to normal maintenance periods and backup cycles.

v) well-maintained, current and appropriate hardware, software and other technological resources and media The College annually reviews the requirements for updating and evergreening of all hardware and technology resources. The College has in place an evergreening policy that outlines the processes to be followed. The Colleges Technology Committee reviews all requests for new hardware and hardware upgrades and annually allocated funds to ensure the systems are current and well maintained.

vi) risk assessment and planning that includes: i) a disaster recovery plan to ensure consistency of operational capacity The College received a full review on its business continuity processes and is in the process of examining options for disaster recovery using cloud-based services

ii) back-up and storage technology protocols The College performs nightly backups of all critical systems creating multiple redundant copies of this information. A project is underway to utilize offsite secure cloud services to provide offsite recovery capabilities.

iii) a requirement for historical logs and physical documentation of exceptions, breaches, capacity usage, upgrades, workarounds, bolt-ons etc. Every year, Algonquin‘s technical infrastructure is audited to ensure sufficient physical and digital security is in place. Logs are maintained of all servers and services and are analyzed regularly to ensure that any breaches or unauthorized use is quickly understood and addressed. In addition, each new system added is audited.

The electronic policies file (Section 16: Policies), includes policies, procedures and supplemental information pertaining to technology, computer and online learning modes of delivery: Policy IT 01: Acceptable Use of Algonquin Computer Networks and Accounts Policy IT 02: Technology Evergreening Policy IT 04: Voice Communication Policy IT 05: Information Sensitivity and Security Policy IT 06: Deployment of Computing Devices Policy IT 07: Information and Communication Technology Systems Maintenance Policy AA 13: Evaluation of Student Learning Policy AA 32: Use of Electronic Devices in Class Policy AA 35: Confidentiality of Student Records

Extensive professional development opportunities are offered through Algonquin College’s Centre for Organizational Learning many of which focus on faculty preparation for existing and new technologies. The full range of professional development opportunities are detailed below.

138 Bachelor of Automation and Robotics Professional Development The College offers a wide range of professional development activities for staff throughout the year. The varied offerings may be viewed at: http://www.algonquincollege.com/pd/. The Centre for Organizational Learning within Human Resources offers ongoing professional development for faculty. Whenever new technologies are adopted professional development is provided for faculty through the Centre for Organizational Learning.

Algonquin offers support and orientation activities for both full- and part-time faculty. Professional development activities aligned with performance appraisals are also provided. Algonquin has established a set of competencies expected of faculty titled the Professor of the 21st Century. This document communicates the College's expectations of faculty in their role as teachers and provides a framework for continuous professional development.

To facilitate the ongoing professional development of faculty Algonquin College offers numerous ongoing professional development activities many of which are associated with the competencies of the Professor of the 21st Century as follows:

Faculty Performance Development Program This program provides for a consistent approach across the College in how faculty performance is evaluated, as well as ensuring that it is collaborative and respectful of all stakeholders. The program includes teaching observations, faculty self-evaluations and setting of professional development plans that are completed on a three-year cycle, with annual reviews to all for timely guidance.

The Performance Institute The Performance Institute provides performance training (body language and voicing) and many other tips and tricks for new and experienced teachers. It is delivered over one-semester, 3 hours per week. Faculty are released from teaching one course to participate in this.

Teaching Adult Lifelong Learners (T.A.L.L.) Program This is a certificate program offered to part-time professors who are interested in furthering their professional credentials as an adult educator. The program is delivered in a hybrid format using a combination of workshops and online learning experiences. The different courses in the program are offered at a rate of two per semester (for those wishing to complete it in a shorter period of time).

Kaleidoscope Conference Algonquin College's annual three-day professional development conference held in May features speakers and workshops of interest to all College employees.

Workshops and Online PD Numerous workshops are offered throughout the year. Online PD is offered on current topics of interest such as Camtasia Relay, Blackboard™ and Hybrid Course Development.

Faculty can also arrange for one-on-one coaching with Centre for Organizational Learning staff if they are experiencing challenges relative to teaching, classroom management, technology use, among others. Additionally, participation in orientation activities is an expectation of newly hired full and part-time faculty.

139 Bachelor of Automation and Robotics

Curriculum Services Curriculum Services was introduced to the College in Fall 2013. This is an extension of the former Curriculum Implementation Services established in Fall 2010, with curriculum consultants dedicated to specific areas of the College. Curriculum Services staff within Academic Development support the development of hybrid and on-line courses, as well as other curriculum related needs, while providing more seamless program and curriculum development, implementation and evaluation services in collaboration with Learning and Teaching Services and the Centre for Organizational Learning. Resources are available to guide faculty in the use of technology as per the screen capture from the following link: http://www.algonquincollege.com/onlineresources/fsg/

Full-time Faculty Orientation New full-time faculty participate in five primary orientation activities:

1. New Employee College Orientation New employees of Algonquin College attend a College orientation and welcome session. Held bi-weekly, these sessions are designed to provide new employees with an overview of the College's mission, vision, policies, and procedures. Information about health and safety, staff ID cards, parking, personnel benefits, and union membership is also provided.

2. Departmental Orientation New employees meet with their departmental supervisor or a departmental representative on their first day of work for departmental orientation. Topics covered include: course information, time sheets, work hours, class schedules, departmental communications etc. New hires are also introduced to departmental colleagues.

3. Teaching @ Algonquin These sessions take place typically during August and September of the school year. They provide an introduction to the learning and teaching environment at Algonquin.

140 Bachelor of Automation and Robotics 4. Focus on Learning (FOL) (Parts I and II) This program is organized by a committee of professors from Eastern Region colleges and provides the opportunity to explore ways of developing teaching practice within a collaborative and creative environment. All new faculty from these colleges are invited to attend. It involves attending Part I for 5 days in August and Part II for 3 days in the spring of the following year.

5. Mentoring Program During the orientation process, new professors are paired up with an experienced mentor.

Part-Time Faculty Orientation New part-time faculty are required to participate in the five module ‘Teaching Part-Time at the College’ program: 1. Creating Positive Learning Environments (3 hours) 2. Teaching is More Than Talking (3 hours) 3. Getting Started With Blackboard™ (3 hours) 4. The Nuts and Bolts of Evaluation (3 hours) 5. Finding Your Way Around Algonquin College (3 hours)

Professional Development Funds The College budgets a portion of its professional development funds centrally. This fund is used to run the activities offered through the Centre for Organizational Learning. Additionally, to maintain faculty currency, each School/Faculty also budgets some professional development funds for staff to participate in events related to their field (courses, conferences, meetings) from year to year. Usually, these funds are kept in a central envelope within each School. The funds are disbursed, following receipt of requests from faculty members with the proper justification.

Additionally, the College provides sabbatical opportunities whereby faculty that have been with the College for more than 7 years can make a request to be released from their teaching duties for one year in order to perform other duties which will benefit them in their professional growth.

The College further allows each faculty member 10 working days leave per year for professional development. This professional development can be in relation to in-house teaching methodologies/learning tools, as well as, activities related to the faculty member’s field.

Algonquin College’s Library also supports the development of both staff and students and offers a full range of services and provides access to over 50 databases

The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to faculty within the following:

Policy AA 31: Learning Resource Centre Policy HR 02: Professional Development Leave Policy HR 03: Tuition Assistance-Algonquin College Courses Policy HR 04: Tuition Assistance-Degree Completion Policy HR 10: New Employee Orientation

141 Bachelor of Automation and Robotics Section 5.3.1: Curriculum Vitae of Online Learning Professional and Technical Staff

**Excluded for web version – confidential/proprietary material

142 Bachelor of Automation and Robotics Section 6: Capacity to Deliver

The proposed program is appropriate to the college’s mission, goals and strengths. Algonquin College’s strategic plan, Charting our Future: Strategic Plan 2012-2017, articulates its mission, goals and strength. The new strategic plan and Strategic Mandate Agreement may be reviewed at the following link: http://www.algonquincollege.com/reports/

Algonquin College’s Vision, Mission and Core Values Algonquin College’s organizational philosophy is defined by our vision, mission and core values. These critical elements describe who we are, what we want to achieve, and what will guide our decision-making on a daily basis. The vision sets out the ideal state that we want to achieve and the mission identifies our purpose, while the core values articulate our most fundamental beliefs and the behaviours expected of employees and students. Combined, the vision, mission and values, set the context for the development and evaluation of the Strategic Plan for 2012-2017 and for the long-term development of the College. The College has developed a renewed strategic plan. Extensive public consultation and engagement of the College community has informed this plan’s direction. The College’s renewed strategic plan retains the core values espoused in the 2008-2013 plan, however, contains a revision to the Mission and Vision as follows:

VISION STATEMENT To be a global leader in digitally-connected applied education and training

MISSION STATEMENT To transform hopes and dreams into skills and knowledge, leading to lifelong career success

CORE VALUES Caring We have a sincere and compassionate interest in the well-being of the individual. Learning We believe in the pursuit of knowledge, personal growth and development. Integrity We believe in trust, honesty and fairness in all relationships and transactions. Respect We value the dignity and uniqueness of the individual. We value the equity and diversity in our community.

143 Bachelor of Automation and Robotics Section 6.1: Learning and Physical Resources

Relevant Library Resources

The Algonquin College Library offers a variety of services to support faculty teaching and student learning by providing access to Library professionals and para-professionals as well as print and electronic resources.

Algonquin’s main campus is well situated in the National Capital Region. This gives our students the advantage of being close to many specialized libraries. The Algonquin Library has local agreements with many area libraries which permit direct student borrowing or Inter-library loan service. The libraries covered under these agreements include Carleton University and Ottawa University libraries.

In addition to individual Library agreements, the Algonquin College Library is a partner in the National Capital Sm@rtLibrary which includes numerous member institutions. This partnership facilitates students’ access to resources available at partner institutions. Current partners include:

. University of Ottawa . Carleton University . Ottawa Public Library . Canadian Museum of Civilization . Canadian War Museum . Canadian Mortgage and Housing Corporation . La Cité collégiale . National Gallery . Bibliothèque municipal de Gatineau . Université du Québec en Outaouais . Canada Science and Technology Museums Corporation . Dominican College University

Print/in-house resources relevant to Bachelor of Automation and Robotics:

Books: The Algonquin Library collection totals about 55,000 volumes. From this collection the main areas of interest for this program would be . TJ – Mechanical engineering and machinery – 709 volumes . TK – Electrical engineering, Electronics – 1385 volumes . QA76 – Computing – 1593 volumes Other possibilities: . QA – Mathematics – 621 volumes . QC – Physics – 459 volumes . T351–385 – Mechanical Drawing, Engineering Graphics – 139 volumes Video materials . TJ – Mechanical engineering and machinery – 47 items . TK – Electrical engineering, Electronics – 41 items . QA76 – Computing – 19 items Other supporting – Mathematics, Physics, CAD – 45 items

144 Bachelor of Automation and Robotics

The Library also provides resources for support subject areas such as Communications (Language/Writing/Presentations), Critical Thinking, Sociology, among others.

Periodicals (Journals) The Library no longer maintains print journal subscriptions at the main campus in Ottawa. The convenience of online resources has become more attractive to the student population. The Algonquin collection of print journal back issues contains about 160 titles. Of these, about 7 would help support the new Automation and Robotics Engineering program in the areas of Engineering, Electronics and Photonics.

Electronic/Online Resources

Databases The Algonquin Library provides access to over 50 databases. Many of these databases would include journal titles of relevance to the Automation and Robotics Engineering program. Database titles of specific interest would be: . ScienceDirect (Elsevier) – Physical and Engineering Sciences collection . Proquest Science Journals . Academic Search Complete . Academic OneFile

**The addition of the IEEE All Societies Periodical Package database is planned, pending program approval and funding.

Journals Online journal titles available through our various electronic databases include the following areas: . Electrical Engineering, Electronics – 374 titles . Mechanical Engineering and Machinery - 165 titles – including topics such as ‘Control engineering systems’, ‘Hydraulic machinery’, and ‘Mechanical devices and figures’ . Technology (General) – 199 titles – including topics such as ‘Industrial engineering’, ‘Mechanical drawing’ and ‘Communication of technical information’ . Physics – 315 titles . Mathematics – 699 titles – including ‘Computing’

Availability of certain key journal titles in the field . Advanced Robotics 1998 - (18 month embargo) . Automatica 1995 - present . Computer Methods in Applied Mechanics and Engineering 1995 – present . Computers and Electrical Engineering 1995 – present . Computers and Industrial Engineering 1995 - present . Industrial Robot 1992 - (1 year embargo) . International Journal of Computer Vision 2003 - (1 year embargo) . Mechanism and Machine Theory 1995 – present . Mechatronics 1995 – present . Robotics and Autonomous Systems 1995 – present . Robotics and Computer-Integrated Manufacturing 1996 - present

145 Bachelor of Automation and Robotics Audio Visual – Streamed Video Algonquin’s Library provides access to a large collection of online streamed video from Films on Demand. New titles are regularly added to this product by the vendor. The Library can purchase collections but not specific titles. Subject area packages of greatest interest would be the following: . Engineering (including Computer Science) – 462 video titles . Mathematics – 212 video titles . Physics – 281 video titles . Technical and Trade Education – Engineering Technology – 366 video titles . Technology and Society – 682 video titles

There may be some overlap in the title list from these various subject areas.

Other online video collections are available through the Library, including National Film Board (NFB), PBS LearningMedia and the McNabb Connolly Streaming Video Library. Total

Electronic Books The Library provides access to the Safari Tech Books Online collection which contains over 28,000 ebooks on topics ranging from programming to project management to graphic design to business strategy.

The EBSCO e-book collection contains over 7000 items including about 530 titles in Engineering and Technology, 350 in Computer Science, as well as 72 in Mathematics. Other areas of interest covered in the various e-book collections include English Communications, Physics and Sociology, among others.

The Library also has a subscription to Access Science which features searchable content from the McGraw-Hill Encyclopedia of Science & Technology and definitions from the McGraw- Hill Dictionary of Scientific and Technical Terms.

General Comments

Materials are being acquired each year in support of the Electrical Engineering Technology, Electro-Mechanical Engineering Technician - Robotics, and Mechanical Engineering Technology programs. Most of these acquisitions will also support the Bachelor of Automation and Robotics program. Collections in these areas will continue to grow. The addition of a new database for this subject area will increase access to online, full-text resources.

Resources to support research in upper level courses, particularly those directly related to robotics and/or automation will need to be added and maintained. For the last 6 years, the Library has received an allocation of funds dedicated specifically to building collections for new programs. Once the Bachelor of Automation and Robotics program is approved, the Library will accept requests from faculty in the program to further support student and faculty research.

Specialized Equipment

During their studies in the proposed Bachelor of Automation and Robotics program, students will have access to a variety of specialized equipment to support their learning and prepare them for the workplace. Some of this equipment will be in existing labs, and some of the smaller, handheld equipment will be on trolleys so that it can be transported and used in standard classroom environments and some will be newly purchased specialized equipment and newly constructed lab space.

146 Bachelor of Automation and Robotics

Laboratory Space

The program will be sharing some resources and facilities with the Mechanical Engineering Technology, Electro-Mechanical Robotics Technician, Manufacturing Technician and Electrical Engineering Technology programs.

Existing Current Lab Description

The following provides a list of labs available at Algonquin College currently used by the students of the aforementioned programs which will be also used for teaching some of the labs in the in Bachelor of Automation and Robotics program is shown in Table 6.2.1.

Table 6.2.1 Existing Lab Descriptions Lab Description Computer CAD Lab (T224) This lab is equipped with high performance desktop PCs with SolidWorks for CAD design courses. The lab is also available for any other simulation or CAD required by other courses. Digital Electronics Lab (T208) This lab includes stations equipped with multi-meters, power supplies, signal generators and digital signal generators. Digital signal analyzers are also available in this lab. Electrical Circuits and Electronics Labs These labs include stations equipped with multi-meters, (T218 and T219) power supplies, signal generators and oscilloscopes. Signal analyzers are also available in these labs. Robotics Lab (T208A) The lab includes a set different robotic manipulators (arms) and controllers. Materials Lab (A116) This lab is equipped with treating furnaces, environmental champers and refrigerators. Metallurgy/Measurement and Strength This lab includes a variety of mechanical measurement of Martials Lab (A116) tools of various accuracy including hardness, Impact and surface testers. Machine Shop (A137, A138, A139) These labs include CNC machines, mills, grinders, lathes, drills, bench tops, saws, bores and other traditional machine shop tools. Industrial Electronics, Electro- This lab has 24 stations equipped with PLC controllers, pneumatics and Controls Lab (T228) desktop PCs, pneumatic circuits and switches as well as simulation/control software. Student Work and Project Room This room is available for the student to meet and work (T226) on their projects. The room also is equipped with desktop PCs for the students use. Industrial Electricity Lab (ACCE This lab includes teaching stations for high power, current Building) circuits and motors. General Computer Labs The school of Advanced Technology has numerous general computer labs for open access to students. Applied Research Lab The applied research office provides a high end 3D laser ranger final, a 3D virtual reality visualization system, a high end multi material 3D printer, an infra-red thermo- graphic camera and a body counting sensors.

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Table 6.2.2: Existing Equipment Available to Students Electronics Labs Materials Lab Oscilloscopes (60GHz and 100GHz) 2 heat treating furnaces Multi-meters 1 tempering furnace Signal generators 1 environmental chamber Wires 1 Magnaflux tester Wire cutting and handling tools 1 Jominy End Quench machine Signal analyzers 1 cutoff saw Desktop PCs 2 polishing benches Soldering stations 2 wet sanding stations Electronic parts are available through the department electronics supply store: Wires, clips, resistors, capacitors, transistors, etc. 1 dry sanding station 1 chemical storage cabinet 1 refrigerator (used as chemical storage) 2 specimen storage cabinets 1 vibration bench

Metallurgy/Measurement and Strength of Materials Controls and Pneumatics Lab Lab The lab is setup with 24 stations setup with: ATS Tensile Tester Allen-Bradley PLCs Admet Mtest Quattro Tensile Tester Input, Output Board Starrett HGC 2018-16 CMM 1606-XLP Power Supply Starrett 400 Series Optical Comparator Main Tecquipment Torsion Tester Logix 5561 Beam Deflection Apparatus DC Input Shear Force Apparatus DC Output Avery Pendulum Impact Tester Analog Input Sonoflux Electromagnetic Testing System RTD Input 2 Pyradia Ovens TC/mV Input Envirotronics Oven Counter DC I/O ME2 Rockwell Hardness Tester EtherNET/IP Wilson Rockwell Hardness Tester D-Link Calibers, micrometers, height and depth gages Flow Control Board Interface PLC Allen-Bradley Allen-Bradley PowerFlex40 Robotics Lab Robotic Arms

148 Bachelor of Automation and Robotics Metallurgy/Measurement and Strength of Materials Controls and Pneumatics Lab Lab I3 Desktops 4 Thermo CRS F3 Robots and controllers Lexmark T642 Printer 3 Fanuc CR Mate 200iD Robots and controllers Manometers Festo Pressure Manometer 687932 1 Scorbot ER VII Robot and Controller Ashcroft Gauge Table Top CNC Machines HP3610 DC Power Supply 2 Empco Concept Mill + Tool Changer GW Digital Multi-meter GDM-8034 Topward Electric Instruments TPS- 4000D Series Software Festo (Electric) LabView Festo MPS PA Flow SolidWorks Control Compact Workstation AutoCad Edutrainer Power Supply 120VAC/1PH/2.5A - 24V/4.5A (159382) PLC Simulation Software Didatic Normally Closed / Normally Open Switch and light Board Master Cam Edutrainer Relay Board Edutrainer Relay with Delay Board 3D Lab (Applied Research and Innovation Lab)

Edutrainer Relay with Counter Board 3D systems:Leica ScanStation PS20 (3D Laser scanner) Interface with PLC (Allen-Bradley) Stratasys Object Connex 500 (3d printer) CHRISTIE Holo-station (3d visualization studio) FLIR T650sc (thermo-graphic camera) Axper Vision II (Body counting sensors)

Machine Shop Equipment Quantity and Type Description 8 Desktop pcs 12 lathes Harrison 2 grinders Mitsui grinder surface 2 grinders Grinder ped. Ford-smith 3 lathes Standard-modern lathe 3 mills Lilian knee mill #17 Machine Cincinnati CNC machine Vacuum Shop vac w/attach. Mill Haas super mini mill

149 Bachelor of Automation and Robotics Machine Shop Equipment Quantity and Type Description Turning centre Turning centre Press Press hydr hand op w elev gear Height cage starrett Height cage starrett Fexac universal 2hp #4 Fexac universal 2hp #4 Grinder Grinder ped. Ford-smith #15 Grinder Grinder ped. Ford-smith #16 Height gage Height gage Height cage starrett Height cage starrett Grinder Mitsui grinder surface #27 Vacuum 24 gal wet dry vac Drill General drill press #12 Drill Nider drill press #13 Mill Atlas knee type turret mill #2 Saw Walter orbit strok milling saw Mill Atlas knee type turret mill #3 Mill Milling machine tos #10 Mill Clausing atlas knee mill #1 Bench Furnace electric bench Tester Hardness tester Bore Omega mach jig borer #7 Lathe Harrison lathe #22 Furnace Heat treating furnace hpbi 200 Nd 750 Nd 750 Lathe Stanko lathe w/access. #8 Welder Miller millermatic 252 Grinder Pedestal grinder for-smith #15 - asset was not tagged years ago so tag applied now and entered into sde and ps. S 500p Bandsaw Head universal dividing meca Head universal dividing meca Encoder Encoder on lilian mill #17 Grinder Kulman cutter grinder #50 Readout Readout on lilian mill #17 Grinder Norton surface grinder #46 Grinder Jones-ship cylind. Grinder #20 Drill Buffalo drill press #39 Lathe Colchester lathe #14 Lathe Graziano lathe #6 Bore Mitutoyo spar-jig bore #1 "y" Bore Boring head

150 Bachelor of Automation and Robotics Machine Shop Equipment Quantity and Type Description Bore Mitutoyo spar jig bore #1 "z" Bore Mitutoyo counter - jig bore #1 Bore Boring head c/w no3 morse tpr Bore Mitutoyo counter - jig bore #1 Saw H.f. wells bandsaw #31 Bore Omega jig bore #1 Mill Fexac horizontal mill #25 Mill Charmilles edm #36 Saw Doall vertical bandsaw #33 Grinder Harig surface grinder model #618hf Readout Readout Grinder Jacobsen surface grinder #12 Lathe Harrison lathe #11

Proposed Equipment Robotic assembly kits for introductory level robotics, mobile robots, “proximity, vision and laser sensors”, new 3D laser printers and mechatronic motor kits and a Matlab software license. A new set of robotic arms table top CNC machines will be added to increase lab capacity and provide the students with newer robotic arms models.

Renovation In addition, the College will be renovating the robotics lab to increase the space for the new equipment indicated above.

151 Bachelor of Automation and Robotics Section 6.2: Resource Renewal and Upgrading

Library Resources The College plans and invests in Library acquisitions on an annual basis. Library resource needs are identified by the librarians as well as faculty members. Faculty members review existing acquisitions, typically in the May/June timeframe. New resources (text, video, journal, electronic) that will be of benefits are prioritized and purchasing recommendations submitted to the Library for consideration as per yearly funding allocations. Policy AA31 further details the Library’s (formerly the Learning Resource Centre) mandate.

Computers and Computer Access The College establishes an instructional computing and technology renewal and upgrading plan on an annual basis. A process for renewal of computers and their deployment to staff has been established as detailed in Policy IT02- Technology Evergreening and Policy IT06-Deployment of Computing Devices. The College has approximately 2050 computers accessible at the Woodroffe campus within combined general and specialized labs that are equipped on average with 34 computers.

Laboratories/Equipment New equipment and renewal requirements are identified and prioritized on an annual basis in conjunction with capital equipment planning. The College Space and Infrastructure Committee (CSIC) develops plans to address strategic directions, needs and areas for improvement. On an annual basis, Schools are requested by the CSIC to bring forward requests for renovations and/or space requirements to improve the learning environment. These requests are prioritized by a sub-committee of CSIC.

Allocation of funds for environmental and learning resources is an annual process as per the budget approved by Algonquin College’s Board of Governors. Capital funds are distributed amongst the Faculties/Schools in the College and the allocation varies from year to year, based on funds available.

Classrooms The College upgrades and enhances facilities on an ongoing basis taking into account enrolments, faculty support needs, and the growing use of web-based technologies for learning and teaching. There are currently 147 classrooms at the Woodroffe campus that are upgraded according to the needs identified through the annual Learning Environment Quality identification, prioritization, and funding process. Lecture rooms vary in size and seat from 20- 140 students. All classrooms at Algonquin College have e-learning capabilities that can be used for course delivery and web access. E-classrooms are equipped with wireless Internet access, video equipment, a speaker system, a high-resolution projector, a computer with wired access to high speed internet, and a white or black board. Of the E-classrooms, 130 have been enhanced to mobile classrooms supporting the use of laptops and other mobile devices with full access to power, an enhanced data projector and a Smart Podium interactive pen display. E- classrooms are equipped with video equipment, a speaker system, a high-resolution projector, a computer with access to high speed internet, and a white or black board.

Policy AA 31: Learning Resource Centre Policy IT 02: Technology Evergreening Policy IT 06: Deployment of Computing Devices Procedure: College Technology Committee Terms of Reference Procedure: College Space and Infrastructure Committee Mandate

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Section 6.3: Support Services

Support Service Brief Description of Service

Welcome Centre The Robert C. Gillett Student Commons provides a variety of services dedicated to student success. The Welcome Centre in Student Support Services, located on the third floor of the Student Commons (E341), is designed to serve as a vital first point of access to a number of support services for potential applicants, current students and graduates from one centralized location, in the hopes of establishing a familiar and ongoing resource during an individual’s affiliation with Algonquin College.

The Welcome Centre features five stations including one accessible station to assist students and clients in their pursuit of service from the Centre for Students with Disabilities, Counselling Services, and the Employment Support Centre (formerly known as Student Employment Services).

The AC Hub The AC Hub is devised as a one-stop access point for student engagement and a source for information, events and workshops. Students will cultivate partnerships, friendships and networking connections within the AC Hub and their communities. Our goal is to enhance the academic experience beyond the scope of the classroom, providing students the opportunity to become actively involved in campus life and the surrounding community.

The AC Hub hosts College-wide Orientation, provides signature events (including the annual Volunteer Appreciation Gala), and also provides volunteer opportunities on campus and in the community recognized by a Co-Curricular Record to acknowledge students’ contributions. Additionally, the AC Hub delivers hands-on workshops, exposes students to industries through keynote speakers and AC Hub Talks, provides a support structure for students through a Peer Mentoring program, offers services at the AC Hub Satellite (second floor, C building) and three AC Hub Mobile desks across the sprawling Woodroffe campus to help keep students informed, and provides both physical and virtual outreach to regional campuses.

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Support Service Brief Description of Service

Academic Advising Algonquin College's Policy on Academic Advising, AA40, defines an advisor as “…a professor or instructor who has been assigned the responsibility of providing academic guidance to students in his/her program.” In this role, the faculty member provides the student with an opportunity to  plan, discuss, and review academic progress  address challenges that may impede successful performance  identify education, life and career goals  assist the student in creating a plan to realize those goals  refer the student to all College resources the College

Student Success Student Success Specialists are support staff who provide a friendly first Specialists point of contact for students of a designated Academic area (e.g. Faculty of Technology and Trades), or group (e.g., Aboriginal, WSIB). They work closely with Academic and Student Services staff to:  promote and implement student success initiatives (e.g., connecting with students at risk)  ensure students’ questions are answered promptly or directed to the appropriate forum  participate in activities that help students in the transition to the College (e.g., orientation)  provide information about admissions, records, programs of study and bursaries  link students to appropriate resources and services

Counselling: Counselling Services (Woodroffe Location) is staffed by 8 full-time Career and Personal professional counsellors. This department provides confidential support services to students facing the academic, career, and personal challenges of college. Services include:  Short term and Supportive counselling for common mental health issues experienced by students, such anxiety, depression, and stress regulation  Crisis intervention and suicide risk assessment  Proactive outreach initiatives issues such as team building, effective group work, communication skills, and stress management  Program-choice planning and career direction assessment  Tragic Event Response Team  Parent Resource Network  Employee training initiatives such as "SafeTALK" suicide intervention, "Positive Space" sexual orientation awareness, and a range of mental health awareness workshops.

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Support Service Brief Description of Service

Financial Aid The Financial Aid Office is staffed with 1 manager, 1 front office supervisor, 10 full-time employees and 4 part-time employees who administer various government financial assistance programs to eligible full and part-time students. Services include, but are not limited to:  Administration of the Ontario Student Assistance Program (OSAP)  Determination of an individual student’s eligibility for the various types of funding  Administration of the student bursary programs for students  Interpretation of the rules and regulations of the Ontario Ministry of Training, Colleges and Universities

Employment Support The Employment Support Centre offers professional cost-free services to Centre students, graduates, and employers. The department is comprised of three full-time employees including two Employment Officers and one Employment Outreach Officer. The Employment Support Centre promotes college programs to the community and offers a comprehensive electronic job posting service ensuring employers and qualified students/graduates are connected. Services include, but are not limited to:  Electronic job posting system (MyCareerZone)  One-on-one job coaching appointments  Résumé and cover letter review drop-in service  Job search techniques  Interview preparation  Labour market information  Career Fairs and other on-campus recruitment activities

Tutoring The Counselling Service’s ‘Peer Tutoring’ provides the one-on-one opportunity for students experiencing difficulties in a particular course to be matched with a senior student (nominal fee applies) for academic assistance.

Services for Students The Centre for Students with Disabilities provides disability-related with Disabilities counselling and advising, including specialized academic and personal counselling that is developed specifically for students with disabilities and not duplicated by regular counselling and advising services available to all students. The Centre is staffed with 1 manager and 12 full-time employees including 6 Disability Counsellors, 1 Learning Strategist, 1 Intake and Assessment Advisor, 2 Assistive Technologists, 1 Test Room Facilitator, 1 Office Administrator and numerous additional part-time staff. We also employ two part time counsellors and two part- time learning strategists. Services include, but are not limited to:  Counselling and support so that students with disabilities can work within an accessible college environment  Assistive reading technologies  A large Test Centre for the provision of test and exam accommodations

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Support Service Brief Description of Service

 Transcription services (ie: Braille, large print, alternative/digital formats such as accessible e-text)  Assistance to find specialized and peer tutors  Interpreters and electronic note taking for students with hearing loss  Peer notetaking services  Access to, and training for, assistive devices  Access to a large Assistive Technology Lab  A Transition Centre for students with Autism Spectrum Disorder  Consultation with faculty for students with disability-related needs  Liaison with and referral to other Student Support Services and agencies  Liaison with campus and community agencies on the students’ behalf Other Services: Cooperative Education The Cooperative Education Department facilitates the co-op process Department including the development of job opportunities and the preparation of the students for the work force. The department acts as a liaison between the student, the employer and the participating academic departments and collects the relevant academic assignments. The academic coordinators evaluate the student’s co-op work term report. The staffing complement is 5 full-time employees. Services include, but are not limited to:  Job posting process, distribution of applications to employers  Arranging interviews on or off campus, process job offers  Site visits with the employer and student during the work placement  Consultation with co-op professionals to mitigate issues encountered during the job search or while on placement Health Services Health Services provides professional, confidential medical services for students. Physicians are available by appointment and walk-in. Registered Nurses provide assessment and treatment of minor illnesses or injury. Health Services is staffed with both full and part-time physicians, nurses and support staff. There are 6 combined full and part-time physicians, one registered dietitian, one psychiatrist and 7 nurses on staff. Services include, but are not limited to:  Allergy injections  Birth control information and prescriptions  Blood tests  Emergency treatment for accidents/illnesses  Mental health support  Health counseling (nutrition, stress, exercise, smoking, drugs, alcohol)  Treatment for acute illness (headaches, colds, etc.)  Vaccinations

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Support Service Brief Description of Service

Mamidosewin Centre The Mamidosewin Centre provides a variety of cultural programs and for Aboriginal Students services to Aboriginal students. In addition to welcoming social events and activities, services offered include, but are not limited to:  Information on Aboriginal bursaries, scholarships and other funding  Workshops and individual support with study skills, time management, tutors etc.)  Career, academic or personal counselling with an Aboriginal counsellor  Aboriginal Education to Employment program and job listings  Referrals to Aboriginal services (housing, counselling, employment etc.) College Ombudsperson The Ombudsman provides confidential, independent, and impartial assistance and intervention to address any college-related concerns of students. The Ombudsman has effective access to both College and Students’ Association officials and can assist students with concerns related to any aspect of student life at the College – from policies, procedures to rights and responsibilities. Assistance is provided to ensure fair, just, and equitable treatment and may be provided in the following areas:  Coaching students in making appropriate choices based on unique/personal circumstances  Promoting a proactive perspective for managing and resolving conflicts and/or concerns that may occur  Facilitating communication between the student and other members of the College community  Resolving student concerns and issues with other students, faculty, or staff.

Residence Life Residence Life supports the holistic development of students through individual, interpersonal, intellectual and community education and empowers students to live, learn, and lead in an inclusive and safe community. The Manager-Residence Life and the Residence Life Coordinator supervise the Two Senior Resident Advisor, the Residence Programmer and 20 Resident Advisors. Services include, but are not limited to:  Educational Programming and Building Wide Events  Residence Orientation  Algonquin Residence Council  Student Outreach and Support  Community Management and Policy education

Registrar’s Office The Registrar’s Office maintains student records and provides relevant support from admission to graduation. Services include, but are not limited to:  Admissions, fees, registrations, withdrawals  Applications for course exemptions  Academic records and transcripts  Scheduling (timetables)

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Support Service Brief Description of Service

Safety and Security Safety, Security & Emergency Management ensures the College provides Services sustainable safe and secure learning, working and social environments for all of its occupants through the implementation of coordinated risk mitigation strategies and integrated programming. Services include, but are not limited to:  Full service prevention and patrol programs.  Communications, dispatch and reporting centre ( 24 hrs/day)  Walk Safe Services  Incident Response, Emergency Response and Investigations  Risk management risk assessment & consultation services  Workshops and presentations on a variety of safety issues

158 Bachelor of Automation and Robotics Section 6.4: Faculty

Enrolment Projections and Staffing Implications

Cumulative Semester Contact Ratio of Cumulative Cumulative Contact Enrolment Hours Full-time Part-time Hours taught Full-time Contact Hours Faculty Faculty taught by Full-time by Part- Equivalents Equivalents Full-time time Students: (F.T.E.) (F.T.E.) Faculty Faculty Full-time

Faculty Year 1 59 815 1 1.26 360 455 1:59 2016-17 Year 2 126 815+780=1595 2 2.43 720 875 1:63 2017-18 Year 3 200 1595+750=2345 3 3.51 1080 1265 1:67 2018-19 Year 4 279 2345+780=3125 4 4.68 1440 1685 1:70 2019-20

The table above depicts both the enrolment and staffing projections for the program. The figures are based on a plan to hire a full-time faculty member in each of the second, third and fourth years following the launch of the program, assuming stable enrolment. Note that full-time faculty members who will teach breadth courses are also captured in the table above.

Faculty Selection Faculty selection and orientation are detailed within Policy HR07: Full-time Hiring Process and Policy HR10: New Employee Orientation. If hiring a full-time professor to teach primarily in a degree program, a terminal credential remains the requirement. Faculty identified for the Bachelor of Automation and Robotics meet the Board requirement as no fewer than 50% of the faculty proposed to teach hold the terminal academic credential in the field or in a closely related field of study. Of the 38 core courses within the course schedule, 36 (94%) have a PhD identified eligible to teach. Although Master’s qualified faculty have also been identified for certain of these courses, the number of PhDs is such that the program would be able to ensure that 50% of the faculty assigned to a cohort would hold the terminal credential.

Review of Faculty Performance The Academic Chair is expected to conduct regular reviews of faculty performance which includes a review of student feedback on teaching and supervision (see Policy AA25: Student Course Feedback). Formal performance appraisals of faculty are to be conducted no less than once every three years and as often as yearly. However, Student Course Feedback surveys are reviewed following each semester and any areas for improvement are addressed with faculty on an ongoing basis. Performance appraisals of faculty are conducted to ensure that student needs are being adequately met as well as to discuss the ongoing needs and professional development of faculty.

New professors are subject to a one-year probationary period during which time the Chair will evaluate them at regular intervals (every 4 months). The Chair completes a final, more detailed,

159 Bachelor of Automation and Robotics evaluation immediately prior to the end of the probationary period to formally acknowledge and confirm the faculty member’s suitability.

The College has initiated a recent Faculty Performance Development Program that provides for a consistent approach across the College in how faculty performance is evaluated, as well as ensuring that it is collaborative and respectful of all stakeholders. The program includes teaching observations, faculty self-evaluations and setting of professional development plans that are completed on a three-year cycle, with annual reviews to all for timely guidance.

Faculty Currency and Professional Development As previously detailed in Section 5.3, the College offers a wide range of professional development activities for staff throughout the year. Policy H04: Tuition Assistance – Degree Completion was instated to assist staff who wish to pursue further studies. The purpose of Policy H04 is: ‘To provide professors and other College employees with support in acquiring degrees at the bachelor’s, master’s and doctoral level at postsecondary institutions to better serve the needs of the students, the strategic directions of the College, and to assist employees in achieving their professional development goals.’ Other varied professional development opportunities offered by the Centre for Organizational Learning with Human Resources may be viewed at: http://www.algonquincollege.com/pd/. Program faculty have received support to pursue furthering their academic credentials.

Faculty Innovation Algonquin supports experimentation with new teaching methods and is an advocate for innovation. Innovation was specifically referenced in the College’s 2008-2013 Strategic Plan and defined as, “…the successful implementation of creative ideas which includes initiatives related to staff, programs, technology and business processes." As such an Academic Innovation Fund was established in 2009 to formally support experimentation with new teaching methodologies. Innovation is ongoing, and budget permitting, it is expected that calls for proposals will continue to be announced.

An Innovation Centre is available to staff to experiment with new teaching tools that houses some of the latest hardware and software available as well as various books and resources related to innovation. Three workstations are available to all staff for innovating and experimenting.

Whenever new technologies are adopted professional development is provided through the Centre for Organizational Learning. Typically prior to adopting system wide technologies, the College will pilot/experiment, using off-site hosting services when necessary, and rollout the professional development support in tandem. This process was used with Adobe Connect adoption and prior to adopting Blackboard™ 9.1 and Elluminate. A Virtual Desktop Infrastructure is now in place which allows students and staff to have access to any College licensed software anywhere/anytime on any device assisting with more flexible course delivery.

The College additionally offers an annual Algonquin College Innovation Fund (ACIF) that allow faculty and staff to propose and receive up to a maximum of $10,000 for projects that will lead to productivity improvements, enhanced teaching and learning, more engaged employees and greater student success.

160 Bachelor of Automation and Robotics Faculty Teaching and Supervision Loads Faculty teaching and supervision loads are assigned in accordance with the Academic Employees Collective Agreement’s Standard Workload Formula (SWF) defined in Article 11 – Workload. The pertinent workload excerpt is in included in Section 16: Policies.

The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to faculty within the following: Policy AA 23: Faculty Consultation with Students Policy AA 25: Student Course Feedback Policy AA 40: Academic Advising Policy HR 02: Professional Development Leave Policy HR 03: Tuition Assistance - Algonquin College Courses Policy HR 04: Tuition Assistance - Degree Completion Policy HR 07: Full-time Hiring Process Policy HR 10: New Employee Orientation Procedure: Credential Evidence and Release of Information Procedure: Ontario Colleges of Applied Arts and Technology Academic Employees Collective Agreement (Effective From: September 1, 2014 - September 30, 2017) Excerpt Article 11 Workload

161 Bachelor of Automation and Robotics Section 6.5: Curriculum Vitae Release

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

162 Bachelor of Automation and Robotics Section 6.6: Curriculum Vitae of Faculty Assigned to the Degree Program **Excluded for web version – confidential/proprietary material

163 Bachelor of Automation and Robotics Section 7: Credential Recognition

The Bachelor of Automation and Robotics program has been designed to maximize the graduates’ potential for employment and promotion in the field of automation and robotics as well as to pursue further study as evidenced by the following communications from employers, professional associations and academic institutions.

Included in this section are letters of support demonstrating industry recognition for the program and willingness to support students for co-op placements:

1. ABB Robotics Inc. 2. Armstrong Monitoring 3. Axium Inc. 4. Avidbots Corp. 5. Clearpath Robotics 6. Electromate 7. Epocal 8. Famic Technologies Inc. 9. Gaitronics 10. ING Robotic Aviation 11. JDSU 12. Kinova Robotics 13. Misumi USA Inc. 14. MPB Communciations Inc. 15. Neptec Design Group 16. Royal Canadian Mint 17. Siemens (Siemens Canada Limited)

Algonquin College has initiated contact with both Carleton University and the University of Ottawa with respect to Bachelor of Automation and Robotics program graduate opportunities for graduate students. Both institutions have been provided details regarding the program including the program learning outcomes and program of study and were informed of the College’s intention to pursue CEAB accreditation. As a result of this communication, both institutions have provided letters in support of the proposed degree program’s graduates to apply for admission into numerous programs within their respective institutions.

1. Carleton University 2. University of Ottawa

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184 Bachelor of Automation and Robotics Section 8: Regulation and Accreditation

In addition to meeting the requirements as outlined in the PEQAB Handbook, the curriculum of the proposed Bachelor of Automation and Robotics has been designed to meet Canadian Engineering Accreditation Board (CEAB) requirements. However, potential CEAB assessment and potential accreditation will not be possible until the program is in its fourth year of operation. See section 4.2 for CEAB requirements and/or standards and the program components that meet these requirements.

185 Bachelor of Automation and Robotics Section 9: Nomenclature

The Bachelor of Automation and Robotics title meets the Board nomenclature requirements as it follows one of the approaches to nomenclature for Bachelor degrees in applied areas available for designating college degrees, the Bachelor of Subject. The name was finalized through broad consultation that included the Program Advisory Committee members, organizations and associations that provide service and support in automation and robotics, as well as industry experts and academics with expertise in this area from around the world. The degree title conveys accurate information about the degree level since ‘Bachelor’ is reflected in the title, which is congruent with degree level learning. The inclusion of the terms “automation” and “robotics” are both necessary and representative of the program content. Automation refers to the process of converting a manual process into an automatic or a semi-automatic process while minimizing human involvement. The automation process usually involves designing and integrating electro-mechanical systems and developing a software code to execute the process. Automation could be achieved with or without robots. Robotics and robots are used as a tool for automating a process. While robots are used for process automation, they have other applications in gaming, entertainment, assistive technology and performing tasks in non- hospitable environments to humans. The curriculum of the program encompasses robotics and automation, as well as their overlap. The combination of the two provides for a consolidated and complementary area of study that recognizes the importance of both.

This title facilitates the public‘s understanding, and assists students, employers, and other postsecondary institutions in recognizing the level, nature and discipline of study. The title has been supported by the Bachelor of Automation and Robotics Program Advisory Committee.

186 Bachelor of Automation and Robotics Section 10: Program Evaluation

Algonquin College has a formal, institutionally approved policy and procedure for the periodic review of programs that embodies the characteristics required of the Board. As previously explained in Section 5.1 Quality Assurance of Delivery, Algonquin has an effective Program Quality Assurance process detailed in Policy AA38: Program Quality Assurance. The program evaluation process consists of three primary components, Annual Curriculum Review, Program Mix Review and Program Quality Review (PQR).

The three prong quality review process includes two annual reviews, each with a different focus, and one in depth review every five years. The current PQR process was originally designed for postsecondary programs leading to Ontario College Credentials. The quality criteria parallel those used by the Provincial Program Quality Assurance Process Audit (PQAPA) and map to the expectations of the Program Evaluation Standard as stated in the PEQAB Handbook for Ontario Colleges. The PQAPA external audit of the College review processes ensures that the College has a process in place that assures continuous quality improvement. Note that, based on feedback obtained from a PEQAB Quality Assessment Panel, the mapping to the Program Evaluation Standard is being made more explicit within the Bachelor’s Degree PQR report template, and quality criteria elements may be extended to include all PEQAB Benchmarks.

The Program Quality Review process at the College has been extended for degree programs. In addition to conducting a PQR (self-study), a Program Evaluation Committee is established that adheres to the Board’s requirements. The Program Evaluation Committee is expected to evaluate a program based on the PQR report and a site visit during which members of the Committee meet with faculty members, students, graduates, employers and administrators to gather information. A Program Evaluation Committee report is completed that provides an assessment of the program quality and leads to recommendations for change intended to strengthen the quality of the program and support ongoing continuous improvement. The report is addressed to senior administration and shared with the College’s Academic Council, Board of Governors, faculty members and students in the program, and includes a plan of action to respond to the report’s recommendations. The Program Quality Assurance Administrator works with the Program Chair in following up on the status of implementation of recommendations. A cyclical program review schedule is established that conforms to Board requirements in that the PQR is conducted prior to a request for Ministerial Consent Renewal. The PQR template for Bachelor’s Degrees and associated documentation to facilitate the process may be viewed at the following link: http://www3.algonquincollege.com/academic-development/program-quality- review-bachelors-degrees/ Algonquin College’s overall Quality Assurance Model and Processes may be viewed on the Program Quality Assurance Website: http://www3.algonquincollege.com/academic- development/our-services/program-quality-assurance/

The electronic policies file (Section 16: Policies) includes the policy on Quality Assurance within the following: Policy AA 38: Program Quality Assurance

187 Bachelor of Automation and Robotics Section 11: Academic Freedom and Integrity

Algonquin College policies detail procedures relative to academic freedom, ownership of intellectual products of its employees and students, compliance with copyright law, academic honesty/integrity, and research involving humans and/or animals, as well as the management of research funds.

The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to academic freedom and integrity within the following:

Policy AA 18: Academic Dishonesty and Discipline Policy AA 20: Plagiarism Policy AA 34: Copyright Policy AA 35: Confidentiality of Student Records Policy AA 42: Learning Management System Policy IT 05: Information Sensitivity and Security Policy RE 01: Research Administration Policy RE 02: Integrity in Research and Scholarly Activities Policy RE 03: Research Involving Human Subjects Policy RE 04: Use of Animals in Research, Teaching and Other Activities Policy RE 05: Intellectual Property Policy RE 06: Use of Biohazardous and Radioactive Materials in Research and Education Policy RE 07: Academic Freedom Rights and Responsibilities

188 Bachelor of Automation and Robotics Section 12: Student Protection

In accordance with Algonquin’s core values of caring, learning, integrity and respect, ensuring ethical business practices and the protection of students’ interests are integral to the College’s operation. Algonquin endeavors to ensure transparency, thoroughness, and clarity of its publications in terms of informing prospective and current students’ as to their responsibilities and rights. Numerous policies and practices provide evidence of compliance with the Board’s requirements for student protection.

Applicant and student requirements and obligations are published in hard copy and/or web based formats as follows: Program Monographs  Full-time programs: http://www.algonquincollege.com/future/fulltime.html  Part-time programs: http://xweb.algonquincollege.com/woodroffe/viewAll.aspx?tab=3

Monographs detail fees and expenses as well as information regarding the technological requirements and success factors required of a program. For example, for mandatory laptop/mobile programs publications direct students to the Bring Your Own Device (BYOD) website to obtain the technical specifications for programs and details of service provisions at: http://www7.algonquincollege.com/byod/

Viewbook Students can access a Viewbook to gain additional details, including videos and stories from current students and alumni, to guide the selection of their programs. http://www.algonquincollege.com/html/viewland/

Prospective and current students can view all College policies online at http://www2.algonquincollege.com/directives/. Excerpts of these policies are published in the Student Handbook available from the Student Affairs website at http://www.algonquincollege.com/studentsupportservices/student-handbook/

The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to student protection within the following: Policy AA 09: Transfer of Academic Credit (Internal) Policy AA 10: Transfer of Academic Credit (External) Policy AA 11: Registration Policy AA 18: Academic Dishonesty and Discipline Policy AA 19: Academic Appeal Policy AA 37: Review of Final Grade Policy AA 39: Program Progression and Graduation Requirements Policy AD 02: Freedom of Information and Protection of Privacy Act Policy HR 22: Harassment and Discrimination Policy SA 02: Ombudsman Policy SA 03: Student Complaints Policy SA 06: Fees Policy SA 07: Student Conduct

189 Bachelor of Automation and Robotics Section 13: Economic Need

The benchmark for economic need is demonstrated through the evidence contained within this section that includes:

 Labour Market Analysis conducted by Hanover Research in October 2012  OCAS data on related degree programs (November 2014)  Algonquin College applicant demand survey results (Spring 2013 and 2014, and Fall 2014)  Current Employment Opportunities Listing (December 2014)

The information provided demonstrates the need for and viability of this program.

190 Bachelor of Automation and Robotics

Market Analysis - Bachelor of Automation and Robotics

Prepared for Algonquin College

October, 2012

In the following report, Hanover Research examines student demand and labor market trends relevant to Algonquin College’s proposed Bachelor of Automation and Robotics. The report draws on available data, as well as interviews with representatives from industry and academia, to explore the level of demand for automation, robotics, and mechatronics engineering programs in Ontario and across Canada.

191 Bachelor of Automation and Robotics

Executive Summary and Key Findings

The information presented in this report seeks to answer the following questions: . What is the labour demand for graduates of mechatronics engineering programs? . Where is the strongest demand for mechatronics engineers in Canada? . What is the demand for mechatronics programs among potential students? . Who are competitors offering comparable mechatronics engineering programs? . What are the costs of starting a mechatronics engineering program? . What are the difficulties and challenges unique to teaching mechatronics engineering?

Key Findings The research conducted for this report yielded the following key findings:

. Ontario is the best market in Canada for mechanical and electrical engineering degrees in terms of both enrollments and completions. Given its strength in similar engineering fields, it is most likely that Ontario is the strongest market in Canada for mechatronics engineering undergraduate degree programs. . The projected labour market for engineers in general in Canada is relatively balanced. Supply exceeds demand, according to projections for the period 2011- 2020, though achieving this balance is dependent on immigration to an extent. Considering school leavers alone, the supply of workers will be insufficient to meet engineering job demand through 2020. . Work experience, both in terms of laboratory work and employment experience, is a crucial consideration in the hiring of mechatronics engineers. According to one industry executive, candidates with three to five years of relevant working experience are rare, and competition for experienced mechatronics

192 Bachelor of Automation and Robotics engineers is fierce. Companies are willing, though not necessarily enthusiastic, to take on and train new graduates of mechatronics or mechanical engineering programs. For recent graduates, relevant laboratory experience and strong internship or co-op experience are essential to proving their credentials to potential employers. . While it is possible for students to graduate with mechatronics engineering degrees or specializations within four years, most undergraduate mechatronics engineering programs in Canada take more than four years to complete. Given the industry demand for work experience, a five-year degree with a co-op experience may be more desirable to employers than a four-year degree. . Keys to success in establishing a successful mechatronics program are forging partnerships with potential employers of graduates, creating and maintaining a teaching-centered laboratory, and acquiring and training an interdisciplinary faculty in the fields of electrical, mechanical, and computer engineering. o Partnerships with local businesses provide cooperative education (co-op) opportunities for students to gain practical experience in their field prior to graduation. o Every faculty member and business representative interviewed for this report unanimously agreed that a functional, teaching-centered laboratory that gives students practical experience is of the utmost importance. Furthermore, students and faculty must be trained and able to use available equipment to its maximum potential. o Finally, a mechatronics program must have an interdisciplinary faculty drawing on expertise from the fields of mechanical, electrical, and computer engineering.

Note: There is a lack of data available regarding the robotics, automation, and mechatronics fields. To supplement general industry trends, Hanover Research conducted a number of interviews with industry experts, but the data obtained in these interviews may not fully represent the larger trends in mechatronics engineering.

193 Bachelor of Automation and Robotics Section I: Robotics, Automation, and Mechatronics Engineering

In a search for similar programs, Hanover Research did not identify any Bachelor of Automation and Robotics degrees offered by Canadian colleges and universities.6 Most programs with a similar aim as Algonquin College’s proposed Bachelor of Automation and Robotics focus not solely on the robotics field, but rather more widely on mechatronics engineering. “Mechatronics” was first used to describe the development process of autofocus cameras in Japan in the 1970s. The term has evolved to encompass the increasingly complex and interdisciplinary process of developing products with sophisticated mechanical, electrical, and now software components.7 One scholar defines mechatronics as “an engineering process that involves the design and manufacture of intelligent products or systems involving hybrid mechanical and electronic functions,” with integrated intelligence being the distinguishing factor between “mechatronics systems” and “electromechanical devices.”8 The “true mechatronics engineer of the future,” another author writes, “is the rare individual who is able to work across the boundaries of constituent disciplines to identify and use the right combination of technologies which will provide the optimum solutions to the problem in hand.”9

Mechatronics education draws primarily from mechanical engineering, electrical engineering, and computer science. Chemical, industrial, and systems engineering skills also fall within the boundaries of mechatronics. In contrast to education in other engineering fields, the goal of mechatronics engineering programs is not to create specialists in a subset of electrical or mechanical engineering, but to create well-rounded problem solvers that are capable of drawing upon multiple disciplines to achieve success. Finding the appropriate amount of integration among separate engineering fields in a mechatronics curriculum is difficult. Too much specialization, and graduates will be unable to work outside of their subject area; too little, and graduates will be unable to practically function in the workplace.10

Figure 1.1 on the following page presents a Venn diagram of mechatronics engineering at the intersection of multiple engineering fields:

6 The only similar program uncovered is the Robotics stream embedded within the Bachelor of Computer Science program at Carleton University in Ottawa, Ontario. The curriculum is not published for the program. 7 Hsu, Tai – Ran. “Development of an Undergraduate Curriculum in Mechatronics Systems Engineering.” Journal of Engineering Education, April 1999, p. 173. http://www.jee.org/1999/april/727.pdf 8 Ibid. 9 Acar, Memis. “Mechatronics Challenge for the Higher Education World.” IEEE Transactions on Components, Packaging, and Manufacturing Technology, 20(1), January 1997, p. 14. http://sydney.edu.au/engineering/aeromech/MTRX1701/Course%20Material/Lectures/01/Additional%20 Material/Acar%201997%20- %20Mechatronics%20Challenge%20for%20the%20Higher%20Education%20World.pdf 10 Ibid., p. 15.

194 Bachelor of Automation and Robotics Figure 1.1: Mechatronics Engineering Conceptual Map

Source: “Development of an Undergraduate Curriculum in Mechatronics Systems Engineering.”11

Called the “Science of Intelligent Machines” by international journal Mechatronics, the field encompasses automation and robotics, as well as several other topics focused on the design of intelligent systems.12 Southern Polytechnic State University, a U.S. institution of higher education, points to a definition of mechatronics put forth in the inaugural issue of IEEE/ASME Transactions on Mechatronics (March 1996), which lists the following ten subtopics:

. Modeling and Design . Micro Devices and Optoelectronic . Motion Control Systems . System Integration . Intelligent Control . Vibration and Noise Control . Automotive Systems . Actuators and Sensors . Robotics . Manufacturing13

11 Hsu, Tai-Ran. Op. cit., p. 174. 12 Mechatronics: The Science of Intelligent Systems. Elsevier. http://www.journals.elsevier.com/mechatronics/ 13 “Mechatronics Engineering.” Southern Polytechnic State University. http://www.spsu.edu/mechatronics/

195 Bachelor of Automation and Robotics Section II: Student Demand

Summary Given the lack of four-year programs specifically focused on robotics and automation among Canadian higher education institutions and the degree of overlap between the proposed area of focus and the slightly broader field of mechatronics engineering, the demand analysis presented here primarily considers the latter discipline. However, even mechatronics engineering is a recent addition to Canada’s higher education landscape. The first institution to offer a full mechatronics bachelor’s degree was the University of Waterloo in Ontario. Now, there are three Canadian universities offering bachelor’s degrees in mechatronics, though more offer mechatronics as a concentration, option, or stream. Given that the addition of mechatronics programs is a recent trend, reports from Statistics Canada, the Canadian Association of University Teachers (CAUT), and Engineers Canada do not offer enrollment or degree completion data for mechatronics programs, specifically.

Enrollments and Completions in Canadian Engineering Programs Canadian Association of University Teachers (CAUT) Data The Canadian Association of University Teachers provides data for full-time enrollments in Architecture, Engineering, and Related Technologies for each academic year. Unfortunately, while the data are broken down by institution type (i.e., community colleges or universities), the enrollment numbers are not further disaggregated by program or degree type. As illustrated in Figure 2.1, enrollment in Architecture, Engineering, and Related Technologies programs grew slowly for both community colleges and universities in the 2006 through 2008 academic years. In AY 2009-2010, however, the number of enrollments in Ontario decreased 3.9 percent at universities, but grew precipitously (24.6 percent) at community colleges. A similar trend emerged at the national level in AY 2009-2010. Nationwide, the number of university enrollments in this field increased only 2.5 percent, while community college enrollments increased 20.5 percent.

Figure 2.1: Enrollments in Architecture, Engineering, and Related Technologies Programs by Year (2006-2010) ACADEMIC ANNUAL % ANNUAL % COLLEGE TYPE ONTARIO CANADA YEAR GROWTH GROWTH Community 2006-2007 25,264 0.9% 57,162 0.1% Colleges Community 2008-2009* 26,274* 4.0%* 57,914* 0.7%* Colleges* Community 2009–2010 32,748 24.6% 69,772 20.5% Colleges Universities 2006-2007 27,525 -0.9% 60,183 -0.1% Universities 2007-2008 27,763 0.9% 61,193 1.7% Universities 2008-2009 28,200 1.6% 62,266 1.8% Universities 2009–2010 27,100 -3.9% 63,828 2.5% *Data are not available for community colleges for 2007-2008; annual growth is the two-year growth divided by two. Source: Canadian Association of University Teachers14 Figure 2.2 shows the distribution of current full-time enrolled students in Architecture, Engineering, and Related Technologies programs at community colleges and universities in

14 “Canadian Almanac of Postsecondary Education 2012-2013.” Chapter 3, Students. Canadian Association of University Teachers, pp. 41-43. http://www.caut.ca/pages.asp?page=442

196 Bachelor of Automation and Robotics academic year 2009-2010, the most recent year of data released by the CAUT. Ontario is the strongest province in terms of its share of students enrolled in Architecture, Engineering, and Related Technologies programs (45 percent), accounting for about twice the number of enrollments as the second-leading province, Quebec (22 percent).

Figure 2.2: Distribution of Engineering Enrollments by Province for Community Colleges and Universities (AY 2009-2010)

15% 22%

QC 8% ON AB BC 10% Other

45%

Source: Canadian Association of University Teachers15

Figure 2.3 on the following page shows the latest count of full-time enrolled (FTE) students in engineering programs in Canada reported by the Canadian Association of University Teachers. In AY 2008-2009, the engineering subfields with the highest enrollment counts were Mechanical Engineering (12,235 FTE), Electrical, Electronics, and Communications Engineering (8,455 FTE), and Civil Engineering (7,686 FTE). Mechanical engineering, the closest association to mechatronics engineering and the most likely category under which institutions would report mechatronics enrollments, accounted for 21.7 percent of all engineering enrollments in Canada in the 2008-2009 academic year. Another subfield on which mechatronics draws, electronics engineering, combined with electrical and communications engineering, represents the second most popular category, with 15.0 percent of all engineering enrollments in 2008-2009.

15 “CAUT Almanac of Post-Secondary Education 2011-2012.” Chapter 3, Students. Canadian Association of University Teachers, pp. 30-31. http://www.caut.ca/uploads/2011_3_Students.pdf

197 Bachelor of Automation and Robotics Figure 2.3: Enrollment in Bachelor’s and Other Undergraduate Degrees by Engineering Subfield, Canada, 2008-2009 TOTAL FULL- PERCENT OF TIME PROGRAM FIELD ENGINEERING ENROLLMENT ENROLLMENTS (FTE) Mechanical Engineering 12,235.3 21.7% Electrical, Electronics and Communications Engineering 8,455.3 15.0% Civil Engineering 7,686.4 13.7% Engineering, General 5,194.7 9.2% Engineering, Other 5,188.7 9.2% Chemical Engineering 4,641 8.2% Computer Engineering 2,670.9 4.7% Engineering Science 1,719.4 3.1% Industrial Engineering 1,191.9 2.1% Construction Engineering 815.6 1.4% Aerospace, Aeronautical and Astronautical Engineering 719.1 1.3% Engineering Physics 658.3 1.2% Environmental / Environmental Health Engineering 665.1 1.2% Manufacturing Engineering 702.4 1.2% Mining And Mineral Engineering 638.1 1.1% Materials Engineering 448.7 0.8% Systems Engineering 456.9 0.8% Agricultural / Biological Engineering and Bioengineering 366.4 0.7% Geological / Geophysical Engineering 388.3 0.7% Surveying Engineering 363 0.6% Petroleum Engineering 256.3 0.5% Metallurgical Engineering 219 0.4% Nuclear Engineering 198.9 0.4% Biomedical / Medical Engineering 150.4 0.3% Engineering / Industrial Management 85.3 0.2% Electrical and Electronic Engineering Technologies 33.9 0.1% Electromechanical and Instrumentation and Maintenance 51 0.1% Technologies Forest Engineering 42.4 0.1% Computer Engineering Technologies / Technicians 3 0.0% Industrial Production Technologies / Technicians 26.1 0.0% Mining and Petroleum Technologies / Technicians 21 0.0% Operations Research 13.7 0.0% Total 56,306.5

Source: Canadian Association of University Teachers and Statistics Canada16

16 “CAUT Almanac of Post-Secondary Education 2011-2012.” Chapter 3, Students. Canadian Association of University Teachers, pp. 30-31. http://www.caut.ca/uploads/2011_3_Students.pdf

198 Bachelor of Automation and Robotics Engineers Canada Data Further data elucidating student interest in engineering programs hails from Engineers Canada, “the national organization of the 12 provincial and territorial associations that regulate the practice of engineering in Canada…”17 Engineers Canada releases five-year reports of engineering degree completions; the latest report covers degree completions from 2006 to 2010. Figure 2.4 shows the total number of degrees awarded in each province during this period. Only provinces that awarded more than 360 undergraduate degrees in engineering from 2006 to 2010 are shown.18

Mechanical engineering accounted for 26.1 percent of all degrees awarded from 2006 to 2010, and electrical engineering accounted for 18.3 percent of all degrees. Ontario accounted for 44.6 percent of all undergraduate engineering degrees, 45.1 percent of all mechanical engineering degrees, 46.2 percent of all electrical engineering degrees, and 43 percent of all software or computer engineering degrees awarded from 2006 to 2010. Ontario is the strongest province in all three degree categories that compose the core of a mechatronics curriculum; therefore, it is most likely that Ontario is the strongest market in Canada for such degree programs.

Figure 2.4: Total Number of Undergraduate Engineering Degrees Awarded By Province and Subfield, 2010 PERCENT DISCIPLINE AB BC ON QC TOTAL OF TOTAL Mechanical 287 241 1,344 767 2,983 26.1% Electrical 196 206 969 560 2,099 18.3% Civil 234 168 708 531 1,923 16.8% Chemical 208 -- 636 182 1,145 10.0% Computer 47 75 290 166 660 5.8% Engineering Physics 17 151 303 52 535 4.7% Other 93 26 249 23 457 4.0% Industrial or 5 -- 131 211 391 3.4% Manufacturing Software 27 13 147 162 356 3.1% Materials or Metallurgical 34 37 100 39 223 1.9% Mining or Mineral 39 34 78 31 200 1.7% Environmental -- 16 91 -- 159 1.4% Biosystems -- 69 20 9 153 1.3% Geological -- 29 35 21 110 1.0% Year One/Two Common -- 56 -- -- 56 0.5% Year Total 1,187 1,121 5,101 2,754 11,450

Source: Engineers Canada19

Degree completion numbers in several core disciplines of mechatronics have fallen. From 2006 to 2010, degree completions fell in computer (-50.2 percent), software (-24.3 percent), electrical (-14.1 percent), and physics (-5.3 percent) engineering. Computer and electrical engineering

17 “About Engineers Canada.” Engineers Canada. http://www.engineerscanada.ca/e/en_about.cfm 18 “Canadian Engineers for Tomorrow: Trends in Engineering Enrolment and Degrees Awarded 2006-2010.” Engineers Canada, p. 38. http://www.engineerscanada.ca/files/w_report_enrolment_eng.pdf 19 Ibid.

199 Bachelor of Automation and Robotics degrees represent core components of the mechatronics education, and the decline seen in both subfields from 2006 to 2010 may be a concern. Meanwhile, however, degree completions in mechanical engineering grew by 16.6 percent from 2006 to 2010, suggesting a healthy outlook for the subfield, albeit perhaps less promising than several subfields that have seen particularly high growth, such as mining and mineral engineering (127.3 percent), civil engineering (47.9 percent), and chemical engineering (46.6 percent). Taken together, the core subfields of mechatronics present conflicting pictures of student demand, with degree conferrals increasing in mechanical engineering, but declining in electrical and computer engineering. It is difficult to predict student demand based on these figures, as none represents the interdisciplinary field of mechatronics with perfect accuracy.

Figure 2.5: Total Number of Undergraduate Engineering Degrees Awarded By Subfield from 2006-2010 5-YEAR 5-YEAR DISCIPLINE 2006 2007 2008 2009 2010 NUMERIC PERCENT CHANGE CHANGE Mining or Mineral 88 125 121 139 200 112 127.3% Civil 1,300 1,691 1,727 1,853 1,923 623 47.9% Chemical 781 917 1,030 987 1,145 364 46.6% Materials or Metallurgical 166 229 202 177 223 57 34.3% Geological 86 89 95 100 110 24 27.9% Mechanical 2,558 2,656 2,947 2,728 2,983 425 16.6% Environmental 146 151 169 135 159 13 8.9% Biosystems 151 131 176 159 153 2 1.3% Other 466 505 538 499 457 -9 -1.9% Industrial or Manufacturing 406 521 437 341 391 -15 -3.7% Engineering Physics 565 572 520 499 535 -30 -5.3% Electrical 2,444 2,318 2,280 2,099 2,099 -345 -14.1% Software 470 457 472 337 356 -114 -24.3% Computer 1,324 1,089 905 728 660 -664 -50.2% Year One/Two Common - - - - 56 N/A N/A Year Total 10,951 11,451 11,619 10,781 11,450 499 4.6% Source: Engineers Canada20

While Engineers Canada does not provide enrollment or degree conferral data for mechatronics engineering, specifically, the organization does publish engineering data by institution, allowing for an analysis of trend data at institutions with mechatronics engineering programs. From 2006 to 2010, the median growth in undergraduate engineering completions for all Canadian universities was 4.4 percent, while the median growth for institutions offering mechatronics programs (either as concentrations or full-fledged bachelor’s degrees) was 15.4 percent, more than three times the national figure. While such data reflect positively on the institutions offering mechatronics engineering programs, it cannot be determined whether mechatronics programs are actual drivers of growth or not as the data are not disaggregated by program.

Figure 2.6: Growth in Undergraduate Engineering Completions for Institutions with Mechatronics Engineering Undergraduate Programs

20 Ibid., p. 37.

200 Bachelor of Automation and Robotics 5-YEAR INSTITUTION 2006 2007 2008 2009 2010 PERCENT CHANGE McMaster University 495 487 503 504 569 14.9% Simon Fraser University 70 90 91 81 90 28.6% University of Toronto 811 955 872 836 931 14.8% University of British Columbia 549 603 621 640 726 32.2% University of Waterloo 747 774 908 785 862 15.4% Median Growth (Institutions with Mechatronics Programs) 15.4% Median Growth (Canada) 4.4% Source: Engineers Canada21

Figure 2.7 presents the top ranked institutions across Canada when ordered by the total number of 2010 degree completions in mechatronics-related fields. In Ontario, the strongest institutions in terms of degree completions in mechatronics-related fields are the University of Waterloo (520 completions) and the University of Toronto (483 completions).

Figure 2.7: Top 10 Universities Ranked by 2010 Degree Completions in Disciplines Related to Mechatronics Engineering COMP. SOFT- OR ELECT INDUSTRI UNIVERSITY NAME PROV. COMP. MECH. TOTAL WARE SOFT- R. AL/ MFG. WARE Waterloo, University of ON 95 62 157 117 -- 246 520 École de Technologie QC -- 71 71 178 86 165 500 Supérieure Toronto, University of ON -- -- 0 247 68 168 483 Polytechnique, École QC 46 36 82 66 70 152 370 British Columbia, University BC 66 -- 66 151 -- 117 334 of Alberta, University of AB 29 -- 29 120 -- 173 322 McMaster University ON 36 12 48 135 -- 139 322 Concordia University QC 34 35 69 58 46 139 312 McGill University QC 33 15 48 127 -- 122 297 Ryerson University ON 21 -- 21 94 24 105 244 Source: Engineers Canada22

21 Ibid, p. 39. 22 Ibid., p. 40.

201 Bachelor of Automation and Robotics Student Demographics Engineers Canada further provides data on engineering graduates by demographic characteristic, including the number of foreign and women graduates in the field. The data may be insightful for Algonquin College, though, again, it must be noted that the data span all fields of engineering and are not limited to the more relevant subfield of mechatronics.

Foreign Students Figure 2.8: Undergraduate Degrees Awarded to Ontario awarded 1,797 engineering Foreign Students by Province: 2006-2010 degrees to foreign students from 2006 to 2010, 42 percent of all engineering degrees awarded to foreign students over that 15% period. In total, 4,281 engineering degrees ON were awarded to foreign students in 42% Canada during this period. In 2010 alone, 7% QC 408 (8.0 percent) of the 5,101 BC undergraduate engineering degrees 8% awarded in Ontario were conferred to AB foreign students. Other

Female Students 28% Engineering has historically been a male- dominated field, and while more women Source: Engineers Canada23 have taken up engineering as a career, academic programs continue to see higher numbers of male graduates. Women engineering graduates in Canada as a percentage of total engineering graduates fell from 19.4 percent in 2006 to 17.0 percent in 2010. In Ontario, the percentage of women graduates dropped even further, from 21.2 percent to 16.8 percent.

Figure 2.9: Undergraduate Degrees Awarded to Female Students by Province: 2006-2010 PROVINCE 2006 2007 2008 2009 2010 % CHANGE AB 20.3% 20.1% 19.8% 20.9% 22.9% 2.6% NS 19.7% 22.3% 21.7% 13.2% 21.6% 2.0% NL 19.7% 19.5% 17.6% 24.8% 19.9% 0.1% BC 17.0% 17.0% 16.4% 18.1% 16.4% -0.6% QC 17.4% 16.6% 15.8% 16.1% 15.5% -1.9% NB 15.1% 13.1% 14.9% 19.2% 12.9% -2.2% MB 16.0% 14.2% 18.8% 14.5% 13.5% -2.6% SK 18.7% 20.4% 16.8% 14.8% 14.8% -3.9% ON 21.2% 20.4% 19.1% 17.8% 16.8% -4.4% Total 19.4% 18.9% 18.0% 17.6% 17.0% -2.4% Source: Engineers Canada24

23 Ibid., p. 37. 24 Ibid.

202 Bachelor of Automation and Robotics Section III: Labour Market Analysis

Canadian Occupational Projections System The Canadian Occupational Projections System (COPS) only provides employment projections for broad occupational categories, with the relevant targets for this report being “Civil, Mechanical, Electrical, and Chemical Engineers” and “Other Engineers.” As shown in Figure 3.1, both categories are projected to experience a steady increase in total employment level across the 2011-2020 timeframe.

Figure 3.1: Projected Engineering Job Growth from 2010 to 2020 MEASUREME 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 NT Civil, Mechanical, Electrical, and Mechanical Engineers Employment 132,44 135,74 138,27 141,43 144,54 147,51 149,85 152,32 154,75 157,36 Level 3 3 7 8 4 0 2 8 8 8 Job 6,068 6,222 5,546 6,246 6,312 6,288 5,746 5,871 5,934 6,203 Openings Job Seekers 6,624 6,824 6,985 7,079 7,172 7,261 7,350 7,421 7,484 7,568 School 4,671 4,855 4,994 5,072 5,143 5,216 5,282 5,330 5,378 5,439 Leavers Other Engineers Employment 81,788 83,788 85,549 86,992 88,879 90,702 92,454 94,024 95,669 97,296 Level Job 2,308 3,785 3,598 3,350 3,863 3,933 3,934 3,831 3,986 4,067 Openings Job Seekers 3,509 3,605 3,682 3,733 3,783 3,825 3,873 3,911 3,944 3,986 School 2,365 2,453 2,518 2,560 2,598 2,632 2,667 2,693 2,718 2,747 Leavers Source: Canadian Occupational Projection System (COPS)25

Figures 3.2 and 3.3 on the following page take a closer look at the cumulative number of job openings compared to job seekers during the period 2011-2020. In both broad occupational categories, the total number of job seekers will exceed the total number of job openings—71,768 job seekers for 60,436 jobs as Civil, Mechanical, Electrical, and Chemical Engineers, and 37,851 job seekers for 36,655 jobs as Other Engineers. However, it should be noted that the total number of job seekers only exceeds the number of job openings due to immigration and other sources of qualified workers; if only Canadian school leavers are considered, the number of prepared workers actually falls short of the number of projected job openings. For example, over the period 2011-2020, the COPS projections estimate a total of 51,380 school leavers qualified for work as Civil, Mechanical, Electrical, and Chemical Engineers, a number insufficient to meet projected job demand. Figure 3.2: 2011-2020 Cumulative Job Figure 3.3: 2011-2020 Cumulative Job Openings and Job Seekers: Civil, Openings and Job Seekers: Mechanical, Electrical, & Chemical Other Engineers Engineers

25 “Canadian Occupational Projection System (COPS).” Canadian Occupational Projection System. http://www23.hrsdc.gc.ca/[email protected]

203 Bachelor of Automation and Robotics 80,000 40,000 70,000 35,000 Other, Other, 60,000 20,388 30,000 11,900 50,000 25,000 40,000 20,000 36,655 30,000 60,436 School 15,000 School Leavers, Leavers, 20,000 51,380 10,000 25,951 10,000 5,000 0 0 Job Openings Job Seekers Job Openings Job Seekers

Source: Canadian Occupational Projection System Source: Canadian Occupational Projection System

Indeed Data Because the COPS employment categories are broad and do not adequately reflect demand for workers skilled in mechatronics engineering, specifically with expertise in robotics and automation, Hanover Research used Indeed.com to gather data on relevant job postings in Canada and also in the United States. U.S.-based postings are included because the Indeed data tool for Canada is not as robust as that offered in the United States. Indeed gathers job postings from numerous different “job board” websites and employers’ careers pages, resulting in a diverse and relatively comprehensive list.26 Hanover Research gathered data on the total number of job postings, top locations, and top employers. It should be noted that Indeed provides job posting data for the last 30 days, making longitudinal analyses impossible, though it does provide limited trend data.27

Job Postings in Canada Unfortunately, Indeed’s Canadian website, Indeed.ca, ranks companies and locations for keyword searches, but does not provide the job posting numbers specific to these companies or locations as does its U.S. counterpart, Indeed.com. Figure 3.4 tabulates the top job postings for “automation” and “robotics.” As there were only 46 job postings in Canada for “mechatronics,” the category is not included here. The strongest provincial market for automation and robotics jobs appears to be Ontario, while Toronto offers the strongest market at the city level.

Figure 3.4: Indeed Postings in Canada for Robotics and Automation Positions Automation (3,226 Postings) Robotics (445 Postings) Company Honeywell Express Employment Professionals Randstad Randstad Walmart HCS Group Stantec The Employment Solution Design Group Staffing Rockwell Automation

26 Indeed. “Our Company.” Collected October 23, 2012. http://www.indeed.com/intl/en/ourcompany.html 27 Indeed. “Job Trends.” Collected October 23, 2012. http://www.indeed.com/jobtrends

204 Bachelor of Automation and Robotics Siemens Executive Steps Schneider Electric The Employment Solution Location Toronto, ON Hamilton, ON Calgary, AB Guelph, ON Montreal, QC Mississauga, ON Vancouver, BC Brampon, ON Edmonton, AB Windsor, ON Mississauga, ON Toronto, ON Ottawa, ON Kitchener, ON Ontario Calgary, AB Burnaby, BC Vaughan, ON Markham, ON Cambridge, ON Source: Indeed Canada

Job Postings in the United States There were far more postings for robotics, automation, and mechatronics-related positions in the United States. In contrast to Indeed.ca, Indeed.com provides the number of job postings listed by company and location. The strongest employers for automation are “unlisted” companies, demonstrating the diversity of the market. Strong listed employers include SAVVIS Inc., McKesson, U.S. Cellular, and Microsoft. The strongest employers for robotics are McKesson and Raytheon. Also of note, the strongest markets for automation workers in the United States are major metropolitan areas. New York, San Francisco, Chicago, Houston, Seattle, and Atlanta are the top six employment markets for automation workers in the United States (Figure 3.5).

Figure 3.5: Indeed Postings in the United States for Robotics and Automation Positions Automation (46,277 Postings) Robotics (3,876 Postings) Company Unlisted Company 640 McKesson 292 SAVVIS Inc. 411 Raytheon 247 McKesson 352 Unlisted Company 119 US Cellular 349 Enterprise Medical Service 72 (U.S.) National Guard 338 Kelly Engineering Resources 44 New England Physician Recruiting Microsoft 312 43 Ctr. Automation Personnel Services 307 Liquid Robotics 39 Schweitzer Engineering 271 Applied Research Associates, Inc. 34 Laboratories Rockwell Automation 270 Flow International 32 Schweitzer Engineering Honeywell 257 22 Laboratories Location New York, NY 1,455 Andover, MA 80 San Francisco, CA 1,409 Pittsburgh, PA 71

205 Bachelor of Automation and Robotics Chicago, IL 962 Alpharetta, GA 59 Houston, TX 931 Woburn, MA 56 Seattle, WA 820 New York, NY 42 Atlanta, GA 782 Sunnyvale, CA 41 San Jose, CA 714 Houston, TX 41 Austin, TX 668 San Diego, CA 39 Washington, DC 612 Tewksbury, MA 38 San Diego, CA 589 Atlanta, GA 37 Source: Indeed

Figure 3.6: Indeed Postings in the United States for Mechatronics Engineering Positions Mechatronics (334 postings) Company Location SFK 16 Charlotte, NC 11 Global Career Connection 11 Wilton, CT 10 ASML 10 Champaign, IL 9 Univ. of Illinois at Urbana- 7 Portland, OR 7 Champaign Brock Solutions 7 Elyria, OH 6 Kenexa 7 Sunnyvale, CA 5 Norfolk Southern Corp 6 Lansdale, PA 5 Bendix Commercial Vehicle 6 Plymouth, MI 5 Systems Unlisted Company 6 Santa Clara, CA 5 Utah Valley University 5 San Francisco, CA 5 Source: Indeed

Job trend data based on all mechatronics-related engineering positions posted on Indeed.com show that the greatest number of job openings relate to automation, a job category which accounted for an increasing percentage of job postings from 2006 to 2011.

206 Bachelor of Automation and Robotics Figure 3.7: Job Postings for Mechatronics Engineering-Related Positions (All Indeed Postings)

Source: Indeed28 Note: Indeed Trends does not allow users to limit job postings to Canada.

LinkedIn Hanover Research further used LinkedIn to gather demographic data on individuals working in robotics, automation, and mechatronics engineering professions. LinkedIn allows users who work in similar jobs to form groups based on their shared interests. LinkedIn provides group statistics, such as function, location, and industry, for these groups. Of note, the groups presented here are global in nature and are not dominated by Canadians.

Automation & Control Engineering (34,585 members) and Automation Engineers (36,769 members) are the largest mechatronics engineering groups on LinkedIn. The plurality of members of robotics, automation, or mechatronics engineering groups work in the industrial automation, electrical/electronic manufacturing, or mechanical and industrial engineering sectors. The majority of members fulfill an engineering function. Other than Toronto, Ontario (in the Mechatronics LinkedIn group), no other Canadian locale was a top five location for group membership.

Figure 3.8: LinkedIn Groups: Automation & Control Engineering and Automation Engineers Automation & Control Engineering (34,585 Automation Engineers (36,749 Members) Members) Function Engineering 35% Engineering 32% Sales 8% Sales 12% Program and Project Management 5% Program and Project Management 5% Operations 5% Consulting 5% Consulting 3% Operations 4% Automation & Control Engineering (34,585 Automation Engineers (36,749 Members) Members)

28“Job Trends.” Indeed. http://www.indeed.com/jobtrends?q=%22robot%22%2C+%22automation%22%2C+%22mechatronics%2 2&l=

207 Bachelor of Automation and Robotics Location Houston, TX 2% Chicago, IL 2% Chicago, IL 2% Bengaluru, India 2% Pakistan 2% Detroit, MI 2% Boston, MA 2% Boston, MA 2% Detroit, MI 2% Pune, India 2% Industry Industrial Automation 33% Industrial Automation 38% Electrical/Electronic Manufacturing 13% Electrical/Electronic Manufacturing 10% Oil & Energy 10% Oil & Energy 6% Mechanical or Industrial Mechanical or Industrial Engineering 5% 5% Engineering Information Technology and Services 3% Staffing and Recruiting 4% Source: LinkedIn29,30

Figure 3.9: LinkedIn Groups: Robotics Guru and Laboratory Robotics Interest Group Laboratory Robotics Interest Group (LRIG) Robotics Guru (7,360 Members) (5,781 Members) Function Engineering 24% Research 20% Entrepreneurship 6% Sales 11% Sales 6% Engineering 9% Research 5% Consulting 5% Program and Project Management 4% Operations 4% Location Detroit, MI 5% Boston, MA 12% San Francisco, CA 4% San Francisco, CA 9% Boston, MA 3% New York, NY 8% Bengaluru, India 2% Philadelphia, PA 5% New York, NY 2% San Diego, CA 4% Industry Industrial Automation 24% Biotechnology 36% Mechanical or Industrial 8% Pharmaceuticals 17% Engineering Electrical/Electronic Manufacturing 8% Research 7% Computer Software 7% Medical Devices 5% Research 6% Industrial Automation 4% Source: LinkedIn31,32

29 “Automation & Control Engineering.” LinkedIn. http://www.linkedin.com/groups?groupDashboard=&gid=1967039&trk=group_most_popular-an-rr-0 30 “Automation Engineers.” LinkedIn. http://www.linkedin.com/groups?groupDashboard=&gid=75483&trk=group_most_popular-an-rr-0 31 “Robotics Guru.” LinkedIn. http://www.linkedin.com/groups?groupDashboard=&gid=135028&trk=anet_about-an-rr-0 32 “Laboratory Robotics Interest Group (LRIG).” LinkedIn. http://www.linkedin.com/groups?groupDashboard=&gid=705&trk=anet_about-an-rr-0

208 Bachelor of Automation and Robotics Figure 3.10: LinkedIn Group: Mechatronics Mechatronics (6,744 Members) Function Engineering 28% Sales 6% Research 5% Entrepreneurship 4% Program and Project Management 4% Location Eindhoven, Netherlands 6% Egypt 3% Pakistan 2% Toronto, Canada 2% San Francisco, CA 2% Industry Mechanical or Industrial Engineering 26% Industrial Automation 16% Electrical/Electronic Manufacturing 9% Automotive 5% Research 4% Source: LinkedIn33

Employer Profile: Level One Robotics and Controls, Inc. Level One Robotics and Controls, Inc. is a robotics and automation design and consulting firm with locations in Windsor, Ontario in Canada and Michigan in the United States. The company employs about 105 people (55 in Windsor and about 50 in Michigan). Level One is contracted by large automation manufacturers to design, implement, manage, and troubleshoot robotics and automation technology for manufacturing processes. The company operates at every level of the manufacturing process except in the physical manufacturing of robots.34 Contracting robotics design out to boutique design firms such as Level One is common in the robotics industry, as not all large manufacturers want to maintain an in-house design division and some cannot fulfill all of their design needs with their current design staff.35

Hanover interviewed Milan Gasko, President and CEO of Level One, to ask for his insights into the Canadian Robotics and Automation industry and Level One’s hiring practices. The insights offered here are from one top executive at one Canadian robotics firm. Mr. Gasko’s experiences may not reflect the sentiments and needs of the general robotics and automation business community.36 Mr. Gasko notes a strong demand for engineers with industry experience in robotics and fierce competition for talent. Unfortunately, there is a dearth of engineers available with strong robotics experience, so robotics and automation businesses are forced to develop their own talent at significant cost. Usually these hires come from electrical,

33 “Mechatronics.” LinkedIn. http://www.linkedin.com/groups?groupDashboard=&gid=2176496&trk=anet_about-an-rr-0 34 “Services.” Level One Robotics and Controls, Inc. http://www.leveloneinc.com/services.php 35 Gasko, Milan. Phone Interview. October 25, 2012. 36 Ibid.

209 Bachelor of Automation and Robotics mechanical, computer science (programming), communications, and industrial manufacturing engineering programs. Because of the lack of robotics talent, Level One has been strongly recruiting from St. Claire College in Windsor, hiring five electronic and mechanical engineering graduates from St. Claire over the past year and putting them through a three to four week training program. Level One cannot hire qualified engineers fast enough; in Mr. Gasko’s words, “We are hurting for people.”37

Mr. Gasko offered some suggestions to improve the current education model for robotics or mechatronics engineering students. First and foremost, Mr. Gasko contends, Canadian robotics firms need students with more lab experience. Level One’s recent hires from St. Clair College were trained in a well-funded lab with significant donations from Ford. However, student experience in the lab is limited due to broken equipment, professors’ lack of knowledge regarding how to use the equipment and test robots, and limited lab availability for students. Mr. Gasko emphasized that students need as much practical lab experience as possible, even if it is not with the most advanced equipment. Furthermore, students need experience in maintaining and setting up a laboratory safely for work. In most university lab experiences, this is done for the student by lab managers and professors, but it is a valuable skill in and of itself. Specifically, Mr. Gasko would like to see students able to: . Set up networks and connections between robots and controls . Load and install robotics software . Troubleshoot electrical problems . Troubleshoot programming errors

Second, students need more training in troubleshooting and problem solving. This includes not only technical education such as software debugging, but also the development of a proactive, problem solving mindset. Proactive, innovative engineers are in high demand. Third, simulation skills are in high demand in robotics. Running comprehensive simulations significantly reduces production time and costs by finding design problems before a prototype is built. Simulation training requires experience with simulation software and practice in a lab.38

Level One would be interested in collaborating with Algonquin College to develop a Robotics and Automation or Mechatronics Engineering curriculum. Mr. Gasko expressed strong interest in directly hiring graduates from such a program as soon as possible.39

Section IV: Implementation Considerations and Program Profiles

Considerations for Implementation The following themes emerged in Hanover Research’s review of academic offerings in mechatronics and interviews with representatives from industry and academia:

Interdepartmental Funding and Faculty Mechatronics engineering presents a challenge in where the degree should be situated. The institutions profiled in this report have situated their mechatronics engineering programs in

37 Ibid. 38 Ibid. 39 Ibid.

210 Bachelor of Automation and Robotics various locations. San Jose State University houses its mechatronics engineering faculty in the department of mechanical engineering, while Simon Fraser University has established a separate division for mechatronics engineering. The sharing of budgets, faculty, and lab space may be difficult as the interdisciplinary nature of the field necessitates the convergence of electronic, mechanical, and computer engineering faculty expertise.

Lab Materials and Maintenance Mechatronics engineering programs carry large laboratory and materials costs. Material costs include computers, software, lab space/facilities, and raw materials for the construction of engineering projects. Additionally, labs and equipment must be maintained by knowledgeable staff. The initial cost for San Jose State to set up its mechatronics engineering lab in 1997 was around $500,000 (U.S.). Therefore, the cost of acquiring and maintaining equipment for a mechatronics engineering program may be high.

Student Safety The work involved in mechatronics engineering is highly technical and requires the use of possibly dangerous equipment. Institutions usually mitigate the risk of student injury by providing graduate assistants and/or trained engineers to act as supervisors in lab areas during construction projects. The University of Toronto follows this policy. Because students work outside of class hours on projects for class, the cost of providing adequate supervision in lab areas for students would likely be high.

Work Experience Mr. Gasko of Level One Robotics and Controls, Inc. and professors and administrators at Simon Fraser University, San Jose State University, and McMaster University unanimously emphasized the importance of lab work and directly applicable work experience, either through internships or co-op work. The mechatronics engineers in highest demand have three to five years of work experience, but due to the newness of the field and lack of experienced talent, businesses are hiring more graduates directly out of school. However, businesses are reluctant to do this because they must put inexperienced hires through an expensive and lengthy training process.

Program Profiles This section provides brief program profiles of comparable Canadian programs to a Bachelor of Automation and Robotics. Three Canadian universities offer bachelor’s degrees in mechatronics: McMaster University, Simon Fraser University, and the University of Waterloo. Two other institutions profiled here, the University of Toronto and the University of British Colombia, offer mechatronics concentrations as part of a broader mechanical engineering program.

McMaster University McMaster University offers Bachelor’s of Engineering degrees in Mechatronics Engineering, Mechatronics Engineering and Management, and Mechatronics Engineering and Society. The mechatronics engineering program first began in September 2006 and emphasizes a blend of mechanical, electrical, and software engineering content.40 Students are admitted to the program in their second year after the completion of a general first-year curriculum for all engineering programs. Students are not required, but highly encouraged to participate in

40 “Mechatronics Engineering.” McMaster University. http://www.cas.mcmaster.ca/cas/0template1.php?902

211 Bachelor of Automation and Robotics McMaster’s cooperative education (co-op) program, which pairs students with practicing engineers working for potential employers.41

The mechatronics engineering curriculum begins in a student’s sophomore year and consists of 111 credit units. Students usually graduate in five years.42 The key difference between the Mechatronics Engineering degree and the Mechatronics Engineering and Management and Mechatronics Engineering and Society degrees is the fulfillment of a specific concentration curriculum in the student’s final year.43 The full curriculum for the Mechatronics Engineering degree is available at this link.

The first graduates of McMaster’s Mechatronics Engineering program graduated in 2010 and have easily found employment. The strongest employers are advanced manufacturing businesses.44 Exemplary students may also go on to earn their Master’s of Engineering in Mechatronics with an additional year of study.45

Simon Fraser University Simon Fraser University offers a Bachelor’s of Engineering in Mechatronics Systems Engineering, lasting a minimum of four years. To graduate in four years, students must be enrolled full-time in classes or participating in a co-op work experience every spring, summer, and fall semester. The curriculum culminates in a capstone design project.46 A crucial component of the curriculum is the industrial internship/co-op program in which students work alongside practicing engineers as apprentices. Students are required to take at least three cooperative education (co-op) semesters and are encouraged to take their co- ops during the summer of their second year, spring of their third year, and fall of their fourth year.47 Students are encouraged to seek compensation for their work and have achieved salaries slightly below those of a degree-holding graduate while still enrolled in classes. Students have worked “as far away as Germany, Japan, Finland, Hong Kong, Taiwan, and Korea.”48 Co-op experiences have high potential for developing into post-graduation employment. The full, four-year curriculum for Simon Fraser’s Mechatronics Systems Engineering program is available at this link.

Simon Fraser enrolled its first cohort of mechatronic engineering students in 2007, graduating 50 inaugural students in 2011. Of the first 50-student cohort, 50 percent were hired before graduation, and the remainder were hired within three months of graduation, meaning 100 percent of students were employed within three months of graduation. The second cohort consists of 80 students, but has not yet graduated.49 An interview with one of Simon Fraser’s mechatronics professors, Dr. Ahmad Rad, revealed that most of Simon Fraser’s graduates have gone on to work at small- to medium-sized businesses. Most employment opportunities in British Columbia are in high-tech industries or utility companies such as BC Hydro.50

41 Stewart, Lynn. Phone Interview. October 29, 2012. 42 Ibid. 43 “Mechatronics Engineering (B.Eng.).” McMaster University. http://registrar.mcmaster.ca/CALENDAR/current/pg1229.html 44 Stewart, Lynn. Op. cit. 45 “Mechatronics Engineering.” Op. cit. 46 “4-Year Undergraduate Curriculum.” Simon Fraser University. http://mse.ensc.sfu.ca/undergraduate- students/academic-programs/4-year-ugrad-curriculum.html 47 Ibid. 48 “Cooperative Education.” Simon Fraser University. http://ensc.sfu.ca/coop.html 49 Rad, Ahmad. Phone Interview. October 25, 2012. 50 Ibid.

212 Bachelor of Automation and Robotics

Of note, students also have the option to pursue a double degree in Engineering Science (with a Mechatronics specialization) and Business Administration.51 Students may also pursue a certificate in Computer Aided Design and Drafting from Kwantlen Polytechnic University while enrolled at Simon Fraser.52

Simon Fraser had a relatively easy time launching its Mechatronics Systems program. The idea was generated by the School of Engineering Science’s director. At the time, Simon Fraser was establishing a new campus in Surrey and had made the institutional decision to offer separate programs from what it offered at its main campus. The program in Mechatronics Systems Engineering became the favorite offering of the engineering faculty to export to the new campus. To meet the needs of the new program, Simon Fraser hired a number of mechanical engineering professors to supplement its strong computer and electrical engineering departments (Simon Fraser is the only school in Canada to offer mechatronics degrees, but not mechanical engineering degrees). As an added bonus, the Mechatronics Systems Engineering program received all new laboratories, buildings, and equipment by way of its location in the new campus.53

University of Waterloo The University of Waterloo’s Mechatronics Engineering program is separate from its Mechanical Engineering program. From day one, students are enrolled in a separate curriculum from their fellow students pursuing mechanical engineering. The program usually takes four and a half to five years to complete. Students have the option to complete Biomechanics, Computer Engineering, Environmental Engineering, International Studies, Management Sciences, Mathematics, Physics, Statistics, and Water Resources specializations.54 Unfortunately, the University of Waterloo does not provide a full curriculum for its Mechatronics Engineering program online.

Students are required to take part in a co-operative study (co-up) with a maximum of six, four-month terms.55 The co-op experience begins immediately upon beginning the bachelor’s program. In their first term, students apply to companies they are interested in, beginning employment in their second term (each term/semester is four months). Students have landed co-op placements with industry giants such as Xerox, Toyota, and Honeywell. Co-op semesters alternate every other semester with academic semesters. In total, a student will complete six co- op semesters and eight academic semesters.56

The University of Waterloo houses its Mechatronics Engineering program and faculty within the Mechanical and Mechatronics Engineering Department. Classes for mechatronics engineering

51 “Double Degree in Engineering Science (Mechatronics) and Business Administration.” Simon Fraser University. http://mse.ensc.sfu.ca/undergraduate-students/academic-programs/kwantlen/MSE- Business.html 52 “Partnership with Kwantlen Polytechnic University.” Simon Fraser University. http://mse.ensc.sfu.ca/undergraduate-students/academIic-programs/kwantlen/joint.html 53 Rad, Ahmad. Op. cit. 54 “Specializations and Options.” University of Waterloo. https://uwaterloo.ca/mechanical-mechatronics- engineering/future-undergraduate-students/mechatronics-engineering/specializations-and-options 55 “About Mechanical and Mechatronics Engineering.” University of Waterloo. https://uwaterloo.ca/mechanical-mechatronics-engineering/about-mechanical-and-mechatronics- engineering 56 “Frequently Asked Questions.” University of Waterloo.

213 Bachelor of Automation and Robotics are offered in collaboration with the Department of Electrical and Computer Engineering and the Department of Systems Design Engineering.57

University of Toronto The University of Toronto (UT) offers a Bachelor’s of Mechanical Engineering with a Mechatronics stream (concentration). UT first began offering mechatronics classes in 1999 and launched its stream curriculum structure for mechanical engineering students in 2008. Streams are offered in the final two years of a student’s bachelor’s degree program.58 Each student takes two of five streams: Bioengineering, Energy and Environment, Manufacturing, Mechatronics, and Solid Mechanics and Machine Design. Completion of a stream requires enrollment in two classes out of a selection of five to six courses designated for each stream.59 Students complete their bachelor’s degree with a capstone course with an emphasis on design.60

Dr. Ridha Ben Mrad, a mechatronics engineering faculty member, estimates that the two-year stream in mechatronics enrolls about 60 students per year, with about 100 students currently beginning or completing their mechatronics stream requirements. Dr. Mrad recounts that the decision to make mechatronics a stream in mechanical engineering in 2004 was due to the fact that the department leadership did not feel that a mechatronics engineering degree was unique enough from the department’s mechanical engineering course offerings or in high enough demand to warrant offering a separate degree.61 Most of Toronto’s students that choose to pursue careers in mechatronics engineering following the completion of the mechatronics stream are employed by automotive or aerospace design or manufacturing firms.62

The full four-year curriculum for mechanical engineering students with the mechatronics engineering stream is available at this link. The mechatronics stream requires that students take two courses out of a listing of five to six depending on current course offerings. Two example courses are provided below:

Figure 4.1: Mechatronics Stream Course Descriptions for the University of Toronto Course Course Name Description Number The course aims to raise practical design awareness, provide pertinent project engineering methodology, and generate a know-how core in integration of complex automation. This course has mainly practical content, and is integral and useful in the training and education of those students who plan to be employed in areas Mechatronics related to intelligent automation, as well as to the breadth of knowledge of all Systems: others. Although emphasis will be on robotic-based automation (mechatronics), the MIE 443 Design and learning will be useful in all domains of system integration. This course will Integration introduce students to the basics of integration, methodology of design, tools, and team project work. The course will be monitored based on projects from a selected list of topics. The lectures will be in format of tutorials as preparation and discussions on project related issues. A main goal is to bring the methods, means and spirit of the industrial design world to the class room. Emphasis will be on

57 Ibid. 58 Ben Mrad, Ridha. Phone Interview. October 23, 2012. 59 “Mechanical Engineering Curriculum.” University of Toronto. http://www.mie.utoronto.ca/undergrad/mechanical/curriculum.php?year=4 60 “Frequently Asked Questions.” University of Toronto. 61 Ben Mrad, Ridha. Op. cit. 62 Ibid.

214 Bachelor of Automation and Robotics understanding the elements of integration, methodology and approaches, and will involve numerous case studies. Specifically the course will provide a practical step- by-step approach to integration: specifications, conceptual design, analysis, modeling, synthesis, simulation and bread-boarding, prototyping, integration, verification, installation and testing. Issues of project management, market, and economics will be addressed as well. Limited Enrolment. This course provides students with the tools to design, model, analyze and control mechatronic systems (e.g., smart systems comprising electronic, mechanical, fluid and thermal components). This is done through the synergic combination of tools from mechanical and electrical engineering, computer science and information Mechatronics technology to design systems with built-in intelligence. The class provides MIE 444 Principles techniques for the modeling of various system components into a unified approach and tools for the simulation of the performance of these systems. The class also presents the procedures and an analysis of the various components needed to design and control a mechatronic system including sensing, actuating, and I/O interfacing components. Source: University of Toronto63 University of British Columbia The University of British Colombia (UBC), similar to the University of Toronto, offers a Bachelor’s of Engineering in Mechanical Engineering with a Mechatronics specialization. All engineering students take two general mechanical engineering curricula in their freshman and sophomore years: First Year Engineering in their freshman year and Mech 2 in their sophomore year. Following the completion of Mech 2, students enroll in a specialization of their choice, lasting an additional three years. In total, completing a bachelor’s degree in mechanical engineering with specialization in mechatronics engineering requires a minimum of five years.64 Students have numerous mechanical engineering courses available to them. A full list of courses is available at this link.

Students in UBC’s mechatronics option are required to take a co-op course schedule, and are strongly encouraged to enroll in a co-op work experience in which they receive practical work experience as engineers. However, students may elect not to participate in a co-op.65 Examples of organizations that have hired UBC graduates are Bosch, the Canadian Space Agency, Maxon Motor, Royal Dutch Shell, and Sierra Wireless.66 Exemplary students in mechatronics engineering may go on to immediately continue their studies at UBC to receive a Master’s of Engineering in Mechatronic Engineering.67

Program Development Case Study: San Jose State University

In 1997, San Jose State University (SJSU) in California began offering a Mechanical Engineering degree with a Mechatronics Stem (concentration) through the Department of Mechanical and Aerospace Engineering of the College of Engineering. Dr. Tai-Rain Hsu, the leader of the program, documented his assessment of the difficulties of establishing a mechatronics degree program. Although dated, SJSU’s example provides a general roadmap and timeline for developing a mechatronics engineering degree, and a summary of his report is

63 “Course.” University of Toronto. http://www.mie.utoronto.ca/undergrad/courses/ 64 “FAQ.” University of British Columbia. http://mech.ubc.ca/undergraduate- students/mechatronics/faq/#courses 65 Ibid. 66 “Opportunities in Mechatronics.” University of British Columbia. http://mech.ubc.ca/undergraduate- students/mechatronics/opportunities-in-mechatronics/ 67 “Mechatronics M.Eng.” University of British Columbia. http://mech.ubc.ca/graduate-students/degree- options/masters-of-engineering-meng/mechatronics/

215 Bachelor of Automation and Robotics provided here. Hanover also interviewed Dr. Tai-Ran Hsu to follow up on the conclusions he reached in his 1999 report.

The goals of developing a Mechatronics Engineering program, stemming from 1991 when the idea for the program first took root, were the following:

1. “To prepare the SJSU-ME (San Jose State University – Mechanical Engineering) program for the imminent trend towards interdisciplinary engineering education.”68 2. “To develop a national model for an inter-engineering disciplinary program on the emerging mechatronic technology.”69 3. “To provide a necessary human resource supply to the Silicon Valley high technology industry.”70 4. “To take advantage of strong support of local high tech industry.”71

The design phase took place from 1991 to 1995. Seven major steps were taken: (1) consultation with local industry, (2) faculty development, (3) introduction of experimental courses, (4) task force development of a funding proposal, (4) curriculum development, (5) funding the project, and (6) implementing the program.72

The first step in the process was a consultation with the local high tech industry in California. This was done by reaching out to successful companies in nearby Silicon Valley through interviews and a survey. Local business leaders were disappointed in SJSU’s engineering program in general and claimed that it took about 10 years to train graduates after hiring them. Through the survey and consultations, employers in the San Jose area provided a list of nearly 200 items of improvement they desired from SJSU engineering graduates. Dr. Hsu and his colleagues used these suggestions to develop the idea for a mechatronics curriculum.73 This step took less than one year to complete (1991).74

Second, because mechatronics engineering was a relatively new field in the early 1990s, the faculty at SJSU needed to train themselves to teach mechatronics courses. This was done through short professional development workshops and courses for faculty and students focused on mechatronics technologies, theory, and application. Local industry experts led seminars on emerging mechatronics practices and technologies. This process lasted from 1991 to 1992 and was crucial in gaining faculty and student buy-in. 75

Third, in order to gauge student interest in mechatronics engineering, SJSU added three test courses from 1991 to 1993: Cooling of Electronic Systems (1991), Design of Electronic Packaging (1992), and Digital Controls and Robotics and Manufacturing (1993). The courses were highly popular and gave professors opportunities to improve their abilities to teach a mechatronics curriculum.76

68 Hsu, Tai – Ran. “Development of an Undergraduate Curriculum in Mechatronics Systems Engineering.” Op. cit., p. 173. 69 Ibid. 70 Ibid. 71 Ibid. 72 Ibid., p. 173. 73 Hsu, Tai-Ran. Phone Interview. October 25, 2012. 74 Hsu, Tai-Ran. Op. cit., p. 174. 75 Ibid., pp. 173-175 76 Ibid., p. 175.

216 Bachelor of Automation and Robotics

The fourth, fifth, and sixth steps were to create a task force to apply for a National Science Foundation (NSF) grant to fund the program, to develop a curriculum for the proposal, and, finally, to fund and implement the program. The NSF grant for $500,000 was crucial in building a mechatronic engineering laboratory for the program. SJSU began officially offering the Mechatronics Engineering Stem in 1997.77 SJSU’s Mechatronics Stem is now 15 years old and enrolls about 120 to 130 students per year. SJSU faced a number of challenges in implementing its mechatronics engineering program. First, it was difficult to initially raise student awareness of the program. Because classes in mechatronics had not been previously offered, students did not know what mechatronics was or how mechatronics classes could benefit them. In retrospect, a stronger student awareness effort would have made the establishment of the program smoother. By 1999, 44 percent of all mechanical engineering majors were enrolled in the Mechatronics Stem, making it the most popular concentration in the mechanical engineering program. The program’s popularity continues to this day, with about one-third of students enrolling in the Mechatronics Stem.78 Second, effectively dividing teaching courses and workload credits among faculty of different disciplines was difficult. SJSU chose team teaching as a method of delivering expertise in electrical and mechanical engineering to its mechatronics classes, but this required splitting workload credits and teaching time among faculty in separate departments and was difficult to negotiate. Third, funding, maintaining, and sharing the Mechatronics Engineering Laboratory among different departments was difficult. Dividing budgetary funding among the engineering departments and fairly and equitably dividing resources for a mechatronics faculty spanning multiple departments was difficult, but not impossible to negotiate.79 Dr. Hsu credits SJSU’s focus on maximizing the utility of the mechatronics lab for students as the key to the program’s sustained success.80

A key lesson from SJSU’s experience is to create a strong relationship with local business partners. Local businesses were crucial in training faculty to teach mechatronics engineering courses, identifying curriculum needs, and hiring graduates of the program. SJSU’s location near Silicon Valley during the booming 1990s greatly aided in the success of its program and bolstered employment opportunities for its graduates. Currently San Jose, California has the seventh highest number of job postings for automation on Indeed (714 job postings), reinforcing the attractiveness of the location for such a program.81

SJSU frequently hosts international universities to tour its mechatronics engineering program and Dr. Hsu wanted to convey his willingness to answer any further questions Algonquin College may have regarding SJSU’s experience.

77 Ibid., p. 175. 78 Hsu, Tai-Ran. Phone Interview. Op. cit. 79 Ibid., p. 176. 80 Hsu, Tai-Ran. Phone Interview. Op. cit. 81 Indeed. Op. cit.

217 Bachelor of Automation and Robotics Project Evaluation Form

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END OF LABOUR MARKET ANALYSIS REPORT – AUTHOR HANOVER

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218 Bachelor of Automation and Robotics OCAS Data on Related Degree Programs (November 2014)

In additional to a fulsome Labour Market Analysis, Algonquin College additionally reviewed OCAS applicant data to determine student demand for similar programming at other colleges. Conestoga College of Applied Arts and Technology is the only other Ontario College currently offering an engineering degree, as well as a related degree in applied technology. Applicant information related to Conestoga’s engineering and applied technology degrees is provided in the following tables.

Bachelor of Engineering – Mechanical Systems Engineering (Conestoga)

Program Choice Counts APPLICATION CONFIRMATION ENROLMENT 2011 2012 2013 2014 2011 2012 2013 2014 2011 2012 2013 Applicant College Name Program Title Type BACHELOR OF ENGINEERING - BOTH CONESTOGA MECHANICAL SYSTEMS ENGINEERING 94 155 165 213 30 47 47 56 35 48 34 BACHELOR OF ENGINEERING - DIRECT CONESTOGA MECHANICAL SYSTEMS ENGINEERING 46 101 99 116 15 35 28 35 15 35 22 BACHELOR OF ENGINEERING - NON- CONESTOGA MECHANICAL SYSTEMS DIRECT ENGINEERING 48 54 66 97 15 12 19 21 20 11 11

Applicant Demand – Student Surveys

In order to acquire more applicable data on applicant demand, surveys were conducted with the Mechanical Engineering Advanced Technology Program. This program has strong affinity with the proposed Bachelor of Automation and Robotics, and as such, students in this program would be well-positioned to comment on their interest in continuing their studies. In the spring of 2013 and 2014, and the fall of 2014, surveys where administered to first, second and third year students. A total of 163 students were surveyed.

The consolidated summary of the results are shown in Table 1 and more detailed results are shown in Figures 1 through 4. Approximately 66% of the 163 respondents expressed some level of interest in taking the Bachelor or Automation and Robotics program. This interest is likely to translate into registrations that would assist the program in meeting enrolment targets. The analysis of an Algonquin College demand survey of existing students indicates that there is significant interest in the program among potential applicants.

219 Bachelor of Automation and Robotics

Table 1. Consolidated Survey Results Column1 Spring 2013 Spring 2014 Fall 2014 Total Total number of students surveyed 33 65 65 163

Continuing Post-Secondary Education Definitely 15 12 17 44 Possibly 12 23 29 64 Undecided 5 21 17 43 Definitely not 1 9 2 12

Interest Level in Bachelor of Automation and Robotics Extremely Interested 2 8 6 16 Very interested 11 12 14 37 Somewhat interested 11 19 24 54 Not very interested 4 6 8 18 Not at all interested 2 3 3 8 Unsure, more information required 0 0 1 1

Lag Time For Potential Enrolment in Bachelor Automation and Robotics Within the next year 6 11 2 19 Within the next one to two years 16 18 13 47 More than two years from now 3 6 19 28 No answer 8 30 14 52 As career allows 0 0 17 17

Percentage of Extremely Interested 6.06% 12.31% 9.23% 9.82% Percentage of Very Interested 33.33% 18.46% 21.54% 22.70% Percentage of Somewhat Interested 33.33% 29.23% 36.92% 33.13% Not Interested 27.27% 40.00% 32.31% 34.36% Total Percentage of Interest 72.73% 60.00% 67.69% 65.64%

Interest in Continued Postsecondary Studies

Respondents showed significant interest in continuing their postsecondary studies upon completion of their current program. (See Figure 1: Continuing Postsecondary Studies in the Future – Question 4)

220 Bachelor of Automation and Robotics Figure 1. Continuing Postsecondary Studies in the Future – Question 4

Continuing Postsecondary Education 70

30 NumberofStudents 20

0 Definitely Possibly Undecided Definitely not

Interest in the Bachelor of Automation and Robotics Degree Approximately 66% of the respondents expressed some level of interest in taking the Bachelor of Automation and Robotics program. (See Figure 2: Interest in Bachelor of Automation and Robotics– Question 5 and Figure 3: Percentage of Interest in Bachelor of Automation and Robotics)

221 Bachelor of Automation and Robotics Figure 2. Interest in Bachelor of Automation and Robotics– Question 5 Interest Level in Bachelor of Automation and Robotics

20 Number of Students Students of Number

0 Extremely Very Somewhat Not very Not at all Unsure, more Interested interested interested interested interested information required

Figure 3. Percentage of Interest in Bachelor of Automation and Robotics

Percentage of Student Interest

9.82% Percentage of Extremely Interested 22.70% Percentage of Very Interested 65.64% Percentage of Somewhat Interested 33.13% Not Interested

Total Percentage of Interest

34.36%

222 Bachelor of Automation and Robotics

Lag time for Potential Enrolment in Bachelor of Automation and Robotics

In terms of program development and launch timelines, over 40% of respondents indicated that they would be willing to enroll in the program within two years. (See Figure 4: Lag Time for Potential Enrolment in Bachelor of Automation and Robotics Science – Question 6)

Figure 4. Lag Time for Potential Enrolment in Bachelor of Automation and Robotics Science

Lag Time For Potential Enrolment in

Bachelor 60

20 NumberofStudents 10

0 Within the next Within the next More than two No answer As career allows year one to two years years from now

223 Bachelor of Automation and Robotics Current Employment Opportunities

The following job advertisings provide additional evidence of the economic need for this program. These particular postings were selected because of the relevance of the proposed degree learning outcomes to the position and the requirement of a postsecondary degree. Employers (locally, provincially, nationally, and internationally) are seeking candidates with a degree in automation and robotics for various related positions. Some employment opportunities are very specific to the field (automation and robotics), but others reflect career mobility between specializations that apply to automation and robotics.

The following positions were advertised on popular job search websites as listed below between October 15, 2014 and December 11, 2014. www.monster.ca www.monster.com www.indeed.com www.linkedin.com www.workopolis.com

Position and Location Required Educational Organization Qualifications and Related Experience Robotics Field Service Brampton, ON . College degree with specialization in Representative Canada automation/robotics ABB Canada . 2 to 4 years of experience in a hands-on Electro-mechanical environment . Robotic Paint Application knowledge an asset . Strong customer focus and the ability to relate well to customer needs, strong interpersonal, leadership, and organizational skills . Must be able to work in a multi-disciplined engineering environment often under pressure filled conditions . Experience in dealing with customers to resolve problems . Ability to read and interpret drawings, reference manuals, and assembly systems instruction guides . Good communication skills including the ability to write routine reports and speak effectively before customers or employees of the client organization . Safety awareness – IAPA training an asset

Controls/Automation Milton, ON . College or University Degree in Controls or Technician Canada Electrical Engineering Magna International Product Verification Ottawa, ON . Degree or diploma in Electrical Engineering Specialist - Robotics Canada or Robotics (Required) Ross Video . 3+ years System(Mechanical, Hardware and Software verification background) (Required) . Some network configuration experience (basic IP routing & configuration) (Desired) . Knowledge of the Broadcast environment

224 Bachelor of Automation and Robotics

Position and Location Required Educational Organization Qualifications and Related Experience Sr. Manufacturing Toronto, ON . Graduate of Engineering or Engineering Engineer Canada Technology from an accredited educational MedAvail Technologies institution Inc. . Strong ability to communicate effectively in spoken and written English, conveying information, concepts and ideas to others . Ability to work effectively inside a multi- disciplinary team environment . Ability to prioritize and manage multiple work activities, to completion, while meeting or exceeding deadlines . Organization skills, dependability, self- motivated and goal-oriented with strong mechanical aptitude and attention to detail . Experience with 3D solid modeling software . Expertise in mechanical production techniques, processes and tooling relating to machining, sheet metal, welding, injection molding, etc. Controls Designer Bolton, ON . Bachelor’s degree or higher in Software Husky Injection Canada /Electrical/Mechatronics Engineering Molding Systems preferred . Experience working with any Real Time system is an asset . Experience working with large automated machinery is an asset . Knowledge of international codes/standards OSHA, NFPA, CSA, EN, and IEC is an asset . Experience designing and building machines with a focus on manufacturability is an asset . A strong desire to learn about control systems and automation. . A flexible team player with a strong sense of ownership, coupled with technical experience and 'out-of-the-box' creativity . Strong written and verbal communication skills . A Team player and a self-starter . Programming using C, C#, C++ and Visual Basic for real-time control . Exposure to Windows programming and understanding of dot.Net Framework . Troubleshooting, debugging of control systems . Ability to read electrical schematics Kitchener, ON . College diploma or University degree in Automation and Canada relevant field of study. (Electrical Engineering, Controls Systems Mechatronics, Systems Design, Automation,

225 Bachelor of Automation and Robotics

Position and Location Required Educational Organization Qualifications and Related Experience Project Manager . 3 + years of experience in a leadership role Brock Solutions on controls automation projects . Experience / Exposure to the PLC programming (example Rockwell, Siemens) and PLC troubleshooting and debugging . Experience implementing real time control solutions in a critical operational capacity for companies in manufacturing, transportation, parcel/postal or warehouse and distribution industries . Must be customer focused and action oriented . Excellent organizations skills . Excellent communication skills, both verbal and written . Ability to work effectively in a team based project environment Applications Engineer Cambridge, ON . University Degree or College Diploma in Eclipse Automation - Canada Mechanical/Electrical Engineering or Mechatronics . Minimum of five years of experience in the automation manufacturing process along with some exposure to the methods, materials, machines and tools of the trade. . Excellent time management skills. . Some knowledge of applicable laws, codes, regulations and their requirements whether provincial or Federal. . Excellent communications skills, both oral and written. . Ability to maintain effective relationships with the customers, suppliers, vendors and general staff. . Sound knowledge of Microsoft applications and CAD software (SolidWorks). . Ability to prepare estimates, budgets, status reports and other reporting, as required Maintenance Oakville, ON . Bachelor's Degree in Engineering Supervisor-Automation Canada . 2+ years of related experience (Body) . Strong problem solving skills, including 8Ds, Ford Motor Company FMEAs, and DMAICs . Ability to independently troubleshoot all body equipment and continuously evaluate equipment for improvement for quality and delivery . Fanuc robot experience . Kawasaki programming, RS Logics, Microsoft office

226 Bachelor of Automation and Robotics

Position and Location Required Educational Organization Qualifications and Related Experience . PLC . Ability to read prints, AutoCAD, interpret and modify electrical schematics . Experienced in laser burning . Strong understanding of conveyors system programming and body tooling techniques, in addition to networking understanding, DH+, Ethernet, remote IO . Ability to read blueprints Controls Automation Toronto, ON . Bachelor of Science in the Engineering field, Engineer Canada Electrical preferred, or equivalent Give and Go Prepared Technologist Diploma in Electronic/Electrical Foods or Controls Engineering . 5-10 years experience in maintenance/engineering, ideally in industrial bakery or food manufacturing. . Demonstrated PLC programming and troubleshooting experience is a must. . Able to read, analyze and interpret engineering drawings, technical procedures and government regulations. . Demonstrated experience managing skilled trades people in a manufacturing environment. . Business analysis capability is a must . Proven ability to work in a fast paced environment with changing priorities . Strong written and oral communication skills . Strong leadership, management and problem solving skills Robot Programmer - Windsor, ON . Minimum 2year engineering diploma or Fanuc, ABB, KUKA, Canada engineering BSc degree. Must be willing to Nachi travel, work overtime and different shifts. Level One Robotics and Controls, Inc. Controls & Automation Kamloops, BC . Diploma in a technology related post- Specialist Canada secondary technical school or university. Coast Automation Inc. (Mechatronics, Automation & Instrumentation, Electrical Engineering) 2-3 years of industrial experience in the field as well as the office . Mechanical aptitude an asset (motors, hydraulics) . Electrical aptitude an asset (electrician, instrumentation) . Canadian Passport or ability to work in the USA, Mexico, South America. Ability to travel 50% of the year. Mostly 1-2

227 Bachelor of Automation and Robotics

Position and Location Required Educational Organization Qualifications and Related Experience weeks at a time, but occasionally 4 to 6 weeks at once . Ability to pass “fit for work” criteria Strong communication skills in English (spoken, written, grammar, spelling) . Ability to configure, program and commission Industrial PLC’s on multiple platforms (Rockwell, Schneider, Siemens, etc.). . Knowledge of Industrial networking Field experience and willingness to do field work . DCS experience is an asset Knowledge of databases is an asset Electrician or Journeyman ticket an asset . Experience with AutoCAD an asset Lead Automation Calgary or Fort . Bachelor Degree in Electrical or Chemical Engineer McMurray, AB Engineering with Process Control or else an CIMA+ Canada Associate Engineering Diploma (Engineering Technologist) in Instrumentation, Electrical or Chemical Engineering with Process Control; . Applicable work experience, including some industrial on site presence; . Member of APEGGA or ASET; . Ability to provide technical leadership to his(her) team; . Willingness and ability to maintain a relationship with clients; . Autonomy and vitality; . Excellent verbal and written communication skills. ENGINEER - San Antonio, TX . Requires a MS or BSc in Robotics, Mechanical ROBOTICS & USA Engineering, Electrical Engineering, Computer AUTOMATION Science, or Computer Engineering with at SYSTEMS 10-00886 least a 3.5 GPA and 0 – 3 years of experience. Southwest Research Must have experience with developing Institute software and controls for robotics and automation; beneficial skills include: C++ and Python software development, ROS (Robot Operating System), OpenCV, PCL (Point Cloud Library), SolidWorks, AutoCAD electrical, Labview, Matlab, Linux; beneficial knowledge includes: industrial robotics, mobile robotics, 2D/3D computer vision, path planning for robotics, machine learning, optimization, perception/sensing for robot guidance, localization. A valid/clear driver's license is required.

228 Bachelor of Automation and Robotics

Position and Location Required Educational Organization Qualifications and Related Experience Senior Systems Norfolk, VA . BSEE, BSME or BS Mechatronics Engineer USA . Vehicle System Development, Modeling and CyberCoders Simulation . Cad Layout, modeling and Matlab/Simulink Autonomous Vehicle/Robotics Vision Systems Kanata, ON . Degree in Computer, Electrical or Mechanical Engineer CANADA Engineering with specialty in computer vision Neptec or image processing. Related degrees may also be considered, . Experience in design, implementation and characterization of computer vision systems (3D), either through graduate studies or industry work, . C/C++ and MFC development, . Experience in 3D visualization software design, either with OpenGL or DirectX, . Familiarity with 2D/3D machine vision concepts and algorithms . Strong math skills with good knowledge of kinematics, Robotic Systems Niskayuna,NY . Masters in Computer Science in Robotics, Engineer USA Computer Engineering, Electrical Engineering, GE Corporate Mechanical Engineering or a related discipline . Experience developing autonomy solutions for a diverse set of problems (planning, positioning, perception. Etc.) . Experience in design and development of distributed cyber-physical systems, autonomous robotic systems, simulation environments and human-robot interfaces . Experience related to systems architecture, design, and system integration . Familiarity with core artificial intelligence concepts including path planning, kinematic and dynamic modeling of robots, perception, graphical simulation, and GUIs. . Experience in C/C++ programming . Experience with the ROS software package . Legal authorization to work in the U.S. is required. We will not sponsor individuals at the Masters level for employment visas, now or in the future, for this job opening. . Must be willing to work out of an office located in Niskayuna, NY.

Robotics Engineer Lansing, MI . Associate’s Degree in either Electrical or Cornerstone Recruitment USA Mechanical Engineering or Robotics required.

229 Bachelor of Automation and Robotics

Position and Location Required Educational Organization Qualifications and Related Experience Group, LLC. Six years work related experience may be substituted in lieu of degree. Work experience combined with current schooling towards degree will be considered. . Robot programming and maintenance training Controls Engineer - Somerset, KY . Bachelor’s degree in engineering or technical Robotics and USA field Automation . 2+ years programming and robotic experience Chism Machine and . Ability to hit the ground running with little Gage, Inc supervision ocr guidance . Be a reliable leader with solid technical skills and long term promotability . Strong work ethic and detail oriented Robotics Engineer Hartland, WI . Bachelor’s Degree in Mechanical Engineering, Sterling Engineering Inc USA Electrical Engineering, Computer Engineering, or Computer Science with at least 5 years of experience working in a manufacturing environment with heavy concentration in robotic applications. . Advance training from robotics suppliers. . Demonstrated knowledge of traditional industrial robotics automation solutions (mechatronics, PLC logic and software applications, control theory, and mechanical systems). . Proficiency and understanding of the architecture, specification and hardware design in the area of motion control systems. . Demonstrated skills in ABB and/or Fanuc programming. . Allan Bradley PLC applications. . Experience in industrial robotics, mobile robotics, 2D/3D computer vision, path and grasp planning for robotics, machine learning, perception/sensing for robot guidance. . Experience with automation systems and components such as: ABB, Fanuc, Kuka, Cognex, Banner, Adept, Allen Bradley, Siemens. . Hands-on experience deploying complex electrical/mechanical automation hardware, including robotics and pneumatic system. . Experience in adaptive processes that can allow a robot to change path plan based on direct sensor input for fabrication processes such as polishing, grinding, welding and assembly. . Good knowledge and proficiency in the design

230 Bachelor of Automation and Robotics

Position and Location Required Educational Organization Qualifications and Related Experience and selection of sensors (temperature, pressure, absolute position, etc.). . Proficiency in the integration of mechanical, electrical, and sensors. . Good understanding of communication networks and implementation and ability to read, understand and modify electrical drawings. . Knowledgeable in HMI programming. . Knowledgeable with industrial I/O devices and networks. . Detail oriented in the organization of documentation related to proposal definition, design concepts, validation, and system release requirements. Controls, Robotics and Newfields, NH . BS Engineering Robotics and Automation Automation Engineer USA Controls or BSEE or equivalent with a Hutchinson Sealing minimum Systems . Experience to meet responsibilities with minimal detailed supervision. Must have a comprehensive knowledge of electrical component selection and panel layout design including materials, safety, and labeling practices. . Must understand and be able to influence the design of mechanicals, pneumatics, hydraulics, and data acquisition. . Possess specific control disciplines such as advanced process control (APC), distributed control systems (DCS), programmable logic controllers (PLC), and supervisory control, data acquisition (SCADA), robotics, automation systems and vision systems. Controls Engineer Minneapolis, MN . Associate degree in electrical controls field Robotic Systems USA . 5 or more years control panel design, PLC PrincetonOne programming, and HMI programming experience within an OEM machinery building environment. . Knowledge and understanding of the engineering release/production build process. . Possess an understanding of conveying/material handling system controls. . Ability to design control panels and schematics using AutoCAD.

231 Bachelor of Automation and Robotics Section 14: Duplication

Based on research conducted during the initial stages of program vetting and development, various related programs offered at Ontario colleges and universities were identified. The following sections provide a deeper comparative analysis, identifying both similarities and differences, between these programs and the proposed Bachelor of Automation and Robotics program.

Section 14.1: Analysis of Similar College Programs

We have established bridging programs for two related Ontario College Advanced Diploma and one Ontario College Diploma programs with the highest affinity to allow for a smooth transition into the proposed Bachelor of Automation and Robotics degree program (See Section 4.10 Gap Analysis).

Where Provincial Program Standards, published by the Ministry of Training, Colleges and Universities exist, these are used as the basis for comparison. As such, the analyses in the table below (see TABLE 14.1: Comparison of Bachelor of Automation and Robotics to Similar College Programs) looks at both common programs offered at a number of Ontario colleges, and at related programs that are unique to specific colleges.

232 Bachelor of Automation and Robotics

TABLE 14.1: Comparison of Bachelor of Automation and Robotics to Similar College Programs

College Program Similarities Differences Analysis (Credential) Conestoga College  Both programs have  The program offered at While there are (Bachelor of a strong fundamental Conestoga is very similarities between both Mechanical Systems core in mechanical focused on the programs, there are Engineering) engineering, and industrial mechanical distinct differences. The mechanical and systems used typically Conestoga College control systems. only in manufacturing program targets industrial  Co-op is a mandatory with a focus on other mechanical systems part of the curriculum areas of automation. engineering while the of both programs.  Additionally, it does proposed program at not have any courses Algonquin College or program provides students with components that additional career options address mobile in the area of automation robotics. and robotics.  The pedagogy employed in the program offered at Conestoga is based on project learning for all levels, wherein there is one project per level and all the courses contribute to the project while the proposed program at Algonquin has a variety of projects proposed for different courses.

233 Bachelor of Automation and Robotics TABLE 14.1: Comparison of Bachelor of Automation and Robotics to Similar College Programs

College Program Similarities Differences Analysis (Credential) Mechanical  The MET program  The MET program The MET program Engineering shares foundational prepares students for provides a level of Technology Ontario courses in computer careers primarily in foundational knowledge, College Advanced aided design, Mechanical Design. skills and attitudes that Diploma machine shop, and  In the MET program, are related to the (Offered at many foundational courses students are not proposed Bachelor of colleges in Ontario) in statics, dynamics exposed to robotics Automation and Robotics and calculus. design and analysis program. The relationship  Foundational from either electrical or between the two mechanical design software aspects. credentials is recognized skills are developed  The MET program in the proposed degree in the MET program does not address the completion arrangements and in the first two electrical and software (See Section 4.10 Gap years of the proposed components of Analysis). Graduates of Bachelor of automation in enough the Mechanical Automation and depth for the student Engineering Technology Robotics. to create a complete Advanced Diploma are design of an able to achieve a greater automation machine depth and breadth of including the electrical knowledge, and in a more and software holistic curriculum, should components. they choose to enroll in the proposed Bachelor of Automation and Robotics program. The graduates will likely be seeking different job opportunities in the engineering market.

234 Bachelor of Automation and Robotics TABLE 14.1: Comparison of Bachelor of Automation and Robotics to Similar College Programs

College Program Similarities Differences Analysis (Credential) Electrical  Both programs have  The EET program The EET program Engineering a fundamental core in prepares students for provides a level of Technology Ontario electrical engineering. careers primarily in foundational knowledge, College Advanced Electrical Engineering skills and attitudes that Diploma (Offered at Technology. are related to the many colleges in  In the EET program, proposed Bachelor of Ontario) students are not Automation and Robotics exposed to robotics program. The relationship design and analysis between the two from mechanical or programs is recognized in software aspects. the proposed degree  The EET program does completion arrangements not address the (See Section 4.10 Gap mechanical and Analysis). Graduates of software components of the Electrical Engineering automation in enough Technology Advanced depth for the student to Diploma are able to create a complete achieve a greater depth design of an automation and breadth of machine including the knowledge, and in a more electrical and software holistic curriculum, should components. they choose to enroll in the proposed Bachelor of Automation and Robotics program. The graduates will likely be seeking different job opportunities in the engineering market.

235 Bachelor of Automation and Robotics TABLE 14.1: Comparison of Bachelor of Automation and Robotics to Similar College Programs

College Program Similarities Differences Analysis (Credential) Electro-Mechanical  Both programs cater  The EMET program The EMET program Engineering to the automation and does not cover provides a level of Technology – robotics industry. mechanical foundational knowledge, Automation and  Both programs component design in skills and attitudes that Robotics Ontario provide foundational as great a depth as the are related to the College Advanced skills in robotics and proposed Bachelor of proposed Bachelor of Diploma (Offered at automation. Automation and Automation and Robotics many colleges in Robotics program. program. Ontario)  This main focus of the Graduates of Electro- EMET program is on Mechanical Engineering integration and Technology – Automation interface programming and Robotics Advanced while the proposed Diploma are able to Bachelor of achieve a greater depth Automation and and breadth of knowledge Robotics provides a should they choose to higher level of learning enroll in the proposed to prepare graduates Bachelor of Automation for the autonomy of and Robotics program. design development The graduates from the and integrated EMET program will be solutions. seeking different entry-  The EMET program is level job opportunities in more focused on the automation and industrial automation robotics market. The less focused on graduates from the robotics. proposed Bachelor of Automation and Robotics would be expected to find job opportunities that would include supervision graduate of the EMET program would be expected to work under the supervision under a graduate from the Bachelor of Automation and Robotics

236 Bachelor of Automation and Robotics TABLE 14.1: Comparison of Bachelor of Automation and Robotics to Similar College Programs

College Program Similarities Differences Analysis (Credential) Electro-Mechanical  Both programs cater to  The skills gained by The EMET program Engineering the automation and students in the EMET provides a level of Technician – robotics industry. program are mainly foundational knowledge, Automation and hands-on skills for skills and attitudes that Robotics Ontario robotics and automaton are related to the College Diploma machinery proposed Bachelor of (Offered at many maintenance. Automation and Robotics colleges in Ontario)  The mathematics program. The relationship curriculum in the EMET between the two program is minimal and credentials is recognized not at the level required in the proposed degree for a proposed completion arrangements engineering degree. (See Section 4.10 Gap  Students in the EMET Analysis). Graduates of program do not design the Electro-Mechanical any robotics or Engineering Technician – automation machines Automation and Robotics as part of their learning. program are able to achieve a greater depth and breadth of knowledge, and in a more holistic curriculum, should they choose to enroll in the proposed Bachelor of Automation and Robotics program. The graduates will likely be seeking different job opportunities in the engineering market.

237 Bachelor of Automation and Robotics Section 14.2: Analysis of Similar Ontario University Programs

Based on a review of the Ontario Universities' Application Center program listing for secondary school students and other undergraduate applicants, the five most similar or related programs to the proposed Bachelor of Automation and Robotics offered by universities have been identified. The following table (see TABLE 14.2) provides an analysis of the similarities and differences that exist between the proposed program and the identified related programs.

238 Bachelor of Automation and Robotics TABLE 14.2: Comparison of Bachelor of Automation and Robotics to Similar University Programs

University Program Similarities Differences Analysis University of Waterloo  Both programs have  The program at While there are (Bachelor of a solid coverage of Waterloo focuses similarities between Mechatronics fundamental only on mechatronics both programs, there Engineering) mechatronics. with no emphasis or are distinct differences  Co-op is a mandatory courses on industrial between the two aspect of both automation, control programs. The program programs. and PLCs. at Waterloo is strictly  The program at focused on Waterloo does not mechatronics and include courses on preparing students for industrial robotics innovation in the and industrial robot mechatronics field. The control. proposed program at  Our program focuses Algonquin College more on providing provides students with a the students a rich, more applied learning applied learning experience experience. corresponding to the current needs of the industry. McMaster University  Both programs have  The program at While there are (Bachelor of a solid coverage of McMaster focuses on similarities between Mechatronics fundamental mechatronics and both programs, there Engineering) mechatronics. only one course on are also distinct robotics is offered in differences between the the program. two programs.  The program at Algonquin College’s McMaster does not program is focused on offer curriculum on preparing student for automation. careers in the robotics and automation sector while the McMaster program is more closely related to the mechatronics sector. Both programs address necessary, but different, specializations in the industry.

239 Bachelor of Automation and Robotics TABLE 14.2: Comparison of Bachelor of Automation and Robotics to Similar University Programs

University Program Similarities Differences Analysis University of Ontario  Both programs have  The program at UOIT The program at Institute of Technology a solid coverage of provides some Algonquin college is UOIT fundamental curriculum on fundamentally different (Mechanical mechatronics. robotics and from the UOIT program Engineering, automation (approx. as Algonquin is Mechatronics 3 courses) it is a proposing a program Engineering Option) small aspect of the focus on robotics and overall program. automation as a distinct offering to prepare graduates for employment opportunities in unique sectors. While related to mechatronics, Algonquin’s proposed program is more focused on automation and robotics. Carleton University  Both programs have  The program at Both programs have a (Bachelor of Mechanical entry and second Carleton is strictly fundamental core of Engineering) semester courses in focused on mechanical engineering. computer aided mechanical However, beyond the design. engineering, and as preparatory first year,  Both programs such, has no robotics the programs are include courses that curriculum or significantly different cover the specialized courses and the graduates will fundamental core on robotics, does not be seeking different job areas of mechanical have advanced opportunities in the engineering. courses on computer engineering market. programming beyond entry level, does not have advanced courses on electrical, electronics and digital circuits. and does not concentrate on practical control of industrial mechanical systems,

240 Bachelor of Automation and Robotics TABLE 14.2: Comparison of Bachelor of Automation and Robotics to Similar University Programs

University Program Similarities Differences Analysis University of Ottawa  Both programs  The program at the Both programs have a (Bachelor of Applied include courses that University of Ottawa fundamental core of Science in Mechanical cover the provides more mechanical engineering. Engineering) fundamental core emphasis on However, beyond the areas of mechanical mechanical preparatory first, and a engineering. engineering, and few similarities in the  The program at the while the optional second year, the University of Ottawa courses in the programs are provides a stream Industrial sufficiently different. option in Industrial Engineering stream Algonquin’s proposed Engineering that offers similar program provides a offers optional curriculum, it is deeper curriculum in courses in similar limited to four automation and robotics courses such as courses. Given this, it such that graduates will Robot Mechanics, is possible for have diverse learning Design and Control students completing experiences in both and Automation this stream to not areas. Design and Control. take courses related to robotics nor automation. Algonquin’s proposed program provides a deeper curriculum in automation and robotics, including specialized courses on robotics, computer programming, and advanced courses on electrical, electronics and digital circuits.

241 Bachelor of Automation and Robotics Conclusion

Based on a review and analysis that has been completed, the proposed Bachelor of Automation and Robotics degree program satisfies the Board's requirement for non-duplication of programs. The development of the proposed degree has ensured that the program: 1. surpasses the standards of related diploma programs, 2. is related to, but sufficiently different from, existing degree programs offered at Ontario universities, and 3. meets a need, by virtue of the preceding two facts, that is not adequately addressed by other postsecondary programs in Ontario.

The proposed Bachelor of Automation and Robotics degree program presents a unique offering in the landscape of applied engineering education. There are no duplicate programs offered by either colleges or universities that we are aware of. While related to programming in mechatronics and industrial engineering traditionally offered by universities, and to mechanical and electrical advanced diploma programs offered by colleges, this proposed degree is distinctive in that it provides specialized education in the emerging field of automation and robotics.

The field of automation and robotics within engineering is evolving to meet the needs of industry and society. The engineering sector continues to see an ever-increasing reliance on automation and autonomous devices, specifically dealing with the evolving specialty of automation and robotics. The increased demand for efficiencies and safety has led to a greater need for professionals with such expertise. The proposed Bachelor of Automation and Robotics program will prepare graduates to meet this increased need through existing and expanding opportunities in a thriving industry.

242 Bachelor of Automation and Robotics