Waterloo Engineering Strategic Plan 2011-2018
Building on Excellence
Progress Report 2015/16
October, 2016 This report is published by the Office of the Dean of Engineering.
Please direct enquiries to: Director of Planning, Faculty of Engineering University of Waterloo (519) 888-4567 x32544 | [email protected] Table of Contents I. Executive Summary ...... 5 Summary of Current Goals ...... 7 Aspiration ...... 8 Key Priorities ...... 8 Alignment with the University of Waterloo Strategic Plan ...... 8 Waterloo Engineering Today ...... 9 Waterloo Engineering in Context ...... 10 II. Strategic Plan Progress Report ...... 11 A. Faculty and Staff ...... 11 B. Undergraduate Studies ...... 13 Co-operative Education ...... 17 Accreditation ...... 18 C. Graduate Studies ...... 19 D. Research ...... 22 E. Teaching ...... 26 F. Outreach ...... 29 Diversity ...... 30 G. Internationalization ...... 31 H. Entrepreneurship ...... 35 I. Space ...... 37 J. Information Technology ...... 38 K. Advancement ...... 39 L. Academic Unit Progress Report Summaries ...... 41 School of Architecture ...... 41 Department of Chemical Engineering ...... 50 Department of Civil & Environmental Engineering ...... 57 Conrad Business, Entrepreneurship & Technology Centre ...... 63 Department of Electrical & Computer Engineering ...... 67 Department of Management Sciences ...... 75 Department of Mechanical & Mechatronics Engineering...... 80 Department of Systems Design Engineering ...... 85 III. Key Metrics and Performance Indicators ...... 92 A. Faculty and Staff ...... 92 B. Undergraduate Studies ...... 96 C. Graduate Studies ...... 100 D. Research ...... 104 E. Women in Engineering ...... 108 F. Internationalization ...... 108 G. Space ...... 110 H. Advancement ...... 110 IV. Appendices ...... 112 A. Faculty and Staff Data Tables ...... 112 B. Undergraduate Studies Data Tables ...... 115 C. Graduate Studies Data Tables ...... 118 D. Research Data Tables ...... 121 E. Women in Engineering Data Tables ...... 125 F. Internationalization Data Tables ...... 125 G. Space Data Tables ...... 125 H. Advancement Data Tables ...... 125 I. Data Notes ...... 127
Strategic Plan Progress Report: 2015/16 1 List of Tables and Figures Table 1: Alignment of Waterloo Engineering and University of Waterloo Strategic Plan Goals ...... 8 Table 2: Key Metrics: Current Values and Change from the Strategic Plan Baseline (2010/11) ...... 9 Table 3: Key Performance Indicators: Current Values and Change from the Strategic Plan Baseline (2010/11) ...... 9 Table 4: Waterloo Engineering in the Institutional Context, 2015/16 ...... 10 Table 5: Waterloo Engineering in the Provincial and National Contexts, 2015 ...... 10 Table 6: University of Waterloo in International University Rankings of the Engineering Discipline, 2016 ...... 10 Table 7: Undergraduate Course Evaluation Summative Question Responses, 2012-2015 ...... 27 Table 8: Graduate Course Evaluation Summative Question Responses, 2012-2015 ...... 27 Table 9: International Delegations to Waterloo Engineering, 2015 ...... 32
Figure 1: Faculty Complement Plan Performance to Target ...... 11 Figure 2: Staff Complement Plan Performance to Target ...... 12 Figure 3: Undergraduate Intake Plan Performance to Target ...... 14 Figure 4: International Co-op Work Terms Performance to Target ...... 18 Figure 5: Regular Faculty PEng Status Performance to Target ...... 19 Figure 6: Graduate Intake Plan Performance to Target ...... 20 Figure 7: Research Funding ($Ms) Plan Performance to Target...... 23 Figure 8: High School Outreach Program Participation Performance to Target ...... 29 Figure 9: ESQ Workshop Participation Performance to Target ...... 30 Figure 10: Female Engineering Undergraduate Confirmation Rate Performance to Target ...... 31 Figure 11: International Undergraduate Student Intake Plan Performance to Target ...... 33 Figure 12: Undergraduate International Exchange Terms ...... 34 Figure 13: International Co-op Work Terms Performance to Target ...... 34 Figure 14: Educating the Engineer of the Future Campaign Progress to Target ...... 39 Figure 15: ARCH Regular Faculty Complement Plan Performance to Target ...... 42 Figure 16: ARCH Regular Staff Complement Plan Performance to Target ...... 42 Figure 17: ARCH Undergraduate Intake Plan Performance to Target ...... 43 Figure 18: ARCH Graduate Intake Plan Performance to Target ...... 45 Figure 19: ARCH Research Funding Plan Performance to Target ...... 47 Figure 20: CHE Regular Faculty Complement Plan Performance to Target ...... 50 Figure 21: CHE Regular Faculty PEng Status Performance to Target ...... 51 Figure 22: CHE Regular Staff Complement Plan Performance to Target ...... 51 Figure 23: CHE Undergraduate Intake Plan Performance to Target ...... 52 Figure 24: NANTE Undergraduate Intake Plan Performance to Target ...... 52 Figure 25: BME Undergraduate Intake Plan Performance to Target ...... 52 Figure 26: CHE Graduate Intake Plan Performance to Target ...... 54 Figure 27: CHE Research Funding Plan Performance to Target ...... 55 Figure 28: CEE Regular Faculty Complement Plan Performance to Target ...... 57 Figure 29: CEE Regular Faculty PEng Status Performance to Target ...... 57 Figure 30: CEE Regular Staff Complement Plan Performance to Target ...... 58 Figure 31: CIVE Undergraduate Intake Plan Performance to Target ...... 59 Figure 32: ENVE Undergraduate Intake Plan Performance to Target ...... 59 Figure 33: GEOE Undergraduate Intake Plan Performance to Target ...... 59 Figure 34: CEE Graduate Intake Plan Performance to Target ...... 61 Figure 35: CEE Research Funding Plan Performance to Target ...... 62 Figure 36: CONRAD Regular Faculty Complement Plan Performance to Target ...... 64 Figure 37: CONRAD Regular Staff Complement Plan Performance to Target ...... 64 Figure 38: CONRAD Graduate Intake Plan Performance to Target ...... 65 Figure 39: CONRAD Research Funding Plan Performance to Target ...... 66 Figure 40: ECE Regular Faculty Complement Plan Performance to Target ...... 68 Figure 41: ECE Regular Faculty PEng Status Performance to Target ...... 68 Figure 42: ECE Staff Complement Plan Performance to Target ...... 69 Figure 43: EE&CE Undergraduate Intake Plan Performance to Target ...... 69 Figure 44: SE Undergraduate Intake Plan Performance to Target ...... 69 Figure 45: NANTE Undergraduate Intake Plan Performance to Target ...... 70 Figure 46: MCTR Undergraduate Intake Plan Performance to Target ...... 70 Figure 47: BME Undergraduate Intake Plan Performance to Target ...... 70 Figure 48: ECE Graduate Intake Plan Performance to Target ...... 72 Figure 49: ECE Research Funding Plan Performance to Target ...... 73
2 Waterloo Engineering Figure 50: MSCI Regular Faculty Complement Plan Performance to Target ...... 75 Figure 51: MSCI Regular Faculty PEng Status Performance to Target ...... 76 Figure 52: MSCI Regular Staff Complement Plan Performance to Target ...... 76 Figure 53: MGMT Undergraduate Intake Plan Performance to Target ...... 77 Figure 54: MSCI Graduate Intake Plan Performance to Target ...... 78 Figure 55: MSCI Research Funding Plan Performance to Target ...... 79 Figure 56: MME Regular Faculty Complement Plan Performance to Target ...... 81 Figure 57: MME Regular Faculty PEng Status Performance to Target ...... 81 Figure 58: MME Regular Staff Complement Plan Performance to Target ...... 81 Figure 59: ME Undergraduate Intake Plan Performance to Target ...... 82 Figure 60: MCTR Undergraduate Intake Plan Performance to Target ...... 82 Figure 61: BME Undergraduate Intake Plan Performance to Target ...... 83 Figure 62: MME Graduate Intake Plan Performance to Target ...... 83 Figure 63: MME Research Funding Plan Performance to Target ...... 84 Figure 64: SDE Regular Faculty Complement Plan Performance to Target ...... 85 Figure 65: SDE Regular Faculty PEng Status Performance to Target ...... 86 Figure 66: SDE Regular Staff Complement Plan Performance to Target ...... 86 Figure 67: SDE Undergraduate Intake Plan Performance to Target ...... 87 Figure 68: BME Undergraduate Intake Plan Performance to Target ...... 87 Figure 69: MCTR Undergraduate Intake Plan Performance to Target ...... 87 Figure 70: SDE Graduate Intake Plan Performance to Target ...... 88 Figure 71: SDE Research Funding Plan Performance to Target ...... 89 Figure 72: Regular Faculty 2007-2016 (A1) ...... 92 Figure 73: Regular Faculty, 2016 (A1) ...... 92 Figure 74: TTS Faculty by PhD School, 2016 (A4) ...... 93 Figure 75: Regular Faculty by PEng Status, 2016 (A2) ...... 93 Figure 76: Age Distribution of Regular Faculty, 2016 (A3) ...... 93 Figure 77: Non-regular and Non-faculty Appointments by Department, 2016 (A5) ...... 94 Figure 78: Non-regular and Non-faculty Appointments by Type, 2016 (A5) ...... 94 Figure 79: FTE Staff, 2007-2016 (A7) ...... 94 Figure 80: FTE Staff in Academic Units, 2016 (A7) ...... 94 Figure 81: FTE Staff in Administrative Units, 2016 (A7) ...... 94 Figure 82: Age Distribution of Staff, 2016 (A8) ...... 95 Figure 83: Faculty to Staff Ratios, 2007-2016 (A10) ...... 95 Figure 84: Faculty to Staff Ratios, 2016 (A10)...... 95 Figure 85: Undergraduate Enrolment 2006-2015 (B1) ...... 96 Figure 86: Undergraduate Enrolment, Fall 2015 (B1) ...... 96 Figure 87: FTE Undergraduate Students per Regular Faculty Member, 2006/07-2015/16 (B6) ...... 97 Figure 88: FTE Undergraduate Students per Regular Faculty Member, 2015/16 (B6) ...... 97 Figure 89: Undergraduate Year One New Admissions, 2007-2015 (B4) ...... 97 Figure 90: Undergraduate Admissions by Final Entering Grade Averages, 2007-2015 (B5) ...... 97 Figure 91: Co-op Employment, 2006-2015 (B8) ...... 98 Figure 92: Co-op Employment by Program, 2015 (B8) ...... 98 Figure 93: Co-op Employment by Location, 2015 (B8) ...... 98 Figure 94: Undergraduate International Exchange Participation, 2009-2015 (B10) ...... 98 Figure 95: Undergraduate Degrees Granted, 2006-2015 (B3) ...... 99 Figure 96: Undergraduate Degrees Granted, 2015 (B3) ...... 99 Figure 97: Undergraduate Degrees Granted per Regular Faculty Member, 2009/10-2015/16 (B7) ...... 99 Figure 98: Undergraduate Degrees Granted per Regular Faculty Member, 2015/16 (B7) ...... 99 Figure 99: Graduate Enrolment, 2006-2015 (C1) ...... 100 Figure 100: Graduate Enrolment, Fall 2015 (C1) ...... 100 Figure 101: FTE Graduate Students per TTS Faculty Member, 2006/07-2015/16 (C5) ...... 101 Figure 102: FTE Graduate Students per TTS Faculty Member, 2015/16 (C5) ...... 101 Figure 103: Graduate Proportion of Total FTE Enrolment, 2009/10-2015/16 (C7) ...... 101 Figure 104: FTE Graduate Student Admissions, 2011-2015 (C4) ...... 101 Figure 105: FTE Graduate Student Admissions, 2015 (C4) ...... 101 Figure 106: Graduate Student Financial Support, 2009/10-2015/16: PhD Students (C8) ...... 102 Figure 107: Graduate Student Financial Support, 2009/10 - 2015/16: Research Master's Students (C8) ...... 102 Figure 108: Graduate Degrees Granted, 2006-2015 (C3) ...... 102 Figure 109: Graduate Degrees Granted, 2015 (C3) ...... 103 Figure 110: Graduate Degrees Granted per TTS Faculty Member, 2009/10-2015/16 (C6) ...... 103
Strategic Plan Progress Report: 2015/16 3 Figure 111: Graduate Degrees Granted per TTS Faculty Member, 2015/16 (C6) ...... 103 Figure 112: Research Funds by Sector ($M) and per TTS Faculty Member, 2006/07-2015/16 (D1&D7) ...... 104 Figure 113: Research Funds by Sector ($M), 2015/16 (D1) ...... 104 Figure 114: Research Funds by Type ($M) 2006/07-2015/16 (D1) ...... 104 Figure 115: NSERC Funding by Type, 2006/07-2015/16 (D3) ...... 105 Figure 116: Tri-Council Funding and NSERC Funding by Type ($M), 2015/16 (D2&D3) ...... 105 Figure 117: University of Waterloo* Share of NSERC Awards in Engineering Subjects, 2009/10-2015/16 (D4) ...... 105 Figure 118: University of Waterloo* Share of NSERC Funding in Engineering Subjects, 2009/10-2015/16 (D4) ...... 105 Figure 119: Industry Research Funding by Region, 2006/07-2015/16 (D6) ...... 105 Figure 120: Research Chair Holders, 2016 (D9) ...... 106 Figure 121: University of Waterloo* Documents in Thomson Reuters-indexed Publications Classified as Engineering, Materials Science or Computer Science (D10)...... 106 Figure 122: Category Normalized Citation Impact (in Engineering, Materials Science or Computer Science Categories) of University of Waterloo* Publications in Thomson Reuters-indexed Publications (D11) ...... 107 Figure 123: % of University of Waterloo* Documents in Thomson Reuters-indexed Publications Classified as Engineering, Materials Science or Computer Science in the Top 10% (based on citations) (D12) ...... 107 Figure 124: Women in Engineering and Architecture, 2009-2015 (A1&B1&C1) ...... 108 Figure 125: Women in Engineering Programs, 2015 (E1) ...... 108 Figure 126: Women in Architecture, 2015 (E2) ...... 108 Figure 127: International Students, 2009-2015 (B1&C1) ...... 108 Figure 128: International Students, 2015 (F1) ...... 109 Figure 129: International Opportunities for Undergraduate Students, 2009-2015 (B8&B10) ...... 109 Figure 130: Industry Research Funding by Region, 2015/16 (D6) ...... 109 Figure 131: % of University of Waterloo* Documents in Thomson Reuters-indexed Publications Classified as Engineering, Materials Science or Computer Science Published with International Collaboration (D13) ...... 109 Figure 132: Space Holdings (nasm), 2006/07-2015/16 (G1)...... 110 Figure 133: Alumni, 2007-2015 (H1&H2) ...... 110 Figure 134: Alumni Who Have Donated to Waterloo as of December 31, 2015 (H3) ...... 111 Figure 135: Funds Raised ($M), 2010/11-2015/16 (H4) ...... 111 Figure 136: Campaign Progress ($M), May 1, 2013 to May 1, 2016 (H5) ...... 111
4 Waterloo Engineering I. Executive Summary
In November 2010, the Faculty of Engineering initiated a comprehensive planning exercise that resulted in our second strategic plan. Published in May 2012, Vision 2015: Building on Excellence presented a set of goals and strategies aimed at achieving our aspiration to be a truly world-class school of engineering. With the publication of the University of Waterloo strategic plan in 2013, engineering decided to extend our plan timeline to align with the university, releasing last year’s progress report on what is now an extended Waterloo Engineering Strategic Plan 2011-2018. A key element of planning in the Faculty of Engineering is our commitment to an annual assessment of our current status and a progress report on our plan. This annual review process provides an opportunity to critically examine our plans and to make changes in direction if needed. This report is the formal outcome of the fourth such process for our current strategic plan. Sections II.A-K summarize our progress at the faculty level and Section II.L includes a summary of each academic unit’s progress report. Section III presents high-level key metrics and performance indicators used to assess our progress, supported further by the detailed data in the appendices. Our faculty and staff complements continue to grow, driven in large part by our strategic undergraduate expansion. In 2015/16, 21 new faculty members joined the Faculty of Engineering (14 new positions, six replacements and one bridged position) and eight positions were vacated. Of these 21 hires, 10 were female, bringing our female faculty to over 18% of the total regular faculty complement. In our staff complement, 24 positions were filled (16 replacements and eight new positions). We remain slightly below our hiring plan targets for both groups due to vacancies resulting from retirements and resignations for which searches are underway or expected shortly. Enrolment in our undergraduate programs again reached an all-time high with 7,339 students, a full quarter of whom are women. We continue to receive an increasing number of applications from top students: 84% of incoming students in fall 2015 had high school averages of at least 90%. To help us identify the best possible future students from within this exceptionally high-quality applicant pool, Waterloo Engineering will begin using the Kira Talent video admissions platform in 2017. Ongoing strategies to enhance the undergraduate student experience and success show promising results. Our first-year failure rate has fallen for the third consecutive year and is now the lowest since we began tracking this statistic, while the average grade is the highest we have on record. 2015/16 marked the final year of the Vision 2015 Undergraduate Laboratory Enhancement Initiative, through which $8.5M has been invested to ensure students modern, contemporary lab facilities and equipment. Our co-operative education program remains a cornerstone of the undergraduate program. In 2015, Waterloo Engineering students completed a record 8,091 co-op work terms, earning $117M and achieving a 98% employment rate. Enrolment in our graduate programs remained stable this year, with 1,810 students enrolled in fall 2015. While total enrolment has remained relatively stable over this plan period, the enrolment of research graduate students has increased by 10% and international student enrolment has increased by 30%. Year over year, total full-time equivalent intake increased by 6% while the intake of Canadian and Permanent Resident students increased by 40% in our PhD programs and 12% in research master’s programs. Having largely met our strategic goals related to improving graduate studies administrative processes, we are shifting our focus to strategic graduate enrolment management and making enhancements to the PhD program. In 2015/16, the Faculty of Engineering earned $58.3M in research funding. Tri-Council research funding earned by engineering researchers reached its highest level yet ($20.4M), as did industry funding ($11.2M). Other indicators of research excellence and productivity, including research chairs and bibliometric data, continue to confirm our research strength. Among notable achievements in 2015/16, Waterloo Engineering researchers earned six NSERC Strategic Partnership Grants, 11 NSERC Research Tools and Instruments awards, four Ontario government Early Researcher Awards, an NSERC E. W. R. Steacie Memorial Fellowship, membership in the Order of Canada, fellowship in the Royal Society of Canada and foreign membership in the National Academy of Engineering. In 2015, engineering instructor participation in development opportunities provided and promoted by our teaching portfolio increased over the previous year. To enhance teaching assistant development, a new blended-delivery version of the ExpecTAtions training workshop was developed and delivered in April and September. Key priorities for the teaching portfolio include supporting the nomination of deserving engineering instructors for teaching honours and planning for the successful transition to a new student course evaluation instrument and an online delivery system. Launched in fall 2014, the Engineering Ideas Clinic™ continues to grow and evolve to meet the needs of today’s engineering students, providing hands-on activities to help students develop key skills. Twelve programs are now participating in the Ideas Clinic and 42 clinic activities have been developed for use. To further develop the clinic initiative, we have applied for an NSERC Chair in Design Engineering, focused on introducing real-world design activities for all 13 programs.
Strategic Plan Progress Report: 2015/16 5 The scope of our in-demand outreach programming was recognized by an invitation to represent science, technology, engineering and math (STEM) youth outreach at the Ontario Celebration Zone as part of the 2015 PanAm Games in Toronto. Our high school summer program grew again in 2015/16, and splitting the high school summer programs into two distinct streams was a clear success. The outreach office continues its focused work aimed at increasing the number of women in engineering at Waterloo. The proportion of women in the first-year Faculty of Engineering class reached 30% for the first time in Waterloo Engineering history in fall 2015 and women faculty comprised over 18% of the total faculty complement on May 1, 2016. As part of our goal to better understand the female student experience, a large research project of the current population commenced in May 2015. We also continue to work closely with social psychologists in the Faculty of Arts to ensure we understand best practices around some of the psychological aspects that may affect our female and male engineering students. To move forward our strategic goals for internationalization and to enhance collaboration and communication around this important area across the faculty, the Engineering International Office established the Faculty International Affairs Committee in 2015/16. Opportunities for undergraduate students to have an international experience continue to grow, as do graduate and research connections with global institutions. The proportion of co- operative education work terms filled outside of Canada increased again this year, reaching almost 18%. In 2015, 14 international delegations were hosted and two international workshops were held, reaching a total of 58 visitors. Dual doctoral degrees in engineering have been introduced with the Hong Kong University of Science and Technology, one of the world’s top engineering schools. New exchange agreements were established with Singapore University of Technology and Design, Tsinghua University and Australia National University. The Faculty of Engineering remains committed to its strategic goals for nurturing entrepreneurship among our students, faculty and staff. To date, over 650 startups have been identified with Waterloo Engineering students, researchers or alumni as founders. We awarded $95K to our entrepreneurial students in 2015/16 through the Norman Esch Entrepreneurship Awards for Capstone Design and the Engineer of the Future Trust. Waterloo Engineering and Spectrum 28, a Silicon Valley venture capital firm, launched the Waterloo Engineering |Spectrum 28 Student Venture Program earlier this year, offering students access to $2M from Spectrum 28 as well as mentorship from faculty and Silicon Valley entrepreneurs and businesses. Of course our strategic plan cannot be successfully implemented without the required resources. Although space constraints remain a significant impediment to our strategic development, these challenges should be lessened in the coming years. In 2015/16, ground was broken and construction began on our newest building, Engineering 7, and engineering acquired the East Campus 4 building. Engineering Computing continues to implement the schedule of updates outlined in our information technology plan and to seek ways to improve processes and enhance efficiency. The Faculty of Engineering advancement unit continues to secure philanthropic support for the faculty’s strategic priorities. In November 2015, we launched the Educating the Engineer of the Future campaign with the Engineering 7 ground-breaking event. With a goal to raise $70M from private sector sources, we have raised $62M to date. Increasing media interest, best-in-class marketing communications and the development of a strong brand continue to enhance Waterloo Engineering’s reputation locally and around the world. Overall, this report highlights another successful year’s progress toward our strategic goals. We have achieved this success through the ongoing commitment of the faculty’s leadership and the exemplary work of all our students, staff, faculty, alumni and partners.
6 Waterloo Engineering Summary of Current Goals Goal A1: Increase the Faculty Complement Strategically Goal A2: Increase the Staff Complement to Appropriate Levels Goal A3: Establish a Culture of Service Excellence Goal A4: Improve Internal Communications Goal A5: Recognize and Promote Faculty and Staff Excellence Goal A6: Support the Career-Long Development of Faculty and Staff Goal A7: Fully Engage All Faculty Members Goal B1: Make Moderate and Strategic Increases to Undergraduate Intake Targets Goal B2: Enhance the Undergraduate Academic Program Goal B3: Support the Retention of Undergraduate Students Goal B4: Improve the Undergraduate Student Experience Goal B5: Improve Undergraduate Studies Operations and Processes Goal B6: Increase the Number of Co-op Jobs Goal B7: Provide Unemployed First Work Term Students a Meaningful Experience Goal B8: Support the Successful Implementation of WatPD-Engineering Goal B9: Ensure the Ongoing Accreditation of all Engineering Programs Goal C1: Strategically Increase Graduate Enrolment Goal C2: Improve Graduate Operations and Service Goal C3: Improve the Graduate Program Goal C4: Enhance the Graduate Student Experience Goal D1: Increase Research Funding Goal D2: Establish a Shared Commitment to Research Excellence Goal D3: Eliminate Barriers to Research Success Goal D4: Celebrate Research Excellence Goal D5: Strategically Identify and Assess Research Strengths Goal E1: Enhance Support for Teaching at the Faculty Level Goal E2: Contribute to the Development of Faculty Members and TAs as Teachers Goal E3: Affirm the Importance of Teaching Goal E4: Support Teaching Innovations and Strategies for Integrating Learning Goal F1: Expand the Scope of Waterloo Engineering Outreach Programs Goal F2: Enhance the Waterloo Engineering Community through Participation in Outreach Goal F3: Increase the Participation of Women in Engineering at Waterloo Goal F4: Build an Inclusive Atmosphere within Waterloo Engineering Goal G1: Consolidate and Expand Internationalization Efforts within the Faculty of Engineering Goal G2: Increase International Undergraduate Enrolments Goal G3: Increase International Experience Opportunities for Undergraduates Goal G4: Increase International Graduate Studies and Research Collaborations Goal H1: Provide Academic Programming to Support Student Interest and Development in Entrepreneurship Goal H2: Develop Extra-curricular Initiatives to Support and Encourage Entrepreneurial Students and Projects Goal H3: Develop New Spaces and Infrastructure to Support Entrepreneurship and Innovation Goal I1: Maintain a Current Comprehensive Space Plan for the Faculty Goal I2: Create the Space Required to Meet Operational and Strategic Needs Goal I3: Harmonize All Aspects of Safety within the Faculty of Engineering Goal J1: Ensure a Quality Computing Environment Goal J2: Enhance Support to Computing Clients Goal J3: Support Improvements to Operational Efficiency and Innovation in Service Delivery Goal K1: Secure the Philanthropic Support Required for our Priority Initiatives Goal K2: Enhance the Faculty’s Reputation as a World-class Leader in Engineering Research and Education
Strategic Plan Progress Report: 2015/16 7 Aspiration Waterloo Engineering aspires to be a truly world-class school of engineering. The programs we offer, the students we graduate, and the solutions we develop will be sought after by outstanding students, employers, employees and partners. Waterloo Engineering will be: . the top choice of outstanding high school students from Canada and abroad who are seeking a challenging academic program of the highest quality, fully integrated with real-world experience; . in demand by excellent students, both domestic and international, seeking high-calibre graduate education and by working engineers seeking professional upgrading opportunities; . the destination of choice among Canadian and global employers seeking co-op students or graduates at all levels for full-time employment; . sought after by outstanding engineering faculty looking for a rewarding career that supports teaching and research excellence; and . the top choice of industry, government and community partners seeking to connect with outstanding researchers, students, entrepreneurs and innovators to solve local, national and global challenges.
Key Priorities . Attracting, engaging, and retaining outstanding people: undergraduate students, graduate students, faculty and staff . Committing to excellence in academic programs and services . Undertaking high-impact research, both within and across the disciplines and spanning the theoretical to the practical . Building connections and promoting collaboration . Fostering innovation and entrepreneurship . Providing the world-class facilities required to support excellence in education and research
Alignment with the University of Waterloo Strategic Plan The University of Waterloo published its strategic plan A Distinguished Past – A Distinctive Future in fall 2013. The Waterloo Engineering strategic plan aspiration, key priorities, goals and strategies are entirely consistent with the directions set out in the University of Waterloo strategic plan. Table 1 below summarizes how the Waterloo Engineering strategic plan goals align with the University of Waterloo strategic plan goals.
Table 1: Alignment of Waterloo Engineering and University of Waterloo Strategic Plan Goals
University of Waterloo Supporting Waterloo Engineering Strategic Plan Goal Strategic Plan Goals Experiential education for all B6, B7, B8, I2 Uniquely entrepreneurial university H1, H2, H3, I2 Transformational research A1, A7, D1, D2, D3, D4, D5, G4 Outstanding academic programming A1, A7, B1, B2, B3, B5, B9, C1, C3, E1, E2, E3, E4, G1, G3, G4, H1, I2, J1 Global prominence & internationalization G1, G2, G3, G4 Vibrant student experience A1, A2, A3, B4, B5, C2, C4, F2, G3, H2, I2, I3, J1, J2, J3 Robust employer-employee relationship A1, A2, A3, A4, A5, A6, D4, E2, F2, I2, I3, J1, J2, J3 Sound value system F1, F2, F3, F4
8 Waterloo Engineering Waterloo Engineering Today
Table 2: Key Metrics: Current Values and Change from the Strategic Plan Baseline (2010/11)
% Change Key Metric 2015/16 from Base Faculty 309 13.9% Staff 227 16.8% Undergraduate Students (FTE) 5804 15.5% Undergraduate Students (head count) 7339 15.6% International Undergraduate Students 971 110.2% Female Undergraduate Students 1833 53.1% Undergraduate Degrees Granted 1263 37.6% Graduate Students (FTE) 1459 -3.9% Graduate Students (head count) 1810 -1.8% International Graduate Students 818 30.7% Female Graduate Students 465 5.4% Research Graduate Students 1369 9.5% Graduate Degrees Granted 686 19.7% PhD Degrees Granted 150 59.6% Sponsored Research Funds ($Ms) $58.3 -3.5% Alumni 41,281 25.0% Main Campus Space Holdings (nasm) 57,357 18.9% Permanent Recurring Budget ($Ms) $87.1 35.5%
Table 3: Key Performance Indicators: Current Values and Change from the Strategic Plan Baseline (2010/11)
% Change Key Performance Indicator 2015/16 from Base Female Faculty/Total Faculty 18.6% 32.9% Faculty/Staff 1.36 -2.9% Undergraduate Students/Faculty 18.4 4.2% International Undergraduates/Total Undergraduates 13.2% 80.8% Female Undergraduates/Total Undergraduates 25.0% 32.3% Undergraduate Degrees Granted/Faculty 4.0 14.2% Graduate Students/Faculty 5.2 -14.3% Research Graduate Students/Faculty 4.3 -4.7% International Graduate Students/Total Graduate Students 45.2% 33.3% Female Graduate Students/Total Graduate Students 25.7% 7.5% Graduate Degrees Granted/Faculty 2.5 7.0% PhD Degrees Granted/Faculty 0.5 35.0% Graduate Students/Total Students 20.0% -13.0% Sponsored Research Funds/Faculty $224,218 -11.6% Sponsored Research Funds/Permanent Recurring Budget 0.7 -30.7% Main Campus Space Holdings/FTE Student (nasm) 8.4 8.1% Permanent Recurring Budget/FTE Student $11,996 22.1% See Appendix IV. I for explanatory notes on the data included in the tables above. For further details and an expanded set of metrics and indicators, please refer to the key metrics and performance indicators section of this report (beginning on page 92).
Strategic Plan Progress Report: 2015/16 9 Waterloo Engineering in Context
Table 4: Waterloo Engineering in the Institutional Context, 2015/16
Share of University Metric of Waterloo Undergraduate Students 23.4% International Undergraduate Students 19.8% Female Undergraduate Students 12.7% Undergraduate Degrees Granted 21.6% Graduate Students 34.2% PhD Students 37.3% International Graduate Students 47.3% Female Graduate Students 20.5% Graduate Degrees Granted 34.3% PhD Degrees Granted 49.7% Regular Faculty Members 27.2% Sponsored Research Funds 31.9% Alumni 22.5%
Table 5: Waterloo Engineering in the Provincial and National Contexts, 2015
Share of Share of Metric Ontario Canada Undergraduate Students 15.0% 6.8% International Undergraduate Students 13.2% 5.7% Female Undergraduate Students 16.1% 7.6% Undergraduate Degrees Granted 18.5% 8.4% Graduate Students 15.2% 6.0% PhD Students 19.4% 7.3% International Graduate Students 17.2% 6.0% Female Graduate Students 14.0% 5.6% Graduate Degrees Granted 17.1% 8.3% PhD Degrees Granted 24.2% 10.8% Total Faculty 16.6% 6.7% Female Faculty 19.1% 7.5%
Table 6: University of Waterloo in International University Rankings of the Engineering Discipline, 2016
Ranking Agency World Rank Canadian Rank Academic Ranking of World Universities (Shanghai Rankings) 51-75 2 QS World University Rankings1 74 4 Taiwan Rankings 65 2 Times Higher Education World University Rankings2 78 4 US News and World Report Best Global Universities1 47 2 In addition to the University of Waterloo’s excellent standing in the major global university rankings specific to the engineering discipline (summarized above in Table 6), we have been recognized in global rankings of entrepreneurial excellence as well. The 2016/17 Pitchbook Universities Report ranked the University of Waterloo as the top Canadian university (20th in the world) for producing VC-backed undergraduate student entrepreneurs. The same report ranked Waterloo sixth in the world for producing undergraduate founders of unicorns (companies that have achieved private valuation of $1 billion or more).
1 QS and US News and World Report rankings listed in Table 6 are from 2015 because the 2016 rankings were not yet released at the time of publication. 2 Beginning in 2016, Times Higher Education subject rankings for engineering and technology exclude computer science, an area in which many of our engineering researchers publish.
10 Waterloo Engineering II. Strategic Plan Progress Report
A. Faculty and Staff Over the course of this plan period, our regular faculty complement has grown by 14% and our staff complement has grown by 17%. Section III. A of this report provides further information about our faculty and staff complements and the growth in both over the past 10 years. We continue to make good progress on our strategic faculty and staff goals, though we are still below target due to vacancies resulting from resignations and retirements. Hiring will continue to remain a priority as we roll out our new biomedical engineering program and the expansion of the mechatronics engineering program, both of which were launched in fall 2014.
Goal A1: Increase the Faculty Complement Strategically . As of May 1, 2016 our faculty complement was at 92% of target. This is up two percentage points from the same time last year, with actuals increasing by 4% and the target increasing by 2% year over year. . It should be noted that a number of regular faculty positions filled during the 2015/16 fiscal year are not included in Figure 1 because the individual hired has a start date after May 1, 2016.
Figure 1: Faculty Complement Plan Performance to Target
400 50%
300 40% 30% 200 20%
100 10% Women % Regular Faculty Regular 0 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target Total 271.4 287.4 301.4 306.4 328.4 334.4 338.4 345.4 Actual Total 271.3 286.3 292.3 291.9 296.3 309.3 Target % Women 14.4% 15.0% 16.9% 17.2% 18.2% 16.9% 17.8% 18.4% Actual % Women 14.0% 15.0% 15.1% 16.8% 16.4% 18.6%
Fill all open faculty positions and establish new positions in strategic areas . In 2015/2016, 21 new faculty members joined the Faculty of Engineering and eight positions were vacated due to retirements, resignations or contract completions, resulting in a net increase of 13 full-time equivalent faculty members year over year. Not captured in this count are three positions that have been filled but have start dates after May 1, 2016. . Twenty faculty searches were initiated in 2015/16 (10 new positions and 10 replacements). Eight positions were filled with candidates starting within the fiscal year and one was filled with a candidate starting after May 1. Eleven searches were still in progress as of May 1. . The most active faculty hiring areas for 2015/16 were: - biomedical engineering (3 positions) and - mechatronics engineering (3 positions). . The proportion of female faculty members has increased by over two percentage points to 18.6%. Of the 21 new faculty beginning in 2015/16, 10 were female; however, one of the positions vacated was held by a woman so the net increase in female faculty members was nine. . The current proportion of female faculty members is almost 2% above this year’s target and higher even than the 2018 target. The decrease in this target from 2015 to 2016 (and continuing into 2017) reflects variances that were anticipated by department chairs during the initial years of faculty growth for our undergraduate expansion. Fortunately, the hiring experience for these new positions and for replacements in the past year has been very strong in relation to the hiring of women (48% of faculty starting in 2015/16 were women).
Strategic Plan Progress Report: 2015/16 11 Recruit and hire outstanding faculty . Faculty hiring will continue to remain an important focus for the Faculty of Engineering in the coming years as we implement the hiring plan associated with our new biomedical engineering program and the expansion of our mechatronics engineering program. . Additional hires are expected in the upcoming years to fill positions vacated through retirements given that 33% of the current faculty complement is over the age of 55 (see Figure 76). . The Faculty of Engineering remains committed to investing the time required to hire an excellent candidate for every faculty opening as evidenced by the increasing diversity in the schools where our faculty members have earned their PhDs (see Figure 74).
Goal A2: Increase the Staff Complement to Appropriate Levels . In 2015/2016 the staff target increased by three positions year over year due to undergraduate expansion. . As of May 1, 2016 our staff complement had reached 93% of target. This is up two percentage points from the same time last year, as the actuals increased more than the target. This is in large part due to the completion of recruitment activities for the accreditation assistant roles that were initiated in 2014/15.
Figure 2: Staff Complement Plan Performance to Target
300 250 200 150 100 50 0 2011 2012 2013 2014 2015 2016 2017 2018 Target FTE 195.3 216.4 229.4 231.4 241.4 244.4 244.4 246.4 Actual FTE 194.3 201.8 214.8 223.8 220.3 226.9
Add staff positions at appropriate levels to manage workload and support strategic initiatives . In 2015/16, 24 regular staff positions were filled. Eight of these positions were new and 16 were replacements. . The most active hiring areas for new staff positions in 2015/16 were: - accreditation assistants (2 positions); - biomedical engineering (1 position); - mechatronics engineering (1 position); and - nanotechnology engineering (1 position).
Goal A3: Establish a Culture of Service Excellence Provide staff development opportunities related to client service . The annual staff conference run by the university’s Organizational and Human Development (OHD) office offered another excellent program this year with a number of workshops touching on customer service including presentations from the Housing Office on building culture, teamwork and customer relationships from behind a desk and from the Student Success Office on effective communication with students. . The staff conference was attended by 95 Faculty of Engineering staff members this year, which represents over 40% of the full-time equivalent staff complement. . Additionally 30 engineering staff members completed the exceptional service training course through OHD. Recognize and reward excellence in client service . The recipients of the 2015 staff excellence awards were announced at the staff and faculty awards dinner held in January. The recipients were Irena Baltaduonis (ECE), Richard Morrison (CEE) and Ray White (Engineering Computing).
12 Waterloo Engineering Goal A4: Improve Internal Communications Establish an internal communications framework and tools to best meet faculty and staff needs . Details about efforts to improve internal communications are outlined in Goal K2 of the advancement section of this report (see page 40).
Goal A5: Recognize and Promote Faculty and Staff Excellence Increase nominations to internal and external awards and honours . The Faculty of Engineering Honours and Awards Committee now regularly solicits and supports nominations for deserving faculty members to prestigious national and international awards while the associate dean, teaching portfolio provides expertise and support specific to teaching awards for our outstanding instructors. More information on these efforts and outcomes is included in the research and teaching sections of this report, respectively (see pages 25 and 27).
Goal A6: Support the Career-Long Development of Faculty and Staff Identify and promote development opportunities for faculty and staff . Staff in the Faculty of Engineering registered for 254 courses through OHD in 2015/16.The largest enrolment (55 registrations) was for courses in OHD’s inclusivity series. Twenty-one staff members completed the first course in the series, which is now a required course for all new staff hires, while three staff members completed the capstone course to earn the program certificate. . Thirty-one engineering staff members took the university’s Principles of Leadership course while 30 took the Exceptional Service course, both of which are also required courses for new staff.
Goal A7: Fully Engage All Faculty Members Promote a holistic and integrated view of teaching and research . In 2015/16, we reviewed the summary data from the 2014/15 faculty merit reports as planned and gained some valuable insights about the data reported with respect to variability in reporting practices between and within departments. This work will be completed after the Dean’s Office has completed implementation of the new resource allocation model specific to the Faculty of Engineering. Maintain the engagement and contributions of all members of our highly capable professoriate . While no progress was made on this strategy in 2015/16, it remains one we are committed to working on.
B. Undergraduate Studies Waterloo Engineering’s undergraduate enrolment has increased by more than 15% over this plan period. Over the same time, the number of female students has increased by more than 50% and the number of international students has doubled. We continue to attract large numbers of very high-quality applicants: of the new first-year students registered in the Faculty of Engineering in fall 2015, 84% had incoming high school averages of 90% or higher and 38% had averages of at least 95%. (See Section III. B for more undergraduate data.) Looking forward to applications for admission in 2016, over 11,600 applications were received for our engineering programs, an increase of 11% over the previous year. Engineering was unfortunately unable to make offers to over 2,500 students who applied with high school averages of 90% or higher. To help us identify the best possible future students from within this exceptionally high-quality applicant pool, Waterloo Engineering will add the Kira Talent video admissions platform to our admissions tools in 2017. The first-year task force struck last year is expected to report in fall 2016. All departments continue to pay special attention to first-year students, with promising results. The first-year failure rate has fallen for the third consecutive year and is now the lowest since we began tracking this statistic, while the average grade is the highest we have on record.
Strategic Plan Progress Report: 2015/16 13 Goal B1: Make Moderate and Strategic Increases to Undergraduate Intake Targets . As shown in Figure 3, we met our undergraduate intake target for fall 2015 admissions, exceeding the international student target. . The apparent reduction in the international target from 2016 onward does not imply a planned reduction in international undergraduate student intake. Rather, this reduction reflects an administrative adjustment made to more accurately reflect the path that students in the Bridge to Academic Success in English (BASE) program follow. Though admitted to an engineering program, these students are not included in engineering student counts in their first year and are thus not in the “actual” new intake figure below. These students appear as continuing first-year students in engineering during their second year on campus. (Table 4 in Section IV. B of this report shows total 1A enrolment data for 2015, which includes continuing students.)
Figure 3: Undergraduate Intake Plan Performance to Target
1800 1500 1200 900 600 300 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 1522 1603 1534 1616 1626 1611 1636 1646 Actual 1550 1567 1586 1589 1619 Target Int'l 211 250 191 208 210 185 195 197 Actual Int'l 228 220 210 232 251
Expand high-demand interdisciplinary undergraduate education . Fall 2015 marked a very successful second year of intake into the new biomedical engineering program and the mechatronics engineering program expansion. Applications to both programs remain very high, and we do not anticipate any challenges filling both with high-quality students as their intake targets increase over the coming years. . A proposal for a new program in architectural engineering, to be offered by the Department of Civil & Environmental Engineering with the School of Architecture, is in progress and expected to move through the approval process in the coming year. . Plans for a new program in integrated design, to be offered by the School of Architecture, are expected to be brought forward in 2016/17. . The engineering undergraduate recruitment staff, part of the engineering advancement and communications team, continue to work to attract excellent students to all of our undergraduate programs. This year: - the number of engineering ambassadors continued to increase (current count of 159); - over 600 groups were provided faculty-specific tours; - over 150 trained faculty members actively volunteered for undergraduate recruitment events; and - 25,000 participants pre-registered to attend the fall and March Break open houses. Enhance the international student applicant pool . International student applications continue to experience strong growth in the key markets of India, Middle East and China. . Current and future efforts by the engineering admissions team are focused on the diversification of markets. For example, engineering has assisted the university’s Marketing and Undergraduate Recruitment office with a very successful entrance into Ecuador, resulting in over 20 scholarship-supported new students. . There is a current focus on growing U.S. interest through participation in the Raise.me micro-scholarships program for American high school students as well as attendance at new STEM college fairs in Houston, New York and San Francisco. . A California-specific undergraduate recruitment brochure was created by our recruitment staff this year.
14 Waterloo Engineering Review and revise mechanisms to identify the best possible future students from our strong applicant pool . The decision was taken this year to begin using the Kira Talent video admissions platform as another tool to help identify the best possible future Waterloo Engineering students. Beginning with the 2017 admissions cycle, applicants to all undergraduate programs except architecture (which already interviews applicants) will complete an online video exercise through the Kira Talent platform. Kira Talent is a proven platform, already in use to assess applicants to a scholarship within Waterloo Engineering and for admissions purposes by peer institutions and another high-demand Waterloo program.
Goal B2: Enhance the Undergraduate Academic Program Redesign and modernize the lab experience . Chemical engineering has developed more open-ended laboratories, starting with upper year. Student feedback has been positive about the newly revamped 4A lab that focuses on design and investigation. . In systems design engineering, a common Arduino framework is now in place for all of the core systems design and biomedical engineering laboratory sessions. Very significant work was also undertaken to overhaul the experiments in the SYDE 352L controls lab. Ensure a modern, high-quality learning environment . 2015/16 was the final year of the Vision 2015 Undergraduate Laboratory Enhancement Initiative, through which $8.5M has been invested during this plan period to ensure students modern, contemporary lab facilities and equipment. . Additional investments were made this year to maintain quality equipment in the WEEF lab and to upgrade student computer labs, as detailed in the information technology section of this report (see page 38). Introduce a unique learning environment to Waterloo Engineering . Excellent progress continues toward full implementation of the Engineering Ideas Clinic™ across all undergraduate programs, as reported in Goal E4 of the teaching section of this report (see page 28).
Goal B3: Support the Retention of Undergraduate Students Enhance first-year student success . In fall 2015, 27 students participated in the reduced load program for students struggling academically in 1A. The university skills course for these students was offered for the sixth time in spring 2016. Feedback from the first-year engineering associate director who offers this course is that the students find it useful. . The associate dean, undergraduate studies continues to work with departments and programs to establish English language competency initiatives across the Faculty of Engineering. Initiatives are in place in software engineering and civil engineering has a well-developed plan. Other departments are in the planning phase and will have implementations by fall 2019. . Last year a supported learning group was established for CHE 102 and this year PHYS 115 and CIVE 105 were added. Students whose midterm grades are less than 50% are strongly encouraged to attend. . The associate dean continues to work with the Faculties of Science and Mathematics to provide continuity of good course instructors. Work is ongoing with mathematics to modify the delivery of Math 115 to enhance first-year student success. Instead of offering three hours of lecture delivered by course instructors and two hours of tutorial delivered by teaching assistants, in the coming year one of the tutorials will be offered by the course instructor. . All departments continue to pay special attention to first-year students, with promising results. The first-year failure rate has fallen for the third consecutive year and is now the lowest since we began tracking this measure (1999). The average grade is also the highest since we began keeping records (2001). . Feedback from the First Year Office indicates that students from departments with dedicated first-year support instructors are in general more engaged with first-year and are more inclined to reach out for help when in difficulty. Four departments have a designated instructor in such a role. . The first-year taskforce, struck last year and chaired by Prof. Bill Anderson, director of admissions, has completed its work and will be submitting a report soon. Among the main outcomes resulting from the taskforce’s work is the plan to hire a co-op student to monitor first-year student loading.
Strategic Plan Progress Report: 2015/16 15 Support student success at all levels . Work toward increased flexibility in promotion rules, including partial-load upper-year promotion rules, is ongoing. Several discussions occurred at the Faculty Operations Committee, and a small group including representatives from the First Year Office, university Registrar’s Office, and an academic department was struck to study changes. While strong support existed from the units participating in this small group and from counselling services, some other units had concerns. Currently we have 27 students on reduced load in first year and two to three students on reduced load in upper years. A survey of several engineering programs in the province indicates that all offer reduced load to upper-year students on request. . Engineering is working with the university’s Diversity Office to enhance diversity training in first year. Current training involves a lecture format delivery. This year we are introducing short skits developed by the Diversity Office and performed by WEEF TAs. Enrich student understanding of the curriculum structure and relevance . In response to student feedback that they do not understand how the materials they are being taught relate to their careers, the Department of Electrical & Computer Engineering is planning to introduce a new initiative for second- and third-year students in fall 2016: In the first week of classes, students will explicitly be told about the learning objectives in all the courses they take and how the courses link to their future options.
Goal B4: Improve the Undergraduate Student Experience Improve service and communications . The Engineering Undergraduate Office (EUGO) has maintained its extended hours that provide access to clients over lunch hour. Last year counselling services started to offer stress relief workshops over lunch hour. This term counselling services and the undergraduate student Engineering Society (EngSoc) worked on an informal discussion group over lunch hour. . Many departments are also working to increase communication with their undergraduates. For example, electrical & computer engineering has introduced regular town hall meetings with students and management sciences has revised its student program feedback process to include all students rather than communicating through student representatives. Develop an annual student engagement survey . The most recent survey was run in 2014. The aspiration is to develop a process by which this survey will be run in an ongoing fashion every two years. . Further work is required to review ongoing undergraduate student surveys at the faculty and department level and to determine if any co-ordination or collaboration is possible related to survey administration or analysis. Enhance first-year student transition experience . This priority has been a major focus of engineering’s student relations officer (SRO) over the past year and will remain so into 2016/17. . As the orientation advisor for engineering and architecture, the SRO was heavily involved in the university’s orientation review process, which took place from November 2015 to January 2016. Led by an external facilitator and involving key partners in orientation and broad campus consultation, the review resulted in a new orientation schedule that included enhancements and changes to orientation programming and events. The new orientation schedule will be implemented in fall 2016. . The university’s new student transition experience continued to evolve this past year, the second year of offering Faculty 101 Days for our incoming students. A New Student Transition Team in engineering (including the SRO, an associate director from the First Year Office and the faculty relations manager for engineering from the university’s Student Success Office) reviewed the existing program from 2015 and worked to make enhancements for 2016. Provide support for students engaged in campus life and co-curricular experiences . Waterloo Engineering proudly hosted the Ontario Engineering Competition in 2016, with financial and staffing resources provided to ensure the success of this event. . The Dean of Engineering provided $175K to support student teams and initiatives in 2015/16.
16 Waterloo Engineering . Well over 500 students on over 30 different student teams regularly access the resources of our Sedra Student Design Centre (SDC) in a typical term. Resources include individual work spaces and access to shared resources including machine shop and welding, wood working and painting, computers and electronics. - Four new teams were added to the list of active student teams in the past year. Projects undertaken by student teams are becoming more diverse with a broader disciplinary representation. - A successful hands-on composites workshop was held in the winter 2016 for students interested in manufacturing parts using carbon fibre. - A wood working shop has been planned and is currently under construction. - An on-line payment system is being implemented to allow students to place and pay for 3D Print Centre orders remotely. . External community events hosted annually on campus and supported by SDC and other engineering staff – including the FIRST LEGO League West Provincial Championship, the FIRST Robotics Competition Waterloo Regional, and the Waterloo Electric Vehicle Challenge – provide opportunities for students to connect as mentors with local schools or to volunteer at the events.
Goal B5: Improve Undergraduate Studies Operations and Processes Develop enhanced opportunities for undergraduate students . The multidisciplinary capstone courses GENE 482 and GENE 483 were offered for the second year, facilitating interdisciplinary fourth-year design projects. . Chemical engineering has added three specializations (chemical process modelling, optimization and control; materials and manufacturing processes; and energy and environmental systems and processes) and biomedical engineering is developing plans to add a specialization in sports engineering. Enhance undergraduate processes . The EUGO is working with Engineering Computing on two projects: - automating the ranking process so students’ ranks are now made available on a secure web site, and - developing more effective ways for students to make appointments and for their appointments to be logged.
Co-operative Education The co-op program continues to be a highly successful defining feature of Waterloo Engineering. Despite undergraduate growth that has resulted in a 19% increase in the number of work term positions required over this plan period, employment rates continue to be high, reaching 98% in 2015. This success can be partially attributed to growth in the number of international jobs, which have increased by 77% over this plan period. Continued efforts are required to develop jobs for first work term students and to accommodate growth due to the introduction of the biomedical engineering program and the expansion of the mechatronics engineering program. The WatPD- Engineering program continues to have high completion rates and receive positive evaluations by students.
Goal B6: Increase the Number of Co-op Jobs Implement a program-focused initiative to assist in job development . The university’s Co-operative Education and Career Action office (CECA) continues to direct effort and attention to programs that have relatively lower job-to-student ratios. Progress is noted in this area; however, it has been slower than expected. . Chemical engineering has successfully modified its curriculum to accommodate an eight-month senior co-op work term prior to fourth year. Attention will be paid to this initiative as it is implemented, to assess if this modification results in an increase in the number of senior co-op jobs. Develop additional international work term opportunities . As shown in Figure 4, the number of international jobs in 2015 exceeded our established target for the fourth consecutive year. A majority of new jobs were in the United States. The development of jobs outside of North America continues, but is more challenging.
Strategic Plan Progress Report: 2015/16 17 Figure 4: International Co-op Work Terms Performance to Target
1500 1200 900 600 300 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 847 860 895 1167 1214 1262 1313 1365 Actual 847 1074 1122 1270 1420
Goal B7: Provide Unemployed First Work Term Students a Meaningful Experience Develop a program to enhance the employability of unemployed first work term students during their next work term . The Bridging Entrepreneurs to Students (BETS) program - through which students receive one week of workplace skills training and then work in three- to five-week placements with startups in the Waterloo Region and Greater Toronto Area - was delivered in spring 2015 and winter 2016. Each term between 18 and 20 students participated in the program. Participating students came from 10 different engineering programs.
Goal B8: Support the Successful Implementation of WatPD-Engineering Ensure sufficient selection of current WatPD courses for engineering students . Currently there are nine elective WatPD courses, including one WatPD-Engineering course (PD22) on professionalism and ethics in engineering practice which aims to prepare students for the Professional Engineers Ontario’s Professional Practice Exam. PD22 experienced continued increasing enrolment in fall 2015 and winter 2016. . PD course offerings are moving to a rotation structure for most electives starting in fall 2016, with two offerings per academic year and work term sequencing taken into account. . The elective course on critical reflection and report writing was redeveloped into two separate elective courses to be first offered in fall 2016. . PD21, the second core WatPD-Engineering course, underwent redevelopment as part of WatPD’s regular renewal cycle. The redeveloped course was first offered in spring 2016. Establish a framework to assess the WatPD-Engineering program’s effectiveness . Current engineering student satisfaction levels with PD courses, collected by end of course survey, is above 80% and is similar to that of students from all faculties. . A review of the effectiveness of the WatPD-Engineering program was initiated in spring 2016 and will be pursued in 2016/17.
Accreditation The faculty continues to develop an outcomes process for program improvement that is mandated by the Canadian Engineering Accreditation Board (CEAB). The six lecturer and four administrative staff positions established for this initiative with university, faculty and department support have been filled. Integration of lecturers and administrative assistants is in progress. While efforts are underway on many fronts, significant work and collective efforts remain in order to meet CEAB requirements.
Goal B9: Ensure the Ongoing Accreditation of all Engineering Programs Implement a system of outcomes assessment for all programs . All 13 programs continue to develop their outcomes assessment and continual improvement processes. A set of common tools and processes is being developed under the leadership of the graduate attribute lecturers, which should facilitate the outcomes process and improve the quality of annual reports submitted to the associate dean, co-operative education and professional affairs.
18 Waterloo Engineering . The six lecturer and four administrative staff positions created to support outcomes-based accreditation initiatives have been filled. Their integration is progressing well. . Development of curriculum maps and plans for data collection and analysis is moving forward, but slowly. Continual program improvement processes are at the early stage of development. Significant work and collective efforts are yet needed to meet CEAB requirements. . A pilot project to evaluate the use of a data gathering and analysis software for exit survey and outcomes assessment is in progress. Increase the proportion of eligible faculty members who are licensed professional engineers . Efforts to encourage faculty to register continue. . The fraction of faculty that are either registered or have applied for professional registration decreased by 1.4% in the past year, increasing the gap between the actual and targeted values shown in Figure 5. The decline in the percent of faculty that are registered can be attributed to the departure of some registered faculty and the hiring of new faculty who are not yet registered. . Modifications of the Limited License in Ontario have shown limited impact on the registration process.
Figure 5: Regular Faculty PEng Status Performance to Target
100% 80% 60% 40% 20% 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target % Registered&Applied 76.0% 79.9% 81.7% 83.0% 83.5% 82.7% 83.2% 83.8% Actual % Registered&Applied 76.0% 74.7% 75.7% 79.7% 78.0% 76.6%
C. Graduate Studies Over this plan period to date, our total enrolment of graduate students has remained relatively stable while the enrolment of research graduate students (that is, excluding those pursuing a professional master) has increased by 10% and international graduate student enrolment has increased by 30%. Though the Faculty of Engineering came close to meeting overall intake targets in 2015, shortfalls were observed in a number of areas, and preliminary data suggests that we will fall short of Canadian and Permanent Resident (CPR) intake targets for 2016. Details on these and many other graduate student metrics are presented in Section III. C of this report. The focus of the Engineering Graduate Studies Office (EGSO) has shifted from improving administrative processes (which has largely been completed) to strategic graduate recruitment and enrolment management and to enhancing the attractiveness of the PhD programs. Both of these initiatives are expected to have significant impacts on graduate intake in terms of quality and quantity.
Goal C1: Strategically Increase Graduate Enrolment . The Faculty of Engineering made gains in 2015 toward reaching our ambitious graduate intake targets. Overall, FTE intake increased by 6%. In particular, increases of 40% for CPR PhD and 12% for CPR research master’s intake were achieved. . As a result of these substantial increases in graduate intake, we achieved 99% of the total intake target, but still did not meet the CPR target (achieved 87% of target). . Of note, we fell far short of the CPR intake target for the professional and course-based master’s programs. Only the Departments of Civil & Environmental Engineering and Mechanical & Mechatronics Engineering met or exceeded their targets in this area. Approximately 73% of the overall shortfall to target for this student group was the result of not meeting targets in just two departments.
Strategic Plan Progress Report: 2015/16 19 Figure 6: Graduate Intake Plan Performance to Target
800 600 400 200 0 2011 2012 2013 2014 2015 2016 2017 2018 Target Intake 651.9 662.4 696.9 673.7 667 698 711.7 730.5 Actual Intake 598.9 648.8 607.6 621.1 658.5 Target CPR 439.4 390.2 397.6 381 382 400 406.4 421 Actual CPR 314.3 322.4 278.4 303.2 332.4
Introduce new graduate programs in areas of strength . No new programs have been developed at the departmental level. The proposed new MEng in Mechatronics continues to be developed. The School of Architecture plans to move forward with its proposal for a new program in integrated design in the coming year, as indicated in the architecture progress report in Section L. . Preliminary efforts are underway to develop a collaborative program in data analytics. The associate dean, graduate studies will work with the lead department, management sciences, to determine feasibility of such a program. Enhance the professional master’s program . Management sciences’ initiative to develop a Graduate Diploma in Data Analytics has gone through all university-level approvals. . Given the fact that almost all units failed to meet their CPR intake targets into the professional and course- based master’s programs, it is clear that improvements must be made. All units not meeting their targets are encouraged to work with the EGSO and graduate recruitment officer to assess the strength and attractiveness of their programs, assess the strength of their applicant pools, review their application evaluation and admission processes, reconsider their marketing strategies and re-evaluate their intake targets. Develop and implement a strategic recruitment plan for graduate studies . The associate dean, graduate studies, in close collaboration with engineering’s graduate recruitment officer and advancement team, is moving forward with an effort to develop and implement a strategic approach for graduate recruitment and enrolment management. Arrangements have been made to engage external expertise to provide an assessment of our current practices and to describe efforts that have been undertaken at a comparable school of engineering. . The annual update to our strategic graduate recruitment plan included a basic competitive and market analysis, and includes three key objectives: - increase total CPR applications from fall 2016 by 5% for fall 2017; - obtain a clear understanding of market interest and perceived value of Waterloo Engineering PhD programs; and - explore the opportunity to develop a strategic enrolment planning model for graduate studies. . Following three years of participating in the consortium tour with other Canadian engineering institutions, there has been a notable increase of research master’s applications to Waterloo Engineering from partnering institutions for fall 2016. Research master’s applications from Canadian institutions, not including Waterloo, jumped from 48 to 91 from fall 2015 to fall 2016; the largest increase was from the University of Toronto (12 to 22). Explore the opportunity to incorporate co-op into new or existing graduate programs . Anecdotal evidence gathered from speaking to potential applicants at the graduate consortium tour suggest that graduates from other Canadian undergraduate engineering programs may find a co-op master’s program at Waterloo very attractive. Given current resource limitations and the current focus on the PhD programs, this initiative will be tabled until efforts on PhD programs have been completed.
20 Waterloo Engineering Evaluate opportunities to increase the number of direct admissions to PhD programs . Current regulations within the Faculty of Engineering permit direction admissions to the PhD programs. The associate dean, graduate studies has been working with departments to clarify requirements. We have already observed an increase in the number of direct admissions (reaching six in 2016, up from three and two in 2014 and 2015 respectively). Improved targeting of potential applicants . We have implemented a customer relationship management system, the initial implementation of which has provided us the ability to track contacts. Over 3,600 leads were collected in the first year. The associate dean, graduate studies will collaborate with engineering’s graduate recruitment officer and advancement team to expand the system capabilities so that the tracking of these inquiries is better integrated with existing application databases and can provide much better functionality for departmental staff, applicants, and faculty members. . There is further opportunity to build a comprehensive communications plan which will keep prospective students engaged, nurture applications, encourage students to confirm their offer of admission, and ensure admitted students arrive at the beginning of term. Review and enhance PhD programs . We recognize that potential PhD applicants may have a range of career aspirations, including positions in academia, industry, startups, government and elsewhere. It is essential to be able to articulate and deliver PhD programs that meet the needs of applicants who are pursing these different career paths; however, at present, our PhD programs are structured and marketed without providing clear and transparent opportunities to enhance the learning experience to further these different career goals. . The EGSO and engineering’s graduate recruitment officer are working to commission a market assessment and to re-imagine the PhD programs. This process is expected to take approximately one year and result in a comprehensive description of PhD program pathways and co-curricular learning opportunities which will meet market needs and increase the attractiveness of our PhD programs for both CPR and international applicants.
Goal C2: Improve Graduate Operations and Service Provide excellent service to all clients . The majority of efforts to improve processes, forms, and workflow from, to and within the EGSO have been completed. Improve the quality and delivery of information . Updated forms and resources for students, staff and faculty have been made available on the EGSO website. . The EGSO continues to work with departments and the university’s Graduate Studies Office to ensure engineering graduate students, staff and faculty receive clear and timely information. Ensure timely processing of applications and admission correspondence . The EGSO continues to work with departments to ensure the timely processing of application files. There has been substantive improvements in some departments. The EGSO has quantified decision times by department and program and is meeting with academic units to identify barriers to reducing processing times. Develop an effective and efficient strategy for managing cases of academic discipline and grievances . No further progress on initiatives in this area are expected in the Faculty of Engineering until current discussions at the university level are completed.
Goal C3: Improve the Graduate Program Foster consistently high quality graduate student supervision . Rather than creating a single document to outline expectations and best practices for graduate supervision, we have decided to incrementally add relevant information to the EGSO website describing engineering practices, regulations and processes. Work on this has been completed for a number of specific graduate supervision milestones, such as PhD comprehensive exams. Material will continue to be added as needed. . A draft plan has been developed to implement a Waterloo Engineering Award of Excellence in Graduate Student Supervision, which will be brought to Academic Policy Committee for consideration in fall 2016.
Strategic Plan Progress Report: 2015/16 21 Improve graduate course offerings . No significant accomplishments have yet been made on this goal, and future meaningful progress will require additional staffing resources. Increase the academic rigour of graduate programs . The Department of Electrical & Computer Engineering has changed its PhD comprehensive exam effective fall 2015, as more fully described in the department’s progress report in Section L. The associate dean, graduate studies will monitor that experience to determine strengths and weakness before making a decision about expanding the format to other departments. Preliminary data will be available in winter/spring 2017. . More frequent meetings between PhD students and the examining committee are encouraged in the section on the EGSO website that describes what students must do for their comprehensive exam. . The EGSO has begun to more strictly enforce existing requirements for program limit extensions and comprehensive exam time limit extensions and is also communicating directly with PhD students who are entering their fourth term to remind them of the need to schedule their comprehensive exam. These efforts appear to be reducing the number of students who go well beyond the limit for their comprehensive exams. Improve the quality of students admitted to graduate programs . The EGSO is working with the Graduate Recruitment Working Group to identify the characteristics of high quality students and then to ensure that admissions and application review processes within academic units make use of these characteristics to assess quality.
Goal C4: Enhance the Graduate Student Experience Evaluate current graduate student funding . The average level of financial support provided to graduate students in each of the different program types (e.g. MASc and PhD) is now being reviewed annually by the EGSO and marketing materials are being updated as needed to reflect actual levels of funding rather than the guaranteed minimum levels of funding. Establish a graduate student society in engineering . This is not seen as a high priority until graduate committees exist within each of the academic units.
D. Research In 2015/16, the Faculty of Engineering earned $58.34M in research funding. Tri-Council research funding earned by engineering researchers reached its highest level yet ($20.4M), as did industry funding ($11.2M). Six engineering professors were awarded Natural Sciences and Engineering Research Council (NSERC) Strategic Partnership Grants totalling $3.4M over three years. Engineering researchers also earned 11 NSERC Research Tools and Instruments (RTI) awards with a 61% success rate. Details on our current and historical funding and other measures of research productivity can be found in Section III. D. Prof. Zhongwei Chen received an NSERC E.W.R. Steacie Memorial Fellowship, engineering’s second in the last three years. Prof. Zhou Wang received an Engineering Emmy® Award and Prof. Keith Hipel was elected to the U.S. National Academy of Engineering as Foreign Member. Canada Research Chairs (CRC) held by Prof. Amir Khajepour and Prof. Carolyn Ren have been renewed and nominations are underway for a number of new research chairs.
Goal D1: Increase Research Funding . For 2015/16, our total research funding reached 91% of target. Our funding from NSERC increased slightly, but Ontario Research Fund - Research Excellence program funding declined again as the program shrank considerably. . We continue to target large and multi-year funding through programs such as NSERC Strategic Partnership Grants – Network (SPG-N) and Collaborative Research and Training Experience (CREATE). . Earlier this year, the provincial government announced an allocation of $35M over five years for the University of Waterloo and two other partner universities to establish an advanced manufacturing consortium. Details are being finalized and the Faculty of Engineering is expected to be the primary beneficiary of Waterloo’s portion of the funding.
22 Waterloo Engineering Figure 7: Research Funding ($Ms) Plan Performance to Target
$80 $300,000 $70 $250,000 $60 $50 $200,000 $40 $150,000 $30 $100,000 $20 $10 $50,000 $- $- 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 TTL ($M) $ Research Research $ Target $60.36 $55.53 $66.17 $69.10 $60.52 $64.20 $68.03 $71.90 Research$/TTS Faculty Research$/TTS Research $ Actual $60.36 $65.77 $60.50 $52.31 $64.12 $58.34 Research $/TTS Target $253,689 $260,008 $260,912 $264,435 $228,486 $239,667 $250,524 $259,226 Research $/TTS Actual $253,689 $266,868 $239,899 $209,374 $256,119 $224,218
Encourage and support researchers to pursue multi-year partnership programs . Compared to the previous reporting year, our 2015/16 funding saw a 21% increase in NSERC Strategic Partnership Grants - Project, a 25% increase in NSERC Collaborative Research and Development funding and a 2% reduction in NSERC Discovery Grants. . To encourage and support researchers in applying for large partnership programs like the NSERC SPG-N, the Faculty of Engineering routinely commits cash support that is matched by the university. . The Engineering Research Office (ERO) actively offers support for proposal development, application review and industry liaison for all sizes of partnership grants and provides logistics support for visits by on-site review committees and industry partners. Support and motivate faculty to pursue special large funding programs . To strengthen applications for programs like the CFI Innovation Fund (CFI-IF) and NSERC-CREATE, engineering contributes cash that is matched by the university. When appropriate, engineering also contributes to the renovation and construction cost. . The ERO offers support to co-ordinate proposal development and liaise with industry partners and funding agencies for large programs such as FedDev. In 2015, the ERO supported an application to FedDev Ontario under its advanced manufacturing program with a theme of additive manufacturing research. Encourage and support academic units to recruit the best faculty and in strategic areas . The Faculty of Engineering normally sets aside much of its CFI John R. Evans Leaders Fund (CFI-JELF) allocation to help academic units recruit the best faculty in strategic areas of research. . The ERO offers support to academic units on CRC planning to attract and retain the best faculty.
Goal D2: Establish a Shared Commitment to Research Excellence Support and motivate increased research activity . The ERO continues to proactively build relationships with funding agencies, potential sponsors and other stakeholders to maximize the possibility of increasing research partnerships. . Faculty members are sent calls for research proposals on a bi-weekly basis. Support the development of faculty members as researchers . The ERO provides new faculty guidance on planning and launching their research programs at Waterloo. . We provide researchers the opportunity to have their grant applications reviewed by ERO staff. To help prepare applications for large grants, faculty members are provided with dedicated writers on contract basis. . Workshops provide guidance to faculty on grant application preparation for NSERC Discovery Grants, and an internal review committee provides feedback on NSERC RTI applications. Develop stronger ties with industry . The ERO routinely holds meetings with large and small companies to discuss industrial challenges that can be addressed through research, and actively collaborates with the university’s corporate research partnership managers and Centre for Career Action to raise awareness and visibility of our research strengths.
Strategic Plan Progress Report: 2015/16 23 . Waterloo Engineering research is shared with broader audiences through conferences such as OCE Discovery and Waterloo Innovation Summit. . The ERO supported themed research events on campus in 2015/16 on topics including aerospace, defence, analytics and biomedical technology. These brought together academics and existing or potential industry partners to network and learn about new developments and opportunities for collaboration in these fields. . A database of faculty members’ research applications has significantly improved staff ability to identify researcher expertise that is relevant to a company’s needs. The ERO is working toward linking external-facing websites to the appropriate internal database in order to further improve potential industry partners’ ability to find relevant researchers. . The ERO connected with a broad spectrum of companies to rally support for strategic faculty initiatives including infrastructure, research and undergraduate program expansion in 2015/16. These conversations have deepened our relationships with industry partners by demonstrating stakeholder engagement on issues that are critical to their long-term growth: talent development, access to leading-edge R&D equipment and sources of emerging technology expertise. Partner with a targeted set of leading global universities . This strategy is reported on in Goal G4 of the internationalization section of this report (see page 34).
Goal D3: Eliminate Barriers to Research Success Enable a culture of collaboration and co-operation . Waterloo Engineering is home to a number of research institutes and centres, such as the Waterloo Centre for Automotive Research, where researchers from various disciplines collaborate. . The ERO is working to foster strong interdisciplinary research in our identified areas of strength, collaborating with academic units to seek new external partnerships and to identify funding opportunities. Improve client service . The ERO has provided assistance for engineering researchers completing the new Common CV required for some Tri-Agency program applications. Feedback from faculty who utilized this service was very positive. . In 2015, two temporary writers were engaged to assist with review of the large volume of applications during the peak RTI and Discovery Grant period. . ERO staff arrange workshops for faculty members to attend and hear advice on applying to programs such as NSERC’s Discovery and Strategic Grants and the Early Researcher Award program. . Attendance at research-focused workshops and events are tracked and participant feedback is solicited to gauge how their format, frequency or content can be improved over time. Improve access to resources . The university recently announced new financial support for three technical positions to operate and maintain shared research labs and facilities. The ERO solicited proposals and co-ordinated an internal review process to select proposals to compete for the fund. One of the selected proposals has been funded by the university. . The committee that reviews the Faculty’s internal applications for the NSERC RTI program strives to identify equipment that can potentially be shared by several researchers. . The Faculty of Engineering normally allocates much of its CFI Infrastructure Operating and Maintenance fund to those who help generate such funds through successful CFI-IF and CFI-JELF grants. Improve the efficacy of communications . Through bi-weekly emails, faculty members are notified of potential funding opportunities, information sessions, webinars and other research resources and opportunities. . The ERO is working toward creating a SharePoint site where faculty can find relevant information, important forms and notices of upcoming funding opportunities.
24 Waterloo Engineering Goal D4: Celebrate Research Excellence Recognize research excellence . The Engineering Research Excellence Awards are presented each year to tenured or tenure-track faculty in recognition of outstanding research accomplishments. In 2015/16, the recipients of the Engineering Excellence Awards were Profs. Luis Ricardez-Sandoval (CHE), Yuning Li (CHE) and Guang Gong (ECE). . The Engineering Honours and Awards Committee, with the support of a writer from the ERO staff, works to encourage and facilitate the nomination of deserving faculty members to national and international honours. . Major honours earned by engineering faculty members in 2015/16 included: - Profs. Vijay Ganesh (ECE), Mark Hancock (MSCI) Hyung-sool Lee (CEE) and Stephen Smith (ECE) received the Ontario government’s Early Researcher Award; - Prof. Amir Khajepour (MME) renewed his Tier 1 CRC and Prof. Carolyn Ren (MME) her Tier 2 CRC; - Profs. Soo Jeon (MME) and Lin Tan (ECE) received NSERC Discovery Accelerator Supplements. - Prof. Zhongwei Chen (CHE) received an NSERC E.W.R. Steacie Memorial Fellowship; - Prof. Kaan Inal (MME) was named the GM Industrial Research Chair; - Prof. Keith Hipel (SDE) was elected to the National Academy of Engineering as Foreign Member; - Profs. Carolyn Hansson (MME) and Garry Rempel (CHE) were named Members of the Order of Canada; - Prof. Xuemin (Sherman) Shen (ECE) has been inducted as a Fellow of the Royal Society of Canada; - Prof. Pu Chen (CHE) and Ming Yu (ECE) have been inducted as Fellows of the Canadian Academy of Engineering; - Prof. John McPhee (SDE) has been inducted as a Fellow of the Engineering Institute of Canada; and - Prof. Zhou Wang (ECE) received an Engineering Emmy® Award. Increase public awareness of research strengths and achievements . Waterloo Engineering research stories are being featured on the faculty and university social media channels, including Facebook and Twitter. Our researchers have been profiled in internal and external media more than 50 times in the past year. Additionally, we were contacted numerous times by national and local media to request comment from research experts on topical news stories. . Last year, a number of events served an important role in communicating our research. - The Waterloo Innovation Summit included a tour of Engineering 5 to see a sample of faculty members’ research as well as meet undergrad student teams and engineering alumni who have founded local companies. - Engineering sponsored the Waterloo Ambient Intelligence conference to profile our faculty’s expertise in related areas such as cybersecurity and Internet of Things. . The ERO participates in the Engineering Communications Council, which facilitates information-sharing about events and marketing initiatives and provides an opportunity to encourage academic units and centres to promote their research.
Goal D5: Strategically Identify and Assess Research Strengths Pursue targeted partnerships and funding aligned with identified strength areas . In 2015/16, we focused on a major funding opportunity on the theme of advanced manufacturing. Our expertise in the sub-topic of additive manufacturing is significant and growing. Engineering, along with several key industry partners, applied to the FedDev Ontario Advanced Manufacturing program in order to fund further research and commercialize additive manufacturing technology.
Strategic Plan Progress Report: 2015/16 25 E. Teaching The associate dean, teaching (ADT) portfolio completed its third complete calendar year of operation in 2015. Regular operational activities continue to proceed for the strategies associated with all four ADT portfolio goals. Given its relative newness as a unit and its uniqueness as the only ADT portfolio in the university, the regular operation of clearly identified activities and the development of teaching excellence continue to be notable measures of significant progress.
Goal E1: Enhance Support for Teaching at the Faculty Level Develop and foster a community comprised of department representatives dedicated to teaching . Every engineering department and the Conrad centre continues to have a teaching champion. Common activities include faculty mentoring and supporting nominations for teaching awards. In some departments, champions are also involved in screening sessional appointees, TA development, student-faculty communications and best practice development and dissemination. . Resources have been added to the teaching development SharePoint site to provide champions with information on student course evaluation histories, awards and other teaching development resources. . Following consultation with teaching champions and academic unit heads, loosely structured monthly lunch meetings will be re-introduced for the Engineering Teaching Development Committee in 2016 with the aim of promoting a sense of community support and providing opportunities to share progress, best practices and challenges.
Goal E2: Contribute to the Development of Faculty Members and TAs as Teachers Establish minimum teaching development expectations for all new faculty members . The ADT met with 18 new faculty members in 2015 to review their incoming teaching background, plans for teaching development, resources for teaching development and the mandatory Centre for Teaching Excellence (CTE) workshop requirement for new faculty members without equivalent teaching experience. . Following review of student course evaluation results for all probationary and definite term faculty at the end of each teaching term, the ADT met with seven faculty members in 2015 to discuss teaching development challenges and to offer advice for further development as appropriate. Promote opportunities for all instructors to learn more about teaching over their career . The ADT facilitated two Instructional Skills Workshop (ISW) sessions for engineering (10 participants) and promoted CTE’s three ISW sessions to engineering instructors (11 engineering participants). . Forty-five participants attended an ADT-facilitated session for engineering instructors on “Threshold Concepts: What MUST We Teach” in October 2015. This event had an almost three-fold increase in participation over the 2014 workshop. . The ADT promoted participation in the annual teaching conference, Opportunities and New Directions, in April 2015 (48 engineering participants) and in the 2015 Teaching Excellence Academy workshop (five participants plus one faculty mentor from engineering). . The ADT presented a session on pre-post assessment to the Graduate Attributes Committee in September. . A new blended-delivery version of the teaching assistant (TA) training workshop, ExpecTAtions, was developed and delivered in April (141 participants) and September (239 participants). This included: - three online modules on academic integrity, ethical behaviour, and safety (developed in co-operation with the university’s offices for academic integrity, safety, and conflict management and human rights and under the project leadership of the Centre for Extended Learning); - a new ExpecTAtions workbook with participant and mentor versions; and - a new set of TA web pages that includes an overview of TA roles and responsibilities and resources for TAs with links to teaching tips and videos demonstrating exemplary TA activity. . Two feedback sessions have been facilitated with mentors to improve the operation and effectiveness of the ExpecTAtions workshop. Provide mentorship in teaching . In 2015, the ADT met with 15 instructors to provide teaching mentorship. This includes meetings with seven probationary instructors prompted by review of student course evaluations as mentioned above.
26 Waterloo Engineering Goal E3: Affirm the Importance of Teaching Include an assessment of teaching potential when hiring new faculty . While most departments are assessing teaching potential to some degree in the hiring process, and resources for peer evaluation of teaching were developed by the Engineering Teaching Development Committee in 2014, the extent and uniformity of these assessments across academic units is unclear. In 2016, the ADT will survey the academic units for present practices in assessing teaching potential and, through discussions with the Academic Policy Committee, develop a set of recommended practices. . A priority for 2016 will be developing a strategy for building capacity in peer evaluation of teaching and the preparation of teaching dossiers to provide additional sources for assessing teaching effectiveness. This will involve soliciting opportunities to meet with tenure and promotion and merit committees on an annual basis to inform teaching assessments done by these committees. Measure teaching quality and outcomes for individual and institutional improvement . A key focus of the ADT office remains the maintenance and improvement of the student course evaluation processes, including: - standard reporting for course evaluation scores in tenure and promotion presentations, including standard aggregate properties (means, 85th percentile and 15th percentile) for all courses in each unit and within the faculty (see Table 7 and Table 8 for trends in the undergraduate and graduate course summative question for the past four years); and - as a member of the University Course Evaluation Project Team, continued research, planning and communications to implement a more flexible and universally applicable student course evaluation instrument and an online delivery system. . In fall 2015, Engineering ran a successful trial of the proposed online delivery system, eValuate, for 12 regular courses and nine online courses. . The university goal to develop a common instrument, method of delivery, and set of policies for student course evaluations means that we will probably be using a new instrument with online delivery beginning in early 2017. A high priority for the ADT portfolio in 2016 will be in making the transition to the new student course evaluation model and ensuring effective communication with all stakeholders.
Table 7: Undergraduate Course Evaluation Summative Question Responses, 2012-2015
Undergrad Undergrad. Q10 - What is your overall appraisal of Year Courses the quality of teaching in this course? Mean Q15 Q85 2015 737 79.1 64.6 93.0 2014 711 78.8 64.0 93.0 2013 691 77.4 63.0 92.0 2012 703 76.0 58.0 92.0
Table 8: Graduate Course Evaluation Summative Question Responses, 2012-2015
Graduate Graduate Q9 – Overall, I would rate this course as Year Courses excellent … poor. Mean Q15 Q85 2015 179 83.2 74.0 94.0 2014 208 80.6 70.9 94.0 2013 185 79.8 70.0 91.6 2012 223 80.7 70.0 92.0
. With the support of the Graduate Attributes Lecturers, the ADT facilitated a faculty-wide exit survey in 2015. Resulting data and comments were shared with the departments for analysis and action. Recognize and reward excellence in teaching . Lecturer Carol Hulls (MME) was awarded one of three 2016 Brightspace Innovation Awards in Teaching and Learning, the nomination for which had been supported by the ADT in fall 2015.
Strategic Plan Progress Report: 2015/16 27 . Seven nominations were submitted for the Sandford Fleming Foundation Teaching Excellence Awards in 2015. The winners were Profs. James Craig (CEE), Sean Peterson (MME) and Alex Wong (SDE). . To support Distinguished Teaching Award nominations, the ADT office developed a set of links and useful materials including a sample nomination package. For the 2015 competition, there were five nominations and Prof. Jeff West (CEE) was one of four university-wide recipients. Ongoing promotion and support led to five nominations being submitted for the 2016 competition, and for the second time in the award’s history two engineering faculty were selected. . Profs. Jeff West (CEE), Ehab El-Saadany (ECE) and Vincent Gaudet (ECE) received the EngSoc Teaching Excellence Award, sponsored and implemented by the undergraduate student Engineering Society. . In spring 2015, the ADT office prepared and submitted a nomination for a 3M National Teaching Fellowship, viewed as Canada’s premier recognition for teaching excellence and leadership in higher education. While the nomination was not successful (10 fellowships were awarded from 33 nominations), feedback and reflection on the nomination resulted in a number of lessons learned that are being applied to improve future external teaching award nominations. . In 2016, the ADT will introduce an annual workshop on strategies for developing strong award nomination packages and will work with EngSoc to increase student engagement in the award nomination process. Communicate commitment to the Faculty’s teaching mandate . The ADT office continues to develop the public-facing teaching and learning pages on the Faculty of Engineering web site and the internal engineering teaching development SharePoint site. . In co-operation with the group of university teaching fellows on campus, the ADT supports CTE initiatives to document and promote exemplary stories of excellent teaching.
Goal E4: Support Teaching Innovations and Strategies for Integrating Learning Introduce an innovative undergraduate learning environment for all engineering students . Launched in fall 2014, the Engineering Ideas Clinic™ continues to grow and evolve to meet the needs of today’s engineering students, providing hands-on activities to help students develop key skills in engineering, teamwork, safety, sustainability, problem-solving and collaboration. . Twelve programs are now participating in the Ideas Clinic initiative and 42 clinic activities have been developed for use. . In the coming year, the Ideas Clinic will launch three activities in first year management engineering, systems design engineering and mechatronics engineering with the goal of bringing together all the courses being taught in a single term and to immerse the students in an engineering activity to build enthusiasm and excitement about engineering. First-year students in these three programs will spend two days doing design and engineering activities. . An alumni donor has provided sponsorship to develop an electric vehicle that can be brought into the clinic so that our students can be better prepared to innovate in the area of electric vehicles. . The Faculty of Engineering has applied for an NSERC Chair in Design Engineering, focused on introducing real world activities in the classroom of all 13 programs, for Prof. Sanjeev Bedi, director of the Engineering Ideas Clinic™ taskforce. Examples of industry partner support for the chair application include: - Rockwell Automation has provided an in-kind contribution of automation equipment to support students in capstone projects or with other developments such as a potential sensors lab; - a relationship has been built with ANSYS with the goal of giving undergraduates experience with engineering analysis tools such as FEA, CFD and multi-physics modelling before they graduate; and - plans to bring a scissor lift into the classroom for studies in sensors and the Internet of Things are in the final stages, with help from SkyJack. Support teaching innovations and curriculum renewal . The ADT promoted and reported on the Canadian Survey of Engineering Instructors (64 Waterloo Engineering faculty responded to the survey, making up 39% of the total respondents). . In 2016, the ADT will work explicitly with the Ideas Clinic team to develop common understanding of the theoretical foundations of learning and teaching knowledge that underpins the proposed learning activities.
28 Waterloo Engineering F. Outreach One of the highlights for outreach in 2015/16 was the growth of the high school summer program and continued success in off-campus/weekend programming. Splitting the high school summer programs into two streams, one with a more intense focus on leadership and the other on academic and design work, was a success. Both programs filled, and the decision was made to expand both in summer 2016. Labour unrest with teachers in Ontario continued to impact our elementary workshop program, as communications with teachers froze during the work-to-rule period of the negotiations. Workshop numbers are expected to increase again in the coming year. The scope of our outreach programming was recognized by an invitation to represent science, technology, engineering and math (STEM) youth outreach at the Ontario Celebration Zone as part of the 2015 PanAm Games in Toronto.
Goal F1: Expand the Scope of Waterloo Engineering Outreach Programs Expand outreach activities to include high school programming . The proposed split of the Catalyst program into two streams, one more focused on leadership and the other more on academics, was a success. Both programs filled in the summer of 2015 for a total of 57 filled spots, up from 40 in summer 2014. In response to the demand, we are offering more sections of both the leadership and academic program in 2016. Early registration information has shown an increased interest in the program from participants outside the Waterloo Region. . The E-Cubed program, run in partnership with BEP and Communitech for a second year, reached 19 youth. . The outreach office hosted an event, WE GO.Design, in fall 2015 for approximately 80 girls in partnership with the Goethe Institute. This event was considered a success and will likely run again in 2016/17. . The outreach office ran a series of workshops with recruitment in the winter of 2016 that targeted schools that had a high level of international high school students. . Campus visits by high school students declined in 2015/16. One of the larger events that ties into the capstone design projects did not run this year due to the timing of the event. Upon review of our current high school programming and in response to some changes outside of our control (for example, the opportunity to partner with an existing campus event – an initiative that reached over 230 students in 2012 - is no longer available to us), it has been determined that the increase we made to the on-campus visit target in 2013 was premature. As seen in Figure 8, this target has been returned to the original plan targets for the duration of this plan period.
Figure 8: High School Outreach Program Participation Performance to Target
1600 1200 800 400 0 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 Target 200 290 990 1095 1150 775 800 800 Actual 386 944 902 1488 1155
Increase the breadth of Kitchener-Waterloo school engagement . Labour unrest continued from May 2015 into the fall, with teachers ultimately taking work-to-rule action. Communications with schools was more difficult during this period, and the impact of this was felt into winter 2016. To reflect the lost opportunities for workshop growth during this time, this program’s targets have been revised as shown in Figure 9. . During a review of the outreach website, it was noted that it is difficult for a teacher to find out about our workshop program and to book online. Work to improve this user experience is expected in fall 2016. . For spring 2017, the outreach office will continue to focus on approaching schools that have dropped off from regular bookings.
Strategic Plan Progress Report: 2015/16 29 . Another priority for the coming year will be to determine what barriers exist to higher participation in the workshop program and to re-evaluate the workshops structure and accessibility to ensure they are still relevant to schools’ current needs.
Figure 9: ESQ Workshop Participation Performance to Target
40 30 20 10 0 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 Target 13 18 23 28 33 28 31 35 Actual 28 24 27 24 20
Goal F2: Enhance the Waterloo Engineering Community through Participation in Outreach Engage current Waterloo Engineering community members in outreach activities . The outreach office has begun work to determine the best way to contact all faculty. Attention is being given to make the barrier to replying minimal. . A key next step for this project will be to develop an effective mechanism to collect, store and use this information. This project is expected to start in late spring 2017.
Diversity The outreach office continues its focused work aimed at increasing the number of females at all levels in Waterloo Engineering. Over this plan period, the number of women undergraduate students studying in the Faculty of Engineering has increased by 53% and the proportion of faculty members who are female has increased by 33%. A full 28% of incoming students in engineering programs in 2015 were women (see Section III. E for more information). In addition to annual events, the associate dean, outreach has been taking a more active role in related university- wide discussions and efforts, by sitting on various committees and groups. As part of the university’s HeForShe commitment, the Faculty of Engineering has been actively involved in planning a conference to be held at Waterloo entitled EQuALS. This conference will target graduate students, postdoctoral fellows and young scholars considering an academic career in STEM fields. As part of engineering’s goal to better understand the female student experience, a large research project of the current population commenced in May 2015. Engineering is also continuing to work closely with some social psychology work in the Faculty of Arts to ensure we understand best practices around some of the psychological aspects that may affect our female and male engineering students. This has included supporting a large grant submission “Engendering Success in STEM.”
Goal F3: Increase the Participation of Women in Engineering at Waterloo Increase the confirmation rates of offers made to female undergraduate engineering applicants . Confirmation rates of our female engineering students have remained stable following a notable increase in 2013, despite enhanced recruitment efforts targeted at female students who have received an offer of admission. Among such events, the outreach office supported the recruitment team in developing and offering an overnight applicant event for female prospective engineering students in May 2015. Early results from this event look promising. . While confirmation rates remained stable, overall intake increased again this year: As seen in Figure 3 of the undergraduate studies section (page 14). Waterloo Engineering experienced notable increases in both the number (467) and percentage (28%) of women entering first-year engineering programs in September 2015.
30 Waterloo Engineering Figure 10: Female Engineering Undergraduate Confirmation Rate Performance to Target
50% 40% 30% 20% 10% 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target 35.0% 37.0% 40.0% 43.0% 45.0% 45.0% 45.0% 45.0% Actual 37.3% 34.1% 39.0% 40.1% 39.4%
Establish best practices related to the recruitment of women faculty . The associate dean, outreach meets with interested Departmental Advisory Committees on Appointments (DACA) to discuss diversity in the applicant pool and best hiring practices. Consideration will be given in the coming year to how DACA participation in this initiative might be increased. . Waterloo is taking a much more active role in ensuring diversity is explicitly considered during faculty hiring. This has included the requirement that faculty positions be advertised on websites considered appropriate to attract diverse applicants. The university is also undertaking training modules to highlight unconscious bias during the hiring process. Develop a better understanding of the experience of women in engineering at Waterloo . An independently-led research project was initiated in 2015/16 to help answer this question. A series of focus groups were held with female engineering students, followed by a survey (based on the focus group report) of engineering students in fall 2015, winter 2016 and spring 2016. Results are expected this year.
Goal F4: Build an Inclusive Atmosphere within Waterloo Engineering Establish a framework to report and respond to issues of diversity and inclusivity . Communications efforts continue to help build student awareness that the associate dean, outreach is available to support and facilitate discussions around diversity and inclusivity. . Through the associate dean, outreach, the Faculty of Engineering continues to work with and learn from social psychologists on campus about best practices to support women in our engineering programs. We are supporting a large research study being undertaken by Prof. Christine Logel at Renison University on social belonging interventions to help improve the experience of engineering students in first year with a particular focus on female students. This study started in September 2015 and will continue over the next four years.
G. Internationalization Over this plan period, the number of international undergraduate students in the Faculty of Engineering has more than doubled and the number of international graduate students has increased by more than 30%. Opportunities for undergraduate students to have an international experience continue to grow as do graduate and research connections with global institutions. The associate dean, international and his office, established in 2014, have continued to provide oversight for all international students in the faculty and to develop and enhance campus and international partnerships involving academic mobility and international collaborative research partnerships.
Goal G1: Consolidate and Expand Internationalization Efforts within the Faculty of Engineering Enhance co-ordination and collaboration on internationalization across the faculty . We have established a Faculty International Affairs Committee (FIAC) to provide an opportunity for the Engineering International Office (EIO) to meet with representatives of each academic unit in an effort to communicate and review opportunities for co-ordination, collaboration and review of programs and initiatives. The FIAC is structured to respond to two core groups within the academic units: international mobility, which primarily addresses the needs of our undergraduate students, and research and international agreements, the primary focus of which is on graduate-level activities. Separate FIAC meetings are held with each core group.
Strategic Plan Progress Report: 2015/16 31 . Items reviewed by FIAC over the past year include: a comprehensive outline for the processing of co-tutelle agreements; graduate exchange participation; development of the university’s new Passport system for outbound exchange students; and the provision of information sessions for engineering staff and faculty Passport system users. . To further consolidate information, the EIO has created a database to record and manage information related to all research and mobility agreements, visitors and eventually student exchanges. This extensive database will allow for the co-ordination of all EIO information. . The EIO is also working with Engineering Computing to develop a web-based appointment scheduling application to be added to our website. It is hoped that the implementation of this application will allow for more efficient and up-to-date service for students. Facilitate visits by international delegations to Waterloo Engineering . The EIO hosts delegations from international funding agencies, international governments and highly-ranked potential partner institutions. Engineering faculty members are often involved in these visits through roundtable discussions and lab tours, showcasing their research and informing visitors of potential research and co-supervision opportunities. The EIO has created a visiting delegation request form to which all potential visitors are directed. Information collected using this web-based form is archived for follow up response to ensure the most positive and productive experience for all visitors. . In 2015, 14 high-level international delegations were hosted and two international workshops were held, reaching a total of 58 visitors (see Table 9 for the distribution of these visitors by country). . The EIO also plays a key role in organizing, sponsoring and hosting research workshops with strategic international partners or potential partner schools. During 2015/16 two highly successful workshops were held in China, first at Tsinghua University, Beijing in April 2015 and then at Southeast University, Nanjing in April 2016. In total, 23 Waterloo Engineering professors travelled to attend these workshops, strengthening research partnerships leading to shared supervision of graduate students, joint publications and joint research activity.
Table 9: International Delegations to Waterloo Engineering, 2015
Country # Delegations # Visitors China 3 11 Czech Republic 1 3 Egypt 1 2 England 1 2 France 2 4 Germany 2 24 Hong Kong 1 5 Japan 1 3 Singapore 2 2 South Korea 1 2 Turkey 1 n/a Total 16 58
Goal G2: Increase International Undergraduate Enrolments Enhance international recruitment efforts . Waterloo Engineering continues to exceed its undergraduate intake target for international students, as shown in Figure 11. . Details on the Faculty of Engineering’s international recruitment initiatives are provided in the undergraduate studies section of this report (see Goal B1 on page 14).
32 Waterloo Engineering Figure 11: International Undergraduate Student Intake Plan Performance to Target
300
200
100
0 2011 2012 2013 2014 2015 2016 2017 2018 Int'l - Target 211 250 191 208 210 179 189 197 Int'l - Actual 228 220 210 232 251
Provide additional support to Waterloo Engineering international students . While international recruitment is the responsibility of the admissions team in the Engineering Undergraduate Office, efforts by the EIO in the past year to support international student retention suggest that the EIO could possibly serve a much more substantive role in this area. . Significant time and effort was spent in 2015 to determine the best campus partners to work with to encourage international students to participate on campus and to reach out to all of the campus supports available. We subsequently established and continue to foster positive, productive, working relationships with these identified partners. We plan to host a few events in fall 2016 in conjunction with the Student Success Office, Federation of Students and the undergraduate student Engineering Society (EngSoc) to try to increase the participation rate of international students. . Engaging international students has proven to be one of the biggest challenges. This seems to be the case across campus and we hope to continue to try new methods and research further the best ways to encourage participation and engage international students in engineering. . The EIO plays a key role in hosting the international student orientation during the first weekend of September where all international students and their parents are invited to campus and introduced to key services and features prior to the start of their first term. This event, held September 2-4, 2015, proved quite successful with 143 students and 86 family members registering. International orientation will take place again this year and we are hopeful that participation will increase.
Goal G3: Increase International Experience Opportunities for Undergraduates Increase participation in international exchange . In 2015, 78 students participated in 82 exchange terms. This equates to just over 1% of the total engineering undergraduate population. . New exchange agreements with Australian National University, Canberra, Tsinghua University, Beijing, and Singapore University of Technology and Design are expected to increase the potential for international experiences in the Faculty of Engineering. Waterloo Engineering now has a total of 93 exchange partners. . The EIO has undertaken a number of initiatives to enhance awareness and increase participation in undergraduate exchange through: - information sessions: visits to all 1B, 2A and 2B classes each term (as appropriate), with Waterloo International and independently, and multiple information sessions in collaboration with EngSoc; - increased advertisement: including new posters and a new brochure; and - increased communications with outbound exchange students to help them navigate the new institutional exchange system, Passport. . The EIO has identified a need to supplement the existing available exchange awards, and will in 2016 secure the funds and develop a program to add up to five $1,000 needs-based awards annually to help offset the cost of travel and accommodation while on exchange. . Despite these efforts, due to Waterloo International’s imposition of a forced balance between inbound and outbound exchange students at the institutional level a significant decrease in student academic exchange terms resulted for students coming to the University of Waterloo. Students going out on exchange from Waterloo also decreased in 2015 (see Figure 12). We surmise that the decrease in outbound students for 2015 may be, in part, attributed to the implementation of the new system (Passport).
Strategic Plan Progress Report: 2015/16 33 Figure 12: Undergraduate International Exchange Terms
400 60 50 300 40 200 30 20 100 10 0 0 2010 2011 2012 2013 2014 2015 Out. Exch. Student Terms 89 96 91 105 112 82 In. Exch. Student Terms 204 205 205 257 224 153 # Student Exchange Terms Terms Exchange Student # In. Exch. Universities 37 35 43 51 49 49 Represented Universities # Out. Exch. Universities 21 27 20 23 33 25
Develop additional international co-op work term opportunities . Engineering students continue to account for approximately half of the total number of international co-op placements across the campus. More detail on international co-op work term development is presented under Goal B6 of the co-operative education section of this report (see page 17). . As a key strategy to offset imbalances in exchange agreements, the associate dean, international will investigate hybridization of institutional agreements in consultation with Waterloo International, which manages all international mobility agreements. Such hybrid agreements can allow for both an academic and a co-op work term experience for a given student travelling abroad from Waterloo. Such agreements will be considered carefully to ensure that the maximum number of work term opportunities be maintained for Waterloo students. . Institutional records indicate that only one student was employed by Engineers Without Borders Canada in 2015. There may be an opportunity in the coming year to focus efforts on increasing this number.
Figure 13: International Co-op Work Terms Performance to Target
1600 1200 800 400 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 847 860 895 1167 1214 1262 1313 1365 Actual 847 1074 1122 1270 1420
Goal G4: Increase International Graduate Studies and Research Collaborations Pursue strategic internationalization in graduate studies . The Faculty of Engineering has a small but steady program of graduate student joint programs in the form of co-tutelles with a consistent count of approximately 15 students in 2015. The EIO continues to promote and encourage such agreements by developing clear procedures and processes for developing agreements, in collaboration with the Engineering Graduate Studies Office. . In 2015, an overarching co-tutelle agreement was signed with The Hong Kong University of Science and Technology (HKUST). This agreement was reviewed by the EIO to ensure all engineering program requirements were included and that it allows for continuous joint academic studies through a defined agreement for any engineering graduate student and supervisor. The EIO is in the process to developing professor-to-professor partnerships between Waterloo and HKUST that will form the basis for research collaborations and a base of dual degree students.
34 Waterloo Engineering . In 2015, 49 new international visiting graduate students (IVGS) conducted research with faculty members representing all six engineering departments. Thirty per cent of these students were women. Of the 48 students, five were from Karlsruhe Institute of Technology (KIT) and one was from Tsinghua University, both of which were involved in joint workshops with the EIO. Notably, a considerable number of IVGS students coming to engineering visit from China (33%) with the next three largest number coming from France, Iran and Pakistan (9% each). Develop an international research strategy . Graduate student joint programs are not possible without the required guaranteed graduate student funding. The associate dean, international continues to work with the university’s Research Office to develop growth in collaborative research partnerships for engineering faculty members with universities and research labs through international research workshops. . This past year workshops were held jointly with Tsinghua University and Southeast University in China. The delegation travelling to these workshops was comprised of 16 Waterloo Engineering faculty members. The EIO is optimistic that productive academic and research collaborations will develop from these workshops and through others to be held in the future. . A workshop hosted with KIT last year has resulted in a joint proposal for an international research training group of KIT together with Waterloo being submitted to the German Research Foundation in early October and a graduate level course co-taught by Waterloo and KIT professors. . It is intended that joint research and publications with international partners will inevitably lead to shared graduate supervision with international partners and collaborators. The EIO continues to monitor and help to develop any outcomes resulting from these workshops.
H. Entrepreneurship The Faculty of Engineering remains committed to developing and fostering entrepreneurial interests and aptitude among our students, faculty and staff. To date, over 650 startups have been identified with Waterloo Engineering students, researchers or alumni as founders and our successful entrepreneurial community members continue to grow this number. Among student entrepreneur successes this year, our students again dominated all three terms of the Velocity Fund Finals, winning the majority of awards and a top prize in each competition, and Voltera V-One, a custom circuit board printer developed as a capstone design project, became the first Canadian startup to win the prestigious top prize in the International James Dyson Award competition.
Goal H1: Provide Academic Programming to Support Student Interest and Development in Entrepreneurship Maintain our flagship graduate programming . The Conrad Business, Entrepreneurship and Technology Centre (Conrad) continues to focus on the Master in Business, Entrepreneurship and Technology (MBET) as its taught master’s program while considering new iterations and forms of this flagship program. Develop additional academic programs for students interested in entrepreneurship . Emily Peat, founder of EcoPlace Organics, became the first student to graduate with the engineering entrepreneurship option at spring 2015 convocation. . Conrad’s undergraduate minor program in entrepreneurship was launched for students across campus in September 2015. . Conrad’s entrepreneurship diploma program for engineering professional master students is highly subscribed. A proposal to expand the program is under consideration. Expand and enhance the Enterprise Co-op (E Co-op) program . Conrad has secured a new three-year mandate to run the Enterprise Co-op (E Co-op) program for the University of Waterloo. . In 2015/16, 67 students participated in the E Co-op program. Of these, 41 were from the Faculty of Engineering, marking the highest year of E Co-op participation by engineering students to date.
Strategic Plan Progress Report: 2015/16 35 Develop a formal opportunity to expose select engineering students to entrepreneurship during their first work term . In 2015/16, 38 students from 10 different engineering programs participated in the Bridging Entrepreneurs to Students (BETS) program. Participating students received one week of workplace skills training and worked in three- to five-week placements with startups in Waterloo Region and the Greater Toronto Area.
Goal H2: Develop Extra-curricular Initiatives to Support and Encourage Entrepreneurial Students and Projects Develop a mechanism to help generate funding for student startups . A donor gift of $100K enabled the Engineer of the Future Trust to transition to an endowment fund to provide financial project support to our entrepreneurial students. . We awarded almost $35K in micro-seed funding to entrepreneurial engineering students through the Engineer of the Future Trust in 2015/16. Establish competitive business plan awards for capstone projects . We awarded $60K at the third annual Norman Esch Entrepreneurship Awards for Capstone Design competition for engineering students in 2016. . In total, 353 students participated on the 112 student teams and projects that applied to the Engineer of the Future Trust and the Norman Esch Entrepreneurship Awards for Capstone Design in 2015/16. Provide access to tools and facilities to support young entrepreneurs during their studies and after graduation . Access is provided to the student machine shop and G2N facilities to support capstone design and startups. Partner with members of local, national and international entrepreneurship communities to develop opportunities for our entrepreneurial students . Waterloo Engineering and Spectrum 28, a Silicon Valley venture capital firm, launched the Waterloo Engineering S| pectrum 28 Student Venture Program which offers students access to $2M from Spectrum 28 as well as mentorship from faculty members and Silicon Valley entrepreneurs and businesses. . For the second year, the Faculty of Engineering partnered with the student-organized hackathon HackTheNorth. Canada’s largest hackathon, it attracted an elite gathering of some 1,000 talented student hackers and well-known venture capitalists, donors, and industry partners from Silicon Valley. . We hosted a series on startup law in partnership with Torys LLP in winter 2016. . In fall 2015 we partnered with iNOVIA Capital and Bennett Jones to offer a research-commercialization workshop for graduate students.
Goal H3: Develop New Spaces and Infrastructure to Support Entrepreneurship and Innovation Embed the facilitation of entrepreneurship in the design of Engineering 7(E7) . Ground was broken in fall 2015 for the E7 building, which will support expanded entrepreneurship and innovation initiatives across the Faculty of Engineering. . Baylis Medical donated $300K towards the Baylis Medical Student Garage to be located in E7. . An alumni donation has allowed the development of a Systems Design Engineering Maker Lab, involving new equipment and furnishings for three rooms in that department’s space in the Engineering 5 building. Strengthen campus opportunities to build-test hardware devices and prototypes . Students can now access additional resources to support device and prototype development through the Engineering Society’s electronics components and hardware shop, RigidWare, and the 3D Print Centre in the Sedra Student Design Centre.
36 Waterloo Engineering I. Space Over this plan period to date, Waterloo Engineering’s main campus space holdings have increased by 19% to a total of 57,357 net assignable square metres (nasm) in 2016. While this increase is substantial, space constraints remain a significant impediment to the faculty’s strategic development. Our current space plan anticipates significant increases to our space holdings through the end of our extended strategic plan period in 2018, primarily through the acquisition of new campus space in East Campus 4 (EC4) and the construction of a new building, Engineering 7 (E7).
Goal I1: Maintain a Current Comprehensive Space Plan for the Faculty Track and report on space allocations and reallocations at a unit level . Engineering’s space and facilities team continues to work with university offices involved in the management of institutional space records to realize more efficient updates in the revised university system going forward. . Engineering has worked closely with other university offices to co-ordinate selected exchanges of space in the EIT and Physics buildings. Offices in both these buildings will be transferred to the university as part of the agreement that has allowed EC4 to be made available to support engineering research space requirements.
Goal I2: Create the Space Required to Meet Operational and Strategic Needs Renovate and construct new space as required . Since the ground-breaking of the new E7 building in November 2015, Ellis Don has made steady progress on the site and as of May 2016 the E7 concrete structure was already up four floors. The anticipated completion date is mid-year, 2018. . Renovation of the DWE A-Wing third floor was initiated in 2015/16. This floor will accommodate new undergraduate laboratories in support of the new biomedical engineering program, biomedical research laboratories and the first phase of undergraduate laboratories in support of the expanded mechatronics engineering program. The project was completed in August 2016. . Following the transfer of the EC4 building to the Faculty of Engineering, it has been revamped to accommodate expanded manufacturing research and related activities in the Departments of Mechanical & Mechatronics Engineering and Systems Design Engineering. New offices and laboratories have been established and the air handling services and networking upgraded as required. The open concept of the EC4 building layout, which is representative of engineering consulting offices, also provides for a large number of carrels that provide very suitable and welcome graduate student accommodations for both departments.
Goal I3: Harmonize All Aspects of Safety within the Faculty of Engineering Establish an Engineering Safety Planning Committee . The Engineering Safety Planning Committee (ESPC) meets each term with safety representatives from all academic units and the machine shops. This provides a forum to review the status of group projects, for presentation of any new requirements from the university’s Safety Office, for open discussion of implementation methods and new safety-improvement ideas, and for review of any safety incidents that have occurred as well as opportunities to share lessons learned and corrective actions taken. Identify and pursue initiatives to improve safety and risk management in the Faculty . All ESPC members are currently involved with performing safety audits in their labs and updating their department equipment hazard analyses, as well as confirming the safety training of their faculty, staff, researchers and grad students. . Each department performs hazard analyses in their labs to determine where standard operating procedures (SOP) are needed or safety stickers are to be applied. The SOPs developed are stored in a secure online repository for all ESPC members to access. . ESPC members are encouraged to request that a safety agenda item be presented at monthly department meetings, thereby emphasizing that safety is a top issue for the department. . Planned improvements to the safety training records system, such that all employees and graduate students will be able to confirm their own safety training records and those of any co-worker, remains an ongoing ESPC project with the university’s Information Systems and Technology office.
Strategic Plan Progress Report: 2015/16 37 J. Information Technology Engineering Computing successfully undertook a number of projects to meet our strategic information technology goals in 2015/16. The renovation and upgrading of undergraduate computer labs is on schedule and all labs have now been renovated to standard layouts. Strategies to enhance client support, which were fully implemented in the second year of this plan period, are being maintained. Engineering Computing continues to work with units across the faculty to identify and implement tools and innovations to enhance operational efficiency and improve service delivery.
Goal J1: Ensure a Quality Computing Environment . All of our labs have now been completely renovated to our standard layouts. . Computers were updated in the Gear Lab and the Helix Lab, audio-visual equipment was updated in the Multimedia Lab, and hard disk drives were updated to solid state drives (SSDs) in 80% of lab computers. . The process of converting labs to Windows 10 was initiated, with conversion of the first lab (Wedge) expected in fall 2016.
Goal J2: Enhance Support to Computing Clients . Engineering Computing continues to maintain the service enhancements initiated in the first year of this plan period, namely increased IT service desk availability and a simplified system for faculty and staff to access computer support.
Goal J3: Support Improvements to Operational Efficiency and Innovation in Service Delivery The associate dean, computing continues to implement a process by which inefficient or ineffective operations and duplication of efforts are identified and solutions developed, either by adapting and sharing existing systems or by implementing new systems. A number of projects were initiated or enhanced in 2015/16. . Enhanced the ECResearch fileserver for researchers to back up data, now offering two types of accounts: faculty members can now choose either 1 TB of backed-up disk space or 2TB of not backed-up space. . Created the OFIS faculty profiles tool for the generation and real-time dynamic update of faculty profile webpages in WCMS. This is a collaborative project with the communications office. Engineering Computing developed the OFIS WCMS module and extended OFIS functionality to enter data for faculty profiles. Communications staff members are now entering faculty profile data into OFIS for the first department to use the new system. The system will allow faculty members to update their profile pages themselves. . Engineering Computing developed a functionality that will allow researchers to import their Canadian Common CV XML file into My Canadian Common CV (My3CV) for editing and merging with OFIS data. . Continued to support and enhanced the faculty appointments SharePoint site (a workflow-driven tool for tracking faculty hires, leaves, administrative appointments and awards), providing ongoing technical support and developing new functionalities such as improved management of user permissions. . Implemented PocketNexus, a single sign-on solution that allows users to access their files (on N: and R: drives), printers and other on-campus resources from off-campus on any devices (Mac, PC, Android, BlackBerry 10, iPhone/iPad). . Developed an automated booking system for students to schedule meetings with staff in the undergraduate office online. Meetings are automatically scheduled into Exchange and copies sent to the student’s calendar. Students with cell phones can scan the QR code on the door and make an appointment which fits the schedule of staff or faculty. The system can be made available for other offices that have undergraduate or graduate students needing to book times. Unlike a schedule on a door, information is kept private. . Developed a system for registering graduate students in ExpecTAtions workshops. . Developed a system that lets undergraduate students see their ranking in a course.
38 Waterloo Engineering K. Advancement The Faculty of Engineering advancement unit continues to secure philanthropic support for the faculty’s strategic priorities. We successfully rebranded the campaign and had an Educating the Engineer of the Future campaign kick- off in conjunction with the ground-breaking event for Engineering 7 (E7) in November 2015. With a goal to raise $70M from private sector sources, we have raised $62M to date. Efforts also continue to enhance the faculty’s reputation through a strong brand and best-in-class marketing communications. The success of these initiatives is witnessed in increasing media interest and coverage of Waterloo Engineering and by a Canadian Council for Advancement of Education silver award for “Best Development Event” recognizing the Engineering 7 ground-breaking event.
Goal K1: Secure the Philanthropic Support Required for our Priority Initiatives Develop and execute a fundraising strategy for our strategic priorities, in particular as they relate to capital needs and graduate fellowships . The Educating the Engineer of the Future Campaign was publicly launched with the ground-breaking of E7 in November 2015. The campaign has a private sector fundraising goal of $70M for faculty priorities including building E7, enhancing the student experience, funding graduate scholarships, chairs and research in emerging technologies. As of May 1, 2016 a total of $62M had been raised (88% of goal).
Figure 14: Educating the Engineer of the Future Campaign Progress to Target
$80
$60
$40
$20
$0 Grad Total Facilities Chairs Stdt Exp Other Schps Target $70.0 $45.0 $3.5 $10.0 $11.5 $ Raised to Date $62.0 $37.7 $1.1 $0.2 $10.3 $12.7
Maintain faculty-level fundraising while supporting department priorities through enhanced annual fund initiatives and goals . During the past year, financial and in-kind support was raised to support departmental needs through both undesignated and designated donations. For example, undesignated funds supported merit-based scholarships, program support and lab equipment. Designated departmental gifts were given from GM Canada for capstone design and an Industrial Research Chair in mechanical and mechatronics engineering; systems design engineering received funding for equipment in their new maker space; and memorial scholarships were awarded in architecture and chemical engineering. . We are continuing to build capacity through the annual fund by developing strong, priority-focused scripts for the student callers. It is clear that our alumni who donate on an annual basis and at the leadership level are interested in supporting undergraduate students or their home department rather than infrastructure. Engage our alumni at a higher level by offering strategic engagement opportunities based on their interests and capacity . In 2015, 10 events and the fall reunion were organized in our key geographic areas (Waterloo, GTA, Calgary and San Francisco/Bay Area). We reached a total of 5,733 alumni through these events. In addition, we were able to increase the number of one-to-one meetings with key alumni to further engage these individuals and work to strengthen the global alumni network. . The overall alumni program structure was evaluated with the goal of improving the engagement and networking offerings for our alumni and increasing the number of one-on-one meetings with alumni. Alumni have indicated an interest in more targeted events that enable them to expand their network. To this end, we launched a new social networking platform through Ten Thousand Coffees to facilitate networking opportunities on a broader scale.
Strategic Plan Progress Report: 2015/16 39 Increase the focus on donor relations and enhance the culture of philanthropy within the Faculty of Engineering . In response to our need to provide a higher level of customized and effective stewardship for our donors and to ensure that the development team is focused on front-line fundraising, the advancement unit hired a donor relations officer in January 2015. . We have recognized a need to strengthen the culture of giving within the Faculty of Engineering. To that end, we reviewed our regular student communications and have included messages regarding philanthropy and gratitude where possible. In April, we held a “Grad Toast” for our fourth-year students featuring guest appearances and remarks by several of our successful alumni, with the goal of teaching students about the importance of the alumni network and what it means to be an alumnus while they are still at university.
Goal K2: Enhance the Faculty’s Reputation as a World-class Leader in Engineering Research and Education Strengthen the faculty brand through consistent messaging and visual identity . During the past year, the faculty’s campaign site (engineerthefuture.ca) has been our primary medium for key messaging and stories profiling Waterloo Engineering. The site has allowed us to strengthen the faculty brand through a series of profiles and stories, posted on a weekly basis and promoted through social media. Over 50 unique stories were posted in the past year and over 30,000 unique users accessed information about the Educating the Engineer of the Future campaign with steady traffic to the site reading a range of stories. . We have continued to build on the consistent visual style created for the campaign. This creative platform has been rolled out through a series of campaign communication tactics (e.g. banners, signage, invitations, advertisements, presentations and publications including the WEAL magazine). Expand Waterloo Engineering’s profile as a world-class school of engineering . We continued to strengthen our reputation as a leader in engineering education and research by profiling, showcasing and sharing our successes as broadly as possible. For example, the following items garnered national and/or international attention: - in December 2015, the Faculty of Engineering and the Co-operative Education and Career Action Office received the Creative Destruction Lab’s Labour Award for our contribution to Canada’s economic development and leadership in developing talent in demand globally; - in January 2016, the University of Waterloo was publicly recognized at the World Economic Forum by Prime Minister Justin Trudeau as “a great source of brilliant minds with brilliant ideas;” - in April 2016, the Globe and Mail’s Report on Business presented a special feature on “How Waterloo became a world-class robotics hub;” and - a Wall Street Journal article in May 2016 entitled “Why Silicon Valley Recruiters are Flocking to Ontario” highlighted the university and specifically noted our “entrepreneurially minded engineering graduates.” Improve all web sites and introduce new electronic and social media strategies . As our online content is the key information source for a range of audiences, we work to ensure we stay current with emerging digital trends and updated content, while working closely with Waterloo centralized services to request software solutions that reflect current styles and strengthen our presence. . The process to transition all engineering sites to a mobile friendly or responsive platform began this past year and is expected to be completed by the end of 2016. . Over 681,000 unique users accessed the faculty’s website last year, a 30% increase from 2014/15. . Social community growth continued with the Waterloo Engineering Facebook page seeing an impressive 350% increase from June 2015. . We ran our most successful social media campaign to date for capstone design, garnering over 1.6M impressions on Twitter and Instagram, with single post reaches on Facebook reaching upwards of 13,300 and a top trending hashtag #UWCapstone. . 50 new videos, including promotional videos and student-produced videos, were added to the Waterloo Engineering YouTube Channel (www.youtube.com/user/UWaterlooengineering/videos). We also opened up the channel for departments to post videos.
40 Waterloo Engineering Develop and implement a strategic graduate student recruitment program . An annual strategic graduate recruitment plan has been successfully developed and implemented since 2012. Progress has been made, building on the learnings and successes of the previous years. We have been working at shifting the culture of graduate recruitment through efforts like the creation of a Graduate Recruitment Working Group and aligning application deadlines. . Full details of our strategic graduate recruitment initiatives are provided in Goal G1 of the graduate studies section of this report (see page 19). Lead efforts to keep faculty and staff informed of key initiatives and achievements . The Engineering Communications Council met bi-monthly to share news and developments of importance within the faculty. The meetings are attended by representatives from all academic units, centres and institutes, student relations, the research office and the student design centre. . We are working with departments to update online faculty profiles via the Online Faculty Information System, an Engineering Computing initiative to provide a one-stop location for all faculty member information. Support strategic development and alumni objectives with best-in-class marketing communications . Media interest in Waterloo Engineering continued to grow based on the success of our alumni, particularly our startup founders. Waterloo Engineering is also a major element of the positive economic growth story of the Waterloo Region, making our faculty and facilities a key stop for media and alumni visiting the region. . At the spring 2016 Canadian Council for Advancement of Education National Conference, our E7 ground- breaking event was recognized with a silver award in the category of “Best Development Event.” . Our alumni electronic newsletter, EWEAL, was updated to present a fresher, more current style. A special online site was created to consolidate and house all of our alumni EWEAL stories (uwaterloo.ca/waterloo- engineering-alumni-eletter).
L. Academic Unit Progress Report Summaries This section presents a summary of each of the annual strategic plan progress reports provided by our academic units. These reflect progress on the goals and targets outlined in their implementation plans, which were included as an appendix to the original Vision 2015 strategic plan.
School of Architecture Anne Bordeleau, O’Donovan Director In July 2015, Prof. Ila Berman stepped down as director and Prof. Lola Sheppard was appointed interim director while a search was conducted. The search resulted in the appointment of Prof. Anne Bordeleau beginning May 1, 2016. In 2016, the School of Architecture is producing a report for the CACB, the Canadian Architectural Certification Board. We have taken this progress report as an opportunity to reflect back not only on this year’s progress, but also to link it back to progress achieved over the past six years. In this vein, we found it important to speak to all the strategic areas set out as part of the current Faculty of Engineering strategic plan. As such, this report includes additional areas that have not been covered in previous architecture progress reports. Our current priorities are to continue to grow the School of Architecture in three realms – curriculum, community and collaboration. Our school has a very strong position: in its community; in the professional world through the co- operative system; and in the cultural and academic world through its emphasis on cultural history, its presence in Rome, and students and alumni everywhere. These three aspects – curriculum, community and collegiality – together encompass subsets of the key characteristics of the school. With respect to the curriculum, projects to eliminate redundancies, create more flexibility and more generally fine-tune the recent changes at the undergraduate and graduate levels are underway. As for community, new, stronger, connections – in Cambridge and Waterloo – are being fostered around the projected programs in integrated design and in architectural engineering. At the same time, we are reaching out to colleagues in other universities, co- operative employers worldwide and alumni to improve the school’s visibility and engage more actively the national and international communities. As for collegiality, it becomes the engine of a reinforced investment in a culture of research that can engage colleagues as collaborators, as well as students and other academic and private partners.
Strategic Plan Progress Report: 2015/16 41 While these set out the general direction of the school, we summarize progress from last year as follows: Our faculty and staff complements are still in line with our goals; we are progressing well with respect to the undergraduate curriculum; at the graduate level, we are likewise making progress with a cohort size slightly above target again for 2015 and an improved structure; and we can report progress in research funding and productivity, with two large private and government grants obtained this year, along with many others from a variety of sources. A proposal for a new program in architectural engineering, to be delivered by the Department of Civil & Environmental Engineering and the School of Architecture, is in progress and expected to move into the approval process in the coming year. Given the need to grow the presence of the University of Waterloo in Cambridge, and the incredible opportunity that a program in integrated design could represent in association with architecture, Waterloo, entrepreneurship and the technological industry in the region, the submission and progress of a proposal for new undergraduate and graduate programs in integrated design is one of our highest priorities in the coming year.
A. FACULTY AND STAFF PLAN . Our faculty and staff complements are in line with our targets. . We have experienced some faculty changes since the May 1, 2016 date reflected in Figure 15 below. We are finalizing the hire of a male assistant professor, expected to join the school in December 2016, to replace a retired professor. We also welcomed a new female assistant professor through an exceptional hiring process in July 2016. This means that we are still at 20 FTE though two female faculty members will be leaving at the end of August 2016. We are also above our target of 40% women. . While our regular staff complement remains stable, one temporary staff contract came to an end. We do not plan on replacing this position and are currently reorganizing task distribution among the remaining staff positions. Our staff complement is therefore just above our target at 12 (including one position associated with the Rome program).
Figure 15: ARCH Regular Faculty Complement Plan Performance to Target
25 50% 20 40% 15 30% 10 20%
5 10% Women % Regular Faculty Regular 0 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target Total 16.0 18.0 19.0 19.0 19.0 19.0 19.0 19.0 Actual Total 16 18 19 20 20 20 Target % Women 37.5% 38.9% 36.8% 36.8% 36.8% 40.0% 40.0% 40.0% Actual % Women 37.5% 38.9% 36.8% 45.0% 45.0% 45.0%
Figure 16: ARCH Regular Staff Complement Plan Performance to Target
14 12 10 8 6 4 2 0 2011 2012 2013 2014 2015 2016 2017 2018 Target FTE 11.0 11.0 11.0 11.0 11.0 11.0 11.0 11.0 Actual FTE 11.0 10.0 9.0 12.0 12.0 12.0
42 Waterloo Engineering A1: Implement the Faculty Complement Plan Our plan projected a growth up to 19 faculty positions, which we reached in 2013: . Two of the four faculty complement positions added between 2011 and 2016 were added as a result of an external search for the director and an exceptional hire. Over this plan period we have also significantly increased the proportion of female faculty members, to reach 45% on May 1, 2016. One additional female faculty member joined the school in July 2016, bringing the total faculty complement to 21 and the percentage of women to 47.6%. . Two faculty members have resigned effective September 1, 2016 and we are finalizing the appointment process of a new faculty member who will be joining the school in December 2016. These upcoming changes will bring our faculty complement to one over our target at 20 (including 19 full-time faculty members and 2 faculty at 0.5 FTE). . While we are slightly above target with our current complement, we do envision growth of our complement through our participation in the proposed new undergraduate program in architectural engineering and the new undergraduate and graduate programs we will be proposing in integrated design (see Section K). A2: Implement the Staff Complement Plan . We are on target with our current staff complement. . We are intending to grow our staff complement with the approval of the new program in integrated design (see Section K).
B. UNDERGRADUATE STUDIES PLAN . Our actual intake has been fairly consistently in line with our target. Intake for fall 2016 is likely to be higher than the target shown in Figure 17. The costs associated with intake above 75 students are high given the accreditation requirement to have faculty to student ratios of 1:15 in studio. This is an issue we recurrently encounter.
Figure 17: ARCH Undergraduate Intake Plan Performance to Target
90
60
30
0 2011 2012 2013 2014 2015 2016 2017 2018 Target 72 76 76 76 76 76 76 76 Actual 74 75 74 81 74 Target Int'l 6 6 6 6 6 6 6 6 Actual Int'l 2 1 5 2 3
B1: Maintain the Strength of the Undergraduate Core Curriculum One of our goals was to update the undergraduate curriculum to eliminate some inefficiencies and create space for new courses in digital media and fabrication. . While we continue to fine tune our curricular revisions, we have successfully eliminated some redundancies. We have also revisited the progression and course weighing through the cultural history stream. This has enabled the integration of additional courses in visual and digital media. We have also successfully moved some of the existing courses to create greater synergies between different courses in a given year. . Further progress could still be made to lighten the course load in the first year of the program and to better align available resources with the creation of new courses.
Strategic Plan Progress Report: 2015/16 43 B2: Supplement the Existing Curriculum in Areas That Have Been Less Developed Within the Core Curriculum One of our great ambitions was to enhance the quality and experience of the undergraduate program through the integration of electives, a better preparation for graduate studies in the upper years, as well as loosening what is a rather intense undergraduate curriculum, with 24 to 32 hours of scheduled classes or studios a week in most terms. . We have had some success in improving the undergraduate experience, but we are still refining our approach. We have been able to make space for elective courses early in the second and third year, and this enables our students to slightly tailor their education. Students also recognize that they are granted a lot of freedom in how they approach their design project and encouraged to explore their own interests within the bounds of the studio briefs. B3: Provide Expanded Opportunities for Global Study Abroad In Addition to the Rome Program Our Rome program has been one of the longest-running international programs in Rome and is known as one of the most engaged with the architectural and academic communities in Italy. Our goal to expand the Rome studio, improve the conditions and expand the use of the space has been met. . The University of Waterloo has committed to consider Rome as one of its satellite campus. Though it is still managed through the School of Architecture, the Rome studio is now open not only to architecture, but to other faculties, with privileged access to architecture in the fall terms. The Rome studio has been further expanded and renovated. We have acquired an additional space and improved computer and wireless network access. We are now able to receive the usual cohort of 75 students every fall. We additionally can have access to a smaller studio in winter and spring terms. . In addition to the Rome Program, we are interested in opening up other destinations for our undergraduate and graduate students. These opportunities can be offered in the context of courses, through research travel, as part of exchange programs or through international work placements. . Exchange opportunities for third-year students have increased and the numbers of students coming to Cambridge remains steady. The implementation of option studios in the third year has created opportunities for faculty to build courses around specific destinations, and students in these studios have travelled to Greenland and Iceland. Additional opportunities also arise with graduate studios based in Rome, from which research trips have been held through France, Germany, Austria, Switzerland and England. . Nevertheless, our goal is to continue to promote access to a greater diversity of destinations for study and research, and continue to seek ways for the school to assist with the funding of these activities. We wish to progress in this area over the next two years. B4: Ensure That the Undergraduate Program is Geared toward Retaining Our Students and Encouraging Them to Continue to the Waterloo MArch Graduate Program This goal aimed to address decline in the retention of our BAS graduates into our master’s program as well as to attract external applicants from Canada. . We have streamlined our application to fit with grant application deadlines and now only take students for a fall start. Between this change, the addition of pre-master’s electives in the last year of the undergraduate program, and the improved perception of the structure of the master’s degree, we have seen an increase of about 33% in student intake. Twenty per cent of students now come from outside into our two-year program (while Waterloo BAS students can enter directly into the second year). While we were falling below the graduate intake plan up to 2013, we are now above our intake target for the years 2014, 2015 and 2016. B5: Core Curricular Consolidation and Expansion of 500-Level Research Electives . The restructuring of the cultural history stream has also allowed for the integration of preparation courses for graduate studies in the upper undergraduate years. These include elective courses in different streams as well as a contemporary theory course. We have been offering some of these courses for the first time this spring and they were very well-received by the undergraduate students.
44 Waterloo Engineering C. GRADUATE STUDIES PLAN . As seen in Figure 18, our graduate intake has been above target for the past two years. This will again be the case in 2016. . We have now successfully been implementing a cohort of 60 students in graduate studios, in addition to nine to 15 students admitted in the full program (as opposed to advanced placement of Waterloo BAS graduates). . While this speaks to the increased interest of our own students to continue on to complete their professional master’s degree at Waterloo, it does put some stress on faculty and space resources. This is something that we will need to consider carefully over the next year.
Figure 18: ARCH Graduate Intake Plan Performance to Target
80 60 40 20 0 2011 2012 2013 2014 2015 2016 2017 2018 Target Intake 43.8 50 50 50 52 52 52 52 Actual Intake 40 46 35 69 59 Target CPR 42.4 48 48 48 48 48 48 48 Actual CPR 39 45 28 63 55
C1: Implement the MArch, MArch (co-op) and MArch (water) . Given the elimination of the qualifying year, there are now three possible options at the master’s level into which Waterloo BAS graduates can be granted advanced placement directly into thesis year. . Students coming with a degree other than the Waterloo BAS can benefit from coursework in the first year and co-op in their third term. We have had our first students obtaining graduate-level work placement this year. . We have successfully increased the graduate elective course offerings. Students are now offered three to four graduate electives per term. They also have the opportunity to take part in the water institute program or pursue a structures certificate. . Graduate students have been better integrated in exhibitions at the school, conferences and events, as well as encouraged in their student initiatives. We are continuing to promote the dissemination of master’s students’ work and creating more opportunities for them to share their work within and outside the school. . The co-associate directors of graduate studies, the graduate committee, and our excellent co-ordinator of graduate studies and research have vastly improved the conditions for graduate students. The school runs research seminars, “in progress” thesis reviews and presentations from faculty members on their research and design work. Students themselves organize peer review sessions and have begun to create explicit groupings around research interests. We likewise have ongoing events, such as Masters Open Studio, when students exhibit their work for their peers and faculty. C2: MArch Curricular and Thesis Structure Revisions One of our goals was to improve the degree structure to better support students and enable them to complete their master’s degree in a timely manner. The target is to ensure that all students can complete within a maximum of six (for students with advanced placement) or nine (for students entering the two-year program) terms. . We have made great progress with regulating an appropriate time to completion. We now have only a handful of students who are beyond their sixth term, nearing completion. Through studio courses, clearer guidelines around supervision and committee selection, and increased emphasis on faculty research through different events, we support students to complete their thesis in three to six terms and provide them with the structure to do so. We have added a methodology course in the first term and a structured studio in the second term to enhance the rigor and organizational structure. We also have greater consistency and clearer guidelines for the structures and expected outcomes across graduate studios.
Strategic Plan Progress Report: 2015/16 45 . We have also gone through a series of revisions, the latest one revisiting the committee structure and the respective responsibilities of the supervisor, first committee member and second committee member. These aim to provide clear guidelines that faculty and students can refer to insofar as supervisory expectations are understood while remaining mindful of the time requirement that falls upon faculty supervisor and committee members so that we can deliver the best possible supervision in a way that takes into account the growth of the graduate program and the availability of human and financial resources. . The winter term graduate studio, which operated for some years, has not been officially held since the implementation of a mandatory fall start date in 2014. However, given the addition of a mandatory thesis research and design studio in the winter term, we plan to reinstate an international winter studio in Rome to a group of graduate students, and to make it an ongoing and official part of our graduate studio course offering. . An increasing number of students are benefitting from international research travel opportunities and funding. This funding has come from university scholarships, through MITACS, or in relation to Tri-Agency funding. Our graduate students have traveled to Israel, South Africa, Columbia or China with these awards. C3: Additional Program Proposals . With some delay, the school is now ready to complete the proposal for a new program in integrated design to be submitted for approval this year (see Section K). . In line with the program in integrated design, we are investigating the development of a post-professional master’s degree and reopening discussions on the implementation of a PhD program. C4: Funding Support for Graduate Students An ongoing goal is to increase financial support for graduate students. The graduate program in architecture combines elements of professional and research master’s programs. Each graduate produces an independent thesis, yet there is no base of research funding available to fund graduate students. . Given the uneven but continuous growth of the program over the past decade, it has been a challenge to maintain graduate funding levels. Nevertheless, we provide an entrance scholarship of $1,000 to all students who enter the program with an average of 80% or higher. . Every year, on average four graduate students are successful in obtaining full funding ($25K minimum) through government scholarships and one to three students receive $5,000 for the RBC scholarship. The Urban Strategies Scholarship ($2,000) and the Barry Bell scholarship ($1,000) have been funded by private donations. The university provides an additional $2,000 from Senate Graduate Scholarship funds and $1,500 for Graduate Studies Travel Assistantships. We are in the process of adding another scholarship ($750) to fund projects looking at aspects of architecture in Africa. . Teaching assistantships (TA) provide the largest source of support for graduate students. Over the past six years, there have been an average of 50 TAs per year. Not only do TAs help graduate students financially, they also give them valuable teaching experience while contributing to the quality of undergraduate instruction and the effectiveness of the design studio. Depending on faculty research and funding, an increasing number of research assistantships have also been available to graduate students. This is a culture the school intends to grow further. C5: Promote the Program Internationally Through Publication, Exhibition and Outreach . We continue to promote the importance for students to disseminate their work in the context of conferences, symposia, on-line or print publications. It is our goal to increase the visibility of our student work. . Graduate students have been more actively encouraged to seek opportunities for the dissemination of their work, and many graduate students have found opportunities to present papers or published articles. At least 10 students have presented their work in the context of different conferences, while as many have published articles and at least one is currently working on getting her thesis published as a book. . Though there is still much that can be accomplished in this area, the dissemination of graduate theses has been very successful. The annual master works exhibition at the Design at Riverside Gallery continues to provide an opportunity for graduate students to exhibit in a professional gallery context. This year, many students also took part in the 3MT competition, a university-wide competition for research-based master’s and doctoral students. One student won the 2016 Arthur Erickson Travel Study Award following a selection by the Royal Canadian Academy of Arts. A recent graduate won the C New Critics Competition from C Magazine, another won an award for a spa project in the student project category of the eleventh annual HD Awards, and an honourable mention in the 2015 Fairy Tales competition, an important ideas competition with over 1,200 participants from 65 countries around the world.
46 Waterloo Engineering D. RESEARCH PLAN . We have been making progress in our research plan, meeting targets for funding and generally increasing the awareness of the research some of our faculty members are engaged in.
Figure 19: ARCH Research Funding Plan Performance to Target
$500,000 $25,000 $400,000 $20,000 $300,000 $15,000 $200,000 $10,000 $100,000 $5,000 TTL Research $ Research TTL $0 $- 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 Target - Rsch $ $250,642 $250,000 $250,000 $250,000 $300,000 $320,000 $340,000 $360,000 Actual - Rsch $ $250,642 $117,831 $391,087 $270,636 $216,343 $337,354 Faculty $/TTS Research Target - Rsch $/TTS $16,709 $14,706 $13,889 $13,889 $16,667 $17,778 $18,889 $20,000 Actual - Rsch $/TTS $16,709 $7,364 $23,005 $15,035 $12,019 $18,742
D1: Implement the Research Funding Plan . The ability to obtain research funding is increasing. Faculty have been steadily applying for, and receiving, internal awards (such as the Waterloo International Research Partnership Grant, UW conference grants, or UW SSHRC 4A Awards). At the same time, success with Tri-Agency funding appears to be slowly rising, with an average hovering around $250K (up from about $150K in 2011). . This figure does not include a number of new initiatives that faculty members have been able to benefit from, including MITACS Globalink Awards, Canada Council Grants, Toronto Arts Council and the Ontario Arts Council. When taken into consideration, this raises the average to about $280K per year. The reported figure of $250K also does not include private donations which only last year amounted to $450K for an exhibition presented at the Venice Biennale. If we consider these unreported amounts, along with a recent grant of $2.5M obtained in April 2016 for a six-year project, we can note a net increase in research funding. . While the average funding per faculty could be higher, there has been a noticeable increase in the past six years. Since 2010/11, we have been more successful at obtaining Tri-Council funding, obtaining on average 50% to 100% more funding than in the previous years. Still, we need to continue to better foster faculty members’ ability to obtain funds either through the private or public sector. It is clear that the school must be able to support more robust research programs and continue to improve its ability to obtain funding. D2: Increase Public Awareness of Research Strengths and Achievements . In the last five years the school has been more aggressive in making the university, the academic community and the public aware of the work of its faculty members and graduate students. Prof. Philip Beesley’s work has been profiled in local, national and international journals. It has appeared on the home page of the University of Waterloo and the Social Sciences and Humanities Research Council of Canada. . In 2016, The Evidence Room, an exhibition led by Waterloo Profs. Anne Bordeleau, Donald McKay and Robert Jan van Pelt and arts producer Sascha Hastings, was produced in the Central Pavilion of the 15th International Architecture Venice Biennale on invitation of the curator. The exhibition was praised as one of the 10 exhibits not to be missed at the Biennale and was featured in many publications and followed by the press, including an article in The New York Times. . Regionally, the school had great visibility through a series of exhibitions that took place as part of Building Waterloo Region (BWR). Led by Prof. Rick Haldenby and Esther Shipman, curator of the Design at Riverside Gallery, BWR was an extraordinary architecture festival that explored and celebrated the past, present and future of progressive architecture and design through a myriad of events across Cambridge, Kitchener and Waterloo. . Finally, the school’s profile has also been raised by the nomination of alumni for Faculty of Engineering Alumni Achievement Awards. In 2016, architecture alumna Alison Brooks received an Honorary Doctor of Engineering. She had received the Faculty of Engineering Alumni Achievement Medal in 2015.
Strategic Plan Progress Report: 2015/16 47 E. TEACHING PLAN E.1: Recognize and Reward Excellence in Teaching We encourage a range of unique pedagogical models that could gain more visibility within the university and beyond. Teaching excellence, as well as innovative approaches to teaching, should be recognized and rewarded. . Over the past six years, some of our professors’ achievements in teaching have been rewarded outside the school, with awards including the Lifetime Achievement Award in Building Science Education, the American Institute of Steel Construction (AISC) Educator Special Achievement Award and the Association of Collegiate Schools of Architectures' Creative Achievement Award for excellence in teaching. Still, we want to continue promoting excellence in teaching and work on the nominations of colleagues who should be rewarded for their continuous commitment to teaching.
F. OUTREACH PLAN F.1: Continue to Cultivate Relationship with the Local Community Architecture’s location in Cambridge can represent unique opportunities to engage with the community. At the heart of the school’s relocation was the project to promote the school as a global academy that could be firmly planted in its community. This is a project that we continue to promote. . The school’s relations to the community now take many different forms, including student involvement in city programs such as the Unsilent Night event and the Design at Riverside Galleries. The school has been involved in the City of Cambridge planning department’s “Back to the River” plan for the revitalization of the downtown core, launched in 2014. These initiatives benefit the school as much as they do the city. . Two student initiatives have a presence that greatly contributes to enriching the school’s connections to the Cambridge community. Founded in 2012 and led by a team of graduate and undergraduate students, Bridge Centre for Architecture and Design has become a hub for various initiatives that include outreach for local middle school students, exhibitions as well as being a venue for musical events, regional conferences or the local Film Festival. Likewise, On Empathy is a student group that is interested in the ways in which architects and architectural students inhabit their cities. Launched in 2014, the initiative has had local and international speakers, architects and community members speak in venues at the school and throughout Cambridge.
G. INTERNATIONALIZATION PLAN G1: Increase International Undergraduate Enrolment . As shown in Figure 17, the school’s international undergraduate student target has not been achieved so far. We have had up to five international students, but our median remains around two. While this has little impact on the richness of our student population, with students coming from a great diversity of cultural backgrounds, we are interested in reaching out to specific countries and schools to more actively promote the school to international students. We are currently working with the university’s Marketing and Undergraduate Recruitment office to this effect.
H. ENTREPRENEURSHIP PLAN H1: Expand the Professional Opportunities of Our Students . A number of our students have participated in the Enterprise Co-op program run by the Conrad Centre for Business, Entrepreneurship and Technology. In 2014, a third-year architecture student won the Norman Esch Enterprise Co-op Award, and architecture had three new recipients for the same award in 2016. . Architecture students are increasingly aware of the opportunities available to them through the University of Waterloo, including the Velocity suite of programs. Two architecture graduates have won $25K for their online design tool startup DraftingSPACE with Velocity. We are currently seeking ways to build a more involved relationship between the school and Velocity. . We continue to organize the biannual “Paths to Practice” event that opens students to the variety of paths they may take to practice.
48 Waterloo Engineering I. SPACE PLAN I1: Upgrade and Expand the Satellite Facility in Rome . The facilities in Rome have been fully upgraded. Our plan is to ensure their use year round. I2: Subject to Introduction of the New Program to Be Proposed In Integrated Design, Expand the Cambridge Campus . In the current proposal for the new program in integrated design, we have included plans to construct a building to house the program in Cambridge. I3: Commit Space to Be Used In the Future by Architectural Engineering Students . We have committed the use of space in our existing studio for students in the proposed architectural engineering program every winter and spring term.
J. ADVANCEMENT PLAN J1: Expand Alumni-Related Activities . In 2016, the school was the only Canadian venue for an important drawing exhibition, the collection of Alvin Boyarsky. We held a very successful symposium with international guests and speakers together with the exhibition. . The school’s representative at the Venice Biennale also held a successful event in Venice with, amongst others, the Canadian Ambassador in attendance. J2: Substantially Increase Advancement Activities for Architecture . Along with the submission of the integrated design program for approval, the school must continue to fundraise for the new facilities in Cambridge. Fundraising priorities exist as well for outreach initiatives such as exhibitions, publications, design build projects and international studios. . Our goal is to work with the engineering advancement team to produce and implement a coherent fundraising strategy in fall 2016.
K. PROPOSED NEW PROGRAM PLAN: INTEGRATED DESIGN Our proposed new program in integrated design is one of the highest priorities for fall 2016. We have held a series of meetings over the spring to establish the focus of the program, its scope, intake, staff and space requirements. The current proposal is to implement both the undergraduate and graduate programs from the outset, substantially increasing our undergraduate and graduate student populations in Cambridge. Such an expansion will also bring commensurate increases to our faculty and staff complements and space holdings. K1: Propose, Acquire Approval For, and Launch an Undergraduate Program in Integrated Design & K2: Propose, Acquire Approval For, and Launch a Non-Professional Master Program in Integrated Design . We are finalizing proposals for both undergraduate and graduate programs to submit for approval by the Faculty of Engineering in fall 2016. The intention is to have a first cohort in 2018 or 2019. We are looking at programs that work well at the intersection of architecture, engineering and technology. The current undergraduate proposal includes aspects of culture of communication that enables the integration of design, technology and craft. The current graduate proposal includes programs in digital urban culture as well as making, fabrication and design.
Strategic Plan Progress Report: 2015/16 49 Department of Chemical Engineering Eric Croiset, Chair The Department of Chemical Engineering (CHE) continues to make progress in hiring faculty members and our percentage of female faculty members has now increased to 12% (close to our target of 13%). More effort is to be made, however, toward increasing the percentage of faculty members holding PEng licence. For the undergraduate students a new curriculum has been developed that includes an eight-month co-op work term prior to fourth year and brings both streams together in fourth year. Regarding graduate studies, the past year was very good in terms of graduate student intake: we exceeded or met our target for Canadian and Permanent Resident (CPR) student intake in the PhD and MASc programs. The past year was also an excellent year in research funding as we received more than $8M, a record for the department. Nonetheless, the level of research funding per tenured/tenure-stream faculty member remains below the Faculty of Engineering average. A number of major research initiatives are currently underway. An important priority for 2016/17 will be a complete review of research space allocation within the department to allow more flexibility and better space usage.
A. FACULTY AND STAFF PLAN A1: Recruit New Faculty According to the Schedule in the Faculty Complement Table . Although the number of faculty members increased in the past year, the faculty complement remains below target due to the relatively high number of resignations and retirements that occurred in the past three years. . Significant efforts were made to hire faculty members in the past year and we hired four new faculty members: Profs. Gostick, Shardt, Simakov and Yim. Two of these four are starting after May 1 and therefore not counted in the actual totals shown in Figure 20. . Three positions remain open (all replacements), interviews for two of which are being conducted during spring and fall 2016. This should bring our complement up to target for 2017. . We have and will continue to utilize key advertising media and personal networks to recruit top faculty candidates in Canada and around the world. . Since moving to E6 we have been in a position (and still are for the next anticipated hires) to ensure that appropriate laboratory and office facilities are available prior to starting the recruitment process. . New faculty members receive teaching mentorship from the department’s teaching champion and research mentorship from a colleague selected by the department chair. A2: Increase Number of Female Faculty Members . One of the two faculty members who started in 2015/16 is a woman. This is an important move toward reaching our target of female faculty members of 13% (now nearly 12%).We also hope that one female faculty member can be hired for the coming two positions. . It is still our intent to investigate the possibility of mounting a seminar series focused on women senior PhD students and postdoctoral fellows across Canada; however, we were not able to achieve this in the past year.
Figure 20: CHE Regular Faculty Complement Plan Performance to Target
40 50%
30 40% 30% 20 20%
10 10% Women % Regular Faculty Regular 0 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target Total 35.0 36.0 36.0 35.0 38.0 38.0 38.0 38.0 Actual Total 35 38 36 34.5 31.5 33.5 Target % Women 5.7% 8.3% 11.1% 11.4% 11.2% 13.0% 13.0% 13.0% Actual % Women 5.7% 7.9% 8.3% 11.6% 9.5% 11.9%
50 Waterloo Engineering A3: Increase the Number of Faculty Holding Professional Engineering License . The percentage of faculty members holding or having applied for PEng status unfortunately continued to decline. This is due in part to the time it takes for the new faculty members to complete the PEng application. . On a positive note, one of the two new faculty members who will start after May 1, 2016 already holds PEng status and the other one has already applied for PEng. . In the coming year the department will monitor more closely PEng status and applications in order to reduce delays in applying for PEng.
Figure 21: CHE Regular Faculty PEng Status Performance to Target
100% 80% 60% 40% 20% 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target % Registered&Applied 77.1% 88.9% 87.5% 88.6% 89.4% 90.0% 90.0% 90.0% Actual % Registered&Applied 77.1% 73.7% 75.0% 84.1% 76.2% 71.6%
A4: Recruit New Staff as Shown in the Staff Complement Table . Two new staff positions were filled in 2015/16: Colleen Mechler was hired as a shared accreditation assistant (0.5 FTE) and Linda Sherwood was hired as an administrative co-ordinator for the nanotechnology engineering undergraduate and graduate programs. . Prior to May 1, 2016 lab instructor Sivasubramaniam Ganeshalingam retired. Combined with the addition of the above-mentioned positions, the staff complement increased by 0.5. . Since May 1, 2016 the replacement for the retired lab instructor and a 0.5 FTE research administrative assistant to support the growth in graduate student enrolment have been hired. The staff complement for 2017 will thus reach its target of 20. . All newly hired staff members are assigned a mentor to assist them in their new position.
Figure 22: CHE Regular Staff Complement Plan Performance to Target
25 20 15 10 5 0 2011 2012 2013 2014 2015 2016 2017 2018 Target FTE 14.5 16.5 17.5 18.5 20.0 20.0 20.0 20.0 Actual FTE 14.5 15.5 17.5 18.5 18.0 18.5
A5: Introduce Strategies for Inter-departmental Social and Professional Interactions . Our goal to improve the departmental flagship seminar series was unfortunately not achieved due to the high volume of candidates we interviewed last year. It is our intent to revitalize the department seminar series for 2016/17. . In 2016, we introduced a monthly casual gathering among faculty and staff where one or two faculty members give a broad overview of some aspects of their research. The main goals of this initiative are for faculty members to be aware of the research activities carried out by other faculty members and to provide an informal forum to initiate discussions about research among a larger number of faculty members. . We continued to organize a number of social events to connect faculty, staff and students (for example, meet the profs, CEGSA BBQ and graduation receptions).
Strategic Plan Progress Report: 2015/16 51 . Changes were made to the fourth-year design project symposium to increase participation from faculty members and to increase exchanges with students.
B. UNDERGRADUATE STUDIES PLAN . The total CHE undergraduate intake has been under target over the past couple of years. The pool of high quality applicants is sufficiently large that we should be able to meet our target. If this trend continues for 2016/17, the department will work with the engineering admissions team to increase the number of offers to be made. . On the other hand, our international undergraduate intake has increased substantially. This is a good sign indicating that our program is highly regarded abroad.
Figure 23: CHE Undergraduate Intake Plan Performance to Target
160 120 80 40 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 140 140 140 140 140 139 139 139 Actual 136 141 143 132 130 Target Int'l 20 20 20 20 20 19 19 19 Actual Int'l 18 18 24 29 34
Figure 24: NANTE Undergraduate Intake Plan Performance to Target
150 120 90 60 30 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 110 115 115 115 115 114 114 114 Actual 116 116 105 115 109 Target Int'l 10 10 10 10 10 9 9 9 Actual Int'l 9 8 8 13 9
Figure 25: BME Undergraduate Intake Plan Performance to Target
80 60 40 20 0 2014 2015 2016 2017 2018 Target 45 50 55 65 70 Actual 41 53 Target Int'l 3 3 3 3 5 Actual Int'l 0 4
52 Waterloo Engineering B1: Improve the Laboratory Experience in the Curriculum . The implementation of the $2.3M Vision 2015 Undergraduate Laboratory Enhancement Initiative is now complete. The department is now equipped with state-of-the-art undergraduate laboratory equipment. During open houses or other events targeted at prospective undergraduate students, the undergraduate lab has now become a place we want to showcase. . More open-ended laboratories have been developed, starting with upper year labs. . Changes are being made to some of the undergraduate labs to address student feedback. From the last exit survey, students’ satisfaction with regard to undergraduate labs is improving; they seem to like the newly revamped 4A lab that focuses on design and investigation. B2: Improve the Undergraduate Curriculum . Under the lead of the graduate attributes lecturer, we have continued making progress toward the new outcomes-based accreditation. In particular we have gathered extensive data about some of the graduate attributes (e.g. “knowledge based” with concept inventory, “investigation” with undergraduate labs and “communication” with work reports.) . The plan for 2017 is to complete the gathering of data for all attributes. We will also hold at least two dedicated meetings per year with all faculty members for stakeholder engagement. . A major change in our curriculum that was introduced last year is the implementation of two back-to-back four-month co-op work terms prior to fourth year. Both streams will be together in 4A and 4B, which allows for better course integration and improved design content. . An increase in design content has been achieved not only through the new 4A lab but also through integration with several Ideas Clinic activities (for example, investigating heat and mass transfer using a Brita filter). . The number of case studies is slowly increasing, in particular within CHE 480. More case studies will be developed in the coming years. . Our objective to increase the offering of technical electives (TE) was not achieved in the past year, where the main focus was the major curriculum change to accommodate eight-month co-op work terms. Although at this moment the number of TE offerings has not increased, they are better distributed in the new curriculum, giving students more flexibility when selecting CHE TEs. If resources permit, it is still our intent to increase the number of TEs offered. . Over the past year we have implemented a new online process to allocate teaching assistants (TA) that includes rankings from both the students and the instructor and an optimization routine (developed by one of our faculty members) to assign TAs to the courses. This process is intended to be more transparent and fair while reducing time spent by staff members. This new process is viewed as a significant improvement over the previous one. Continuous improvement will be made to this process over the years. . In order to improve our curriculum and that of other programs that contain our service teaching course CHE 102, we have received funds from eCampusOntario to develop online modules for this course. B3: Improve the Co-op Experience . We have successfully modified the curriculum to accommodate an eight-month senior co-op work term prior to fourth year. It is too early to assess if this modification will improve senior co-op job quality and quantity. . We continue working with the university’s Co-operative Education and Career Action office (CECA) mostly through the Co-op Working Group. In spring 2015 we hired a co-op student who worked in collaboration with the Centre for the Advancement of Co-operative Education to investigate co-op within our program, especially for junior students. The most important outcome of this activity was an improved communication about co-op with first-year students. . We continue to look into more “sellable” skills (notably communication and computing tools) in the curriculum for first-year students. Recommendations are to include a Piping and Instrumentation Diagram (P&ID) software (which we do not have yet on campus) as well as introducing more advanced Excel skills. . Appointment of a departmental industrial liaison/CECA liaison officer is still highly desirable, but it is dependent on funding that we do not have at the moment. Such hiring will remain on hold until we have a better understanding of the implications of the university’s new resource allocation model.
Strategic Plan Progress Report: 2015/16 53 B4: Improve Links with Alumni and Industry . We now have a good and useful exit survey for the 4B class, which we have developed over the past four years. An entrance survey will be introduced to 1A students in fall 2016. In order to get more feedback from a different perspective, we are considering introducing a midpoint survey as well (likely at the end of 2B). . Although we have had a CHE LinkedIn account for many years (at the initiative of one faculty member), we are now using this tool to a much higher degree, by having a co-op student every term to maintain it and systematically send invitations to alumni using this social media channel. We are currently using this tool mostly to share news about the department. . We have not been able to establish a database of volunteer guest speakers for undergraduate courses, although we have guest speakers in some of our courses. We intend to use the CHE LinkedIn account as the main tool to establish this list.
C. GRADUATE STUDIES PLAN . Our graduate student intake has been variable over this plan period, sometimes exceeding the target (as was the case in 2015) and sometimes being short of the target (as in 2014). On the other hand, the CPR graduate student intake has been consistently below target, although for 2015 we had a record number (39 against a target of 43). This experience to date demonstrates that our CPR targets were too ambitious, and we anticipate a more realistic target for 2016 - 2018 would be 43. . 2015 was a very good year in terms of CPR PhD student intake, where we exceeded our target by 30%. This was achieved at the expense of international PhD intake, which was below target. Overall, our PhD intake was pretty much on target with a total of 26, whereas the total PhD target was 27. . 2015 was also a very good year for research master’s student intake, where the CPR target (21) was met and the international target (11) was exceeded. The pool of CPR MASc applicants over the past couple of years remains modest and as such the targets established for 2016 - 2018 are unlikely to be met. A more realistic goal is 21. . Overall, we have seen an increase in the total intake into our MEng program, in particular for international student intake which far exceeded the target in 2015 (target 20, actual 34). However, of significant concern is the low CPR MEng student intake for the past two years, which was well below target in 2015 (target 12, actual 4). In view of the recent past, the MEng CPR target appears unrealistic. We will aim, rather, for a CPR MEng student intake total of seven each year.
Figure 26: CHE Graduate Intake Plan Performance to Target
120 100 80 60 40 20 0 2011 2012 2013 2014 2015 2016 2017 2018 Target Intake 45.6 67 69 86 89 94 94 94 Actual Intake 73.9 64.2 98.7 65.3 96.9 Target CPR 32.3 38 34 36 43 48 48 50 Actual CPR 29.9 22.2 32.7 21.3 38.9
C1: Improve Recruitment of High Quality Graduate Students . We continue to: participate in engineering’s on-campus recruitment event for potential CPR students from other Canadian institutions; host a recruitment event for Waterloo third- and fourth-year students; develop more effective advertising tools; and participate in the Graduate Recruitment Working Group. . A new strategy that has increased recently (and thanks to the increased pool of high quality MEng students) is the conversion of some MEng students to MASc students. Likewise, we have seen an increase in conversion of MASc students to PhD students.
54 Waterloo Engineering C2: Improve the Graduate Course Offering and Quality . Graduate course offerings for a given calendar year are now finalized by June/July the year prior. This ensures that courses offered in the winter term are known five to six months in advance, those in the spring term nine to 10 months in advance, and those in the fall term more than a year in advance. . The number of graduate courses has steadily increased over the past few years, thanks to additional resources allocated to sessionals as well as new faculty being hired. In 2015, we offered in total (including “held with” courses) 13 graduate courses, in 2016 15 graduate courses and for 2017 we will be offering 18 graduate courses. The objective reported previously was to reach 15 graduate courses excluding those held with 500-level courses. For 2017, such courses will total 13, getting closer to our target. . Further discussion regarding our current core course model will take place in the coming year and recommendations will be made as to possible changes. C3: Determine the Feasibility of an Online MEng Program . Discussion about the feasibility of an online MEng program in chemical engineering is on hold until we have a better understanding of the full implications of the new resource allocation model.
D. RESEARCH PLAN . In 2015, we received our highest research funding ever, breaking the bar of $8M and far exceeding our target. As we continue to fill vacant faculty positions, we are hopeful to maintain or increase this level of funding. . Note that, although the relative amount of research dollars has increased significantly over the past years, research funding per tenured/tenure-stream faculty member remains below the Faculty of Engineering average. This is due to the low number of major grants arising from our department. We currently have several important initiatives which, if successful, will considerably increase this indicator.
Figure 27: CHE Research Funding Plan Performance to Target
$9,000,000 $300,000 $8,000,000 $7,000,000 $250,000 $6,000,000 $200,000 $5,000,000 $4,000,000 $150,000 $3,000,000 $100,000 $2,000,000 $50,000 TTL Research $ Research TTL $1,000,000 $0 $- 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 Target - Rsch $ $5,021,511 $6,000,000 $6,500,000 $6,500,000 $7,250,000 $7,300,000 $7,500,000 $7,750,000 Research $/TTS Faculty $/TTS Research Actual - Rsch $ $5,021,511 $7,688,978 $5,914,463 $4,569,451 $6,637,359 $8,141,856 Target - Rsch $/TTS $152,167 $176,471 $191,176 $185,714 $195,946 $197,297 $202,703 $209,459 Actual - Rsch $/TTS $152,167 $226,146 $179,226 $145,062 $217,618 $250,442
D1: Develop Research Theme Planning Documents . An inventory of current major equipment within the department has been put in place. We will continue to maintain this inventory up-to-date. . We will continue to hold meetings to determine future directions and hiring needs. As part of this priority, it remains a plan for the department to identify a co-ordinator for each research theme who will be responsible for co-ordinating the writing of a planning document for their theme. D2: Improve Research Funding . We have not moved ahead with appointing an associate chair for research, as the benefit of such a position in comparison to the loss of a teaching task is not clear at this stage. Instead it would be more desirable to hire an industrial relations officer, but this comes at a cost that we currently cannot afford. . Our CRCs are currently pursuing several initiatives that could bring to the department several million dollars in research funds over the next few years.
Strategic Plan Progress Report: 2015/16 55 . CRC positions are now allocated more strategically to cover a wider range of research fields. The process to internally nominate a CRC Tier 2 has been completed and the successful candidate is applying to NSERC for the October 2016 nomination deadline. An advertisement for a CRC Tier 1 in advanced manufacturing (open to both internal and external candidates) will be posted this fall in order to nominate a candidate who will apply to NSERC for the April 2017 nomination deadline. D3: Improve Research Support . As mentioned in goal D2 we have decided not to appoint an associate chair, research at this point. . An administrative staff member has been hired to assist with managing research accounts. This has been very much appreciated by all researchers. . Although we are not in a position to hire additional technical staff for the central analytical lab as aspired to in the previous progress report, this remains a priority that can significantly ameliorate research support. Once the new resource allocation model is in place, we will investigate how we can afford such a position. . We will continue to investigate the possibility of hiring an industrial relations officer, although this is not as high of a priority as hiring another technical staff for the central analytical lab. D4: Foster Multidisciplinary Research and Collegiality . Starting January 2016 we have implemented a monthly get-together lunch in the faculty and staff lounge for short high-level presentations of research activities by one or two faculty members followed by socializing time. Those meetings have been attended by both faculty members and staff.
E. SPACE PLAN E1: Work towards the construction of E8 . Strategies toward the construction of E8 are currently on hold until we address Goal E2, below, which is of much higher priority at the moment. Nonetheless, we continue with annual contributions to the engineering building fund. E2: Improve Effectiveness of Research Lab Space Allocation . This is one of the department’s highest priorities for the 2016/17 period. A space committee has been formed and has met, but because research lab space allocation is affected so much by the new resource allocation model, discussion about this has been postponed until fall 2016 when we will start having a better understanding of the impact of the new resource allocation model on space. . Increasing the amount of communal lab space is still a high priority, but it is contingent on hiring an additional analytical lab technician as mentioned in Goal D3, above.
F. TECHNICAL SERVICES PLAN F1: Develop and Implement a Technical Services Plan for the Department . The director of technical operations continues to oversee technical services within the department and report on a monthly basis to the chair. . Technical services within the department are now requested and followed through using request tracker. Two years ago this was implemented for the departmental IT requests, and it was extended last year to the departmental mechanical requests.
56 Waterloo Engineering Department of Civil & Environmental Engineering Carl Haas, Interim Chair Prof. Neil Thomson completed his second term as chair of the Department of Civil & Environmental Engineering (CEE) in 2016. Prof. Jeff West was appointed as chair beginning January 1, 2017 and Prof. Carl Haas is serving as interim chair from May 1 to December 31, 2016. Implementation of our comprehensive undergraduate curriculum and course content revision began on September 1, 2015. We improved the undergraduate student experience and continued to make upgrades to major undergraduate laboratory equipment. Appointment of the graduate attributes lecturer and accreditation assistant allowed CEE to ramp up our outcomes-based assessment efforts for our three programs. Our proposal for a new undergraduate program in architectural engineering is in progress and expected to move through the required approval processes in the coming year. In graduate studies and research, we have improved the student experience and continue to see substantial increase in the enrolment of Canadian and Permanent Residence (CPR) graduate students. A technical resources manager was hired in fall 2015, allowing CEE to undertake continual strategic planning initiatives regarding technical support needs. The department technologist structure was revised and two hires were completed. In September 2015, under the leadership of Chair Neil Thomson, CEE faculty and staff participated in a visioning retreat to capture new goals, initiatives, and strategies to incorporate into our strategic plan going forward to 2018. Several new goals resulting from this exercise are incorporated into this plan progress report.
A. FACULTY AND STAFF PLAN . Two new faculty members were hired last year (Profs. Al-Hammoud and Saari), while one faculty member retired (Prof. Rothenburg) and another faculty position was vacated. . One vacancy from the previous year and one position bridged to a future retirement were open and in search on May 1, 2016. . We anticipate 40.8 FTE in complement on May 1, 2018. This is above the target shown in Figure 28 because the original hiring plan did not anticipate an exceptional joint hire (0.5 FTE) made in 2013.
Figure 28: CEE Regular Faculty Complement Plan Performance to Target
45 50% 40 35 40% 30 25 30% 20 20% 15 10 10% Women %
Regular Faculty Regular 5 0 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target Total 36.3 39.3 38.3 38.3 40.3 40.3 40.3 40.3 Actual Total 36.2 38.2 38.8 36.8 37.8 37.8 Target % Women 8.3% 10.2% 13.1% 13.1% 12.4% 12.4% 12.4% 12.4% Actual % Women 8.3% 10.5% 11.6% 12.3% 11.9% 14.6%
Figure 29: CEE Regular Faculty PEng Status Performance to Target
100% 80% 60% 40% 20% 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target % Registered&Applied 79.3% 90.1% 93.1% 95.6% 95.0% 95.0% 95.0% 95.0% Actual % Registered&Applied 79.3% 75.2% 84.5% 89.1% 84.1% 90.7%
Strategic Plan Progress Report: 2015/16 57 . Two new staff positions were filled in the past year (Peace and Soorlyabandara) and two staff vacancies remained open on May 1, 2016. Both of these had been filled by July, 2016 (Vanmeurs and Volcic). . One staff member’s secondment to another office on campus was extended, requiring a new contract position to fill this role for the duration of the secondment.
Figure 30: CEE Regular Staff Complement Plan Performance to Target
20 15 10 5 0 2011 2012 2013 2014 2015 2016 2017 2018 Target FTE 16.0 16.0 16.0 16.0 17.0 17.0 17.0 17.0 Actual FTE 16.0 15.0 15.0 16.0 16.0 16.0
A1: Implement Faculty Complement Plan . Three new Departmental Advisory Committees on Appointments (DACA) have been formed and ads have been posted to fill roles in the areas of geotechnical, water treatment and supply, and building. A DACA for a hire in the geoenvironmental area is in progress. . A new priority established by the department at our fall 2015 retreat is to enhance current faculty recruitment practices to ensure strong pools of highly qualified applicants for every position. To that end, we will: - create highly focused advertisements in research areas with a potential pool of highly qualified applicants; - identify the top 10 research groups in the world and target senior professors in these groups to share the advertisements with their research team and other collaborators; and - streamline, where possible, the hiring process. A2: Implement Staff Complement Plan . We have reached full complement and completed restructuring as of July 2016. . Among the needs identified at the department’s fall 2015 retreat was the need for a review of IT and technical support, providing a strategy document that captures our current and potential future needs in these areas. A3: Options for Growth . Being positioned to react quickly when opportunities to expand or grow emerge requires that some consideration be given to feasible and strategic options that are in the best interest of CEE. The department retreat in fall 2105 determined that a white paper should be generated that will consider, at a high level, options for CEE to grow. . The proposed new architectural engineering (AE) program, described more fully in Goal B5 below, would increase our undergraduate student complement and bring new faculty positions and new research thrusts in urban systems, building science, intelligent cities, distributed energy systems and big data. . It is expected that undergraduate enrolment in environmental and geological engineering will continue to expand. . With planned new MEng certificates and additional faculty that will join CEE in support of the AE program, a substantial uptake in graduate students is also anticipated in the next few years.
B. UNDERGRADUATE STUDIES PLAN . Targets remain consistent, and performance with respect to our targets is reaching a stable steady state.
58 Waterloo Engineering Figure 31: CIVE Undergraduate Intake Plan Performance to Target
160 120 80 40 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 115 115 125 125 125 123 123 123 Actual 113 107 137 115 117 Target Int'l 15 15 20 20 20 18 18 18 Actual Int'l 16 14 17 25 14
Figure 32: ENVE Undergraduate Intake Plan Performance to Target
80 60 40 20 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 68 70 70 70 70 68 68 68 Actual 65 60 61 54 71 Target Int'l 8 8 8 8 8 6 6 6 Actual Int'l 5 6 2 7 20
Figure 33: GEOE Undergraduate Intake Plan Performance to Target
40 30 20 10 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 17 27 28 30 30 29 30 30 Actual 19 32 22 30 37 Target Int'l 2 2 3 3 3 2 3 3 Actual Int'l 1 0 1 0 2
B1: Comprehensive Curriculum and Course Content Revisions Implementation . The comprehensive assessment and renewal of our current programs completed in 2014/15 have resulted in a broad range of proposed changes to our curricula from first year through graduation. A common first year has been maintained for all three programs. The first-year changes are intended to improve student engagement and success, to provide better integration with course material in second-year courses and above, and to increase student exposure to engineering faculty in the classroom. . All the curriculum changes were approved and began implementation starting with the first-year class in September 2015. . In winter 2014 we initiated a review of our capstone design project courses with the objectives of enhancing the engineering design content in our programs, promoting creative problem solving and innovation, and ensuring that the course curriculum is appropriate for the graduate attributes to be measured. While this effort is ongoing, in December 2014 we held our first “pitch competition” at the end of 4A for ENVE 430 and GEOE 400, and in March 2015 we held our first capstone design symposium for all three of our programs. These changes have enhanced the student learning and design experience significantly.
Strategic Plan Progress Report: 2015/16 59 B2: Laboratory Equipment Upgrades and Enhancements . Upgrading and expanding laboratory equipment in undergraduate teaching laboratories is an ongoing activity. CEE is committed to using the funds available for laboratory enhancement to enrich the hands-on experience of its undergraduate students and, as such, has selected upgrades/enhancements that are tied to improving that experience (i.e., not simply replacing ‘the old with the new’ and maintaining the status quo) and would impact a significant number of CEE undergraduate students in all three programs. B3: Student Retention . Action toward this objective is planned for early 2017. B4: Student Engagement/Experience . Faculty attendance at convocation and other student events has increased. We have held a reception immediately following convocation for students, their families, faculty and staff since 2014. The June 2016 reception filled Federation Hall. . The number of student initiatives/chapters (e.g., Bridges to Prosperity, Mechanical Contractors Association, Waterloo Concrete Toboggan Team, Waterloo Concrete Canoe Team, Waterloo CSCE Student Chapter, Steel Bridge Team, ACI and EERI) has increased to a level that they are competing for the limited CEE funding available. We have initiated discussions with the leads of these initiatives with the goal to provide sufficient faculty and financial support, but not to dictate direction or restrict student enthusiasm and creativity. . In spring 2013 we revised the process for marking work-term reports and the writing workshops and tutorials that we offer our students. These revisions have been received well by both the students and faculty. Minor changes have been made to streamline processing. In winter 2017, a TA will be allocated to move many of these processes to LEARN for outcomes assessment. B5: Architectural Engineering (AE) Program . A proposal for a new undergraduate AE program has been developed and is in progress. We anticipate it will move through the required stages of the approval process in the coming year. . This program will result in a substantial increase to our undergraduate student population and additional faculty positions. The AE program will be unique in its studio-based learning, heavy focus on IT and compelling new research thrusts. Giving consideration to the student demographics of comparable programs, it is expected that this program will achieve a high level of gender equity. B6: Novel Teaching Methods . One aim of the 2014/15 curriculum revisions was to enhance experiential learning, especially in the earlier years. With support from CEE and the Ideas Clinic, models were built so first-year students could feel and experiment with the forces present in beams, arches, dams, tanks, culverts, retaining walls, suspension bridges and other structures. In total, 92 models of 10 different custom designs were built. Student response has been enthusiastic, and there are indications that student engagement and learning have been deepened. . The CEE faculty introduced new teaching technologies and methods in their classrooms to promote active learning and foster students’ deep learning and retention of knowledge. These technologies included: the use of i>clickers; immediate feedback assessment technique (IF-AT) scratch cards; the application of the interactive flipped classroom model; the amalgamation and integration of online platforms used in the courses; the horizontal integration of projects across the curriculum; and building models to apply theories (such as the 3D-print project in the FEM course and the boat race in the fluid mechanics course). . Due to the strong support CEE has for promoting and enhancing teaching, the department spent an additional $80K in the 2015/16 academic year to purchase teaching tools to enhance students’ learning (for example, structural sets and hydrology apparatus). B7: Use of TAs . A new formal process for CEE TA evaluation that includes both student and instructor feedback has been implemented. Efforts are being made to improve feedback rates by providing class time for online survey completion. . A process to select an outstanding CEE TA each term has been implemented. See Goal C4, below, for this year’s recipients.
60 Waterloo Engineering C. GRADUATE STUDIES PLAN . Intake into the graduate program in 2015 was above target largely as a result of a significant increase in MASc applications from our own undergraduate program. Targets for CPR student intake were surpassed in every graduate program (PhD, research master and professional master). . The increase in applications is perhaps related to CEE efforts in promoting graduate studies to our upper-year students as well as Faculty of Engineering initiatives to promote graduate studies. . Total PhD intake in 2015 is above target, and the combined number of MASc and MEng students is on target.
Figure 34: CEE Graduate Intake Plan Performance to Target
90
60
30
0 2011 2012 2013 2014 2015 2016 2017 2018 Target Intake 77.3 85 83 76 74 74 74 75 Actual Intake 80.5 67.2 60.2 51.8 82.1 Target CPR 52.3 55 53 46 45 45 45 46 Actual CPR 51.5 37.9 33.2 33.8 60.8
C1: Graduate Growth and Quality . Overall graduate growth has been slower than expected but is improving. The CEE FTE research graduate student supervised per faculty has increased and remains above the Faculty of Engineering average. . Increasing overall graduate student quality is an ongoing goal. . Additional growth in the MEng program will be promoted through strategic changes to the structure of the MEng program and the adoption of improved recruitment practices. C2: Graduate Course Offerings . The number of graduate courses offered remained the same at ~24 courses (600 and 700 level)/year. Given the resources available this number of graduate courses cannot be significantly increased. . We have added a note to the departmental web site, clearly indicating that not all the courses listed in the calendar are offered each academic year. In addition, CEE has established a core set of graduate courses that are normally offered at least once in each fall-winter-spring cycle. C3: MEng Program(s) . Strategic changes to the structure of the MEng program are required and are under development. C4: Graduate Student Experience . Opportunities continue for PhD students who have completed the CTE Certificate in University Teaching program to teach undergraduate courses as a sessional lecturer (four offerings in the department per year). . CEE graduate students Kevin Goorts and Michel Cohen received the outstanding CEE TA award this year. Georgios Balomenos, Nicole O’Brien, Dan Pickel and Michel Cho received the CEE Special Recognition Certificate to recognize various sustained achievements among graduate students. . CEE has worked through a series of renovations to graduate student office space and purchased 126 state- of-the-art study carrels for graduate student use. In total 69 offices are assigned to graduate students in four buildings. Future renovations are on hold. . Various opportunities for socialization among graduate students, faculty and staff are organized each year. C5: Graduate Student Progression . This objective remains a priority. . Additional diligence will be applied to ensure that students submit term progress reports (i.e. activity reports) on a regular basis so that issues with progression are identified and addressed promptly.
Strategic Plan Progress Report: 2015/16 61 C6: Final Oral Examination in the MASc Program . This was identified by our graduate students as a way to highlight their research contributions. It has been approved by a department vote in July 2016 and will be implemented in the fall 2016 term. C7: PhD Comprehensive Exam . It has been recommended that changes be considered to the CEE PhD comprehensive exam to split it into two parts (background/proposal) that will be held separately. The CEE Graduate Studies Committee will develop a proposal for consideration once some early lessons learned from electrical & computer engineering’s pilot of this initiative are captured.
D. RESEARCH PLAN . CEE research funding fell from $9.1M in 2010/11 to $7.9M in 2014/15 and then held steady at $8M in 2015/16. Research funding per CEE faculty member in 2015/16 was still slightly above the Faculty of Engineering average. While all the reasons for this decline are unclear, it may be partially due to research activity transition between retiring and new faculty.
Figure 35: CEE Research Funding Plan Performance to Target
$14,000,000 $400,000 $12,000,000 $350,000 $10,000,000 $300,000 $250,000 $8,000,000 $200,000 $6,000,000 $150,000 $4,000,000 $100,000
TTL Research $ Research TTL $2,000,000 $50,000 $0 $- 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18
Target - Rsch $ $9,173,601 $10,000,000 $10,000,000 $10,000,000 $10,250,000 $10,500,000 $10,750,000 $11,000,000 Faculty $/TTS Research Actual - Rsch $ $9,173,601 $7,770,436 $12,357,554 $11,072,644 $7,888,166 $8,169,782 Target - Rsch $/TTS $267,452 $268,097 $275,862 $275,862 $275,168 $281,879 $288,591 $295,302 Actual - Rsch $/TTS $267,452 $214,062 $336,260 $318,179 $220,648 $235,169
D1: Identification of Emerging Research Areas . There has been some minor progress on this objective, but CEE must make this a priority for 2016/17. D2: Strategies to Increase Research Funding, Output, Capacity and Impact . A new committee will be formed for this purpose in January 2017. D3: Improve Research Collaborations . No progress has been made toward this goal. Our observation is that it is difficult to force collaborations and that these happen better organically. D4: Marketing CEE Research . Work with Faculty of Engineering staff on web site updates is progressing. . The CEE retreat in fall 2015 identified the need to publicize our research both internally and externally.
E. SPACE PLAN E1: Space Renovations . CEE continues to consolidate its space holdings into as few buildings as possible to improve contiguous space functionality. The majority of CEE space holdings are in Engineering 2, with heavy equipment teaching and research labs in Engineering 3, environmental and geological engineering teaching and research labs in DWE C-Wing, faculty and graduate student offices predominantly in CPH, and some off-campus facilities. . A strategic space renovation plan is required for transparency, planning and funding purposes. Though the goal is for an annual CEE space plan to be produced, it is in fact in a constant state of flux and very well managed by the Space Committee and its chair.
62 Waterloo Engineering . CEE has proposed a new undergraduate architectural engineering program. Implementation of this program will require additional new or newly renovated space. . Major space renovations since 2011 have included the C-Wing of DWE where CEE gained 2,019 nasm of new research, teaching and office space. All CEE space that had been occupied by CEE in the A-Wing of DWE was released to the Faculty of Engineering. . In Engineering 2, 245 nasm have been renovated to provide offices for graduate students and 129 nasm were renovated to facilitate a new seminar room, faculty/staff lounge and graduate student lounge. . Approximately 300 nasm in Engineering 2 is currently under renovation for four new laboratories. . CEE is beginning to vacate office spaces and labs on the first floor of CPH to fulfill the obligations of a space trade with Engineering Computing for current computing space on the first floor of Engineering 2.
F. EXTERNAL RELATIONS PLAN F1: Marketing CEE Research . To address the need identified in Goal D4 above, we will consult with the engineering communications team on the development of a marketing strategy to highlight CEE research. F2: Alumni Engagement . The fall 2015 departmental retreat recognized that CEE does little to engage our alumni to stay connected to CEE and provide assistance for many of our initiatives. Strategies to improve this area will be considered, in consultation with the faculty’s advancement team.
Conrad Business, Entrepreneurship & Technology Centre Mark Weber, Director The past year has seen continued growth in the scope and impact of the Conrad Business, Entrepreneurship and Technology Centre’s (Conrad) activities as we lead the academic entrepreneurship programming efforts at the University of Waterloo. We welcomed two outstanding new tenure-stream faculty members last year, bringing our faculty numbers to 10. We offered well-received new undergraduate courses, tripled the total number of students at Waterloo touched by Conrad courses each year, continued work to reconnect with alumni, and enriched our role as a focal point for the university’s student entrepreneurship community. We continue to work towards optimized relationships across campus in support of undergraduate entrepreneurship and business education and have begun convening a community of researchers from across campus who do work in the entrepreneurship and innovation space. MBET enrolment was down last year from the previous year, primarily due to visa and immigration rule changes and personnel challenges during the peak recruitment season. We have created a new associate director portfolio for outreach and international programming. Talks with the Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM) and other global partners continue.
A. FACULTY AND STAFF PLAN . With the arrival of two new tenure-stream faculty (Profs. Basir and Malhotra), Conrad is at 77% of plan complement. . There remain three open positions (one replacement, one planned to be unit funded, and one planned to be centrally funded for graduate growth). Conrad hopes to post some or all of these positions when greater clarity is available on demand for undergraduate courses and the implications of the university’s new resource allocation model.
Strategic Plan Progress Report: 2015/16 63 Figure 36: CONRAD Regular Faculty Complement Plan Performance to Target
14 50% 12 40% 10 8 30% 6 20% 4 % Women % 2 10% Regular Faculty Regular 0 0% 2011 2012 2013 2014 2015 2016 2017 2019 Target Total 3.0 4.0 6.0 9.0 13.0 13.0 13.0 13.0 Actual Total 3 4 5 6 8 10 Target % Women 0.0% 0.0% 16.7% 18.6% 12.5% 18.0% 23.0% 23.0% Actual % Women 0.0% 0.0% 20.0% 16.7% 12.5% 20.0%
. No permanent staff positions were added this year. . The communications co-ordinator position is expected to become permanent in the coming year, and a two- year contract for associate director of outreach and international programs was filled.
Figure 37: CONRAD Regular Staff Complement Plan Performance to Target
6 5 4 3 2 1 0 2011 2012 2013 2014 2015 2016 2017 2018 Target FTE 4.0 4.0 5.0 5.0 5.0 5.0 5.0 5.0 Actual FTE 4.0 3.0 3.0 3.0 3.0 3.0
A1: Transition to a Model with a Core of Tenured/Tenure-Track Faculty Supplemented with Sessionals Who Bring Professional Experience to the Classroom . This objective has now been achieved. A2: Hire an IT and Online Learning Support Manager to Support Growth and Launch of New Programs . This has not been necessary. We anticipate needing new staff to support our emerging strategic objectives, but not specifically in this domain. A3: Convert Enterprise Co-op Co-ordinator Position from a Contract to a Continuing Appointment . A new three-year funding commitment for Enterprise Co-op (E Co-op) has been secured, and with it a new three-year contract is being extended to the E Co-op co-ordinator. Greater clarity regarding the permanence of E Co-op funding is anticipated as the university’s new resource allocation model is implemented. A4: Replace Individuals in Non-complement/Part-time Positions such as the Entrepreneur-in-Residence and Lead Mentor/Business Plan Coach as Required During the Planning Period . As our core faculty has grown, these part-time positions have shrunk in size and scope, while allowing us to employ more people with diverse skills in more focused domains. For example, we have secured an outstanding social entrepreneur in residence on a part-time basis.
B. UNDERGRADUATE STUDIES PLAN B1: Secure Permanent Mandate to Run Enterprise Co-Op . A new three-year mandate has been secured. A permanent mandate will be addressed as greater clarity around the new resource allocation model is achieved.
64 Waterloo Engineering B2: Collaborate With CECA in Developing Programs around Alternative Labour Models . The E Co-op and bridging entrepreneurs to students (BETS) programs continue to be highly successful. For more detail, please see Goal B7 on page 18 of this report. B3: Explore Opportunities to Create Undergraduate Entrepreneurship Options/Specializations . These objectives have been achieved with the 2014 launch of the entrepreneurship option in engineering and the fall 2015 launch of an entrepreneurship minor that is available to all students across the campus. B4: Provide Support for Capstone Entrepreneurship Awards . A number of awards are now available, most notably those funded by the Esch Foundation.
C. GRADUATE STUDIES PLAN . As anticipated in last year’s report, lower international intake due to visa changes resulted in a decline in MBET numbers. An unanticipated leave also left our recruitment team short-staffed. Indications are that the 2016 intake will again be higher.
Figure 38: CONRAD Graduate Intake Plan Performance to Target
80 60 40 20 0 2011 2012 2013 2014 2015 2016 2017 2018 Target Intake 45 45 47 50 55.1 56 56.7 57.5 Actual Intake 31 41 34 45 33 Target CPR 25 25 25 25 28.4 29 29.4 30 Actual CPR 14 25 22 24 24
C1: Enhance MBET Program . Changes resulting from a comprehensive programmatic review and reintegration of the curriculum were shown to bear fruit in the past year. C2: Launch a Part-time MBET Program . Conrad continues to work with ITESM on a potential part-time MBET program. A business plan for a domestic option is also under consideration. C3: Offer Diploma in Business and Entrepreneurship to Students in MEng Degree Programs . This diploma program is now being offered successfully. A proposal to expand the program to address broader needs at the university is under consideration. C4: Develop a Strategic Marketing Plan to Ensure Graduate Intake Targets are Met . Comprehensive marketing plans are now developed on an annual basis, with strategic investments in data- driven recruitment methods and video. C5: Explore Opportunities for Additional Taught Master’s Programs to Launch in 2015-2020 period . Conrad will continue to focus on MBET as its taught master’s program, but also on new iterations and forms. The two most likely possibilities are partnering with ITESM around a Mexican MBET cohort and the launch of a part-time MBET program focused on domestic applicants. C6: Plan for Introduction of Research-based Master’s and/or PhD Program in the 2015-2020 period . There is no plan to launch an independent research-based master’s or PhD program during the 2015-2020 period. However, with the increase in researchers on faculty, creative ways to partner with existing programs at Waterloo are under consideration.
Strategic Plan Progress Report: 2015/16 65 D. RESEARCH PLAN . Conrad’s research funding performance looks very strong against plan. However, this is heavily influenced by a single very large multi-year grant. The existing targets per tenured/tenure-stream faculty member remain aggressive given the fields in which Conrad faculty specialize. Nonetheless, 75% of tenure-stream faculty not currently on leave or serving in a senior leadership role enjoy significant, multi-year external research funding. The remaining 25% is newly appointed at the rank of assistant professor and only now able to apply to research funding programs.
Figure 39: CONRAD Research Funding Plan Performance to Target
$1,000,000 $200,000 $800,000 $160,000 $600,000 $120,000 $400,000 $80,000 $200,000 $40,000
TTL Research $ Research TTL $0 $- 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 Target - Rsch $ $39,000 $200,000 $230,000 $245,000 $260,000 $275,000 $290,000 $305,000
Actual - Rsch $ $39,000 $47,000 $411,497 $452,168 $687,439 $861,687 Faculty $/TTS Research Target - Rsch $/TTS $19,500 $66,667 $46,000 $37,143 $37,500 $34,375 $36,250 $38,125 Actual - Rsch $/TTS $19,500 $15,667 $102,874 $113,042 $171,860 $143,615
D1: Grow Conrad’s Research Capacity and Reputation . The addition of two new tenure-stream faculty members should aid significantly in this respect. One of our new hires is a well-established associate-level hire with a substantial research pipeline and new funding. The other new hire is an award-winning junior hire. D2: Develop Opportunities for New Faculty to Supervise Research Master’s and PhD Students . We continue to investigate opportunities to collaborate with others across campus. There are challenges here because Waterloo lacks research graduate programs in the fields of most Conrad faculty. D3: Encourage Collaboration with Researchers in Other Disciplines . We have created a new cross-campus interdisciplinary group, which has met several times in the past year. Conrad will continue to play a leadership role in convening this nascent scholarly community. D4: Identify a Senior Faculty Member to Champion Research Development . This should be possible as our faculty complement continues to grow.
E. DEVELOPMENT PLAN E1: Establish a Development Committee as a Sub-committee of the Conrad Advisory Council . This goal was accomplished early in the planning period. We will develop further plans related to development activities for the coming year. E2: Establish an Alumni Committee . We do not have current plans to establish an alumni committee but we have significantly intensified our alumni efforts, including hosting semi-annual alumni events in the GTA and Waterloo Region. E3: Work Closely with Faculty and University Development Efforts to Support Entrepreneurship . Conrad continues to participate in these efforts as invited. This has included supporting faculty relationships with key donors in the entrepreneurship space and engagement in conversations related to increased corporate engagement at the university.
F. GOVERNANCE, ADMINISTRATION AND LEADERSHIP PLAN F1: Complete Transition from Independent Research Centre to School within the Faculty of Engineering . The discussions required to move this goal forward got under way during the past year and will continue through the coming year.
66 Waterloo Engineering F2: Launch “Conrad” Brand and Develop a Distinctive Identity for the Centre as an Academic Unit within the Faculty of Engineering . Conrad’s brand identity continues to develop and strengthen. Built on a distinctive approach to high quality classroom experiences, it is supported and promoted by a strong web and social media presence and a growing number of live-event community activities. F3: Clarify Role of Advisory Council . Action toward this goal is planned for the coming year, following multi-stage conversations. F4: Review Role of Entrepreneur-in-Residence (EIR) . Following a review, the role of the EIR has been significantly reduced as full-time faculty have assumed aspects of the role. Further, an expanded number of EIRs with smaller time commitments and more diverse networks and backgrounds are being deployed. F5: Encourage Adoption of Administrative Processes in Line with Other Departments in Engineering . This goal has been accomplished. Conrad uses the same administrative processes as other departments in the Faculty of Engineering.
Department of Electrical & Computer Engineering Vincent Gaudet, Chair In 2015/16, Prof. Manoj Sachdev completed his second term as chair of the department. Prof. Vincent Gaudet was appointed chair beginning July 1, 2016. The Department of Electrical and Computer Engineering (ECE) continued to expand in 2015/16. It has now become one of the largest engineering departments in Canada, with 91 regular faculty members and 52 administrative, instructional, and research laboratory staff. ECE has over 2,000 FTE undergraduate students, 580 graduate students, and 12,000 alumni. This year, the department raised approximately $18M in annual external research funding, and our faculty members and students received several prestigious external awards. Despite ongoing annual operating budget cuts, ECE has made substantial and sustained progress towards our strategic plan targets and is in excellent fiscal health. In the coming years, the university’s new resource allocation model will bring challenges but also opportunities just as we begin our next strategic planning exercise. At the undergraduate level, one of our original Vision 2015 goals was to admit more international students while keeping overall intake steady. At present, over 20% of our incoming students are international. ECE has taken several initiatives and put in significant resources to enhance student engagement and experience. In 2015, we hired a lecturer for outcomes-based accreditation and Ideas Clinic activities. More recently, we have been holding regular town hall meetings with large groups of undergraduate students who have provided superb feedback on our activities (academic and non-academic). This feedback has led to a major overhaul of our undergraduate ECE curriculum, to be deployed beginning in fall 2017. At the graduate level, the department continues to make progress on student funding. Since the beginning of this plan period we have allocated additional financial resources to ECE graduate scholarships and Teaching Assistantships (TA), and efforts have been put towards admitting a greater number of Canadian and Permanent Resident (CPR) students. At the same time, our graduate program has been strengthened through the introduction of core courses for research graduate students and an increase to four courses required for PhD graduate students. ECE has recently split the PhD comprehensive examination into a background exam and a thesis proposal exam to ensure regular and timely feedback for our students. Our faculty members have been successful in receiving major research grants from NSERC, ORF and CFI. In 2015, the department introduced a Research Stimulation Grant (RSG) program to provide financial resources to help selected faculty members build up their research capacity. Nearly $160K was allocated in 2015/16 from the ECE operating budget, and the intent is to fund this program at approximately $350K per year at steady state. ECE has also started to put greater effort into nominating faculty members for external research and professional awards.
Strategic Plan Progress Report: 2015/16 67 A. FACULTY AND STAFF PLAN ECE recruited four new faculty and six technical/administrative staff members in 2015/16. As the department is growing rapidly, space needs are becoming an issue. We will have two floors in Engineering 7, a new building currently under construction and set to open in 2018. There will be five lecture rooms, providing home rooms to all ECE undergraduate students. In addition, there will be two smaller classrooms for graduate courses and technical electives, as well as office and research lab space to alleviate our space shortage. Over the past few years, several external factors (immigration, safety, etc.) have contributed to increase the department’s compliance responsibilities, which consume large amounts of employee time. To meet these increasing constraints, we continue to rework and reshape the existing staff complement to better serve our students and colleagues. The department is relying on the increased use of technology to manage the workload. A1: Implement the ECE Faculty Hiring Plan . Four professors were hired in 2015/16: Na-Young Kim (quantum computing), Alfred Yu (biomedical engineering), John Simpson-Porco (control systems) and Allyson Giannikouris (mechatronics engineering). . Three faculty members (Mohamed Kamel, Wayne Loucks and Ajit Singh) retired after distinguished careers and another faculty position was vacated.
Figure 40: ECE Regular Faculty Complement Plan Performance to Target
120 50% 100 40% 80 30% 60 20% 40 20 10% Women % Regular Faculty Regular 0 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target Total 81.5 83.5 89.5 90.5 94.5 96.5 96.5 97.5 Actual Total 81.5 81.5 86.5 87.5 90.5 90.5 Target % Women 11.0% 10.8% 12.3% 12.2% 13.0% 13.0% 13.5% 13.5% Actual % Women 11.0% 11.0% 10.4% 11.4% 11.1% 13.3%
. We continue to actively encourage faculty members to register as professional engineers. Approximately 70% of ECE faculty are registered or have applied. This number is likely to improve, as we encourage our new hires to apply for licensing as soon as possible.
Figure 41: ECE Regular Faculty PEng Status Performance to Target
100% 80% 60% 40% 20% 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target % Registered&Applied 70.6% 67.7% 70.9% 72.4% 73.0% 73.0% 74.0% 75.0% Actual % Registered&Applied 70.6% 70.5% 69.9% 72.6% 70.2% 69.1%
A2: Implement the ECE Staff Hiring Plan . The department filled four administrative staff positions (Dave Harris, Claire Fermin, Jason Escobar and Karina Aragon Gaxiola) and two laboratory staff positions (Trevor Smouter and Marco Iskander) in 2015/16. . During the same period, two staff members (Anne Jenson and Mike Foulger) retired and three other staff positions were vacated.
68 Waterloo Engineering Figure 42: ECE Staff Complement Plan Performance to Target
60 50 40 30 20 10 0 2011 2012 2013 2014 2015 2016 2017 2018 Target FTE 43.0 47.6 50.6 50.6 51.6 51.6 51.6 52.6 Actual FTE 43.0 42.2 46.2 47.0 44.2 45.6
B. UNDERGRADUATE STUDIES PLAN At the undergraduate level, the department is responsible for 2,618 individual students (2,071 FTE accounting for shared programs). This represents an increase of over 9% from 2010/11. ECE manages three combined cohorts of students enrolled in electrical engineering and computer engineering; the typical intake has been greater than 120 students per cohort. ECE also participates in four collaborative engineering programs: software engineering with a 50% share, mechatronics engineering with a 20% share, nanotechnology engineering with a 33% share and biomedical engineering with a 10% share of students.
Figure 43: EE&CE Undergraduate Intake Plan Performance to Target
400 300 200 100 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 355 360 360 360 360 354 355 355 Actual 341 357 364 359 379 Target Int'l 40 50 55 65 65 59 60 60 Actual Int'l 47 58 61 70 98
Figure 44: SE Undergraduate Intake Plan Performance to Target
160 120 80 40 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 120 125 125 125 125 123 124 124 Actual 122 129 148 132 119 Target Int'l 15 15 15 15 15 13 14 14 Actual Int'l 13 12 26 21 9
Strategic Plan Progress Report: 2015/16 69 Figure 45: NANTE Undergraduate Intake Plan Performance to Target
150 120 90 60 30 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 110 115 115 115 115 114 114 114 Actual 116 116 105 115 109 Target Int'l 10 10 10 10 10 9 9 9 Actual Int'l 9 8 8 13 9
Figure 46: MCTR Undergraduate Intake Plan Performance to Target
200 150 100 50 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 120 130 130 165 170 173 184 189 Actual 129 134 141 190 183 Target Int'l 15 15 15 18 20 18 24 24 Actual Int'l 19 19 19 22 17
Figure 47: BME Undergraduate Intake Plan Performance to Target
80 60 40 20 0 2014 2015 2016 2017 2018 Target 45 50 55 65 70 Actual 41 53 Target Int'l 3 3 3 3 5 Actual Int'l 0 4
B1: Enhance the Quality of Admitted Students in Electrical and Computer Engineering . We continue to pool EE and CE students to help ensure that we admit the best students. To avoid diluting the quality of incoming students, we have maintained the overall admission target. Currently, the ratio of EE to CE is approximately 1:1.67, with a trend towards greater imbalance. . As planned, we have been gradually increasing the proportion of visa students. In 2015/16, visa students represent about 26% of the incoming class, which exceeds our target of 18%; the comparable figure in 2010/11 is 10%. The overall quality of the incoming students appears to be improving, as evidenced by increasing high school averages, improved success rates, and anecdotal evidence from some of our instructors. However, there remain significant challenges in terms of student engagement. B2: Improve Student Retention Rates and Enhance Student Engagement . Several key faculty members (department chair, associate chair for undergraduate studies, senior associate chair, teaching quality co-ordinator, graduate attributes lecturer) and the laboratory director have been holding town hall meetings with students. As a result of feedback obtained during these meetings, ECE has adopted a modified curriculum to be rolled out beginning in fall 2017.
70 Waterloo Engineering . We have carefully analyzed data from the last decade to better understand why students fail out of ECE programs in the first year, and how the situation has changed over time. The modified curriculum will move linear algebra into the 1A term, while pushing the first circuits course to the 1B term. . A Faculty of Engineering task force continues to study how the faculty’s examination and promotion rules can best be modified to allow students to take reduced loads. Internally, we have allowed some students to take a reduced load on a case-by-case basis, when recommended by the engineering counsellors. The fraction of students in reduced loads is less than 1%. . To help bolster student engagement, ECE financially supports about 10 student design teams each year, including the nanorobotics team, the IEEE Human Robotics team, the UW Formula Hybrid Team and the WATSAT design team. We also encourage ECE classes to submit requests for activities to help build a sense of community. . In 2015/16, ECE created a spirit committee and held many events aimed at increasing student morale, including a 4A class social event, 2B class events, and barbeques. B3: Enhance the Undergraduate Student Experience through Infrastructure Improvements . In addition to the new 400-nasm student space opened in winter 2014, the department’s two floors in the upcoming E7 building will include five large lecture rooms to provide home rooms to all EE and CE undergraduate students. . 2015/16 marked the final year of the Vision 2015 Undergraduate Laboratory Enhancement Fund through which ECE was allocated $2.2M with which we upgraded all of our undergraduate labs. Despite this impressive improvement, the department remains concerned that in the absence of a permanent lab budget, lab infrastructure may soon become obsolete. B4: Improve Overall Teaching Quality . The ECE teaching quality co-ordinator (TQC) works closely with instructors, student representatives, and others in the university to determine best practices for teaching and to help individual instructors. . The Faculty of Engineering’s TA training program now includes a half-day ECE-specific session that includes presentations by our TQC and graduate attributes lecturer. For several terms, ECE tried to hire senior undergraduate students as TAs, but we found few capable students interested in a co-op term as a TA. . In 2015, we created a task force to look into improving our undergraduate laboratories. Surveys were carried out in some ECE courses with laboratories associated with them to identify the main areas of concern. The task force will now identify the main areas for improvement. B5: Increase and Enhance Communications with Students . In winter 2015, we held several town hall meetings with our 3B and 4B students. We received excellent feedback that triggered major curriculum revisions. We continued the process in spring 2015, when we held a town hall meeting with our 3A students and in spring 2016 when we held a town hall meeting with our 4A students. We intend to continue this insightful process. . In spring 2016, we started an initiative for the associate chair, undergraduate to have discussions with all the cohorts present on campus. These meetings happen during the class professor hours, where suggestions are requested to improve their education experience. We plan to continue this new practice every term. . Based on the feedback in previous meetings with the associate chair, we are planning to start a new initiative from fall 2016 where in the first week of classes, the students in second year and third year are told about: the learning objectives in all the courses they take; how the courses link to their future options; and what are the outcomes-based assessment required of these courses. A common feedback we received was that in many cases the students do not understand how the materials they are being taught relates to their careers. These meetings will help better engage the students in their studies. . In spring 2016, we started an initiative of engaging with our top students early on and encouraging them toward graduate studies in our program. Students on the Dean’s Honour List for all cohorts on campus during the term are invited to discuss future career paths with the associate chair, graduate studies and the associate chair, undergraduate studies. We plan to continue this initiative in the future.
Strategic Plan Progress Report: 2015/16 71 C. GRADUATE STUDIES PLAN The ECE graduate program is one of the largest in the country, with 582 graduate students (250 PhD, 160 MASc, 170 MEng, and 2 non-degree) in fall 2015. The annual intake growth in the PhD and MASc programs has stabilized at 1%, while the MEng intake remains unchanged. Currently, ECE has 94 CPR and 156 visa PhD students, and 167 CPR and 163 visa MASc/MEng students. We continue to work hard to meet our CPR graduate student targets.
Figure 48: ECE Graduate Intake Plan Performance to Target
250 200 150 100 50 0 2011 2012 2013 2014 2015 2016 2017 2018 Target Intake 237.6 204 213 188 188 197 204 210 Actual Intake 194.4 201.3 181.1 190.4 188.8 Target CPR 132.5 90 96 95 98 102 105 109 Actual CPR 79.1 82.5 61.8 61.8 56
C1: Increase the Rigour of the PhD Examination . PhD students starting in fall 2015 have a new two-part PhD comprehensive examination: an oral comprehensive background examination that must be completed by the end of the third term and an oral comprehensive research proposal examination that must be completed by the end of the sixth term. We hope that this new format will help to increase rigour as well as PhD committee involvement, thereby decreasing time to graduation. With initial feedback on the new structure, we are refining our guidelines for the comprehensive background examination. C2: Provide High-Quality PhD Supervision and Support Timely Degree Completion . As of spring 2015, ECE has implemented online term activity report submissions as a program requirement for all research-based programs to provide a clear, simple, accessible and well-documented evaluation/ communication channel between supervisors and students. . Given recent changes to the comprehensive examination structure and research seminar requirements, PhD committees now meet at least once per year with their PhD candidate over their four-year program, a 100% increase over the previous norm. C3: Increase Graduate Course Requirements . Since fall 2015, we have added six new core courses to give students more flexibility. Furthermore, ECE has dedicated teaching resources to ensure that all core courses are taught on a yearly basis. C4: Increase Recruitment Efforts to Attract CPR Students and Improve Graduate Funding . ECE introduced the Research Stimulation Grant (RSG, described more fully in the research section below) with the intent that the money should be used to attract top-quality CPR applicants. . The quality and number of research-based graduate students in ECE is a cornerstone of research output. We are committed to a realistic and sustainable improvement plan that includes reducing the application to acceptance time in a challenging global environment. . In addition to active participation in all Faculty of Engineering recruitment events, ECE also actively promotes graduate studies to our upper-year undergraduate students through presentations during their class professor hours. We are also preparing a new promotional leaflet for graduate recruitment. As well, we have an enhanced web presence that better reflects who we are and the cutting-edge research we do in order to attract even higher-quality students to our programs. C5: Restructure the MEng Program with a Focus on Quality . ECE continues to seek ways to grow and improve our MEng programs. In 2015/16, the focus was on quality of admissions, where incoming admission averages are correlated with subsequent Waterloo grade averages to identify trends of success and decreased academic performance based on a wide variety of criteria.
72 Waterloo Engineering . The newly-established admissions co-ordinator role for MEng and MEng-Power admissions was vacated in winter 2016 and a replacement has been hired. The increase in support provided by this role has improved the turnaround time in processing offers which should, over time, lead to more admissions acceptances. C6: Improve Graduate Student Experience . The chair and associate chair, graduate continue to meet regularly with the ECE Graduate Student Association to improve communication with students. . The third edition of the ECE graduate studies manual was released in January 2016 and includes updates on the new PhD split comprehensive exam, changes of enrolment, teaching assistantships and student funding. . Five teaching assistantship (TA) awards continue to be distributed each term to the top five TAs in ECE to promote teaching excellence.
D. RESEARCH PLAN The ECE department received close to $18M in research funds in 2015/16, which represents over a 5% increase with respect to the previous year, thus recovering from relatively low funding levels last year as observed in Figure 49. Although the department is still below the established target, there is a strong, diversified and supportive research environment that helps faculty members increase research productivity and funding. ECE has continued and even increased funding for several initiatives to help attract government and industrial research funds, in particular the Research Stimulation Grant (RSG) and Department Research Awards for those who excel in research, described more fully below. Also, the department has put special emphasis in 2015/16 on showcasing and promoting productive faculty members by successfully nominating them for a variety of professional and research awards; this effort will increase ECE’s research visibility.
Figure 49: ECE Research Funding Plan Performance to Target
$25,000,000 $350,000 $300,000 $20,000,000 $250,000 $15,000,000 $200,000 $10,000,000 $150,000 $100,000 $5,000,000 TTL Research $ Research TTL $50,000 $0 $- 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18
Target - Rsch $ $18,425,667 $20,000,000 $22,000,000 $23,500,000 $19,000,000 $21,000,000 $22,000,000 $23,000,000 Faculty $/TTS Research Actual - Rsch $ $18,425,667 $23,773,458 $20,336,072 $17,815,624 $17,080,602 $17,989,899 Target - Rsch $/TTS $239,294 $253,165 $258,824 $273,256 $215,909 $235,955 $247,191 $255,556 Actual - Rsch $/TTS $239,294 $308,746 $248,001 $214,646 $203,340 $214,165
D1: Increase the Department’s Research Visibility . ECE continues to hold a distinguished lecture series and is working to improve its structure so that a lecture can take place every term, identifying and inviting distinguished lectures well in advance for effective scheduling and promotions. In June 2016, Prof. Shankar Sastry, Dean of the College of Engineering and Roy W. Carlson Professor of Engineering at the University of California, Berkeley, and the recipient of an honorary doctoral degree from Waterloo at spring 2016 convocation, delivered a very well attended lecture entitled “Societal Scale Cyber Physical Systems,” followed by a lively reception. . Efforts have also continued to increase and improve the research content displayed on the wall-mounted interactive computer placed at the ECE reception area. Particular emphasis has been placed on regularly announcing research accomplishments and awards by faculty members. D2: Improve Research Quality . ECE again provided two Department Research Awards to reward research excellence. Selected by the Merit Committee, recipients were given reduced teaching for a year. To further recognize research excellence, the ECE department will increase the number of annual research awards from two to four in 2016/17.
Strategic Plan Progress Report: 2015/16 73 D3: Improve the Department’s Research Profile . ECE actively supports nominations of faculty members for various national and international research and professional awards such as IEEE, EIC and CAE fellowships, NSERC Steacie awards and others. Particular emphasis was placed on these nominations this year, successfully nominating a faculty member for an IEEE- Canada Medal, another for CAE Fellow and a third one for the PEO Young Engineer Medal. Three other accomplished ECE faculty members were nominated as IEEE Fellows. . Over the last year, care has been taken to regularly post research accomplishments and awards on the news section of the ECE website. D4: Increase Research Funds . The RSG program established last year has continued and even increased in 2015/16, with the objective to provide selected ECE faculty members with financial resources to help them build or increase research capacity. The grants are awarded, through a competitive process, to increase department research productivity in terms of publications and graduate student supervision and to enhance abilities to attract industrial funding and compete for federal and provincial research funding. . This year, six out of the seven RSGs awarded in 2014/15 were renewed and seven new grants were awarded, for a total of 13 $22K grants. These grants, combined with the Departmental Research Awards, total close to $330K/year allocated by the department to directly fund ECE research initiatives. D5: Improve Research Environment . We have continued to streamline administrative procedures to facilitate research, actively helping faculty members to properly manage their research applications, grants and contracts. In this regard, ECE has actively participated in and contributed to a welcome review of the research financial compliance process led by the university’s Office of Research.
E. RECRUITMENT AND OUTREACH E1: Improve Deployment of ECE Outreach Efforts . In fall 2015, the ECE recruitment co-ordinator role, which organizes and implements ECE participation in all engineering recruitment and outreach activities, transitioned smoothly to a new faculty member. E2: Increase Faculty Participation in Existing Outreach Activities . Departmental participation has remained steady and significant in Engineering Explorations (Grades 6, 7, 8), March and November open houses, You@Waterloo Day, FIRST Lego League, Ontario University Fair and regional science fairs. . We have begun soliciting ideas from ECE graduate students for the development of ECE-themed modules for Engineering Science Quest (Grades 1 to 9) and the Catalyst Weekend Conference (Grade 11). E3: Increase Alumni and Undergraduate Participation . Participation in the Waterloo Aerial Robotics Group has increased significantly. The team now has 44 regular members, which represents an almost 10% increase since last year and over 100% since 2013. . The engineering ambassador program has been an excellent resource that has helped identify and train ECE students who are well suited to recruitment and outreach. These trusted volunteers help organize events, deliver tours and act as the face of ECE to visitors and prospective students. . In March 2016, Prof. Derek Wright hosted three ECE alumni who gave talks to second-, third- and fourth-year ECE students and held a social event afterwards. We would like to continue these events. E4: Develop ECE Student Design Teams . We continue to develop and support student design teams. In 2015/16, ECE provided over $10K in funding as well as technical support through our talented faculty and staff. Supported teams included the Waterloo Aerial Robotics Group and Midnight Sun Solar Car. . ECE sponsored the Ontario Engineering Competition hosted at Waterloo in 2016. E5: Create an Online Repository of Event Media . With the assistance of the infrastructure support team, ECE has started to place media related to outreach and spirit events in a staff-accessible server.
74 Waterloo Engineering F. ANNUAL ASSESSMENT AND CALIBRATION . A full-day retreat was organized in May 2016 to discuss various departmental issues, including ECE’s progress on our strategic plan. There were four main topics addressed at the retreat: research space allocation; quality of our graduate student application pool; the most recent exit survey data from our undergraduate students; and the annual merit review process.
Department of Management Sciences Samir Elhedhli, Chair The Department of Management Sciences (MSCI) has again made steady progress toward our strategic priorities. Our management engineering undergraduate program continues to show strong signs of reaching a healthy steady state. Average intake over the past four years is 67 against a target of 65. The Ontario Secondary School admission average has kept increasing over the past years to reach over 91%. Both 1A and 1B failure rates have dropped significantly. Following a successful detailed curriculum review that involved wide consultation with students, faculty and staff, changes have been made to improve the management engineering curriculum. To allow for future growth, we moved and expanded the management engineering lab. We are now planning to increase management engineering intake. With regards to graduate studies, we met our Canadian and Permanent Resident (CPR) student intake target. To better promote our programs and increase our graduate student intake, the department established an admission committee and restructured the website committee. All approvals have recently been completed for the department to introduce a Type 2 Graduate Diploma in Data Analytics. A new priority has emerged to restructure the graduate program with an aim to best meet the needs of our graduating students, respond to market needs and make it easier for our faculty to attract and train students. In the past year we have filled one faculty position in operations research/information systems with a specialization in data analytics, one of the growth areas the department is pursuing. While we did not complete our faculty hiring as planed due to two retirements and a resignation, we have taken this opportunity to, in light of the university’s upcoming new resource allocation model, put our hiring on hold for one year to assess our needs and refocus our priorities.
A. FACULTY AND STAFF PLAN . Three new faculty began their appointments in the department this year (Prof. Houra Mahmoudzadeh, lecturer Mehrdad Pirnia and Prof. Kejia Zhu) and another (Prof. Bissan Ghaddar) was hired but started after May 1, 2016 and is therefore not reflected in Figure 50 below. . Two faculty members (Prof. David Fuller and Prof. Paul Guild) retired in the past year and one prior vacancy remains open.
Figure 50: MSCI Regular Faculty Complement Plan Performance to Target
35 50% 30 40% 25 20 30% 15 20% 10 % Women % 5 10% Regular Faculty Regular 0 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target Total 22.3 26.3 28.3 29.3 30.3 30.3 30.3 30.3 Actual Total 22.3 26.3 27.3 26.3 25.3 26.3 Target % Women 22.5% 22.9% 23.9% 23.1% 23.1% 23.1% 23.1% 23.1% Actual % Women 22.4% 22.8% 22.0% 26.6% 23.8% 30.5%
. We are currently close to target with respect to PEng registration and application, and expect to exceed target in the near future. One new hire has already applied and two others will be applying soon, which will bring our percentage to over 80%.
Strategic Plan Progress Report: 2015/16 75 Figure 51: MSCI Regular Faculty PEng Status Performance to Target
100% 80% 60% 40% 20% 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target % Registered&Applied 64.0% 65.7% 72.6% 73.6% 73.6% 73.6% 73.6% 73.6% Actual % Registered&Applied 64.0% 58.1% 67.0% 73.4% 76.3% 65.8%
. Our new accreditation assistant staff position, Natalie Chow, shared with the Department of Mechanical & Mechatronics Engineering (0.34/0.66 FTE) was hired September 1, 2015. . Due to the impending introduction of the new resource allocation model and the possibility of a current temporary reduced workload (to 80%) being extended, it may be necessary to increase our administrative staff targets in future.
Figure 52: MSCI Regular Staff Complement Plan Performance to Target
10 8 6 4 2 0 2011 2012 2013 2014 2015 2016 2017 2018 Target FTE 7.0 8.0 9.0 9.0 9.3 9.3 9.3 9.3 Actual FTE 7.0 8.0 9.0 9.0 8.8 9.3
A1: Faculty High Performance . We continue to hire individuals who we believe are a good fit to the department both in terms of background and academic agenda. . We provide extensive mentorship to set new faculty up for success. Each new faculty member is assigned a mentor. We also hold regular mentorship meetings to discuss topics such as student supervision, grant writing and teaching. A2: Staff High Performance . The administrative officer continues to have monthly administrative staff meetings to share information and ideas towards improving administrative tasks. . Staff are encouraged to take courses and workshops available through the university’s offices of Organizational and Human Development and Information Systems and Technology to update their skills. A3: Department Information Tracking Tool Development . We continue to work with the Department of Electrical & Computer Engineering to implement their system of information tracking. . Another priority for the department is to develop a system to make data collection for outcomes-based assessment easier.
B. UNDERGRADUATE STUDIES PLAN . We were not able to meet our target of 65 for 2016, mainly due our international student intake falling short of the target 10 students. Over the last four years, our average intake is 67, right on target. . We are currently in discussion with the engineering admissions office to increase our target intake. Going forward, our targets will be increased to 80 students (15 international), the performance against which will be reflected in future progress reports.
76 Waterloo Engineering Figure 53: MGMT Undergraduate Intake Plan Performance to Target
100 80 60 40 20 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 60 65 65 65 65 64 64 64 Actual 66 62 79 70 57 Target Int'l 10 10 10 10 10 9 9 9 Actual Int'l 11 4 8 10 3
B1: Implement Outcomes-based Program Evaluation . With the hire of our new graduate attributes lecturer and attributes assistant, we have started a new three- year process to further enhance outcomes-based evaluation of management engineering. We are building on our past process and tools and expanding their use. - 2016 focus: Data. Each term we are meeting individually with all course instructors and ensuring that course outlines contain learning objectives and constructing course indicators and recording assessments for all students. By the end of 2016, we will have collected data on all cohorts (1A-4B) and all courses. - 2017 focus: Data analysis, improved assessment and program improvement. We will analyze collected data and identify attributes lacking assessment or needing program improvement and then work with instructors to fix these issues. We have begun to develop the analytical tools needed to process the 2016 data. - 2018 focus: Program improvement. Having a solid process in place, good measurements in hand and analysis tools finished, we will turn our attention to specific improvements needed. . The associate chair, undergraduate meets weekly with the graduate attributes lecturer and attributes assistant to monitor and improve the outcomes-based assessment process. Each month, the status is reviewed with the Department Undergraduate Studies Committee. B2: Reduce Student Attrition by Increasing Student Admission Averages . We have held our intake steady as our new program establishes itself. Our average intake for the past four years has been 67 students with a target of 65. . As the management engineering program has become better known, we have seen our Ontario Secondary School admission average continue to climb (by four percentage points over four years) and our percent of deflected admissions decline (by 18 percentage points over four years). . Our department teaching and undergraduate liaison officer significantly revised our introductory course in management engineering (MSCI 100) with a focus on increasing student success. . In fall 2015, we saw our 1A failure rate drop to a level that puts us effectively at the faculty average and our 1B failure rate continues to drop. In winter 2016, the 1B failure rate was on par with the faculty average. B3: Increase the Average Teaching Quality of Faculty and TAs . Our efforts to improve teaching quality are also part of our outcomes-based assessment process. By working individually with each instructor to construct intended learning objectives for their courses and align their assessments to the objectives, we anticipate this will help them better teach a course's critical components. . We continue to develop our technology for assigning teaching assistants (TA) to courses. Our management engineering students developed software to algorithmically make matches between TAs and instructors and to maximize the quality of the matches. This software has been successfully used for three terms. We plan to further develop the system to collect TA evaluations to better enable instructors to select good TAs. B4: Enhance the Social, Professional, and Intellectual Experience of Our Students . Our student Institute of Industrial Engineers (IIE) chapter is firmly established and works well with a faculty supervisor.
Strategic Plan Progress Report: 2015/16 77 . In 2016, we supported our students in their hosting of the 36th annual Canadian Student IIE Conference. This conference draws hundreds of students from industrial engineering departments across Canada. Students participate in academic competitions, attend keynotes and network with industry. . We have begun to solicit whole cohort feedback directly via a pizza lunch where students provide written feedback on the program and the associate chair answers questions. Previously, we utilized elected student representatives to provide feedback. Students report that this new format is working better. B5: Expand MSCI Option Course Offerings . We continue to work to provide MSCI option students with flexibility in course selection by trying to schedule courses at times that enable them to take a broader selection. B6: Comprehensive Review of the Undergraduate Program . In fall 2015, we conducted a comprehensive review of the management engineering program. Both students and faculty participated in affinity mapping exercises to help determine what areas of the program could most benefit from improvement. Students and faculty identified two key areas: a need for additional probability and statistics instruction, and the elimination of redundancy in the information systems course sequence. Students also identified a need for better selection of technical electives. To address these issues, we have designed the following curriculum changes: - a new two-course sequence in probability and statistics to replace a course in accounting and a single probability and statistics course; - a new course in databases and software design that merges and replaces our existing MSCI 346 and 444 courses while also providing instruction on the design of modern multi-tier software systems; - the addition of a new technical elective on analytics and user experience; and - rearrangement of courses to provide a better selection of electives. . The department has approved the curriculum changes and will next seek Faculty of Engineering approval.
C. GRADUATE STUDIES PLAN . MSCI is experiencing continuing strong demand for on-campus and online graduate programs. Looking forward to 2016, the total number of students who accepted an offer of admission has increased to 92 and 67 of them have already registered for fall 2016. . The data demonstrates that the on-campus and online coursework master programs (the MMSc programs) are very popular and their demands are increasing. Moreover, CPR enrolment has been increased such that the number of offers accepted by CPR students in 2016 is very close to target. While PhD intake has been steady in 2016, the number of MASc students has increased so that we expect to possibly meet our targets. . In 2016, five students transferred from MMSc to MASc in either winter or spring.
Figure 54: MSCI Graduate Intake Plan Performance to Target
90 60 30 0 2011 2012 2013 2014 2015 2016 2017 2018 Target Intake 68 61 77 56 58 64 64 64 Actual Intake 52 73 63 40 46 Target CPR 51 37 43 27 27 29 29 29 Actual CPR 30 25 28 16 9
C1: Excellence in Graduate Programs . Our aspiration to reduce graduate class sizes will be considered during the internal graduate program review we plan to carry out in fall 2016. . To increase graduate course availability, two new graduate courses in data analytics were introduced and added to the graduate calendar. Both are scheduled to be offered in this upcoming academic year. A total of three courses in data analytics will be offered in 2016/17.
78 Waterloo Engineering . All approvals are now in place for the department to introduce a graduate diploma in data analytics. . The department continues to provide a scholarship worth $5,000 to the top MMSc students if they are interested in transferring to the MASc program. C2: Enhanced MMSc Online Program . We are maintaining our MMSC online program enrolment at the target level of 25-32 students. . The online program migrated to electronic course critiques with the rest of the Faculty of Engineering in winter 2016, facilitating the gathering of course-specific feedback. . We have organized social events in Waterloo in the past with lower than expected attendance. We are considering organizing some events in Toronto in the future which may make attendance easier for students. . We still plan to explore mechanisms to increase the participation of regular faculty in the online program and to possibly combine on-campus and online courses. C3: Increase the Number of Electives Offered Annually . We are investigating potential tactics to increase electives, including possibly increasing the number of combined online and on-campus courses and sharing courses with other Waterloo online programs. . This year we have an agreement to share some courses on a trial basis with the Master of Environment and Business program in the Faculty of Environment.
D. RESEARCH PLAN . Our research funding has exceeded target despite a drop in our total faculty members.
Figure 55: MSCI Research Funding Plan Performance to Target
$1,400,000 $60,000 $1,200,000 $50,000 $1,000,000 $40,000 $800,000 $30,000 $600,000 $400,000 $20,000 $10,000
TTL Research $ Research TTL $200,000 $0 $- 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 Target - Rsch $ $823,155 $720,000 $970,000 $980,000 $1,050,000 $1,100,000 $1,150,000 $1,175,000 Research $/TTS Faculty $/TTS Research Actual - Rsch $ $823,155 $887,146 $976,853 $1,111,487 $974,055 $1,145,484 Target - Rsch $/TTS $29,630 $35,531 $35,531 $34,629 $37,102 $38,869 $40,636 $41,519 Actual - Rsch $/TTS $40,550 $36,508 $42,015 $47,703 $41,877 $49,247
D1: Increase Research Funding Level . The increase in research funding per tenured/tenure-stream faculty member this year is a good indication that our faculty are actively seeking research funding. . We will continue to work more closely with the different support offices in the faculty and the university to make sure our faculty are aware of funding opportunities and potential collaborations with industry, and that they get the support needed to explore these opportunities. . We continue to match faculty with potential industries through the MSCI chair and industry liaison officer.
E. EXTERNAL RELATIONS PLAN E1: Strengthen Existing Industry Relationships . The 2016 Management Engineering Capstone Design Symposium and the alumni/industry post-symposium event were well attended by industry representatives, especially from sponsoring companies. . The Deloitte sponsorship for the capstone design symposium was renewed for another year.
Strategic Plan Progress Report: 2015/16 79 E2: Create New Industry Partnerships . We are currently updating the webpage that outlines research interests, especially as they apply to industry. . Because of a timing issue, potential projects were not solicited from alumni in 2015/16 (a model that had proved successful in the past). We will return to doing so in 2016/17. . Co-ordination with the industry partnership liaisons in the university’s Office of Research continues. More effort will be put into improving this connection to better take advantage of these resources and to avoid duplication of effort. E3: Strengthen the Relationship with Our Growing and Diverse Alumni Body . Despite the 2016 Management Engineering Capstone Design Symposium being held mid-week, approximately 20 alumni were in attendance. One alumnus in attendance (Ari Paunonen, founder of Monstercat) gave an interview in support of MSCI 454. E4: Better Communicate the Department, Mission and Relevant Information to a Variety of Audiences through Our Web Presence . We continue to create new pages (e.g. data analytics), update and enrich existing ones (e.g. MMSc online, research groups) and redesign the overall flow of information between pages. To support these efforts, an undergraduate student was hired in winter 2016 on a casual basis. . A short video was created with participation from faculty and students to better promote the management engineering program.
Department of Mechanical & Mechatronics Engineering Jan Huissoon, Chair The Department of Mechanical & Mechatronics Engineering (MME) has undergone a fairly rapid increase in size in the past year, primarily as a result of the hiring associated with the expansion of the undergraduate mechatronics engineering program and the new biomedical engineering program. Admissions to mechatronics engineering continue to exceed target while those to mechanical engineering are on target. Our initiatives to improve the undergraduate learning experience have focussed on developing an MME Clinic and this has proven to be very successful. The definite-term faculty clinic director position, hired to launch and oversee the clinic, will end in December 2016. To ensure the ongoing success of this initiative, we plan to restructure some of the technical staff positions and lecturer responsibilities. Our graduate admissions exceeded targets in all categories. The graduate programs received a very positive review, with the only significant concern being the availability and quality of space for students and labs. The allocation of the ground floor of the EC4 building to the department will greatly alleviate these space issues, and provide for a first- class additive manufacturing research facility. The department’s identified highest priorities to 2018 include: hiring faculty for the mechatronics expansion, biomedical program and to replace upcoming retirements; updating the undergraduate program to better integrate inter-term concepts and incorporate clinic activities and safety; and strengthening the graduate program by developing and promoting exchange opportunities and online courses.
A. FACULTY AND STAFF PLAN . Our net actual faculty complement increased by 7 to 59.5 (which includes one two-year definite term appointment not included in the regular faculty complement shown in Figure 56 below). This large increase was primarily due to the starting dates for four positions filled in 2014 falling in mid-2015, with two additional new faculty members hired in 2015. . The difference between the 2016 target and actual total is due to the Mechatronics MEng program being postponed, an IRC faculty support position that had been filled but which the appointee declined (and is being re-advertised), and two lecturer positions that have not been established.
80 Waterloo Engineering Figure 56: MME Regular Faculty Complement Plan Performance to Target
80 50% 60 40% 30% 40 20%
20 10% Women %
Regular Faculty Regular 0 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target Total 52.5 53.5 56.5 56.5 60.5 63.5 65.5 69.5 Actual Total 52.5 53.5 53 53 52.5 58.5 Target % Women 17.1% 16.8% 17.7% 17.4% 15.0% 15.7% 16.8% 18.9% Actual % Women 17.1% 16.8% 16.0% 16.0% 17.1% 17.1%
. The percentage of MME faculty holding a PEng license decreased quite significantly last year since only one of the seven new faculty who joined the department currently holds a license.
Figure 57: MME Regular Faculty PEng Status Performance to Target
100% 80% 60% 40% 20% 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target % Registered&Applied 90.5% 96.3% 94.7% 94.8% 94.4% 94.8% 95.0% 95.3% Actual % Registered&Applied 90.5% 92.5% 90.6% 94.3% 92.4% 84.6%
. In 2015/16, two new staff positions were established, five vacancies were filled and one position was vacated and not yet filled as of May 1, 2016.
Figure 58: MME Regular Staff Complement Plan Performance to Target
35 30 25 20 15 10 5 0 2011 2012 2013 2014 2015 2016 2017 2018 Target FTE 26.0 29.0 30.0 30.0 31.7 32.7 32.7 32.7 Actual FTE 26.0 29.0 29.0 30.0 26.0 32.7
A1: Hire New Faculty to Support New Initiatives . Mihaela Vlasea joined the department as assistant professor on September 7, 2015. This is a new position in support of the mechatronics engineering expansion. . Cliff Butcher joined the department as assistant professor on January 1, 2016. This is a new position in support of the biomedical engineering program. . Jean-Pierre Hickey joined the department as assistant professor on January 1, 2016. This is a new position in support of the mechatronics engineering program expansion. . Kamyar Ghavam joined the department as lecturer on September 1, 2015. This is a new two-year definite term position created to support the solid mechanics and machine design group. . Andrew Milne joined the department as lecturer on July 13, 2015. This is a new definite term position created to support the graduate attributes assessment for the department.
Strategic Plan Progress Report: 2015/16 81 A2: Replace Faculty Retirements with Positions in Emerging Areas . Kevin Musselman joined the department as assistant professor on July 1, 2015. This is a replacement for a position vacated in July 2014. . John Montesano joined the department as assistant professor on August 1, 2015. This is a bridged position to John Medley who will retire at the end of 2016. A3: To Better Support the Department’s New Activities, Increase FTE Staff Complement . The new administrative and technical staff positions associated with the mechatronics engineering program expansion were filled, as was the new accreditation assistant position. A4: Provide Professional Development and Training for Our Staff . Thirteen administrative staff took a total of 147 courses or 599 hours. The average number of training courses per administrative staff member was 11 with an average of 46 hours per staff member. All staff took at least one course with one member taking 26 courses. . All staff are encouraged to seek out professional development to enrich their current roles and growth opportunities. Cross-functional training is highly encouraged within the department.
B. UNDERGRADUATE STUDIES PLAN . Mechanical engineering undergraduate intake was on target this year, with an above-target number of international students admitted. . Mechatronics engineering undergraduate intake was again over target, though less dramatically than in 2014.
Figure 59: ME Undergraduate Intake Plan Performance to Target
250 200 150 100 50 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 207 210 210 210 210 203 204 204 Actual 217 210 215 196 211 Target Int'l 22 25 25 25 25 18 19 19 Actual Int'l 34 34 36 32 35
Figure 60: MCTR Undergraduate Intake Plan Performance to Target
200 150 100 50 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 120 130 130 165 170 173 184 189 Actual 129 134 141 190 183 Target Int'l 15 15 15 18 20 18 24 24 Actual Int'l 19 19 19 22 17
82 Waterloo Engineering Figure 61: BME Undergraduate Intake Plan Performance to Target
80 60 40 20 0 2014 2015 2016 2017 2018 Target 45 50 55 65 70 Actual 41 53 Target Int'l 3 3 3 3 5 Actual Int'l 0 4
B1: Establish an Engineering Clinic within our Undergraduate Programs . Every active MME cohort has participated in at least one clinic activity. . There has been extensive use of WATiMake hardware prototyping tools (laser cutter, 3D printers, CNC mill, electronics and hand building tools) by over 300 individual MME students per term since winter 2015 and we are experiencing continued growth in demand each term. . Integration of WATiMake clinic support for class activities is taking place from both programs for core courses each semester. . Staff engineers and co-op students extensively supported cornerstone and capstone prototypes for both mechatronics and mechanical engineering students in winter term. B2: Improve the Undergraduate Experience . This goal has primarily focused on implementing clinic activities, with positive feedback from students. B3: Undergraduate Lab Renewal . $300K was spent on undergraduate lab equipment in 2015/16. The major expenditures were in the Fred Church Lab, a new milling machine, software, microscopes (stereomicroscope/impact tester replacement) and new cameras. B4: Increase Admission to Mechatronics Engineering . The mechatronics engineering expansion is moving forward very well, with continuing strong interest in the program. The admission target was again exceeded in 2015.
C. GRADUATE STUDIES PLAN . Graduate intake increased nicely over last year in all categories, with many of the new faculty quickly recruiting new graduate students.
Figure 62: MME Graduate Intake Plan Performance to Target
140 120 100 80 60 40 20 0 2011 2012 2013 2014 2015 2016 2017 2018 Target Intake 99.8 112 117 125.8 104 111 114 122 Actual Intake 93.4 110.4 96.7 108.3 116.8 Target CPR 80.6 79 79 84.4 69 74 76 82 Actual CPR 59.4 67.4 62.4 65.3 72.8
Strategic Plan Progress Report: 2015/16 83 C1: Increase Graduate Student Funding . With the introduction of the Engineering Domestic Doctoral Student Award for domestic PhD students, we expect to see increases in domestic PhD intake to meet our established target. C2: Expand Graduate Program with Emphasis on Quality . No new expansion in 2015/16 to report. . Starting in fall 2016, MME is accepting visa students into the professional master (MEng) program. We have established a target of 15 students for fall 2016 and 50 students for 2017 and 2018. Performance against these increased graduate targets will be reflected in our progress report next year.
D. RESEARCH PLAN . MME research funding has remained stable this year over last, and remains below our ambitious targets. . The variability in funding per tenured/tenure-stream faculty member is due to the hiring patterns and timing. The decrease this year is primarily due to the addition of five junior faculty.
Figure 63: MME Research Funding Plan Performance to Target
$25,000,000 $500,000 $20,000,000 $400,000 $15,000,000 $300,000 $10,000,000 $200,000 $5,000,000 $100,000 TTL Research $ Research TTL $0 $- 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18
Target - Rsch $ $19,143,789 $14,765,131 $22,367,375 $23,500,000 $18,000,000 $19,000,000 $21,000,000 $23,000,000 Faculty $/TTS Research Actual - Rsch $ $19,143,789 $21,302,262 $14,281,376 $11,932,489 $15,738,820 $15,789,949 Target - Rsch $/TTS $375,368 $283,945 $422,026 $443,396 $339,623 $339,286 $362,069 $370,968 Actual - Rsch $/TTS $375,368 $409,659 $277,308 $236,287 $321,200 $292,406
D1: Increase Research Funding . Research funding stabilized at the same level as last year, although this is expected to increase in the coming year. The slight decrease in funding per tenured/tenure-stream faculty member is primarily due to the addition of five junior faculty. D2: Promote Identified Focus Areas . Advanced manufacturing and additive manufacturing, in particular, are being promoted and showcased in our new space in EC4.
E. PHYSICAL SPACE PLAN E1: Create New Space and Explore Rental of Off-Campus Space . The allocation of the ground floor of EC4 to MME will create much needed new space for the department, and will remove the need to investigate off-campus space rental. . Newly acquired space in DWE will address the need for lab, clinic and work space in support of the undergraduate mechatronics engineering program expansion. E2: Rationalize and Actively Track Space Utilization . A graduate seating space utilization database has been implemented and is in use.
84 Waterloo Engineering Department of Systems Design Engineering Paul Fieguth, Chair In 2015/16, both EC4 and E7 became a definite reality, meaning that very concrete and substantial space opportunities are taking place for systems design engineering. The EC4 and E7 space expansions were essentially premised on the needs created by the biomedical engineering program, which began with great success in 2014/15. Development of the biomedical engineering program necessarily took priority in 2015/16, and remains a priority, although in many cases the biomedical engineering program is very much related to parallel goals of hiring and space. We continued curricular and laboratory development of the biomedical engineering program into second year, with strong co-op placement success by both biomedical and systems design students. Faculty and staff hiring, due both to the new biomedical and expanded mechatronics programs, has moved forward. Of note, a substantial donation by an alumna has allowed the enhancement of lab facilities and the creation of a Systems Design Maker Space in E5. Going forward, we continue to place priority on the undergraduate laboratory program, undergraduate design sequence, graduate course offerings, graduate program identity and research funding. We also plan to consider specializations or partnerships to enhance our graduate program and will work to define what creative approach the department wishes to take to the Ideas Clinic philosophy, including what pedagogic strategies would be complementary to existing classroom and lab instruction.
A. FACULTY AND STAFF PLAN . Two positions (Profs. Scott and Willett) were filled in the past year; however as of July 2016 there were a total of seven faculty positions either in the final stages of hiring or with a hiring process anticipated to start in the coming year. These include: - the Schlegel Chair in Aging, an exceptional new position in partnership with the Schlegel-UW Research Institute for Aging, not included in the faculty targets in Figure 64; - a lecturer position associated with the mechatronics program expansion; - a tenure-track position as part of the biomedical program; - planning ahead for the next lecturer position, which would begin in 2017/18, but for which planning begins in this next year; - a tenure-track position in the Department of Biology (although not part of the systems design complement, we will have representation on the hiring DACA since that hire is closely related to the participation of biology in the biomedical engineering program); and - two additional positions to fill due to resignations. . We are essentially on target with respect to female faculty, although continued efforts are required in order to encourage a strong applicant pool. PEng registration increased significantly in 2015/16 and is presently ahead of target.
Figure 64: SDE Regular Faculty Complement Plan Performance to Target
40 50% 35 30 40% 25 30% 20 15 20%
10 10% Women % 5 Regular Faculty Regular 0 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target Total 23.3 24.3 25.3 26.3 30.3 31.3 32.3 34.3 Actual Total 23.3 24.3 24.3 25.3 28.3 30.3 Target % Women 17.2% 16.5% 19.8% 19.0% 18.0% 20.0% 22.0% 24.0% Actual % Women 17.2% 16.5% 16.5% 15.8% 17.6% 19.8%
Strategic Plan Progress Report: 2015/16 85 Figure 65: SDE Regular Faculty PEng Status Performance to Target
100% 80% 60% 40% 20% 0% 2011 2012 2013 2014 2015 2016 2017 2018 Target % Registered&Applied 67.1% 68.6% 70.0% 72.2% 71.2% 72.0% 73.0% 74.0% Actual % Registered&Applied 67.1% 64.2% 59.7% 72.3% 69.6% 78.8%
. Our staff complement has consolidation, particularly on the administrative side where a number of position changes internal to the department took place. In total, we saw three new staff members come into the department: - Rahul Keshavarzi-Valdani, a technical staff member to offer laboratory support for the undergraduate biomedical engineering program; - Lauren Gachene, department secretary, supporting a wide range of departmental administrative tasks; and - Colleen Mechler, shared with chemical engineering and having a 0.49 FTE appointment in systems design, to assist in administrative, data collection, and organizational matters related to engineering accreditation. . While Figure 66 shows our staff hiring as behind by one, we are actually at target; one filled position does not appear in our May 1, 2016 regular staff count because of how positions are filled and made permanent.
Figure 66: SDE Regular Staff Complement Plan Performance to Target
16 12 8 4 0 2011 2012 2013 2014 2015 2016 2017 2018 Target FTE 9.0 9.0 10.0 10.0 11.5 12.5 12.5 13.5 Actual FTE 9.0 8.0 9.0 10.0 10.0 11.5
A1: Faculty and Teaching Assignments . The effective and fair assignment of teaching remains challenging, despite focused efforts from the undergraduate associate chair. . The number of graduate courses remains inadequate. In very large part this is due to biomedical teaching obligations increasing more rapidly than the teaching tasks produced by new hires. This pressure on teaching tasks was known ahead of time to be particularly acute in the 2014-2016 time frame. Over time the availability of teaching tasks will improve, so the focus needs to be on resisting a disproportionate increase in undergraduate electives to allow a greater breadth of graduate courses. A2: Staff Restructuring . Most of the restructuring is complete, with shifts in administrative staff positions for department secretary, events/outreach co-ordinator, graduate secretary and assistant to the chair. . There are further staff positions anticipated in both the technical and administrative sides; however, neither of these openings take place in this next year, and so are the subject of later planning.
86 Waterloo Engineering B. UNDERGRADUATE STUDIES PLAN Undergraduate intake continues to be very satisfactory. . Biomedical engineering continues to see huge demand. An increase in the first-year class size is certainly not limited by demand for the program, rather by questions of co-op placement and to allow the laboratory program to iterate and develop. . The mechatronics engineering program continues to have very strong demand. . The number of systems design applicants has been satisfactory. The reduction in the 2014 intake seen in Figure 67 is partly statistical fluctuation and partly due to class size limitations caused by a larger number of students repeating 1A from the previous year. The number of applicants was not significantly different in 2014 relative to other years. . It would be desirable to have a modest increase in the number of international students applying and coming to systems design.
Figure 67: SDE Undergraduate Intake Plan Performance to Target
120 100 80 60 40 20 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 88 90 90 90 90 90 90 90 Actual 89 87 97 74 79 Target Int'l 3 4 4 5 5 5 5 5 Actual Int'l 3 2 3 1 3
Figure 68: BME Undergraduate Intake Plan Performance to Target
80 60 40 20 0 2014 2015 2016 2017 2018 Target 45 50 55 65 70 Actual 41 53 Target Int'l 3 3 3 3 5 Actual Int'l 0 4
Figure 69: MCTR Undergraduate Intake Plan Performance to Target
200 150 100 50 0 2011 2012 2013 2014 2015 2016 2017 2018 Target 120 130 130 165 170 173 184 189 Actual 129 134 141 190 183 Target Int'l 15 15 15 18 20 18 24 24 Actual Int'l 19 19 19 22 17
Strategic Plan Progress Report: 2015/16 87 B1: Teaching Quality . For the time being, the plan for improving teaching quality focuses on a strong promotion of the university’s instructional skills workshop and the teaching excellence academy among systems design faculty. To date, seven systems design faculty have taken part in one of these. As a target, the department should have one participant in one of these programs every year. B2: Laboratory Program . A common Arduino framework is now in place for all of the core systems design and biomedical engineering laboratory sessions. In 2015/16, there was a particular emphasis on the SYDE 352L controls lab, where very significant work was undertaken to overhaul the experiments and to produce a complete set of in-house test apparatus. . The remaining plan goal is to more fully update the SYDE 292L lab. B3: Other Curriculum Components . Preparation for outcomes-based accreditation has been greatly assisted by the dedicated time from our graduate attributes lecturer and outcomes/accreditation administrator. All 12 of the basic outcomes have now been reviewed and assessed. The primary task for the next year is to assess each course individually and to begin a feedback strategy for curricular improvement. . A more comprehensive plan for class professor hour is needed, and remains an ongoing priority for the department. A clear path forward has yet to be determined.
C. GRADUATE STUDIES PLAN Graduate student intake at the MASc and PhD levels was reasonably close to target and consistent with expectations; however, the decline in MEng intake was unexpected, based on the very positive trend from the preceding few years.
Figure 70: SDE Graduate Intake Plan Performance to Target
60 50 40 30 20 10 0 2011 2012 2013 2014 2015 2016 2017 2018 Target Intake 34.9 38 41 42 47 50 53 56 Actual Intake 33.9 45.9 39.2 51.2 35.5 Target CPR 23.8 18 20 20 24 25 26 27 Actual CPR 11.9 17.9 9.9 18.2 15.5
C1: Graduate Growth . The biomedical engineering program and expanded mechatronics engineering program are leading to significant hiring, over time, in systems design. This will in turn lead to growth in the graduate program. Indeed, there is significant interest in a dedicated biomedical engineering graduate program (see E2 below). . Understanding and addressing the decline in the MEng program is our highest graduate priority to address in the coming year. The steps to do so are outlined below. - First, examine and understand the circumstances behind and around the drop. - Second, offer better support to MEng students once on campus. In 2015/16, we began to offer faculty mentoring to each MEng student, at least at a modest level, to offer advice on course selection and academic plans. - Third, offer better course offerings and specializations, to attract MEng students to systems design. The topic of specializations will be the focus of 2016/17.
88 Waterloo Engineering C2: Graduate Program Quality . The most significant challenge faced in this area is that the undergraduate teaching tasks associated with the biomedical engineering program currently exceed the teaching tasks available from hired faculty. The limitation on teaching tasks will improve, over time, as hiring is completed. Indeed, the teaching task situation should already be improving in 2017. . The systems design graduate program was reviewed in 2015/16. One of the conclusions from this review was a lack of identity in the graduate program, a criticism with which we agree and which forms the basis for moving forward in 2016/17. C3: Biomedical Engineering Graduate Program . Closely linked to the success and growth of the systems design graduate program, the biomedical graduate program goal is described under Goal E2.
D. RESEARCH PLAN We remained slightly ahead of target in the 2015/16 research funding illustrated in Figure 71. The performance for 2014/15 was not expected to be extrapolated, since most of that spike represented a one-time very large equipment grant (CFI funding for the GAIA automotive project). Nevertheless, we have a significant number of researchers with active and growing industrial collaborations, a circumstance we expect to continue as strong researchers are hired for the biomedical engineering program.
Figure 71: SDE Research Funding Plan Performance to Target
$16,000,000 $600,000 $14,000,000 $500,000 $12,000,000 $10,000,000 $400,000 $8,000,000 $300,000 $6,000,000 $200,000 $4,000,000 $100,000 TTL Research $ Research TTL $2,000,000 $0 $- 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 Target - Rsch $ $3,544,148 $3,195,000 $3,456,500 $3,728,000 $4,009,500 $4,301,000 $4,602,500 $4,914,000 Research $/TTS Faculty $/TTS Research Actual - Rsch $ $3,544,148 $3,571,359 $5,165,527 $3,884,899 $13,423,82 $4,642,330 Target - Rsch $/TTS $166,392 $143,000 $152,000 $153,416 $158,478 $163,536 $168,590 $173,640 Actual - Rsch $/TTS $166,392 $160,151 $231,327 $166,734 $551,740 $176,313
D1: Research Directions . The biomedical engineering program explicitly identifies three directions of interest, all three of which very much remain intended research directions for the department: biomechanics, biosignals and biodevices. . A strategic planning session with all systems design faculty was held in 2015/16 to clarify long-term strategic research directions. Topics which emerged include: the Internet of Things; implantable devices; biodevices; sensors and big data; and cyber-physical systems. The next tenure-track hire, taking place in 2016/17, is proposed to be in the biodevices area. D2: Research Funding . As in the past year, the current focus remains on the development of NSERC IRC opportunities, since the biomedical and mechatronics hires offer good opportunities to tie junior hiring to IRC positions. No IRCs are yet certain, but will be the direction of focus and attention throughout 2016/17.
Strategic Plan Progress Report: 2015/16 89 E. BIOMEDICAL ENGINEERING PLAN The second, larger cohort of undergraduate biomedical engineering students arrived in fall 2015. As in the previous year, there were exceptionally large numbers of applicants, so the accepted students are academically very strong. E1: Biomedical Engineering Undergraduate Program . The second, larger cohort of biomedical engineering students arrived in fall 2015. With every year, an additional year of undergraduate curriculum, syllabi, and course details need to be developed and put into place. This process has been very successful, and overall course evaluations and instructor satisfaction are very good. There have been some adjustments to heavy terms and lab course sequencing which have led to curriculum revisions. E2: Biomedical Engineering Graduate Program . There is a significant interest in forming a biomedical engineering graduate program – to attract new graduate students, to make the department attractive to prospective faculty and to better focus the biomedical research being undertaken in the department and in the faculty. A strategic committee was formed in 2015/16 and reported back to the department in early 2016. Further plans are underway. E3: Biomedical Engineering Undergraduate Laboratories . An opportunity was identified to have biomedical engineering labs in newly renovated space on the third floor of DWE. This space contains some research space for new biomedical engineering hires, but mostly undergraduate teaching laboratory space for both core and elective courses. Three teaching labs are under renovation: a dry lab, a wet lab and a cell lab. . The renovations are expected to be completed during spring 2016, to be available for use in 2016/17. Details of the laboratory program will need to be planned and developed in 2016/17.
F. DESIGN PLAN F1: Design Sequence . A strategic committee was struck in 2015/16, as proposed in last year’s plan progress report. Significant progress has been made on understanding the role of design in the program and peer institutions exercising best practices in teaching design. The explicit goal is for systems design to once again become preeminent in showing creativity and leadership in design pedagogy. . A few new design experiments (key chain, car) are begin introduced into the first-year program, as is a two- day Design Dayz initiative to explicitly introduce students to design. F2: Design Symposia . The completely revised approach, piloted in 2014/15, was continued in 2015/16. Minor changes will continue to be made; however, for the time being this plan goal is considered to be completed. F3: Design Support . The departmental support for design has significantly increased over the plan period. Systems design technical staff members have become increasingly involved in design, both in the laboratory and project contexts, a very positive development. As the biomedical engineering program grows there will, in the future, be additional design-related needs; however, for the time being this plan goal is considered to be completed. F4: Ideas Clinic . The Ideas Clinic should complement the learning that students experience through design projects and classroom instruction. In particular, any Ideas Clinic experience should be different/complementary to what students already receive in their curriculum. . A strategic committee was established in 2015/16 to look at Ideas Clinic ideas and opportunities. The committee is focusing on Ideas Clinic-related activities in four different contexts: basic hands-on skills development workshops; open-ended projects as part of laboratory courses; in-class projects, demos etc.; and separate, stand-alone exercises. The committee will continue to meet in 2016/17 to further develop these four contexts.
90 Waterloo Engineering F5: SYDE Maker Space . This new plan topic results from a substantial gift from a systems design alumna that has allowed the development of a Systems Design Maker Lab, involving new equipment and furnishings for three currently underutilized rooms in E5. A strategic committee was struck in 2015/16 to brainstorm ideas for the space, and the first stage of the space is expected to be fully in place in fall 2016. . The further development of this space, and the successful integration of this space into design courses, is a high priority for 2016/17.
G. ADVANCEMENT PLAN The department has, in general, not been very good at maintaining or nurturing ties to alumni. Two main developments this past year aimed to help improve this. . We invited alumni to the design showcase/black tie event in March. Attendance was modest, but interest and engagement by attendees was excellent. We will build upon this event in future years. . As mentioned in F5, we had a substantial donation towards a Systems Design Maker Space. Promoting and showcasing this space will form a key part of future alumni engagements.
Strategic Plan Progress Report: 2015/16 91 III. Key Metrics and Performance Indicators
The information presented in this section focuses on overview data at the Faculty level. For more detailed information at the department or program level, please refer to the tabular data presented in Appendices IV. A-H. For data definitions and sources, please refer to the alpha-numeric code in parentheses at the end of each figure title and the corresponding entry in Appendix IV. I.
A. Faculty and Staff
Figure 72: Regular Faculty 2007-2016 (A1)
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0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Lect 14.0 12.5 13.5 14.5 17.5 21.5 22.5 23.5 27.5 30.5 Asst Prof 51.3 57.0 57.5 62.5 66.0 68.0 63.5 57.5 52.5 52.5 Assoc Prof 78.5 76.8 75.8 73.8 70.3 74.3 81.0 85.0 84.5 91.5 Prof 99.5 102.5 109.5 109.5 117.5 122.5 125.3 125.9 131.9 134.9 Female 34.5 33.5 36.0 37.0 38.0 43.0 44.0 49.0 48.5 57.5
Over the past decade, the regular faculty complement in Waterloo Engineering has grown by 84 (37%), and the number of women faculty has increased by 27 (89%).
Figure 73: Regular Faculty, 2016 (A1)
100 6.5 80 As of May 1, 2016 Waterloo Engineering’s 60 4.5 regular faculty complement was 309.3, comprised of 278.8 tenured/tenure-stream 40 3.0 1.0 84.0 faculty and 30.5 lecturers (definite-term and 3.0 4.0 2.0 continuing). 20 54.0
34.7 4.0 32.5 26.3 2.5 23.3 The proportion of faculty who are women 18.0
0 6.0 0.0 ranged among departments from 12% to 45%, with a faculty-wide average of 18.6%. CEE ECE SDE MME CHE MSCI ARCH CONRAD ADMIN Units
TTS Lect Female
92 Waterloo Engineering Figure 74: TTS Faculty by PhD School, Figure 75: Regular Faculty by PEng Status, 2016 (A2) 2016 (A4)
TOTAL 189 23 61
SDE 19 3 6 16% Waterloo 23% MSCI 14 3 5 Ontario Registered MME 48 2 9 Canada Applied 28% 19% USA ECE 55 8 28 Not Applied Int'l CHE 21 3 10 Not Eligible 14% CEE 31 3 4
ADMIN Units 2 1
0% 25% 50% 75% 100%
Our complement includes faculty members who have earned PhDs from a wide range of schools (see Figure 74).The proportion of faculty who have earned degrees from Waterloo has declined by almost six percentage points over the duration of this plan period, as a broader and more global representation of PhD schools has developed. As shown in Figure 75, 77% of faculty in engineering disciplines are registered or have applied for the PEng (including some limited licences). This ranges from 66% to 91% among departments. A small decline in this proportion over last year reflects the number of new hires across the faculty, many of whom will be working through the application and registration process.
Figure 76: Age Distribution of Regular Faculty, 2016 (A3)
70 58 60 56 48 As of May 1, 2016, 33% of our faculty members are 50 46 42 55 years old or older, which is unchanged over last 40 year. The proportion of faculty members under the 28 age of 40 also remains stable at 20%, as does the 30 largest group (48%), aged 40-55 (see Figure 76). 20 19 20
10
0 <35 35-39 40-44 45-49 50-54 55-59 60-64 65+
In addition to our regular faculty complement, the contributions of a wide range of non-regular faculty members (as shown in Figure 77 and Figure 78) enrich our academic and research environment.
Strategic Plan Progress Report: 2015/16 93 Figure 77: Non-regular and Non-faculty Appointments by Figure 78: Non-regular and Non-faculty Appointments Department, 2016 (A5) by Type, 2016 (A5) 250 180 160 200 196 150 117 125 169 120 150 111 71 90 58 100 55 60 34 54 21 50 30 6 6 1 0 0 Lect CEE ECE SDE CHE Visitor MME MSCI Adjunct ARCH Post Doc Post Rsch Prof CONRAD Rsch Assoc Def-term Prof Def-term ADMIN Units
Figure 79: FTE Staff, 2007-2016 (A7)
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0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 ADMIN Units 64.7 68.9 71.9 71.6 63.8 71.1 77.1 78.3 82.3 78.3 ACAD Units 117.4 120.6 125.2 131.6 130.5 130.7 137.7 145.5 138 148.6 Female 97.2 104.8 108.5 111.1 103.8 111.3 120.3 122.8 121.2 124.4
The staff complement in Waterloo Engineering has grown by 70 (45%) over the past decade. As of May 1, 2016 there were 227 regular FTE staff members in engineering: 149 FTE (75 technical staff and 74 administrative staff) in our academic units and 78 (57 administrative and 21 technical) in our administrative units. The current distribution of staff is shown in Figure 80 and Figure 81.
Figure 80: FTE Staff in Academic Units, 2016 (A7) Figure 81: FTE Staff in Administrative Units, 2016 (A7)
50 18 16 40 14
24 12 30 10 18
8 16 20 Tech 11 13
6 10
11 Tech 11 9 Admin 22
5 4
10 2 6
5 Admin 15 4 8 2 3 7 7 7 6 2 2 3 0 0 1 1 CEE ECE SDE CHE MME MSCI ARCH Outreach CONRAD UG Office UG Computing Grad Office Rsch Office Rsch International Dean's Office Rsch Centres Rsch Advancement Machine Shop Machine
94 Waterloo Engineering Figure 82: Age Distribution of Staff, 2016 (A8)
60 49 The current age distribution of our staff 50 complement points to a need to plan for increasing staff renewal in the coming years: The proportion 40 36 37 31 of our staff complement that is 55 years of age 30 and older has increased to 25%. An additional 22 18 19 35% is aged 45 to 55 years old. Fortunately, staff 20 13 renewal over recent years has also resulted in a large cohort of staff (40%) under the age of 45. 10 3 0 <30 35-39 45-49 55-59 unknown
Figure 83: Faculty to Staff Ratios, 2007-2016 (A10)
3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Faculty:Admin Staff 2.8 2.3 2.2 2.3 2.6 2.6 2.4 2.3 2.4 2.4 Faculty:Tech Staff 3.0 3.2 3.3 2.9 3.0 3.1 3.1 2.9 3.1 3.2 Faculty:Total Staff 1.4 1.3 1.3 1.3 1.4 1.4 1.4 1.3 1.3 1.4
The average ratio of regular faculty members to FTE staff members for the faculty as a whole (including staff in administrative units, which do not typically have a faculty complement) has remained stable over the past decade. However, as shown in Figure 83, the distribution of this figure as applied to administrative staff and technical staff has varied over the same time period.
Figure 84: Faculty to Staff Ratios, 2016 (A10)
ACAD Units Only 2.1 TOTAL 1.4 As of May 1, 2016, the ratio of regular faculty to all FTE staff was 1.4 for the SDE 2.6 faculty as a whole and 2.1 in academic MSCI 2.8 units only (i.e. excluding staff in MME 1.8 administrative support offices). Figure 84 ECE 2.0 shows the distribution of this ratio across CONRAD 3.3 academic units, which varies among disciplines largely because of their varying CHE 1.8 technical intensity. CEE 2.4 ARCH 1.7 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5
Strategic Plan Progress Report: 2015/16 95 B. Undergraduate Studies
Figure 85: Undergraduate Enrolment 2006-2015 (B1)
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0 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Int'l 212 262 299 375 462 594 703 782 883 971 CPR 5157 5312 5421 5567 5884 5960 6137 6213 6303 6368 Female 1034 1021 1064 1123 1197 1300 1406 1431 1634 1833
Over the past decade, our undergraduate enrolment (head count) has increased by 44%, or over 2,200 students, to a record total of 7,339 students as of November 1, 2015. Over the same time frame, international student enrolment grew by over 750 students and the enrolment of female students increased by 800 students. We now have the highest enrolment of female undergraduate students in the Faculty of Engineering ever (1,833).
Figure 86: Undergraduate Enrolment, Fall 2015 (B1)
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1000 145 170 800 77 Figure 86 shows the distribution of the fall 2015 undergraduate 134 130 600 106 67 enrolment in the Faculty of 40 10 12 Engineering by program, including 400 887 783 39 our newest program, biomedical 33 671 568
543 engineering, which launched in fall 527 510 4
200 440 4 410
352 2014. 248 215 88 0 126 EE SE CE ME SDE CHE BME CIVE ENVE ARCH MCTR GEOE MGMT NANTE
CPR Int'l Female
96 Waterloo Engineering Figure 87: FTE Undergraduate Students per Regular Faculty Member, 2006/07-2015/16 (B6) Widely recognized as one indicator of 20.0 undergraduate program quality, the ratio of 17.5 19.0 undergraduate students to regular faculty 17.7 17.8 18.5 18.4 15.0 17.0 16.8 17.1 17.6 17.6 members is a metric we monitor annually. Figure 12.5 87 shows a gradual increase in this number 10.0 since a low point in 2007/08, reaching 18.4 this year. Despite strategic increases to the faculty 7.5 complement in recent years, this ratio has risen 5.0 due to commensurate undergraduate enrolment 2.5 increases across programs, including the new 0.0 biomedical engineering program and the expansion of our highly sought-after mechatronics program, both of which began in
2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 fall 2014. It is important to note that calculation of this ratio does not include faculty members who Figure 88: FTE Undergraduate Students per Regular Faculty had been hired but had not yet started their Member, 2015/16 (B6) positions as of May 1, of which there were 3 in 2016.
TOTAL 18.4 For 2015/16, this ratio at the faculty level is 18.4. SDE 17.6 The distribution of this ratio by department is MSCI 8.8 shown in Figure 88. Management sciences is anomalous here because it was home to an MME 20.2 established graduate program and ECE 19.6 undergraduate option before launching the CHE 20.4 undergraduate management engineering CEE 20.5 program in 2007. ARCH 14.8 0 5 10 15 20 25
Figure 89: Undergraduate Year One New Admissions, Figure 90: Undergraduate Admissions by Final 2007-2015 (B4) Entering Grade Averages, 2007-2015 (B5)
1800 90% 1600 80% 174 220 210 232 251 1400 99 228 70% 96 106 141 38% 1200 60% 25% 29% 22% 1000 50% 16% 15% 16% 15% 800 40% 13% 1396 1376 1368 1357
600 1347
1333 30% 1322 1270 1263 1239
400 48% 46%
20% 46% 44% 41% 39% 38% 38% 200 10% 37% 0 0% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2007 2008 2009 2010 2011 2012 2013 2014 2015
CPR Int'l Female 90-94% >=95%
From 2006-2015, first-year intake into the Faculty of Engineering has increased by 260 students or 19%. Over the same time period, international admissions have increased by 160% and the number of female students admitted to the first-year class has more than doubled to reach a record high of almost 500.
Figure 90 depicts a steady increase in the proportion of undergraduate students entering Waterloo Engineering with incoming final high school averages of at least 95% and between 90-94%. The record high in 2015 indicates that 84% of entering students had a final high school average of 90% or higher, an affirmation of the exceptionally high quality students we attract to our renowned undergraduate program. Unfortunately, we were unable to make offers to over 2,500 applicants who had averages of at least 90% for the 2016 admissions cycle.
Strategic Plan Progress Report: 2015/16 97 Figure 91: Co-op Employment, 2006-2015 (B8)
9000 8000 7000 6000 5000 4000 3000 2000 1000 0 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Unemployed 134 134 133 249 283 237 266 194 219 178 Employed 6024 6079 6256 6340 6697 7062 7420 7707 7843 8091 Int'l 699 858 838 635 801 847 1074 1122 1270 1420 As our undergraduate student enrolment increases, so does the number of work terms required to fulfill our commitment to co-operative education for all undergraduates. In 2015, the number of required work terms reached an all-time high of 8,269. This is an increase of over 2,500 work terms (45%) over the number required a decade ago (see Figure 91). Despite this substantial increase, our students maintain excellent employment rates. In 2015, the overall employment rate was 97.8%, consistent with performance that has ranged from 95.9% to 98.5% since 2005. Employment rates for 2015 range by program from 93.5% to 99.3% (see Figure 92).
Figure 92: Co-op Employment by Program, 2015 (B8) Figure 93: Co-op Employment by Location, 2015 (B8) 689 5 SDE 478 5 531 13 MGMT 325 4 1172 30 1420 MCTR 738 11 130 9 496 ENVE 237 15 821 18 CIVE 735 17 817 30 6175 CE 990 12 40 1 ARCH 388 8 0% 20% 40% 60% 80% 100%
Employed Unemployed Ontario Canada Int'l
Figure 94: Undergraduate International Exchange Work terms afford engineering undergraduate students Participation, 2009-2015 (B10) at Waterloo the unique opportunity to explore multiple 400 work settings over the course of their studies, including global experiences. As shown in Figure 91, over the 300 105 past decade the number of work terms completed 112 89 96 91 outside of Canada has more than doubled, reaching a 74 200 82 record total of 1,420 in 2015. 257 100 204 205 205 224 In addition to international work terms, another valuable 180 153 global experience available to Waterloo Engineering 0 undergraduates is international exchange. In 2015, 2009 2010 2011 2012 2013 2014 2015 outgoing exchange terms declined to 82 after five years of over 90 participants. Potential reasons for this Incoming Exchange Terms Outgoing Exchange Terms decline are explored in Section II. G of this report.
98 Waterloo Engineering Figure 95: Undergraduate Degrees Granted, 2006-2015 (B3)
1400 1200 1000 800 600 400 200 0 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Int'l 1 8 16 26 30 37 51 59 87 106 CPR 810 824 959 823 890 990 995 1101 1078 1157 Female 194 221 202 155 166 202 189 263 211 241
Waterloo continues to grant the most engineering Figure 96: Undergraduate Degrees Granted, 2015 (B3) bachelor’s degrees of all universities in Canada. Over the past decade, degrees awarded annually to 180 Waterloo Engineering undergraduate students 160 increased by 54%. In 2015, we reached an all-time 20 7 high number of degrees granted, awarding 1,263 140 9 undergraduate degrees across 13 programs. 120 25 8 100 3 Figure 96 shows the distribution of undergraduate 14 9 degrees granted in 2015 by program and Figure 98 80
1 149 provides a normalized indicator of degrees granted per 140 60 137 2
regular faculty member. Management sciences is 108 5 102
3 100 89 anomalous here because it was home to an 40 87 68 65 48 established graduate program and undergraduate 20 46 0 option before launching the undergraduate 0 18 management engineering program in 2007. EE SE CE ME SDE CHE CIVE ENVE ARCH MCTR GEOE MGMT To better understand the extent to which the increase NANTE in degrees awarded over time is related to increasing CPR Int'l Female faculty complement, Figure 97 shows an increase in the number of degrees granted per regular faculty member over the past seven years.
Figure 97: Undergraduate Degrees Granted per Regular Figure 98: Undergraduate Degrees Granted per Faculty Member, 2009/10-2015/16 (B7) Regular Faculty Member, 2015/16 (B7)
4.5 TOTAL 4.0 4.0 3.5 SDE 3.2 3.9 3.8 4.0 3.0 3.5 3.5 MSCI 2.0 2.5 3.3 3.3 2.0 MME 3.9 1.5 ECE 4.6 1.0 0.5 CHE 4.8 0.0 CEE 4.4 ARCH 3.5
2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 0 1 2 3 4 5
Strategic Plan Progress Report: 2015/16 99 C. Graduate Studies
Figure 99: Graduate Enrolment, 2006-2015 (C1)
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0 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 ND (incl Dip, Cert) 16 18 37 75 32 12 21 12 19 14 Prof Master 255 343 396 513 562 483 520 488 432 427 Rsch Master 440 506 594 604 570 609 660 612 628 630 PhD 510 562 580 629 681 725 745 738 743 739 Female 298 333 383 442 441 444 469 445 457 465 CPR 889 1056 1159 1264 1218 1147 1139 1026 1002 992
Over the past 10 years, our graduate enrolment (head count) has increased by 58% or 663 students to 1,810 on November 1, 2015. Over that period, PhD enrolment increased by 61% and the number of female students enrolled increased by 71%. The number of students who are Canadian or Permanent Residents increased by 21%, growing at a rate significantly slower than the overall enrolment rate (reflecting the increasing proportion of our graduate student body that is comprised of international students).
Figure 100: Graduate Enrolment, Fall 2015 (C1)
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400 160 300 55 22 130 200 39 87 94 14 65 250 100 155 14 49 125 126 112 33 67 0 29 ARCH CEE CHE CONRAD ECE MME MSCI SDE
PhD Rsch Master Prof Master CPR Female
Figure 100 shows the distribution of fall 2015 graduate enrolment by department, visa status and gender. Figure 102 normalizes that data to tenured-tenure/stream faculty. In Figure 101, which shows the trend over the past 10 years in graduate student to faculty ratios, it can be seen that the ratio of research students to faculty members has been relatively stable over the past seven years. The addition of professional master’s students to this ratio results in more variability.
100 Waterloo Engineering Figure 101: FTE Graduate Students per TTS Faculty Figure 102: FTE Graduate Students per TTS Faculty Member, 2006/07-2015/16 (C5) Member, 2015/16 (C5)
7 6.1 6.1 6.0 5.6 5.8 5.7 SDE 2.3 1.6 0.3 6 5.3 5.5 5.2 4.8 MSCI 1.0 0.6 1.8 5 MME 2.7 2.1 0.5 4 4.6 4.5 4.5 4.5 4.7 4.5 ECE 2.7 1.7 1.1 4.2 4.3 4.5 4.3 3 CONRAD 6.1 2 CHE 3.1 1.8 1.1 1 CEE 3.1 2.0 0.4 0 ARCH 5.2 0 1 2 3 4 5 6 7
2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 PhD Rsch Master Prof Master Non-Deg Students
All rsch students All students
While graduate enrolments have been increasing over Figure 103: Graduate Proportion of Total FTE Enrolment, the past decade, so too have undergraduate 2009/10-2015/16 (C7) enrolments (which have outpaced graduate student growth in recent years). We track the proportion of the 25% overall FTE student enrolment that is comprised of 20% 23.3% graduate students as a means to better understand 23.1% 22.4% 22.8% 21.5% 15% 20.2% 20.0% graduate growth in the context of overall faculty activity. Figure 103 shows this proportion over the past 10% six years. In 2015/16, the graduate proportion of total 5% FTE student enrolment ranged across departments 0% from 18% to 25.5% (excluding Conrad, which is comprised entirely of professional master’s graduate
students). 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 Figure 104 shows the trend in engineering graduate admissions by program type over the past five years, during which time total admissions were relatively stable but the distribution among programs varied slightly and the proportion of admitted students who are Canadian or Permanent Residents decreased. Figure 105 provides department-level detail of the most current year’s admissions.
Figure 104: FTE Graduate Student Admissions, 2011- Figure 105: FTE Graduate Student Admissions, 2015 (C4) 2015 (C4) 200 700 600 150 231 81 500 256 212 208 272 400 100 23 300 38 237 248 268 279 15 62 205 57 200 50 42 32 4 100 59 45 36 19 154 145 131 140 148 26 26 33 36 7 0 0 3 12 2011 2012 2013 2014 2015 CEE ECE SDE CHE MSCI MME ARCH CONRAD PhD Rsch Master Prof Master PhD Rsch Master Prof Master Dip CPR DiplomaCPR
Strategic Plan Progress Report: 2015/16 101 We monitor average graduate student support (as shown in Figure 106 and Figure 107) because financial support for research graduate students has an important impact on the quality of our graduate student experience and on the competitiveness of our graduate recruitment efforts. Additionally, the proportion of students holding external scholarships can be considered a measure of student quality.
As part of the overall financial support package, Waterloo provides International Doctoral Student Awards ($10,000) and International Master’s Student Awards ($5,000) to help offset differential tuition fees for international graduate students. These are included in the average support calculations in Figure 106 and Figure 107, below.
Figure 106: Graduate Student Financial Support, Figure 107: Graduate Student Financial Support, 2009/10-2015/16: PhD Students (C8) 2009/10 - 2015/16: Research Master's Students (C8)
$50,000 100% $35,000 100% $30,000 $40,000 80% 80% $25,000 $30,000 60% $20,000 60%
$20,000 40% $15,000 40% $10,000 20% $10,000 20% $5,000
$- 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 0%
$- 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 0%
Avg $ Supported FTEs %FTEs Supported Avg $ Supported FTEs %FTEs Supported %FTEs with GRS %FTEs with TA %FTEs with GRS %FTEs with TA %FTEs with Ext Schlp %FTEs with Ext Schlp
Figure 108: Graduate Degrees Granted, 2006-2015 (C3)
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0 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Prof Master 148 118 152 172 241 287 245 285 285 274 Rsch Master 163 171 143 180 238 209 209 259 230 262 PhD 62 87 98 96 94 116 115 134 125 150 CPR 303 301 318 363 463 463 398 435 384 404 Female 92 112 105 117 133 152 154 171 153 204
Over the past 10 years, degrees awarded annually to Waterloo Engineering graduate students increased by 371 degrees or 118%, reaching all all-time high of 686 in 2015. Reflecting our increased research intensity, the number of doctoral degrees granted increased by 168%. However, the largest growth remained in professional master’s degrees (208%), reflecting strategic efforts to grow these programs from a relatively low baseline during our earlier Vision 2010 plan period.
102 Waterloo Engineering Figure 109: Graduate Degrees Granted, 2015 (C3)
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100 70 26 22 15 50 31 51 66 27 11 56 42 56 16 26 28 22 11 0 5 13 ARCH CEE CHE CONRAD ECE MME MSCI SDE
PhD Rsch Master Prof Master CPR Female
Figure 109 shows the distribution of degrees granted in 2015 by department, degree type and gender. Figure 110 and Figure 111 normalize that data to tenured/tenure-stream faculty. Following a very small decrease last year, this ratio has returned to the all-time high experienced in 2013/14.
Figure 110: Graduate Degrees Granted per TTS Faculty Figure 111: Graduate Degrees Granted per TTS Faculty Member, 2009/10-2015/16 (C6) Member, 2015/16 (C6)
3 2.5 2.4 2.5 SDE 0.5 0.6 0.4 2.3 2.3 2.1 MSCI 0.2 0.5 2.8 1.8 2 MME 0.4 0.9 0.5 ECE 0.7 0.8 1.1 1.5 1.5 1 1.3 1.3 CHE 0.9 1.0 0.7 1.1 1.2 1.2 CEE 0.7 0.8 0.4 ARCH 3.1 0 0 1 2 3 4
PhD Rsch Master Prof Master 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16
All research students All students * graph excludes Conrad, which awarded 7 professional master’s degrees per TTS faculty member in 2015/16.
Strategic Plan Progress Report: 2015/16 103 D. Research
Figure 112: Research Funds by Sector ($M) and per TTS Faculty Member, 2006/07-2015/16 (D1&D7)
70 350,000
60 300,000
50 250,000
40 200,000
30 150,000
Total Funds ($M) Funds Total 20 100,000 Funds:TTS Faculty Funds:TTS 10 50,000
- - 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 Other 4.69 4.23 6.70 7.32 7.50 10.03 9.79 8.92 10.17 8.77 Industry 6.22 4.83 5.30 7.04 8.45 10.83 9.09 8.84 10.94 11.23 Provincial 7.48 13.60 11.68 12.69 17.44 17.73 15.46 10.26 10.34 8.30 Federal 10.72 5.82 8.36 8.20 11.26 11.38 8.75 8.14 14.00 9.60 Tri-Council 14.95 14.99 14.98 15.43 16.04 15.70 17.44 16.22 18.69 20.44 Funding per TTS Faculty 206,725 197,405 206,809 220,084 253,689 266,868 239,899 209,374 256,119 224,218
In 2015/16, research funding to Waterloo Engineering faculty members reached $58.3M or $224,218 per tenured/tenure-stream faculty member. This represents an 81% increase in total research funding and a 41% increase in funding per tenured/tenure-stream faculty member over the past decade, but a 9% decline over the previous year. Despite almost $2M growth in Tri-Council funding over the previous year, growth in industry funding over the past 10 years (135%) continues to outpace growth in Tri-Council (67%) and provincial (4%) funding. This is a necessary expansion of funding sources given constraints on government program budgets.
Figure 113: Research Funds by Sector ($M), Figure 114: Research Funds by Type ($M) 2006/07-2015/16 (D1) 2015/16 (D1) $70 $60 $10 $9 $11 $5 $8 Tri-Council $50 $4 $8.8 $9 $40 $11 $9 $11 Federal (excl $20.4 $30 $56 $56 Tri-Council) $55 $51 $50 $20 $49 $42 $36
$11.2 $35 Provincial $33 $10 $- Industry $8.3 $9.6 Other 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16
Research Operating $ Research Infrastructure $
In 2015/16, Waterloo Engineering external research funding totalled $58,338,704 which can be normalized to $224,218 per tenured/tenure-stream faculty member. The distribution of this funding by sector is shown in Figure 113. Figure 114 breaks out annual funding earned from infrastructure funding programs, allowing for consideration of the
portion of each year’s funding total that is directed to research operating support.
104 Waterloo Engineering Tri-Council funding has increased by 67% Figure 115: NSERC Funding by Type, 2006/07-2015/16 (D3) since 2005/06, reaching an all-time high of $20.4M in 2015/16. This growth is further 25,000,000 explored in Figure 115, by NSERC program 20,000,000 type. In 2015/16, 35% of research funding 15,000,000 came from the Federal Tri-Council granting 10,000,000 agencies, mostly NSERC. The distribution of 5,000,000 Tri-Council funding and of NSERC funding by - program in 2015/16 is provided in Figure 116. 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16
Discovery RTI & Infrastructure Strategic Partnership Other
Figure 116: Tri-Council Funding and NSERC Funding by Type ($M), 2015/16 (D2&D3)
$0.10 $0.40 $3.07 Discovery $1.51 $6.78 Partnership $0.93 Other
$19.94 Infrastructure $7.65 Strategic NSERC CIHR SSHRC
Figure 117: University of Waterloo* Share of NSERC Figure 118: University of Waterloo* Share of NSERC Awards in Engineering Subjects, 2009/10-2015/16 (D4) Funding in Engineering Subjects, 2009/10-2015/16 (D4)
7.3% 8% 7.2% 7.0% 7.0% 6.7% 6.9% 7.0% 10% 7.8% 7.7% 7.9% 7.7% 6.8% 7.0% 7.0% 6% 8% 6% 4% 4% 2% 2% 0% 0% 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16
Another context to assess our NSERC funding performance is the proportion of total funding and awards available from NSERC programs that we are earning annually. Figure 117 and Figure 118 show relatively stable performance over the past seven years by University of Waterloo researchers in NSERC subject areas related to engineering. *Because these data are provided by NSERC research area and not by academic department, they will include some researchers outside the Faculty of Engineering and will exclude some Faculty of Engineering researchers.
Figure 119: Industry Research Funding by Region, 2006/07-2015/16 (D6)
12,000,000 As noted above, industry research 9,000,000 funding increased by 135% between 2005/06 and 2015/16. As seen in Figure 6,000,000 119, a significant proportion of this 3,000,000 growth results from investment from - outside Canada; however, the amount of industrial funding from Canadian sources in 2015/16 increased by almost $2M
2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 over the previous year.
Canadian USA Int'l
Strategic Plan Progress Report: 2015/16 105 Figure 120: Research Chair Holders, 2016 (D9) 19 Funding cannot be our sole measure of research 20 success. Another indicator of research excellence can 15 be seen through major research chair holders. As 11 shown in Figure 120, 41 Waterloo Engineering faculty 10 members (15% of the tenured/tenure-stream 5 5 complement) hold major research chairs. An additional 5 four faculty members are university professors. 1 0 Canada NSERC Endowed UW Other Research Chairs Chairs Research Chairs Chairs Chairs
A selection of bibliometric indicators has also been included here to provide additional insight into our scholarly output and research impact. Figure 121 to Figure 123 and Figure 131 are based on a sample of University of Waterloo research documents in the scholarly areas where Faculty of Engineering researchers are most active. The sample is limited to documents indexed by Thomson Reuters and includes all documents types authored by University of Waterloo-affiliated individuals in publications classified as engineering, materials science or computer science. Because these data are defined by Thomson Reuter’s subject classification of the publication and not by the academic department of the author, they will include documents by University of Waterloo authors outside the Faculty of Engineering and will miss the work of some engineering faculty members who publish outside these three areas. Furthermore, it is important to note that because publication expectations and citation practices vary among research disciplines, and because the amount of source material indexed by Thomson Reuters in each discipline varies, it is not meaningful to compare bibliometric data among disciplines. To that end, the data presented must be considered over time within each subject area, but without comparison between or among areas. Figure 121 shows the increasing number of documents published by Waterloo authors between the 2002-06 period and the 2011-15 period, in publications classified by Thomson Reuters as computer science (35% growth), materials science (208% growth) and engineering (63% growth). Influences on this growth may include: increases to the faculty complement; growth in the amount of material indexed by Thomson Reuters; and increased output by individual researchers.
Figure 121: University of Waterloo* Documents in Thomson Reuters-indexed Publications Classified as Engineering, Materials Science or Computer Science (D10)
4500 4000 3500 3000 2500 2000 1500 1000 500 0 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Computer Science 922 1033 1135 1195 1268 1236 1246 1265 1287 1245 Materials Science 249 282 335 365 432 478 547 611 681 766 Engineering 1283 1412 1543 1677 1783 1880 1960 2006 2102 2089
106 Waterloo Engineering Figure 122 examines the impact of these publications, using a normalized indicator of citations (also limited to those in Thomson Reuters-indexed publications) to the documents that make up the sample represented in Figure 121. The use of this normalized indicator addresses the challenge of differing citation patterns in each discipline by measuring Waterloo’s impact (citations per document) in the specified disciplinary category relative to the impact of all institutions in the same category overall. In this way, assessments can be made by noting to what extent the institution is under- or over-performing the overall system norm (defined as 1.0) for that specific subject.
Figure 122: Category Normalized Citation Impact (in Engineering, Materials Science or Computer Science Categories) of University of Waterloo* Publications in Thomson Reuters-indexed Publications (D11)
1.80 1.60 1.40 1.20 1.00 0.80 0.60 0.40 0.20 0.00 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Engineering 1.32 1.36 1.34 1.37 1.31 1.34 1.34 1.31 1.23 1.21 Materials Science 1.24 1.23 1.24 1.33 1.55 1.56 1.49 1.54 1.46 1.45 Computer Science 1.2 1.11 1.19 1.21 1.21 1.2 1.27 1.2 1.2 1.19
As shown in Figure 122, Waterloo’s citation impact relative to the norm of each category we are tracking has consistently met or exceeded 1.0, which indicates that Waterloo’s impact in the category is equal to or greater than the average impact in the category overall. Waterloo’s category-normalized citation impact in engineering and in computer science have been relatively stable with small declines over the past decade. In materials science, Waterloo’s category-normalized citation impact saw a significant increase in the 2006-2010 period and has remained quite stable since. It is likely that faculty hires in support of new undergraduate programs in nanotechnology and mechatronics are contributing to this increase. A similar pattern is seen in the proportion of materials science documents that are in the top 10% of all documents in Thomson Reuters-indexed publications classified as materials science, as measured by the number of citations in Thomson Reuters-indexed publications (see Figure 123): from 2002-2006 to 2011-2015, this has increased from 7% to 15%. In publications classified as engineering and computer science, Waterloo’s performance on this measure has declined in recent years; however, our performance remains very strong: In both the engineering and computer science classifications, Waterloo has consistently maintained more than 10% of its papers in the top 10%.
Figure 123: % of University of Waterloo* Documents in Thomson Reuters-indexed Publications Classified as Engineering, Materials Science or Computer Science in the Top 10% (based on citations) (D12)
18 16 14 12 10 8 6 4 2 0 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Engineering 14.42 14.45 13.61 12.82 12.56 12.93 13.16 13.41 12.89 12.02 Materials Science 7.23 8.87 10.75 10.96 13.43 14.23 13.71 14.89 15.57 15.4 Computer Science 13.77 13.55 14.63 14.06 13.25 12.7 13.48 12.41 12.04 11.24
*Because the data presented in Figure 121 to Figure 123 and Figure 131 are provided by Thomson Reuters journal classification and not by academic department, they will include researchers outside the Faculty of Engineering who are publishing in engineering, materials science or computer science journals and will exclude some Faculty of Engineering researchers who publish outside these areas.
Strategic Plan Progress Report: 2015/16 107 E. Women in Engineering
Figure 124: Women in Engineering and Architecture, The total number of women students and faculty in 2009-2015 (A1&B1&C1) the Faculty of Engineering has increased by 47% 2500 since 2009 to reach 2,350. ARCH Profs As we work to increase the participation of women in 2000 engineering disciplines specifically, it is a positive ENG Profs indicator that the number of women at all levels in 1500 engineering programs has increased since 2009: ARCH GRD Students undergraduate students have increased 73% to 1000 ENG GRD 1,615; graduate students have increased 7% to 392; Students and faculty have increased 44% to 40. 500 ARCH UG Figure 125 and Figure 126 provide details of the Students current participation of women in our engineering 0 ENG UG 2009 2010 2011 2012 2013 2014 2015 Students programs and in our School of Architecture separately.
Figure 125: Women in Engineering Programs, 2015 (E1) Figure 126: Women in Architecture, 2015 (E2)
Professors 14.3% Professors 45.0% PhD Degrees Granted 24.7% GRD Degrees Granted 67.9% GRD Degrees Granted 26.3% All GRD Students 58.4% All GRD Students 23.3% UG Degrees Granted 58.0% UG Degrees Awarded 16.8% All UG Students 23.2% All UG Students 59.9% First-Year UG Class 28.1% First-Year UG Class 64.9%
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
% Women % Men % Women % Men
F. Internationalization
Figure 127: International Students, 2009-2015 (B1&C1) Since 2009, international student enrolment in undergraduate programs has increased by 159% to 971 2000 and in graduate programs by 47% to 818. While the percentage growth in international 1500 820 818 undergraduate students might appear high, it must be 824 806 noted this growth is over a very low baseline. Over the 1000 682 past decade, we have added international places 626 556 incrementally to our existing domestic undergraduate 500 971 782 883 594 698 intake targets. 375 462 0 The current proportion of undergraduate students who 2009 2010 2011 2012 2013 2014 2015 are international is 13% (see Figure 128). International students now account for 45% of graduate students. UG Students Grad Students
108 Waterloo Engineering Figure 128: International Students, 2015 (F1)
Our efforts to increase international opportunities GRD Degrees Granted 41.4% for undergraduate students have proven All GRD Students 45.2% successful, with the number of international co-op terms growing by 250% (to a record 1420) and UG Co-op Work Terms 17.6% outgoing exchange students ranging from 74 to UG Degrees Granted 8.4% 112 from 2009 to 2015 (see Figure 129). All UG Students 13.2% Figure 130 shows the composition of our industrial First-Year UG Class 16.0% research funding in 2015/16, with 38% of our industrial research funding coming from outside 0% 20% 40% 60% 80% 100% Canada in the past year. % International % CPR
Figure 129: International Opportunities for Undergraduate Students, Figure 130: Industry Research Funding 2009-2015 (B8&B10) by Region, 2015/16 (D6)
1800 1600 153 224 9% 1400 82 257 112 1200 205 91 105 1000 204 205 96 29% 800 180 89 74 1420 62% 600 1270 1074 1122 400 801 847 635 200 0 2009 2010 2011 2012 2013 2014 2015 Canadian USA Int'l Int'l Co-op Terms Outgoing Exchg Stdts Incoming Exchg Stdts
Figure 131: % of University of Waterloo* Documents in Thomson Reuters- Another possible measure of our indexed Publications Classified as Engineering, Materials Science or international reach is the level of Computer Science Published with International Collaboration (D13) international collaboration involved in the scholarly output of our researchers. 60 Analysis of a sample of all documents 50 indexed by Thomson Reuters that were 40 published by University of Waterloo- 30 affiliated individuals in publications 20 classified as engineering, materials 10 science or computer science (see Figure 0 131) allows us to observe that an increasing proportion of those documents are published with at least one international co-author. During the
2002-2006 2003-2007 2004-2008 2005-2009 2006-2010 2007-2011 2008-2012 2009-2013 2010-2014 2011-2015 2011-2015 period, 47% of documents by Waterloo authors in publications Engineering Materials Science Computer Science classified as engineering or materials science and 56% of documents in those classified as computer science involved international collaboration.
Strategic Plan Progress Report: 2015/16 109 G. Space Figure 132: Space Holdings (nasm), 2006/07-2015/16 (G1)
70,000 Waterloo Engineering space holdings 199 60,000 3,568 have increased by 19,546 nasm (52%) 5,335 50,000 since 2006/07, to reach 57,357 nasm. 0 2,193 373 0 7,878 While this is a significant achievement, 40,000 space limitations remain the most 30,000 pressing constraint to the achievement of 57,158 57,158 57,158 20,000 53,590 many of our plan goals. Current projects, 48,255 40,377 40,377 40,004 10,000 37,811 37,811 including the acquisition of EC4 and the 0 ongoing construction of Engineering 7, will help alleviate those pressures in the coming years, as described more fully in
2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 Section II. 0 of this report.
Existing Space Additional Space
H. Advancement
Figure 133: Alumni, 2007-2015 (H1&H2)
45,000 40,000 35,000 30,000 25,000 20,000 15,000 10,000 5,000 - 2007 2008 2009 2010 2011 2012 2013 2014 2015 Total Alumni 29,752 30,601 31,754 33,032 34,511 36,140 37,826 39,493 41,281 Reachable Alumni 26,535 26,683 28,624 29,981 31,424 32,383 34,016 35,552 37,246 Alumni Who Donated 3,576 2,816 1,800 2,068 2,214 2,072 2,226 1,886 1,833
As of December 31, 2015 Waterloo Engineering had graduated a total of 41,281 alumni, for 90% of whom the Office of Alumni Affairs had at least one method of contact. Of those, 5% made a donation to the University of Waterloo in 2015. Figure 133 shows the proportion of alumni for whom we have a method of contact and the proportion choosing to make a donation to Waterloo in each year over the past nine years.
110 Waterloo Engineering Figure 134: Alumni Who Have Donated to Waterloo as of December 31, 2015 (H3)
SDE 1,473 In addition to the number of alumni who choose to make a gift to the University of MSCI 526 Waterloo in each year, another important MME 3,462 indicator of the degree of affinity our alumni feel for their alma mater is the proportion of all ECE 3,872 alumni who have ever, over their “lifetime” as CONRAD 44 an alumnus, made a donation to the CHE 1,920 university. At the end of 2015, 40% of all Waterloo Engineering alumni had done so CEE 2,915 (see Figure 134 for departmental distribution). ARCH 626
0% 20% 40% 60% 80% 100%
Alumni Who Have Donated Total Reachable Alumni
Alumni donations are part of the overall picture of philanthropic support that helps move Waterloo Engineering forward. Figure 135 details total funds raised for Waterloo Engineering in the past six years. With the public launch of our Educating the Engineer of the Future campaign, a new target and priorities have been set. Figure 136 shows we have reached 88% of the new campaign goal of $70M since May 1, 2013.
Figure 135: Funds Raised ($M), 2010/11-2015/16 (H4) Figure 136: Campaign Progress ($M), May 1, 2013 to May 1, 2016 (H5) $40 $80 $70.0 $30 $60 $20 $45.0 $40 $5.2 $5.0 $9.1 $33.8 $9.7 $8.2 $10 $8.0
$17.7 $3.5 $10.0 $11.5 $6.6 $6.7 $10.6 $10.5 $20 $0 $62.0 $37.7 $1.1 $12.7 $0.2 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 $0 $10.3 Cash Received New Pledges Total Other Chairs Stdt ExpStdt Facilities Grad Schps Grad
Target $ Raised to Date
Strategic Plan Progress Report: 2015/16 111 IV. Appendices
The tables appended here contain the data for this plan year that were provided to all Waterloo Engineering units in order to assist in their planning and annual plan review and progress update. Data for past years are available in previous progress reports, posted online at https://uwaterloo.ca/engineering/about/strategic-planning. Appendix IV. I provides the definitions and sources used to create these data.
A. Faculty and Staff Data Tables
1. Total Regular Faculty, 2015/16 Assoc Asst # % Department Prof Prof Prof Lect Total Female Female Architecture 6.0 10.0 2.0 2.0 20.0 9.0 45.0% Chemical 20.5 8.0 4.0 1.0 33.5 4.0 11.9% Civil & Environmental 16.3 11.0 7.5 3.0 37.7 5.5 14.6% Conrad 1.0 4.0 1.0 4.0 1.0 2.0 20.0% Electrical & Computer 42.0 26.0 16.0 6.5 90.5 12.0 13.3% Management Sciences 6.3 8.0 9.0 3.0 26.3 8.0 30.5% Mechanical & Mechatronics 30.5 17.5 6.0 4.5 58.5 10.0 17.1% Systems Design 12.3 7.0 7.0 4.0 30.3 6.0 19.8% Administrative Units 0.0 0.0 0.0 2.5 2.5 1.0 39.8% TOTAL 134.9 91.5 52.5 30.5 309.3 57.5 18.6%
2. Distribution of Regular Faculty by PEng Status, 2015/16
Not Not Department Registered Applied Applied Eligible Total Chemical 20.0 7.0 8.0 0.0 35.0 Civil & Environmental 27.8 1.0 7.5 0.0 36.3 Electrical & Computer 45.5 12.0 24.0 0.0 81.5 Management Sciences 2.3 11.0 4.0 5.0 22.3 Mechanical & Mechatronics 38.5 9.0 5.0 0.0 52.5 Systems Design 12.3 2.0 7.0 0.0 21.3 Administrative Units 1.5 0.0 0.0 0.0 1.5 TOTAL 147.8 42.0 55.5 5.0 250.3
3. Distribution of Regular Faculty by Age, 2015/16
<35 35-39 40-44 45-49 50-54 55-59 60-64 65+
Regular Faculty 20.0 42.0 56.0 48.0 46.0 58.0 28.0 19.0
4. Distribution of TTS Faculty by PhD School, 2015/16 Waterloo Ontario Canada USA Int'l
TTS Faculty 62 50 36.5 75.3 43.5
112 Waterloo Engineering 5. Total Non-regular and Non-faculty Appointments, 2016
Department Adjunct Lect (Adj/ Rsch Post Rsch Def-term Profs Special) Profs Docs Assocs Visitors Profs Total Architecture 0.0 20.0 0.0 0.0 0.0 1.0 0.0 21.0 Chemical 30.0 3.0 0.0 47.0 3.0 33.0 1.3 117.3 Civil & Environmental 30.0 6.0 3.0 21.0 4.0 7.0 0.0 71.0 Conrad 1.0 5.0 0.0 0.0 0.0 0.0 0.0 6.0 Electrical & Computer 37.0 6.0 0.0 56.0 28.0 33.0 0.0 160.0 Management Sciences 20.0 5.7 0.0 4.0 0.0 4.0 0.0 33.7 Mechanical & Mechatronics 46.0 7.0 1.0 31.0 16.0 24.0 0.0 125.0 Systems Design 32.0 1.0 2.0 10.0 4.0 9.0 0.0 58.0 Administrative Units 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 TOTAL 196.0 53.7 6.0 169.0 55.0 111.0 1.3 592.0
6. Selected Major Faculty Awards and Honours, January 2015 – May 2016 Department Faculty Member Award Chen, Pu Canadian Academy of Engineering Fellow Chen, Pu University Research Chair Chen, Zhongwei Canada Research Chair: Tier 2 Chen, Zhongwei NSERC E.W.R. Steacie Memorial Fellowship Chemical Douglas, Peter CSChE D.G. Fisher Award Engineering Li, Yuning Engineering Research Excellence Award Pritzker, Mark Distinguished Teaching Award, UW Rempel, Garry Order of Canada Ricardez Sandoval, Luis Early Researcher Award Ricardez Sandoval, Luis Engineering Research Excellence Award Tam, Michael Grand Challenges Canada Beesley, Phillip Azure A2 Award Meyer Boake, Terri AISC Educator Special Achievement Award Meyer Boake, Terri Building Technology Educator's Society Book Award Architecture Meyer Boake, Terri CTBUH Skyscraper Centre Award Przybylski, Maya SSHRC 4A Award Sheppard, Lola Finalist, WAN 21 for 21 (World Architecture News) van Pelt, Robert Netherland Institute for Advanced Studies Fellow Craig, James Engineering Teaching Excellence Award Civil & Gracie, Robert Early Researcher Award Environmental Engineering Haas, Carl ASCE Peurifoy Construction Research Award McKillop, Bob Distinguished Teaching Award, UW West, Jeffrey Distinguished Teacher Award, UW Canizares, Claudio IEEE Canada Electric Power Award Dietl, Werner Google Faculty Research Award Ganesh, Vijay IBM Faculty Award Gaudet, Vincent Engineering Society Teaching Award Gong, Guang Engineering Research Excellence Award Kamel, Mohamed IEEE Canada A.G.L. McNaughton Gold Medal Electrical & Khandani, Amir NSERC IRC Computer Engineering Long, John. IEEE Fellow Long, John University Research Chair Sachdev, Manoj Engineering Institute of Canada Fellow Safavi-Naeini, Safieddin En-hui Yang Engineering Research Innovation Award Safavi-Naeini, Safieddin IEEE Fellow Shen, Xuemin IEEE Communications Society Joseph LoCicero Award Shen, Xuemin Royal Society of Canada Fellow Tan, Lin Early Researcher Award
Strategic Plan Progress Report: 2015/16 113 Department Faculty Member Award Tan, Lin IBM 2015 CAS Research Project of the Year Award Engineering Emmy Award for Outstanding Achievement in Engineering Wang, Zhou Performance Wang, Zhou Royal Society of Canada College of New Scholars, Artists & Scientists Member Wright, Derek Engineering Society Teaching Award Xie, Liang-Liang IEEE Fellow Yu, Ming Canadian Academy of Engineering Fellow Management Sciences Golab, Lukasz Canada Research Chair: Tier 2 Daun, Kyle Deutsche Forschungsgemeinschaft Mercator Fellow Daun, Kyle Humboldt Research Fellowship Gerlich, Adrian American Welding Society Warren F. Savage Memorial Award Hansson, Carolyn Order of Canada Inal, Kaan General Motors Research Chair Mechanical & Khajepour, Amir Canada Research Chair: Tier 1 Mechatronics Engineering Khajepour, Amir Engineering Institute of Canada Fellow Kwon, Hyock Ju Early Researcher Award Medley, John JSPS Invitation Fellowship for Research in Japan Peterson, Sean Engineering Teaching Excellence Award Toyserkani, Ehsan University Research Chair Wen, John Zhenyu Early Researcher Award Zhou, Norman American Welding Society Fellow Azad, Nasser Lashgarian Early Researcher Award Burns, Catherine Human Factors and Ergonomics Society Fellow Eliasmith, Chris NSERC John C. Polanyi Award Hipel, Keith American Society of Civil Engineers Fellow Systems Design Hipel, Keith Disaster Prevention Research Institute Award, Kyoto University Engineering Hipel, Keith Foreign Member, U.S. National Academy of Engineering Hipel, Keith Royal Society of Canada Centenary Medal McPhee, John Engineering Institute of Canada Fellow Wong, Alex Engineering Teaching Excellence Award Yeow, Tze Wei Engineering Institute of Canada Fellow
7. FTE Staff, 2015/16 # % Department Tech Admin Total Female Female Architecture 5.0 7.0 12.0 7.0 58.3% Chemical 10.5 8.0 18.5 9.0 48.6% Civil & Environmental 9.0 7.0 16.0 8.0 50.0% Conrad 0.0 3.0 3.0 3.0 100.0% Electrical & Computer 0.0 11.0 11.0 9.0 81.8% Management Sciences 24.0 21.6 45.6 25.6 56.1% Mechanical & Mechatronics 2.0 7.3 9.3 7.3 78.5% Systems Design 18.0 14.7 32.7 13.7 41.9% Dean of Engineering Office 6.0 5.5 11.5 5.5 47.8% Engineering Advancement 0.0 15.8 15.8 13.8 87.3% Engineering Computing 10.0 1.0 11.0 1.0 9.1% Engineering Graduate Office 0.0 3.0 3.0 3.0 100.0% Engineering International Office 0.0 2.0 2.0 2.0 100.0% Engineering Machine Shop 11.0 1.0 12.0 1.0 8.3% Engineering Outreach Office 0.0 2.0 2.0 1.0 50.0% Engineering Research Office 0.0 4.0 4.0 2.0 50.0% Engineering Undergraduate Office 0.0 12.5 12.5 9.5 76.0% Research Institutes 0.0 5.0 5.0 3.0 60.0% TOTAL 95.5 131.4 226.9 124.4 54.8%
114 Waterloo Engineering 8. Distribution of FTE Staff by Age, 2015/16
<30 30-34 35-39 40-44 45-49 50-54 55-59 60+ FTE Staff 13.0 18.0 36.0 22.0 30.5 48.6 36.8 19.0
9. Staff Awards and Honours, 2015
Department Staff Member Award Electrical & Computer Irena Baltaduonis Dean of Engineering Outstanding Staff Performance Award Civil & Environmental Richard Morrison Dean of Engineering Outstanding Staff Performance Award Engineering Computing Ray White Dean of Engineering Outstanding Staff Performance Award
10. Faculty:Staff Ratios, 2015/16
Faculty to Faculty to Faculty to Department Admin Staff Tech Staff Total Staff Architecture 2.86 4.00 1.67 Conrad 3.33 n/a 3.33 Chemical 4.19 3.19 1.81 Civil & Environmental 5.39 4.19 2.36 Electrical & Computer 4.19 3.77 1.98 Management Sciences 3.60 13.13 2.82 Mechanical & Mechatronics 3.98 3.25 1.79 Systems Design 5.51 5.06 2.64 FACULTY TOTAL 2.35 3.24 1.36 Academic Units Only 4.14 4.12 2.06
B. Undergraduate Studies Data Tables
1. Total Undergraduate Enrolment (head count), Fall 2015
Program Total #Female % Female #Int’l % Int’l Architecture 364 218 59.9% 12 3.3% Biomedical 92 54 58.7% 4 4.3% Chemical 702 268 38.2% 134 19.1% Civil 616 206 33.4% 106 17.2% Computer 953 104 10.9% 170 17.8% Electrical 673 107 15.9% 130 19.3% Environmental 248 139 56.0% 33 13.3% Geological 130 35 26.9% 4 3.1% Management 287 119 41.5% 39 13.6% Mechanical 1032 132 12.8% 145 14.1% Mechatronics 748 104 13.9% 77 10.3% Nanotechnology 480 108 22.5% 40 8.3% Software 594 99 16.7% 67 11.3% Systems Design 420 140 33.3% 10 2.4% TOTAL 7339 1833 25.0% 971 13.2%
Strategic Plan Progress Report: 2015/16 115 2. FTE Undergraduate Enrolment, 2015/16
Program Total # Female % Female #Int’l % Int’l Architecture 295.4 175.4 59.4% 10.2 3.5% Biomedical 72.8 43.2 59.3% 3.5 4.8% Chemical 548.6 203.1 37.0% 100.7 18.4% Civil 500.6 166.1 33.2% 80.3 16.0% Computer 741.5 81.8 11.0% 130.8 17.6% Electrical 541.7 82.6 15.2% 100.6 18.6% Environmental 180.6 102.0 56.5% 22.0 12.2% Geological 94.1 24.6 26.1% 2.5 2.7% Management 232.7 96.0 41.3% 31.9 13.7% Mechanical 824.3 107.9 13.1% 113.0 13.7% Mechatronics 586.3 77.7 13.3% 60.3 10.3% Nanotechnology 384.2 88.6 23.1% 31.9 8.3% Software 471.1 78.9 16.7% 55.2 11.7% Systems Design 330.4 107.7 32.6% 7.5 2.3% TOTAL 5804.3 1435.6 24.7% 750.4 12.9%
3. Undergraduate Degrees Granted, 2015
Program Total #Female % Female #Int’l % Int’l Architecture 69 40 58.0% 1 1.4% Chemical 127 35 27.6% 25 19.7% Civil 101 20 19.8% 14 13.9% Computer 146 11 7.5% 9 6.2% Electrical 160 20 12.5% 20 12.5% Environmental 49 22 44.9% 3 6.1% Geological 18 5 27.8% 0.0% Management 53 14 26.4% 5 9.4% Mechanical 156 17 10.9% 7 4.5% Mechatronics 116 10 8.6% 8 6.9% Nanotechnology 98 21 21.4% 9 9.2% Software 103 10 9.7% 3 2.9% Systems Design 67 16 23.9% 2 3.0% TOTAL 1263 241 19.1% 106 8.4%
4. Undergraduate Year One New Admissions, Fall 2015
New Admissions # % % of % of Total 1A Program CPR Int'l Total Female Female total target int’l target Enrol’t Architecture 71 3 74 48 64.9% 97.4% 50.0% 74 Biomedical 49 4 53 33 62.3% 106.0% 133.3% 55 Chemical 96 34 130 60 46.2% 92.9% 170.0% 137 Civil 103 14 117 48 41.0% 93.6% 70.0% 121 Electrical & Computer 281 98 379 63 16.6% 105.3% 150.8% 423 Environmental 51 20 71 45 63.4% 101.4% 250.0% 82 Geological 35 2 37 10 27.0% 123.3% 66.7% 46 Management 54 3 57 20 35.1% 87.7% 30.0% 66 Mechanical 176 35 211 37 17.5% 100.5% 140.0% 219 Mechatronics 166 17 183 32 17.5% 107.6% 85.0% 190 Nanotechnology 100 9 109 34 31.2% 94.8% 90.0% 114 Software 110 9 119 22 18.5% 95.2% 60.0% 123 Systems Design 76 3 79 29 36.7% 87.8% 60.0% 87 TOTAL 1368 251 1619 481 29.7% 99.6% 119.5% 1737
116 Waterloo Engineering 5. Undergraduate Admissions by Entering Average Grade Range, 2015
90-94% >=95% % of year one new admissions 45.5% 38.2%
6. Undergraduate Students:Faculty Ratio, 2015/16
Department Student:Faculty Ratio Architecture 14.8 Chemical 20.4 Civil & Environmental 20.5 Electrical & Computer 19.6 Management Sciences 8.8 Mechanical & Mechatronics 20.2 Systems Design 17.6 TOTAL 18.4
7. Undergraduate Degrees Granted:Faculty Ratio, 2015/16
Department Degrees:Faculty Ratio Architecture 3.5 Chemical 4.8 Civil & Environmental 4.4 Electrical & Computer 4.6 Management Sciences 2.0 Mechanical & Mechatronics 3.9 Systems Design 3.2 TOTAL 4.0
8. Co-op Employment, 2015
Seeking % % Int’l Work Discipline Employment Employed Unemployed Employed Terms Architecture 396 388 8 98.0% 44.3% Biomedical 41 40 1 97.6% 0.0% Chemical 847 817 30 96.5% 7.7% Civil 752 735 17 97.7% 10.5% Computer 1002 990 12 98.8% 22.9% Electrical 839 821 18 97.9% 14.3% Environmental 252 237 15 94.0% 7.2% Geological 139 130 9 93.5% 0.8% Management 329 325 4 98.8% 11.7% Mechanical 1202 1172 30 97.5% 10.0% Mechatronics 749 738 11 98.5% 20.1% Nanotechnology 544 531 13 97.6% 20.3% Software 694 689 5 99.3% 34.3% Systems Design 483 478 5 99.0% 20.7% TOTAL 8269 8091 178 97.9% 17.6%
9. Co-op Earnings, 2015/16 ($ millions)
Faculty of Engineering University of Waterloo Total Co-op Earnings $116.9 M $253.2 M
Strategic Plan Progress Report: 2015/16 117 10. Undergraduate Exchange Participation, 2015
Outgoing Incoming Total Exchange Terms 82 153
C. Graduate Studies Data Tables
1. Total Graduate Enrolment (Head Count), Fall 2015
Rsch Prof Non # % # % Department PhD Master Master Deg Total Female Female Int’l Int’l Architecture n/a 125 n/a 0 125 73 58.4% 9 7.2% Chemical 112 65 39 1 217 63 29.0% 126 58.1% Civil & Environmental 126 87 22 2 237 66 27.8% 82 34.6% Conrad n/a n/a 33 4 37 10 27.0% 9 24.3% Electrical & Computer 250 160 170 2 582 116 19.9% 319 54.8% Management Sciences 29 14 94 0 137 57 41.6% 65 47.4% Mechanical & Mechatronics 155 130 55 5 345 46 13.3% 134 38.8% Systems Design 67 49 14 0 130 34 26.2% 74 56.9% TOTAL 739 630 427 14 1810 465 25.7% 818 45.2%
2. FTE Graduate Enrolment, 2015/16
Rsch Prof # % # % Department PhD Master Master Total Female Female Int’l Int’l Architecture n/a 93.9 n/a 0 54.4 57.9% 7.0 7.5% Chemical 100.2 59.4 36.7 0.1 57.7 29.4% 122.2 62.3% Civil & Environmental 108.7 71.0 13.2 1.3 55.3 28.7% 78.0 40.4% Conrad n/a n/a 36.3 1.0 8.7 23.9% 12.3 33.9% Electrical & Computer 227.6 140.7 95.1 0.4 95.4 20.6% 295.0 63.7% Management Sciences 23.6 13.6 42.4 0 34.3 43.1% 49.4 62.1% Mechanical & Mechatronics 144.9 112.3 25.5 2.6 35.3 12.5% 125.4 44.4% Systems Design 59.7 41.0 8.0 0 27.8 25.6% 65.5 60.2% TOTAL 664.6 532.0 257.2 5.5 368.8 25.4% 754.8 51.9%
3. Graduate Degrees Granted, 2015 Rsch Prof # % # % Department PhD Master Master Total Female Female Int’l Int’l Architecture n/a 56 n/a 56 38 67.9% 5 8.9% Chemical 28 31 22 81 37 45.7% 51 63.0% Civil & Environmental 26 27 15 68 15 22.1% 21 30.9% Conrad n/a n/a 42 42 10 23.8% 19 45.2% Electrical & Computer 56 70 92 218 47 21.6% 100 45.9% Management Sciences 5 11 66 82 31 37.8% 39 47.6% Mechanical & Mechatronics 22 51 26 99 19 19.2% 26 26.3% Systems Design 13 16 11 40 7 17.5% 21 52.5% TOTAL 150 262 274 686 204 29.7% 5 41.1%
118 Waterloo Engineering 4. FTE Graduate Student Admissions, 2015
Department Degree Type CPR Int'l Total PhD n/a n/a n/a Research Master 55.0 4.0 59.0 Architecture Professional Master n/a n/a n/a Total 55.0 4.0 59.0 PhD 13.3 13.0 26.3 Research Master 21.3 11.0 32.3 Chemical Professional Master 4.3 34.0 38.3 Total 38.9 58.0 96.9 PhD 9.3 16.3 25.6 Research Master 37.0 5.0 42.0 Civil & Environmental Professional Master 14.5 0.0 14.5 Total 60.8 21.3 82.1 PhD n/a n/a n/a Research Master n/a n/a n/a Conrad Professional Master 24.0 9.0 33.0 Total 24.0 9.0 33.0 PhD 11.3 34.0 45.3 Research Master 24.3 38.0 62.3 Electrical & Computer Professional Master 20.4 60.8 81.2 Total 56.0 132.8 188.8 PhD 1.0 2.0 3.0 Research Master 1.3 6.0 7.3 Management Sciences Professional Master 7.1 29.0 36.1 Total 9.4 37.0 46.4 PhD 8.9 27.0 35.9 Research Master 39.9 17.0 56.9 Mechanical & Mechatronics Professional Master 24.0 0.0 24.0 Total 72.8 44.0 116.8 PhD 5.3 7.0 12.3 Research Master 8.9 10.0 18.9 Systems Design Professional Master 1.3 3.0 4.3 Total 15.5 20.0 35.5 PhD 49.1 99.3 148.4 Research Master 187.7 91.0 278.7 TOTAL Professional Master 95.6 135.8 231.4 TOTAL 332.4 326.1 658.5
5. Graduate Students: Faculty Ratio, 2015/16 Rsch Prof Non All Rsch Department PhD Master Master Deg Students Students Architecture n/a 5.2 n/a 0.0 5.2 5.2 Chemical 3.1 1.8 1.1 0 4.9 6.0 Civil & Environmental 3.1 2.0 0.4 0.1 5.2 5.6 Conrad n/a n/a 6.1 0.2 6.2 n/a Electrical & Computer 2.7 1.7 1.1 0 4.4 5.5 Management Sciences 1.0 .6 1.8 0.0 1.6 3.4 Mechanical & Mechatronics 2.7 2.1 0.5 0.1 4.8 5.3 Systems Design 2.3 1.6 0.3 0 3.8 4.1 TOTAL 2.4 1.9 0.9 0 4.3 5.3
Strategic Plan Progress Report: 2015/16 119 6. Graduate Degrees Granted:Faculty Ratio, 2015/16 Rsch Prof All Rsch Department PhD Master Master Students Students Architecture n/a 3.1 n/a 3.1 3.1 Chemical 0.9 1.0 0.7 2.5 1.8 Civil & Environmental 0.8 0.8 0.4 2.0 1.5 Conrad n/a n/a 7.0 7.0 n/a Electrical & Computer 0.7 0.8 1.1 2.6 1.5 Management Sciences 0.2 0.5 2.7 3.5 0.7 Mechanical & Mechatronics 0.4 1.0 0.5 1.8 1.4 Systems Design 0.5 0.6 0.4 1.5 1.1 TOTAL 0.5 0.9 1.0 2.5 1.5
7. Graduate Proportion of Total FTE Enrolment, 2015/16
Department FTE Graduate Students:All Students Architecture 24.1% Chemical 20.8% Civil & Environmental 19.9% Conrad 100.0% Electrical & Computer 18.3% Management Sciences 25.5% Mechanical & Mechatronics 19.3% Systems Design 17.9% TOTAL 20.0%
8. Graduate Student Financial Support, 2015/16 Avg $ % FTEs % FTEs Research Master’s % of FTEs Supported with % FTEs with Ext Students Total Income Supported FTEs GRS with TA Schlp Architecture $518,788 55.4% $9,977 0.7% 15.6% 4.3% Chemical $1,805,644 97.4% $31,222 70.5% 31.4% 30.6% Civil & Environmental $1,684,849 93.5% $25,387 78.0% 27.2% 16.4% Electrical & Computer $4,367,919 95.4% $32,556 71.4% 36.8% 28.4% Management Sciences $397,673 95.4% $30,590 83.1% 61.1% 24.4% Mechanical & Mechatronics $2,983,319 94.4% $28,127 81.4% 27.0% 21.7% Systems Design $1,294,347 97.0% $32,549 77.9% 47.1% 22.2% TOTAL* $12,533,750 95.2% $30,043 75.9% 33.7% 24.3%
*excludes Architecture Avg $ % FTEs % FTEs Doctoral Students % of FTEs Supported with % FTEs with Ext Total Income Supported FTEs GRS with TA Schlp Chemical $3,782,707 96.3% $39,226 69.3% 28.6% 35.3% Civil & Environmental $3,712,905 94.1% $36,294 67.7% 32.0% 29.1% Electrical & Computer $8,713,420 97.7% $39,185 73.3% 39.9% 31.0% Management Sciences $911,178 92.6% $41,733 69.7% 57.9% 19.8% Mechanical & Mechatronics $5,648,977 96.7% $40,340 77.1% 32.0% 30.6% Systems Design $2,071,286 95.9% $36,169 71.4% 30.9% 30.3% TOTAL $24,840,473 96.3% $38,799 72.3% 35.0% 30.8%
120 Waterloo Engineering D. Research Data Tables
1. Total Sponsored Research Funding by Source, 2015/16 Federal (excl Department Tri-Council Tri-Council) Provincial Industry Other Total Architecture $275,554 $0 $0 $15,000 $46,800 $337,354 Chemical $3,024,155 $669,499 $582,651 $2,887,733 $977,818 $8,141,856 Civil & Environmental $3,035,422 $500,639 $1,357,720 $1,130,150 $2,145,851 $8,169,782 Conrad $67,188 $0 $209,824 $0 $584,675 $861,687 Electrical & Computer $7,794,568 $2,327,014 $2,794,161 $3,451,129 $1,623,027 $17,989,899 Management Sciences $486,229 $200,500 $321,869 $91,400 $45,486 $1,145,484 Mechanical & Mechatronics $3,808,002 $4,406,352 $2,522,559 $2,515,766 $2,537,270 $15,789,949 Systems Design $1,377,310 $1,031,565 $511,576 $1,135,962 $585,918 $4,642,330 Administrative Units $569,500 $466,685 $0 $0 $224,177 $1,260,362 TOTAL $20,437,928 $9,602,255 $8,300,359 $11,227,140 $8,771,021 $58,338,704
2. Total Sponsored Research Funding by Type, 2015/16 Operating Infrastructure Department Research Funds Research Funds Total Architecture $337,354 $0 $337,354 Chemical $7,632,547 $509,309 $8,141,856 Civil & Environmental $7,918,997 $250,785 $8,169,782 Conrad $861,687 $0 $861,687 Electrical & Computer $15,671,518 $2,318,381 $17,989,899 Management Sciences $1,144,984 $500 $1,145,484 Mechanical & Mechatronics $11,955,472 $3,834,477 $15,789,949 Systems Design $4,381,528 $260,802 $4,642,330 Administrative Units $793,677 $466,685 $1,260,362 TOTAL $50,697,765 $7,640,939 $58,338,704
3. Total Tri-Council Funding, 2015/16
Department CIHR SSHRC NSERC Total Architecture $0 $275,554 $0 $275,554 Chemical $0 $0 $3,024,155 $3,024,155 Civil & Environmental $0 $0 $3,035,422 $3,035,422 Conrad $0 $67,188 $0 $67,188 Electrical & Computer $0 $0 $7,794,568 $7,794,568 Management Sciences $0 $56,598 $429,631 $486,229 Mechanical & Mechatronics $0 $0 $3,808,002 $3,808,002 Systems Design $100,000 $0 $1,277,310 $1,377,310 Administrative Units $0 $0 $569,500 $569,500 TOTAL $100,000 $399,340 $19,938,588 $20,437,928
Strategic Plan Progress Report: 2015/16 121 4. NSERC Funding by Type, 2015/16
Department Discovery RTI Strategic Partnership Other Total Architecture $0 $0 $0 $0 $0 $0 Chemical $1,101,000 $271,849 $387,823 $1,263,483 $0 $3,024,155 Civil & Environmental $734,808 $0 $725,792 $1,574,822 $0 $3,035,422 Conrad $0 $0 $0 $0 $0 $0 Electrical & Computer $2,683,300 $713,263 $1,799,151 $2,233,854 $365,000 $7,794,568 Management Sciences $334,000 $0 $0 $95,631 $0 $429,631 Mechanical & Mechatronics $1,281,000 $417,737 $24,064 $2,085,201 $0 $3,808,002 Systems Design $644,000 $103,036 $137,964 $392,310 $0 $1,277,310 Administrative Units $0 $0 $0 $0 $569,500 $569,500 TOTAL $6,778,108 $1,505,885 $3,074,794 $7,645,301 $934,500 $19,938,588
5. Share of NSERC in Engineering Subject Groups, 2015/16
Share of Awards Share of Funding Faculty of Engineering 7.0% 7.7%
6. Provincial Funding by Type, 2015/16
Department OCE ERA ORF:RE ORF:RI Other Total Architecture $0 $0 $0 $0 $0 $0 Chemical $350,377 $119,094 $0 $113,180 $0 $582,651 Civil & Environmental $169,100 $78,634 $300,570 $100,000 $709,416 $1,357,720 Conrad $209,824 $0 $0 $0 $0 $209,824 Electrical & Computer $713,468 $112,980 $1,172,513 $722,270 $72,930 $2,794,161 Management Sciences $56,000 $0 $0 $0 $265,869 $321,869 Mechanical & Mechatronics $670,885 $82,449 $0 $1,512,194 $257,031 $2,522,559 Systems Design $433,372 $65,604 $12,600 $0 $0 $511,576 Administrative Units $0 $0 $0 $0 $0 $0 TOTAL $2,603,025 $458,761 $1,485,684 $2,447,644 $1,305,246 $8,300,359
7. Industry Funding by Source, 2015/16
Department Canada USA Int'l Total Architecture $15,000 $0 $0 $15,000 Chemical $2,358,082 $86,499 $443,153 $2,887,733 Civil & Environmental $765,527 $302,003 $62,620 $1,130,150 Conrad $0 $0 $0 $0 Electrical & Computer $1,959,157 $1,326,104 $165,868 $3,451,129 Management Sciences $91,400 $0 $0 $91,400 Mechanical & Mechatronics $1,329,924 $888,812 $297,031 $2,515,766 Systems Design $506,966 $628,996 $0 $1,135,962 Administrative Units $0 $0 $0 $0 TOTAL $7,026,056 $3,232,414 $968,671 $11,227,140
122 Waterloo Engineering 8. Total Sponsored Research Funding:Faculty Ratio, 2015/16
Department Research Funding/TTS Faculty Architecture $18,742 Chemical $250,442 Civil & Environmental $235,169 Conrad $143,615 Electrical & Computer $214,165 Management Sciences $49,247 Mechanical & Mechatronics $292,406 Systems Design $176,313 TOTAL $209,219 Excluding Architecture & Conrad $224,218
9. Total Sponsored Research Funding:Budget Ratio, 2015/16
Faculty of Engineering Total Excluding Architecture & Conrad Research Funding:Budget 0.67 0.70
10. Research Chair Holders, 2016 Cda Rsch Endowed NSERC Other Univ Rsch Univ Department Chair Chair Chair Chair Chair Prof Total Architecture 0.0 0.0 0.0 0.0 0.0 1.0 1.0 Chemical 2.0 0.0 0.0 0.0 3.0 2.0 7.0 Civil & Environmental 2.0 1.0 2.0 0.0 0.0 0.0 5.0 Conrad 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Electrical & Computer 6.0 3.0 2.0 0.0 4.0 0.0 15.0 Management Sciences 2.0 1.0 0.0 0.0 0.0 0.0 3.0 Mechanical & Mechatronics 3.0 0.0 1.0 1.0 4.0 0.0 9.0 Systems Design 4.0 0.0 0.0 0.0 0.0 1.0 5.0 TOTAL 19.0 5.0 5.0 1.0 11.0 4.0 45.0
Research Chair Holders, 2016
Canada Research Chairs, Tier 1 Chair Holder Title Carl Haas, CEE CRC in Infrastructure Construction and Management Amir Khajepour, MME CRC in Mechatronic Vehicle Systems Amir Khandani, ECE CRC in Wireless Systems Raafat Mansour, ECE CRC in Micro and Nano Integrated RF Systems John McPhee, SDE CRC in Biomechatronic System Dynamics Catherine Rosenberg, ECE CRC in the Future Internet Michael Worswick, MME CRC in Light Weight Materials under Extreme Deformation: Forming and Impact En-hui Yang, ECE CRC in Information Theory and Multimedia Data Compression Weihua Zhuang, ECE CRC in Wireless Communication Networks
Canada Research Chairs, Tier 2 Chair Holder Title Hossein Abouee Mehrizi, MSCI CRC in Health-Care Operations Management Zhongwei Chen, CHE CRC in in Advanced Materials for Clean Energy Ehab El-Saadany, ECE CRC in Energy Systems Chris Eliasmith, SDE CRC in Theoretical Neuroscience Lukasz Golab, MSCI CRC in Data Analytics for Sustainability Frank Gu, CHE CRC in Advanced Targeted Delivery Systems Sriram Narasimhan, CEE CRC in Smart Infrastructure Carolyn Ren, MME CRC in Lab-on-a-Chip Technology
Strategic Plan Progress Report: 2015/16 123 Chair Holder Title Alexander Wong, SDE CRC in Medical Imaging Systems John Yeow, SDE CRC in Micro and Nano Devices
NSERC Chairs Chair Holder Title Adrian Gerlich, MME NSERC/TransCanada Industrial Research Chair in Welding for Energy Infrastructure Peter Huck, CEE NSERC Chair in Water Treatment Amir Khandani, ECE NSERC/Nortel Chair in Advanced Telecommunications Technologies Mahesh Pandey, CEE NSERC/UNENE Chair in Risk-Based Life Cycle Management of Engineering Systems Ali Safavi-Naeini, ECE NSERC/Research in Motion Chair in Intelligent Integrated Radio/Antenna Systems
Endowed Chairs Chair Holder Title Claudio Canizares, ECE Hydro One Research Chair Sujeet Chaudhuri, ECE Val O’Donovan Chair in RF/Microwaves and Photonics Jatin Nathwani, CEE/MSci Ontario Research Chair in Public Policy and Sustainable Energy Management Susan Tighe, CEE Norman W. McLeod Professor in Sustainable Pavement Engineering Zbig Wasilewski, ECE Waterloo Institute for Nanotechnology Chair
University Research Chairs and University Professors University Research Chairs University Professors Pu Chen, CHE Mark Matsen, CHE Keith Hipel, SDE Rick Culham, MME Ravi Mazumdar, ECE Flora Ng, CHE Shesha Jayaram, ECE Michael Tam, CHE Garry Rempel, CHE Fakhri Karray, ECE Ehsan Toyserkani, MME Robert Jan van Pelt, ARCH Xianguo Li, MME Norman Zhou, MME John Long, ECE
11. University of Waterloo Documents in Engineering, Materials Science or Computer Science Publications Indexed by Thomson Reuters, 2011-2015
Engineering Materials Science Computer Science Indexed Documents 2089 766 1245
12. Category-Normalized Citation Impact of University of Waterloo Documents in Engineering, Materials Science or Computer Science Publications Indexed by Thomson Reuters, 2011-2015
Engineering Materials Science Computer Science Category-Normalized Citation Impact 1.21 1.45 1.19
13. Percentage of University of Waterloo Documents in Engineering, Materials Science or Computer Science Publications Indexed by Thomson Reuters that are in the Top 10%, 2011-2015
Engineering Materials Science Computer Science Percentage in Top 10% 12.02% 15.40% 11.24%
14. Percentage of University of Waterloo Documents in Engineering, Materials Science or Computer Science Publications Indexed by Thomson Reuters with International Collaboration, 2011-2015
Engineering Materials Science Computer Science Percentage in Top 10% 46.77% 46.61% 56.06%
124 Waterloo Engineering E. Women in Engineering Data Tables
1. Women in Engineering, 2015 2. Women in Architecture, 2015
# % # % Undergraduate First-year Class 467 28.1% Undergraduate First-year Class 48 64.9% All Undergraduate Students 1615 23.2% All Undergraduate Students 218 59.9% Undergraduate Degrees Granted 201 16.8% Undergraduate Degrees Granted 40 58.0% All Graduate Students 392 23.3% All Graduate Students 73 58.4% All Graduate Degrees Granted 166 26.3% All Graduate Degrees Granted 38 67.9% PhD Degrees Granted 37 24.7% Faculty Members 9 45.0% Faculty Members 40 14.3%
F. Internationalization Data Tables
1. International Students, 2015
# % Undergraduate New Admissions 278 16.0% All Undergraduate Students 971 13.2% Undergraduate Degrees Granted 106 8.4% Undergraduate Co-op Work Terms 1420 17.6% Outgoing Exchange Terms 82 n/a Incoming Exchange Terms 153 n/a All Graduate Students 818 45.2% All Graduate Degrees Granted 282 41.4%
G. Space Data Tables
1. Space Holdings (nasm), 2016
2015/16 Existing Space 57,158 Additional Space Constructed 199 Total Holdings, May 1 57,357
H. Advancement Data Tables
1. Waterloo Engineering Total Alumni, 2. Engineering Alumni Donating to 2015 University of Waterloo, 2015 % reach- # able* # % ** Architecture 2,247 88.4% Architecture 51 2.6% Chemical 5,096 89.4% Chemical 247 3.9% Civil & Environmental 7,239 88.4% Civil & Environmental 341 68.9% Conrad 498 99.4% Conrad 8 0.2% Electrical & Computer 12,102 91.6% Electrical & Computer 505 4.6% Management Sciences 1,961 86.8% Management Sciences 82 4.8% Mechanical & Mechatronics 8,591 90.2% Mechanical & Mechatronics 413 5.3% Systems Design 3,547 92.0% Systems Design 186 5.7% TOTAL 41,281 90.2% TOTAL 1,833 4.9%
Strategic Plan Progress Report: 2015/16 125 3. Engineering Alumni Donating to University of Waterloo, lifetime
Department # Donating % Donating Architecture 626 31.5% Chemical 1920 30.0% Civil & Environmental 2915 588.9% Conrad 44 1.0% Electrical & Computer 3872 34.9% Management Sciences 526 30.9% Mechanical & Mechatronics 3462 44.7% Systems Design 1473 45.1% TOTAL 14,838 39.8%
4. Funds Raised for the Faculty of Engineering, 2015/16
Cash Received New Pledges Received Funds Raised $8,160,266.0 $10,509,967
5. Educating the Engineer of the Future Campaign Progress to May 1, 2016 $ % Priority Project Goal Raised of Goal Facilities $45.0 $37.7 83.8% Graduate Scholarships $3.5 $1.1 31.4% Chairs $10.0 $0.2 2.0% Student Experience $11.5 $10.3 89.4% Other n/a $12.7 n/a TOTAL $70.0 $62.0 88.5%
6. Alumni Attending Selected Class Reunions, 2015
Department 5 10 15 20 25 30 35 40 45 50 Chemical 1.2% 0.0% 0.0% 15.1% 20.5% 1.6% 3.7% 2.7% 48.4% 30.0% Civil & Environmental 0.0% 0.0% 1.4% 37.0% 16.2% 14.5% 2.6% 16.0% 21.1% 43.8% Electrical & Computer 1.6% 2.2% 3.8% 1.9% 13.2% 8.5% 0.0% 13.2% 12.0% 32.0% Mechanical & Mechatronics 1.8% 2.4% 2.0% 24.7% 6.7% 13.2% 3.8% 27.0% 12.1% 23.3% Systems Design 0.0% 0.0% 2.9% 8.5% 41.3% 0.0% 20.0% 0.0% 0.0% 0.0% OVERALL PARTICIPATION 1.1% 1.3% 2.3% 15.9% 14.6% 8.5% 3.7% 11.7% 18.0% 33.0%
7. Alumni Events, 2015
Event City Date Attendance* Waterloo Engineering Alumni & Friends Reception at TRB Washington, DC 13/01/2015 130 Waterloo Engineering Alumni Ski Day Collingwood, ON 23/01/2015 140 Adel Sedra's Book Launch Event San Francisco, CA 23/02/2015 40 The Black Tie Event (Systems Design alumni event) Waterloo, ON 02/04/2015 85 Conrad MBET Alumni Event Toronto, ON 17/04/2015 104 Waterloo Engineering Alumni Reception Calgary, AB 30/04/2015 73 Waterloo Engineering Alumni Reception at Tesla Palo Alto, CA 30/04/2015 163 Alumni Reception at the Ontario Association of Architects Conference Hamilton, ON 07/05/2015 55 Engineering Class of 2014 Post-Convocation Receptions Waterloo, ON 13/06/2015 3618 Reunions Waterloo, ON 3-4/10/2015 525 Engineering Class of 2015 Post-Convocation Reception Waterloo, ON 24/10/2015 800
*attendance includes alumni and guests
126 Waterloo Engineering I. Data Notes
Acronyms and Abbreviations Acad Academic Unit (department, school or academic centre) Admin Administrative Unit or Administrative Staff ARCH Architecture (school or program) Assoc Prof Associate Professor Asst Prof Assistant Professor BME Biomedical Engineering (program) CEE Civil & Environmental Engineering Department CFI Canada Foundation for Innovation CHE Chemical Engineering (department or program) CIHR Canadian Institutes for Health Research CIVE Civil Engineering (program) CE Computer Engineering (program) Conrad Conrad Business, Entrepreneurship & Technology Centre CPR Canadian or Permanent Resident Def Term Definite Term DOE Dean of Engineering Office ECE Electrical & Computer Engineering Department EE Electrical Engineering (program) Enrol’t Enrolment ENVE Environmental Engineering (program) ERA Early Researcher Award (formerly Premier’s Research Excellence Award or PREA) Ext External FOE Faculty of Engineering FTE Full-time equivalent GENE Undergraduate students not registered in an academic program (e.g. exchange students and students registered in the Qualifying Program for Readmission) GEOE Geological Engineering (program) GRS Graduate Research Studentship Int’l International Lect Lecturer MAESD Ministry of Advanced Education and Skills Development (formerly MTCU) ME Mechanical Engineering (program) MCTR Mechatronics Engineering (program) MGMT Management Engineering (program) MME Mechanical & Mechatronics Engineering Department MSCI Management Sciences Department NANTE Nanotechnology Engineering (program) nasm Net assignable square metre Non-Deg Non-degree (for graduate students, includes diploma and certificate students) NSERC Natural Sciences and Engineering Research Council OCE Ontario Centres of Excellence ORF Ontario Research Fund (RE = Research Excellence & RI = Research Infrastructure) PostDoc Post-doctoral Fellow Prof Professor Prof Master Professional Master (i.e. coursework; without a thesis) Rsch Assoc Research Associate Rsch Master Research Master (i.e. with a thesis) Rsch Prof Research Professor RTI Research Tools and Instruments (NSERC Program) Schlp Scholarship SDE Systems Design Engineering (department or program) SE Software Engineering (program) SSHRC Social Sciences and Humanities Research Council TA Teaching Assistant Tech Technical Staff TTS Tenured and tenure-stream faculty UAE United Arab Emirates (where Waterloo formerly had a campus, in Dubai) Univ University
Strategic Plan Progress Report: 2015/16 127 Notes on Tables 1 Key Metrics Space Holdings excludes Architecture and Conrad In May 2014 previous space holdings calculations, which included projections for space under construction, were updated with actual figures. Baseline and previous year data have been restated with actuals. 2 Key Performance Indicators Undergraduate Students/Faculty excludes CSTV faculty (included elsewhere in Systems Design) and excludes proportion of students in joint programs with other Faculties. Graduate Students/Faculty includes only tenured and tenure-stream faculty. Space Holdings/Student, Sponsored Research Funds/Faculty and Sponsored Research Funds/Budget exclude Architecture and Conrad. Budget/Student is widely considered an acceptable measure of the richness of a unit’s educational program and is not intended to represent the amount of money spent directly on each student. 3 Institutional Context Source for each metric is consistent with its measurement described below. 4 Provincial and National Context Source: Engineers Canada enrolment and degrees report (most recent available) Per Engineers Canada guidelines, excludes Architecture and new programs yet to be accredited.
Data Definitions and Sources A1 Total Regular Faculty Source: Dean of Engineering Office | As of: May 1 Excludes definite-term, research and visiting professors and definite-term lecturers with appointments less than 2 years; excludes faculty members in full-time senior university administrative positions (e.g. president); Excludes positions not yet filled on May 1 Systems Design includes CSTV A2 Distribution of Regular Faculty by PEng Status Source: Associate Dean, Co-operative Education & Professional Affairs | As of: May 1 Excludes faculty in Architecture, Conrad and CSTV; ineligible=degree(s)from a discipline ineligible for PEng A3 Distribution of Regular Faculty by Age Source: Dean of Engineering Office | As of: May 1 Head count of faculty (rather than FTE) to maintain confidentiality. Joint appointees between two Engineering departments will be counted twice. A4 Distribution of TTS Faculty by PhD School Source: Dean of Engineering Office | As of: May 1 Excludes faculty who do not hold a PhD A5 Total Non-regular and Non-faculty Appointments Source: Dean of Engineering Office | As of: May 1 Count of current appointments on May 1(a small proportion of individuals might hold multiple appointments) A6 Selected Major Faculty Awards and Honours Source: Dean of Engineering Office | As of: Dec. 31 A7 FTE Staff Source: Waterloo Human Resources | As of: May 1 Full-time equivalent filled positions paid from the operating budget Research institutes include WatCAR, WIN and WISE; Undergraduate Office includes Teaching Office and Student Design Centre staff Excludes positions which were under recruitment/not yet filled on May 1 A8 Distribution of FTE Staff by Age Source: Waterloo Human Resource | As of: May 1 A9 Staff Awards and Honours Source: Dean of Engineering Office | As of: Dec. 31 A10 Faculty:Staff Ratios Total regular faculty/FTE staff paid from the operating budget Faculty Total includes staff and faculty in administrative units (e.g. Dean’s Office, Machine Shop, Undergraduate Office, etc.); Academic Units Only excludes support units
B1 Total Undergraduate Enrolment (head count) Source: Waterloo Institutional Analysis and Planning Office | As of: Nov.1 All undergraduates registered in the fall term (in class or on co-op) on MAESD count date Includes students on official co-op work term; includes all students in programs offered jointly with other faculties (i.e. software and nanotechnology); excludes part-time students; excludes students in GENE
128 Waterloo Engineering B2 FTE Undergraduate Enrolment Source: Waterloo Institutional Analysis and Planning Office | As of: March 1 Equivalent student registrations in two academic terms in a year; this counters the impact of our co-op program, due to which a proportion of students will have 2 work terms and 1 academic term in a given year Annual FTE= (spring + fall + winter registrations, excluding students on co-op)/2 Includes all students in programs offered jointly with other faculties (i.e. software and nanotechnology); excludes part-time students; excludes students in GENE B3 Undergraduate Degrees Granted Source: Waterloo Institutional Analysis and Planning Office | As of: Dec. 31 Total engineering undergraduate students graduating in the calendar year Includes all students in programs offered jointly with other faculties (i.e. software and nanotechnology); count by first major (double-major degrees are counted only once) B4 Undergraduate Year One New Admissions Source: Waterloo Institutional Analysis and Planning Office | As of: Nov. 1 Total new engineering undergraduates registered in the fall term on MAESD count date Includes all students in programs offered jointly with other faculties (i.e. software and nanotechnology) B5 Undergraduate Admissions by Average Grade Ranges Source: Waterloo Registrar’s Office | As of: Nov. 1 Average based on best final 6 U or M courses; averages with .5% are rounded up (e.g.94.5% to 94.9% are included in 95%) B6 Undergraduate Students:Faculty Ratio FTE undergraduate students/regular faculty members Regular faculty here excludes CSTV faculty (included elsewhere in Systems Design); FTE students here exclude ½ of software students and ⅓ of nanotechnology students; mechatronics students are allocated 3/5 to MME, 1/5 to ECE and 1/5 to SDE; biomedical students are allocated 1/10 to CHE, 1/10 to ECE, 1/10 to MME and 7/10 to SDE. B7 Undergraduate Degrees Granted:Faculty Ratio Engineering undergraduate degrees granted/regular faculty members Regular faculty here excludes CSTV faculty (included elsewhere in Systems Design); FTE students here exclude ½ of software students and ⅓ of nanotechnology students; mechatronics students are allocated 3/5 to MME, 1/5 to ECE and 1/5 to SDE; biomedical students are allocated 1/10 to CHE, 1/10 to ECE, 1/10 to MME and 7/10 to SDE. B8 Co-op Employment Source: Waterloo Co-operative Education & Career Action Office | As of: Dec. 31 Excludes students who advised CECA that they were not seeking employment or who did not participate in the interview process and did not provide information on their status % international placements is share of “employed” terms outside of Canada B9 Total Co-op Earnings by Fiscal Year Source: Waterloo Co-operative Education & Career Action Office JOBMINE | As of: May 1 Estimate of total earnings by all co-op students on work terms for a fiscal year each fiscal year, extrapolated from the hourly, weekly or monthly wages reported for each co-op student. Does not include wages earned internationally B10 Undergraduate Exchange Participation Source: Engineering Exchange Office | As of: Dec. 31 Count of student terms spent on exchange in the calendar year. Outgoing: Waterloo students on exchange elsewhere; Incoming: students studying at Waterloo on exchange C1 Total Graduate Enrolment (head count) Source: Waterloo Institutional Analysis and Planning Office | As of: Nov.1 All graduate students registered in fall term (full-time or part-time) on MAESD count date Nanotechnology students are counted in the department in which they are registered; includes non-degree students (which include diploma and certificate programs) C2 FTE Graduate Enrolment Source: Waterloo Institutional Analysis and Planning Office | As of: May 1 FTE = (SpringFTE+FallFTE+WinterFTE)/3 | Each term’s FTE = FT+(PT*0.3) Nanotechnology students are counted in the department in which they are registered; non-degree students are excluded C3 Graduate Degrees Granted Source: Waterloo Institutional Analysis and Planning Office | As of: Dec. 31 Total engineering graduate students graduating in the calendar year Nanotechnology students are counted in the department in which they are registered; count by first major (double-major degrees are counted only once)
Strategic Plan Progress Report: 2015/16 129 C4 FTE Graduate Student Admissions Source: Waterloo Institutional Analysis and Planning Office | As of: Nov.1 Total of FTE (FT+(PT*0.3)) of all new graduate student admissions in 3 terms (calendar year) Nanotechnology students are counted in the department in which they are registered; non-degree students are excluded; coursed-based master are included with professional master prior to 2012 C5 Graduate Students:Faculty Ratio FTE graduate students/tenured and tenure-stream faculty members All Students includes non-degree students; Research Students includes PhD+Research Master students only; totals might not add precisely due to rounding C6 Graduate Degrees Granted:Faculty Ratio Graduate degrees granted/TTS faculty members C7 Graduate Proportion of Total FTE Enrolment FTE graduate students/(FTE graduate students+FTE undergraduate students) C8 Graduate Student Financial Support Source: Waterloo Graduate Studies Office | As of: May 1 Research Master Faculty average excludes Architecture. Includes IDSA and IMSA to international students.
D1 Total Sponsored Research Funding Source: Waterloo Office of Research | As of: May 1 Research funding data presented in multi-year graphs are the most up-to-date data available, and include Office of Research updates made to previous years’ funding after the final report for that year. Tabular data are not restated. Infrastructure funding includes CFI, ORF-RI and NSERC RTI grants. D2 Total Tri-Council Funding Source: Waterloo Office of Research | As of: May 1 D3 NSERC Funding by type Source: Waterloo Office of Research | As of: May 1 Discovery includes Accelerator Supplements; Partnerships was formerly called Industry D4 University of Waterloo Share of NSERC Funding and Awards in Engineering Subject Groups Source: NSERC Awards Database | As of: May 1 Includes NSERC awards and funding earned by any University of Waterloo researcher in 19 NSERC research subject areas (comprised of 157 subjects) identified as related to engineering (Agricultural Eng, Artificial Intelligence, Biomedical Eng, Chemical Eng, Civil Eng, Design&Manufacturing, Electrical&Electronic Eng, Environmental Eng, Fluid Mechanics, Forest Eng, Fuel&Energy Tech, Industrial Eng, Information Tech, Materials Sci&Tech, Mechanical Eng, Mining&Mineral Processing, Nuclear Eng, Robotics, Structural Eng) D5 Provincial Funding by type Source: Waterloo Office of Research | As of: May 1 Other includes Ministry, FedDev and Ontario Research Chair funding D6 Industry Funding by source Source: Waterloo Office of Research | As of: May 1 D7 Total Sponsored Research Funding:Faculty Ratio Sponsored research funds/tenured and tenure-stream faculty members D8 Total Sponsored Research Funding:Budget Ratio Sponsored research funds/permanent recurring budget D9 Research Chair Holders Source: Engineering Research Office & Dean of Engineering Office | As of: May 1 D10 University of Waterloo Documents in Engineering, Materials Science or Computer Science Publications Indexed by Thomson Reuters Source: InCitesTM, Thomson Reuters. Report Created: 17-June-15 | Data Source: Web of Science ® Limited to documents in publications indexed by Thomson Reuters. Includes publications by all researchers affiliated with the University of Waterloo in publications classified by Thomson Reuters Essential Science Indicators as engineering, materials science, or computer science. Includes all documents published in each five-year period (over 95% of documents are articles and proceeding papers). D11 Category Normalized Citation Impact (for each of the categories Engineering, Materials Science and Computer Science) of University of Waterloo Documents in Publications Indexed by Thomson Reuters Source: InCitesTM, Thomson Reuters. Report Created: 17-June-15 | Data Source: Web of Science ® Category Normalized Citation Impact =Impact (citations per paper) of an institution in a subject area relative to the impact of all institutions in the subject area overall, normalized for subject year and document type. Publications and citations are both limited to Thomson Reuters-indexed publications. D12 % of University of Waterloo Documents in Engineering, Materials Science or Computer Science Publications Indexed by Thomson Reuters that are in the Top 10% Source: InCitesTM, Thomson Reuters. Report Created: 17-June-15 | Data Source: Web of Science ®
130 Waterloo Engineering Percentage of total Waterloo documents in the given subject area that are in the top 10% of all papers in that subject area, based on citations by category, year and document type. Publications and citations are both limited to Thomson Reuters-indexed publications. D13 % of University of Waterloo Documents in Engineering, Materials Science or Computer Science Publications Indexed by Thomson Reuters with International Collaboration Source: InCitesTM, Thomson Reuters. Report Created: 17-June-15 | Data Source: Web of Science ® % of total Waterloo documents in the given subject area that contain one or more international co-authors.
E1 Women in Engineering Disciplines and Women in Architecture & Undergraduate year one new admissions excludes continuing students, Nov. 1 E2 All undergraduate students = head count, Nov. 1 Undergraduate degrees granted in the calendar year, Dec. 31 All graduate students = head count, Nov. 1 Graduate degrees granted for the calendar year, Dec. 31 Professors = regular faculty, May 1
F1 International Students Undergraduate year one new admissions excludes continuing students, Nov. 1 All undergraduate students = head count, Nov. 1 Undergraduate degrees granted in the calendar year, Dec. 31 Undergraduate Co-op Work Terms = # and % of “employed” terms outside Canada, Dec. 31 All graduate students = head count, Nov. 1 Graduate degrees granted for the calendar year, Dec. 31 Outgoing Exchange Students =Terms spent by Waterloo students on exchange elsewhere, Dec. 31 Incoming Exchange Students = Terms spent by students studying at Waterloo on exchange, Dec. 31
G1 Space Holdings Source: Waterloo Institutional Analysis and Planning Office | As of: May 1 Space Holdings excludes Architecture and Conrad In May 2014 previous space holdings calculations, which included projections for space under construction, were updated with actual figures. Baseline and previous year data have been restated with actuals.
H1 Total Alumni Source: Waterloo Office of Alumni Affairs | As of: Dec. 31 Total of all alumni who have graduated with a degree from Waterloo Engineering Includes all Architecture, Conrad, and software engineering alumni; includes deceased and honorary alumni; count by preferred major (each alumnus is counted only once) H2 Engineering Alumni Donating to the University of Waterloo in the year Source: Waterloo Office of Alumni Affairs | As of: Dec. 31 Includes donations by alumni in the given calendar year H3 Engineering Alumni Donating to the University of Waterloo in their lifetime Source: Waterloo Office of Alumni Affairs | As of: Dec. 31 Includes donations by alumni at any time before December 31 of the current year H4 Funds Raised for the Faculty of Engineering Source: Waterloo Office of Development | As of: May 1 Cash Received includes all cash, gifts-in-kind and other gifts received (including payments on pledges counted in previous years); New pledges includes all pledges, cash, gifts-in-kind and other gifts raised (including those not paid this year) H5 Campaign Progress to Date Source: Waterloo Office of Development | As of: May 1 Educating the Engineer of the Future Campaign target set and progress tracked from May 1, 2013 onward. “Other” includes private sector research funds. H6 Alumni Attending Selected Class Reunions Source: Engineering Alumni Office | As of: Dec. 31 Includes only departments with an undergraduate program in the given reunion year H7 Alumni Events Source: Engineering Alumni Office | As of: Dec. 31 H8 Dean’s Advisory Council Members Source: Engineering Advancement Office | As of: May 1 ______
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