SECTION A:
A1
INTRODUCTION
College and Program Information
Full Legal Name of Organization: Humber College Institute of Technology and
Advanced Learning
URL for Organization Homepage (if applicable): www.humber.ca
Proposed Degree Nomenclature: Bachelor of Digital Communications
Location (specific address) where program to be delivered:
Humber Lakeshore Campus
3199 Lake Shore Boulevard West, Toronto, ON M8V 1K8
Date of Submission:
Contact Information:
Person Responsible for This Submission:
Name/Title:
Ann Dean
Associate Dean, Planning & Development
Full Mailing Address: Humber Institute of Technology and Advanced Learning
205 Humber College Boulevard
Toronto, Ontario M9W 5L7
Telephone:
416-675-6622, ext. 4553
Fax:
416-675-6681
E-Mail:
ann.dean@humber.ca
Site Visit Coordinator (if different from above):
Name/Title:
Sandra Cardinal
Program Development Consultant
Full Mailing Address: Humber Institute of Technology and Advanced Learning
205 Humber College Boulevard
Toronto, Ontario M9W 5L7
Telephone:
416-675-6622, ext. 5142
Fax:
416-675-6681
E-mail:
sandra.cardinal@humber.ca
Bachelor of Digital Communications
Section A, Page 1
A2
Table of Contents
SECTION A: INTRODUCTION ..................................................................................................1
A1
College and Program Information ....................................................................................1
A2
Table of Contents ............................................................................................................2
A3
Executive Summary.........................................................................................................7
A4
Program Abstract ..........................................................................................................17
SECTION B: DEGREE LEVEL STANDARD .............................................................................1
SECTION C: ADMISSION, PROMOTION AND GRADUATION ................................................1
C1
Admission Requirements for Direct Entry ........................................................................6
C2
Admission Requirements for Mature Students .................................................................6
C3
Promotion and Graduation Requirements........................................................................6
C4
Advanced Standing Policies and Requirements ..............................................................6
C4.1 Degree Completion Arrangements .......................................................................6
SECTION D: PROGRAM CONTENT STANDARD ....................................................................1
D1
Ad-Hoc Program Advisory Committee ...........................................................................16
D1.1 Program Advisory Committee Membership ........................................................16
D1.2 Committee Members’ Profiles ...........................................................................17
D1.2 Program Advisory Committee Minutes ...............................................................22
Formal motion to endorse the Bachelor of Digital Communication program ....... 33
D2
Professional Accreditation .............................................................................................34
D3
Program Learning Outcomes.........................................................................................35
D3.1 Degree Level Learning Outcomes......................................................................35
D3.2 Core Program Level Learning Outcomes ...........................................................37
D3.2.1 Design of Program Learning Outcomes ...............................................37
D3.2.2 Courses Contributing to Program Learning Outcomes......................... 38
D3.3 Non-Core Program-Level Learning Outcomes ...................................................41
D4
Bachelor of Digital Communications Program................................................................43
D4.1 Program Design .................................................................................................43
D4.2 Program Map, Bachelor of Digital Communications ........................................... 45
D4.3 Core Course Descriptions ..................................................................................46
D4.3.1. Media Elective Course Descriptions………………………………………..55
D4.4 Non-Core Course Description ............................................................................62
D5
Academic Course Schedules .........................................................................................97
D5.1 Course Schedule 1 ............................................................................................97
D5.1.1. Media Elective .....................................................................................100
D5.1.2 Non-Core Electives ...............................................................................102
D5.2 Course Schedule 2 ..........................................................................................113
D5.2.1. Media Electives……………………………………………………….. ... …115
D5.2.2 Non-Core Electives…………………………………………………… .... …116
D6
Work Experience Required for Degree Completion ..................................................... 127
D6.1 Program Structure Requirements..................................................................... 127
D6.2 Nature of Work Placement ...............................................................................127
D6.3 Support for Work Experience ........................................................................... 127
D6.4 Work Experience Learning Outcomes .............................................................. 128
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D7
D8
D9
D6.5 Professional Practice Course Outline ............................................................... 131
Program of Study ........................................................................................................135
D7.1 Core Courses...................................................................................................140
D7.1.1 Course Development and External Review ....................................... 140
D7.1.2 Course Outline Submission Requirements ........................................ 140
D7.1.3 Classroom and Equipment Requirements ......................................... 141
D7.1.4 Degree Level Standards and Learning Outcomes ............................. 143
D7.1.5 Hours and Methods of Instruction ...................................................... 143
D7.1.6 Identification of Previously Assessed Core Course Outlines .............. 144
D7.3 Bachelor of Digital Communications Non-Core Course Outlines ...................... 501
Bridging Courses ........................................................................................................502
Gap Analysis - Diploma to Degree Transfer ................................................................ 503
D9.1 Summary of Gaps- Media Communications Diploma ....................................... 503
D9.1.1 Gaps Identified ..................................................................................503
D9.1.2 Gap Analysis……………………………………….. .............................. 505
D9.1.3 Transfer Arrangements………………… ............................................. 510
D9.1.4 Sample Program….. .......................................................................... 512
D9.2 Summary of Gaps- Multi-Media Design and Development Diploma….............. 513
D9.2.1 Gaps Identified……….. ...................................................................... 513
D9.2.2 Gap Analysis…………….................................................................... 515
D9.2.3 Transfer Arrangements…………………………………… .................... 519
D9.2.4 Sample Program ...............................................................................521
D9.3 Summary of Gaps- Web Design and Interactive Media Advanced Diploma.. .. 522
D9.3.1 Gaps Identified… ...............................................................................522
D9.3.2 Gap Analysis………........................................................................... 524
D9.3.3 Transfer Arrangements. ..................................................................... 528
D9.3.4 Sample Program................................................................................530
SECTION E: PROGRAM DELIVERY ........................................................................................1
SECTION F: CAPACITY TO DELIVER .....................................................................................1
F1
Learning and Physical Resources ...................................................................................5
F1.1 Library Resources ................................................................................................5
F1.2 Computer Resources .........................................................................................13
F1.3 Existing Classroom Space .................................................................................16
F1.4 Specialized Space Facilities ...............................................................................17
F2
Resource Renewal and Upgrading ................................................................................19
F3
Support Services ..........................................................................................................22
F4
Faculty...........................................................................................................................27
F4.1 Projected Staffing Requirements........................................................................27
F4.2 Faculty Recruitment and Development Plan ......................................................28
F4.2.1 Recruiting Procedures.............................................................................28
F4.2.2 Specific Hiring Plans for Core Courses ...................................................29
Section 1: Proposed Academic Credentials ............................................ 30
Section 2: Faculty Complement: Current and New Hires ........................ 32
Section 3: Sample Faculty Plan by Core Course .................................... 33
Section 4: Summary of Anticipated Results ............................................ 37
F5
Curriculum Vitae of Faculty Assigned to the Degree Program ....................................... 38
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F5.1
F5.2
F5.3
Curriculum Vitae Release ..................................................................................38
Curriculum Vitae of Faculty Assigned to Deliver Core Courses .......................... 39
Curriculum Vitae of Faculty Assigned to Deliver Non-Core Courses ............................ 125
SECTION G: CREDENTIAL RECOGNITION
G1
Program Design and Credential Recognition ...................................................................1
G2
Consultation ....................................................................................................................2
G3
Letters of Credential Recognition - Universities ...............................................................4
Ontario Council of Universities ....................................................................................5
Simon Fraser University ..............................................................................................6
Concordia University ...................................................................................................7
Northwestern University ..............................................................................................8
University of Washington.............................................................................................9
Saginaw State University ..........................................................................................10
G4
Letters from Organizations and Employers ....................................................................11
International Association of Business Communicators .............................................. 11
Brown & Cohen .........................................................................................................12
Crescent Group .........................................................................................................13
Environics Public Relations .......................................................................................14
Jesson & Co. ..........................................................................................................15
Canadian Institute of Chartered Accountants ............................................................16
Punch Canada ..........................................................................................................17
G5
Evidence of Employer Support ......................................................................................18
SECTION H: REGULATION AND ACCREDITATION ..............................................................1
SECTION I:
PROGRAM EVALUATION ..................................................................................1
SECTION J: NOMENCLATURE ..............................................................................................1
SECTION K: ACADEMIC FREEDOM AND INTEGRITY ..........................................................1
SECTION L: STUDENT PROTECTION....................................................................................1
SECTION M: EVIDENCE OF ECONOMIC NEED .....................................................................1
SECTION N: DUPLICATION ....................................................................................................1
N1
Similar/Related College Programs ...................................................................................1
N2
Similar/Related University Programs ...............................................................................4
SECTION O: OPTIONAL MATERIAL .......................................................................................1
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Section A, Page 4
O1
O2
O3
Humber Overview ............................................................................................................1
School Overview ............................................................................................................7
Credentials Framework .................................................................................................10
SECTION P:
POLICIES ...........................................................................................................1
SECTION Q: CURRICULUM REVIEW ......................................................................................1
Q1
Prof. Spencer’s CV ..........................................................................................................2
Q
Summary of Desk Examiner’s Report ...........................................................................16
Q
Humber’s response to the report ...................................................................................37
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A3
Executive Summary
Introduction
Communication studies are becoming recognized as one of the most significant of the social
sciences in the 21st century. Increasingly, societal notions of the world are shaped through
messages received from television, film, the web, social media and portable devices and a host
of media arts, with profound impacts on how we view the world and ourselves. The construction
of everyday lives and identities are negotiated through digital media and social networks which
expand connectivity and influence how we live, the products we produce and consume. The
Digital Communication program invites students to explore the dynamic media environment and
the cultural, social, economic and political implications of digital innovations.
The program grounds students with the theoretical and critical frameworks and digital
production skills necessary to become literate contributors to the digitally mediated world.
Students work creatively in the confluence of art, technology and business, becoming
consummate digital storytellers who are valuable in a wide range of employment fields.
About Humber
Humber College was established in 1967. A leader in polytechnic education, Humber offers over
140 full-time programs including: baccalaureate degrees, diplomas, certificates, graduate
certificates and apprenticeship programs. Humber receives more than 56,000 applications
annually; more than any other Ontario college. In Fall 2011, Humber enrolled 21,300 full-time
students and had 56,000 part-time registrations, as well as employees in customized corporate
training. Its strong partnerships with employers, as well as transfer agreements with many
universities and colleges, help ensure success. In February 2003, Humber received a new
designation as an Institute of Technology and Advanced Learning, which builds on the strategic
direction of the institution. The designation allows Humber to further expand its programming to
meet changing skill requirements and to provide up to 15% of its programming in degree
programs.
Humber has been offering degree-level education since 2001. Humber’s experience with degree
delivery began with the launch of the collaborative nursing program in conjunction with the
University of New Brunswick in September 2001. This four-year B.N. program is delivered by
Humber faculty using UNB’s curriculum. The following year saw the launch of the University of
Guelph-Humber. In partnership with the University of Guelph, Humber offers integrated 4-year
honours degree/diploma programs in the following program areas: Business; Early Childhood
Education; Family & Community Social Services; Justice Studies; Kinesiology; Media Studies;
and Psychology. The development and delivery of the programs is shared between the two
institutions.
Humber received its first consent to offer degrees in 2002 and launched its first three degrees in
September 2003. It currently offers sixteen degrees and has recently received consent for an
additional degree which will be offered in fall 2012. (A more detailed overview of the institution
is available in Section O1.)
School Overview
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The School of Media Studies and Information Technology is one of eight academic schools at
Humber College. Based at both the North and Lakeshore campus locations, the school offers 17
full-time post-secondary diploma and certificate programs, 12 postgraduate programs and 4
degree programs to over 3500 students. A wide range of 20 certificate programs are also
offered on a part-time basis. The School of Media Studies and Information Technology also
offers a joint program with the University of Guelph where graduates of the Honours Bachelor of
Applied Arts (Media Studies) program receive a 2 year diploma in Media Communications in
addition to the degree credential. In addition, the School provides customized training and
education to agencies and institutions in the sectors that it serves.
Program Design
The Bachelor of Digital Communications program was designed over a period of one year,
evolving and shaped through dialogue with members of the advisory committee, course
developers, the outside desk reviewer, and Humber faculty and administrators. The Ontario
Qualifications Framework, a current literature review and research into the changing face of
communications education around the world helped to inform the design. The intent is to
provide 21st century education which prepares graduates for the real working life of practicing
professional communicators who will make important cultural, social, environmental and
economic contributions. To design such a program demanded a balance between traditional
and innovative approaches.
Through consultation, a model was developed based on identified core competencies agreed to
be desirable, and to ensure that courses addressed these competencies. At the core of the
model is the concept of the graduate as a proficient “digital storyteller” who embodies the
traditional competencies in written and oral language and critical thinking and who is also
versant in the digital realm. Digital storytelling is envisioned as primarily web-based,
incorporating photography, video, audio, web and interactive design, social media and written
text. Digital storytellers are prepared to contribute to the growth and maintenance of the positive
on-line presence of a range of organizations. Six embedded clusters of competencies were
identified:
• Communications and Media Theory
• Media Production Skills
• Writing and Research
• Business Fundamentals
• Creative Development
• Social, Political and Cultural Awareness.
A strong theoretical background is essential to becoming flexible, resilient communicators, who
easily adapt to the ever-changing technological, ethical and stylistic challenges of modern
communications.
Technical competency supports communication development by helping students gain
proficiency with traditional and emerging production techniques. Within the production stream,
students practice using the latest equipment and software for photography, video, audio, web
and interactive design and social media, while also casting a critical eye towards the judicious
use of these technologies. To allow students to specialize further or to inform their practice
through related study, media electives are offered in years three and four, providing a wide
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range of choices, within the limits of reasonable resources. These include course from fine arts,
creative advertising, journalism and film study.
Writing and research are the cornerstones of proficient communication practice. Both the
advisory committee and Humber’s employer survey strongly supported the inclusion of writing
and research as high priorities. While these skills are present in most courses offered, it was
decided to include four dedicated courses designed specifically to hone written language skills.
For those students who wish to pursue graduate studies after completion of the degree, it is
recommended that they study formal research methods from a scholarly perspective. Hence,
the media elective course “Research Methods for Digital Communication” is offered as a 3rd or
4th year elective course.
Making a living as a media communication professional is most likely to become reality when
well-versed in business principles. The program offers a stream of courses in business in which
consistent contact with working professionals; a work placement and senior projects infuse
economic principles in students’ consciousness.
Creativity is fostered when students are empowered to make creative decisions regarding
practices, styles, and content to achieve their unique vision. In practice, this core principle
infuses all coursework, with special emphasis in a stream of creative development courses
which are student idea-driven. These include two e-portfolio courses and two capstone project
courses.
Digital storytellers may be viewed as visual cultural commentators. Awakening students’ social,
cultural and political awareness is vital to professional and personal development. Humber is
well-positioned with its deep resource base to offer an extensive set of breadth electives
encouraging students to consider factors such as historical context, cultural influences,
theoretical models, issues of representation, role of the media, and aesthetics. Students will find
courses to feed their curiosity and interests, and in the process help them become informed and
engaged citizens. Bachelor of Digital Communications students will be integrated with students
from a range of bachelors programs throughout their four years in ten breadth electives where
their social consciousness is developed and they are challenged to read and respond to a range
of complex texts.
It is recognized that in an ever-changing future, graduates will be required to continuously
adapt, relearn and innovate. Humber’s program is designed to meet those challenges by
fostering a love of storytelling, self-discipline, social and environmental responsibility, diverse
cultural awareness, the ability to communicate effectively, and a desire to become lifelong
learners.
Recognizing the inherent overlap of these areas, all courses address all six core competencies;
however, a stream of courses in each area emphasizes assignments, readings and activities
designed to highlight the intended learning outcomes of each category.
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Program of Study
The program consists of 120 course credits with 40 courses each earning 3 credits. A capstone
project is required in the final year of the program.
Bachelor of Digital Communications Program Requirements:
26 Specialization Courses
4 Media Electives courses
10 Breadth Electives courses
1 Work Placement Preparation Course (no credit)
1 work placement (14 weeks)
Bachelor of Digital Communications Program of Study:
YEAR Fall Semester
1
Video / Audio Production 1
Photography 1
Media Writing Fundamentals
Introduction to Digital Media and
Communication
Breadth Elective 1
2
Multi-Media Design 1
Social Media 1
Writing and Research for New Media
Visual Communication
Breadth Elective 3
3
Web and Interactive Design
E-Portfolio 2
Digital Media and Society
Media Elective 1
Breadth Elective 6
Summer: Work Placement – 14 weeks
4
Capstone Project 1
Digital Social Narratives
Persuasive Campaigns
Media Elective 3
Breadth Elective 9
Winter Semester
Video / Audio Production 2
Photography 2
E-Portfolio 1
Communications Law and Ethics
Breadth elective 2
Multi-Media Design 2
Social Media 2
Digital Storytelling
Breadth Elective 4
Breadth Elective 5
Web Building and Site Management
Multi-Media Project Management
Media Elective 2
Breadth Elective 7
Breadth Elective 8
Professional Practice (non-credit)
Capstone Project 2
Critical Analysis of New Media
Web and Social Media Analytics
Media Elective 4
Breadth Elective 10
Methods of Delivery
Creative work lies at the core of the program. Instructors act as guides, coaches, facilitators and
authorities challenging students to experiment, reflect, and engage in critical discourse. In
addition, students participate in lectures, seminar groups, labs, independent reading and
research, guest speakers and demonstrations. Students are encouraged to equip themselves
with a laptop computer as most of the required work is submitted digitally. Students are
expected to keep an on-going e-portfolio from which to draw artifacts and to examine and
showcase their learning. Open access to cameras, photography studios and computing spaces
with appropriate supervision, and meeting spaces for dialogue with faculty and other students
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from across the academic years and disciplines provide fertile ground for creative and technical
development within a community of professionals. Faculty are chosen both for their academic
qualifications and their intimate association with the real world of professional media and digital
communications in order to provide the student with an immersion experience as part of the
business community.
Nature of the Paid Work Term Experience
Students will participate in one mandatory 14-week work term. Students will be able to select
from a wide variety of opportunities in corporate or non-profit businesses, media-related
organizations, or communications consulting firms. They will acquire hands-on experience in
creating digital communication projects and developing client relationships. To date, 7
employers have indicated their willingness to provide co-operative work placements for Humber
Bachelor of Digital Communications students. (Humber Employee Needs Assessment 2012).
Students will be supported by the School of Media Studies and Information Technology
Placement Advisor who provides tools and resources for assisting students in securing
placements. Each year, the Placement Advisor establishes new media contacts, enabling
students to become informed about the functions of different organizations and the needs and
career opportunities within them.
Every effort will be made to find paid work placements, however, there will be unpaid work
opportunities which will be more appealing to some students depending on their career interests
and the placements available. Humber has a history of successfully finding quality professional
placements for students in its Media Studies programs.
Nomenclature
Humber takes a number of steps to ensure the program meets degree-level standards, in both
subject matter and outcomes, including:
• benchmarking the program against similar programs and courses in Canada and other
jurisdictions;
• having courses developed by faculty members who are familiar with degree-level study
in the field;
• having the program reviewed by university professors from other institutions.
Comparable degrees offered in Ontario and other Canadian universities typically offer the
credential Bachelor of Arts with specialization in Communications which denotes a strong
background in communication theory, developed skills in written and oral communication and a
broad liberal arts background, but usually without the applied focus of Humber’s proposed
program. There are examples of Ontario universities providing programs comparable to
Humber’s proposal through partnerships with colleges, such as the University of Toronto with
Sheridan College and Western University with Fanshawe College. Such arrangements typically
provide graduates with two credentials: the B.A. and an Ontario College Certificate or Diploma
in Digital Communications, Contemporary Media or other related field. Typically programs
which confer both a university degree and a college certificate or diploma take an approach
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where research-based, theoretically-based courses are delivered by the university and the
hands-on, applied subject courses are delivered within the college setting. The total number of
academic credits does not exceed other bachelors programs.
Humber’s approach differs from that of collaborative partnership programs by marrying theory
and practice in all core courses. The mix tends to favour one or the other depending on the
course and its purposes towards the attainment of program learning outcomes. Theoretical
perspectives and scholarly research are brought to bear on the production of media elements,
and vice versa. The proposed nomenclature, Bachelor of Digital Communications, reflects this
integrated approach by effectively blending together the name of the degree with its area of
applied focus into one recognizable title.
The degree name “Bachelor of Communication” is used in Western Canada at the University of
Calgary, Grant McEwan, Capilano and Mount Royal Universities. The nomenclature provides
potential employers and graduate schools a recognisable credential. In addition to the expected
attributes of a Bachelor degree in liberal arts, Humber’s Bachelor of Digital Communications
promises competence in the digital realm and experience in applying skills in the working world.
Humber considers the nomenclature “Bachelor of Digital Communications” to be the most
representative of the intent and content of the proposed degree program.
Strategic Fit
The Bachelor of Digital Communications builds on the strong foundation established by
Humber’s existing diploma, graduate certificate and degree programs. It contributes to the
School’s goal of offering a full-range of programming and providing opportunities for diploma
graduates who wish to further their education.
The degree supports Humber’s goal of being a leader in polytechnic education and responds
specifically to three of the priorities and their supporting initiatives identified within Humber’s
current strategic plan.
Priority 1: Manage Enrolment Growth.
The proposed degree offering is the logical next step in Humber’s growth as a vibrant and
responsive post-secondary institution. It also contributes to Humber’s plans as an Institute of
Technology and Advanced Learning to include a broad range of programming, from skills
training to specialized degrees that are responsive to market needs, and to provide educational
pathways for graduates wishing to move from diplomas to degrees.
Priority 2: Commitment to Teaching and Learning
In order to realize Humber’s vision of “excellence in polytechnic education” and its commitment
to a learner-centred culture, quality is the cornerstone of all the institution’s activities. This
degree program embraces this notion and contributes to the goals of enhancing the quality of
the teaching and learning environment, augmenting resources, enhancing teaching skills, and
providing a broad range of opportunities, such as Study Abroad options, for students.
Priority 3: Commitment to Human Resource Planning and Professional Development
The program supports this priority through the recruitment of qualified candidates with advanced
credentials and the enhancement of existing faculty credentials.
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Capacity to Deliver
Humber has 10 years of experience in offering degree-level education, both through its own
degrees, the first 3 of which were launched in 2003, and through collaborative programs with
the University of New Brunswick and University of Guelph. Humber’s graduates have been
successful both in finding employment and in continuing their education at the Master’s level or
in professional degrees such as law.
Since 2001, Humber has taken many steps to enhance its capacity to offer degree-level
programming. Humber has increased the number of faculty with terminal credentials. Since
2003, 78 new faculty members with Ph.D.’s have been hired. Current faculty members have
been encouraged to pursue further education. A detailed faculty plan is prepared for each new
degree.
For the Bachelor of Digital Communications programs, Humber currently employs several key
faculty members who will form the core of the instructional team in the first two years of
operation, holding either Ph.D. or Master’s level credentials. When hiring is required, Humber
will seek out qualified faculty holding terminal credentials as appropriate for the area of study,
typically a Ph.D. qualification in Communications or related discipline.
After undergoing an independent review of the breadth curriculum offered by the School of
Liberal Arts and Sciences, PEQAB concluded that Humber’s capacity to offer this curriculum
within its degree programs to be satisfactory.
Humber is committed to ensuring faculty engage in a level of scholarship and research or
creative activity to ensure their currency in the field. Opportunities are provided for faculty
members to attend conferences, present papers and produce some scholarly work, and faculty
are encouraged to identify and pursue such activities. In 2009, Humber hired a Dean of
Research to advance the research agenda at the college. Humber Research supports and
enriches research opportunities for faculty and students.
Library collections have been enhanced, with Humber investing $7,564,730 to expand library
collections over the past 10 years.
Facilities have been improved through the acquisition, renovation and building of new space.
The Humber Lakeshore campus which houses most of Humber’s degrees has undergone
significant expansion and classroom facilities have been enhanced. In the period between 2007
and fall 2011, there has been over $80 million spent in construction projects at the Lakeshore
Campus.
The location for the Bachelor of Digital Communications program is the Humber Lakeshore
campus giving students access to those facilities in addition to designated photography studios.
Credential Recognition
The design of this program is expected to facilitate credit transfer to and credential recognition
by other postsecondary institutions. Issues of transferability and equivalence of credit have been
a focus of Humber’s attention in order to facilitate the mobility needs of its graduates. Efforts
have been made to ensure that courses are commensurate with undergraduate instruction at
other postsecondary institutions. University professors from related programs at Brock, York
and Western Universities served as advisory committee members and provided advice and
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feedback as the program was developed. In addition to the Council of Ontario Universities
Statement on Advanced Study at Provincially Assisted Universities of 2006, Humber has
received letters indicating recognition of the proposed degree from Simon Fraser University,
Concordia University, Northwestern University, University of Washington, and Saginaw Valley
State University.
In addition, the program has been endorsed by the International Association of Business
Communicators (Toronto Chapter) to “enrich the educational landscape for communicators in
Canada and offer a progressive curriculum that will equip communicators to truly be digital
storytellers.”
In terms of the curriculum quality and currency, an outside qualified academic in the field
thoroughly assessed the program during its development phases, and commended the program
for its interdisciplinary approach, its integration of theoretical frameworks with hands-on skill
building, its articulation of clear and measurable learning outcomes, and the honouring of
creativity. He suggested modifications which were considered by the development team,
program administration, coordinators and faculty and the curriculum was amended where
appropriate.
In most cases, the breadth elective courses are transferable. Many of Humber’s existing
courses (for example, courses offered through the Liberal Arts and Science Division) have
already been recognized as equivalent by universities such as the University of Guelph, the
University of New Brunswick, York University and Thompson Rivers University, as well as
various universities in the United States and Australia.
Rigorous assessments have been built into each course in the Bachelor of Digital
Communications including thematic projects, written reflections, essays, tests and
examinations. These assessment strategies parallel degree course requirements in other
jurisdictions and will provide graduates with samples of degree-level work to include in their
applications to other postsecondary institutions.
Need for Program
The need to develop a Bachelor of Digital Communications was based on an analysis of the
communications field as a contributor to the well-being of Canadians, in a broad sense,
employment prospects for graduates, employer support, and student interest. Data was
gathered through a number of mechanisms including a literature review, a search of related
websites and surveys of employers and students. This section of the application is an
examination of the social, cultural and economic need for the program, informed by a number of
perspectives including:
•
•
Recognition of the inter-relatedness of social, cultural and economic factors in
determining the value of the Bachelor of Digital Communications program as an addition
to the available educational offerings in media, journalism, public relations, film and
media production and creative advertising and an opportunity to build on an area of
Humber’s strength;
An analysis of other programs offered by Ontario postsecondary degree-granting
institutions and the conclusion that there is an opportunity to offer a broader and more
contemporary program specialty in communications. The proposed program offers a
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•
•
strong theoretical basis which fosters resiliency, flexibility and critical thinking in a fastchanging business landscape. It prepares students with sought-after digital production
and content-producing writing skills, recognizing that the highest paid jobs to continue to
be filled by those with degrees;
The acknowledgement that the current diploma in Media Communications offered by
Humber attracts students who may already have requirements for degree level
admission;
Employer and Steering Committee support for the program.
Communication is central to all corporations, non-profits and governmental organizations.
Communication is what allows organizations not only to function, but also to flourish. There is a
definite correlation between high-performing organizations and strong communication practices.
Successful enterprises recognize that effective communication is much more than public
relations; contributing to missions that are understood and accomplished, an engaged
workforce, increased customer confidence, strengthened management cohesiveness, crisis
avoidance, credibility and an informed market. Organizations are setting and achieving high
standards for transparency, accountability and reputation-enhancing practices, requiring skilled
and sensitive communicators within their staffs. Businesses are moving towards hiring wellrounded, tech-savvy, critical thinking graduates. The proposed Bachelor of Digital
Communication program is designed to meet this imperative with an intentional blending of
technical digital skills, writing and critical thinking developed through courses in digital
production, media studies, breadth electives and media electives.
Internal and external communications are increasingly creative and digitalized, requiring
expertise in a range of production and content-creation areas such as writing, photography,
video, web design, multi-media, and social media, as seen in the 10-year 40% increase in digital
media companies. Ontario now has over 1000 digital media companies, up from 600 a decade
ago. This focus on digital production does not preclude the need for strong interpersonal
communications to foster engagement and productive relationships and to prevent and solve
problems. Progressive organizations recognize the need for an integrated approach to
communications which includes print, telephone, audiovisual, electronic and personal strategies.
The past decade has seen the proliferation of social media as an important communication
addition, requiring professionals to become critical consumers and producers of social products,
adapting and strategizing to enhance the on-line presence of their organizations. Spending in
digital advertising is surging worldwide, with an expectation for 18% growth in 2012 to $99
billion, and in 2013, 22% growth. All digital spending trends are positive, irrespective of local
economic conditions.
As agents of change, professional communicators have the capacity to effect positive change in
social behaviours, contributing to the environmental, social and economic aspirations of Ontario
and the world. Communication practitioners who can translate technical information into plain
language, bold visuals and strong messaging are valued for their ability to encourage and
empower community participation. Employers are looking for communicators with the right mix
of leadership, creativity and agility to understand their needs and respond effectively.
Social media presents a particular challenge for Canadian businesses, and this is an area of
emphasis for the Bachelor of Digital Communications program. While the study of social media
is still in its earliest phases, Humber is dedicated to leading the province in innovative ways to
Bachelor of Digital Communications
Section A, Page 14
develop the next wave of digital communications professionals for whom understanding of
social media is a strength and focus.
Employers today demand the soft skills of interpersonal communication, team-play and
leadership, the hard skills of content production and the positive influence of a well-established
and respected on-line presence. The proposed Bachelor of Digital Communications program will
prepare communications practitioners with integrated skillset in demand to address the internal
and external communications challenges of a broad range of organizations.
Prospects for graduates of a Bachelor of Digital Communications degree program may expect a
promising employment outlook for well-paid, permanent positions within a variety of settings.
Employers value a degree when hiring for new positions, such as communication coordinators
or specialist roles such as social media, editing, or marketing. There is a high degree of
employer support for this program and a willingness to provide entry-level jobs for graduates
with strong competencies in writing, professional soft-skills, continuous learning, strategic
planning, social media, and technology and business skills.
Conclusion
After a review of the need for a Bachelor of Digital Communications program, Humber
determined it was valuable to add it to its postsecondary offerings because:
•
•
•
•
Humber has the proven capacity to provide quality programming in related fields, on
which to draw and build.
The current employment prospects for graduates of the proposed program are strong, as
evidenced by primary and secondary research.
The proposed program is attractive to potential students, providing pathways from
secondary school and from existing diploma programs towards degree-level education,
with high levels of retention and graduation.
Graduates of the proposed program will be prepared to make meaningful contributions in
a range of organizations towards the prosperity, sustainability and resiliency of Ontario’s
socio-economic future.
Anticipated Start Date
A September 2014 start date is planned.
Anticipated Enrolment
Intake of 60 students per year.
Bachelor of Digital Communications
Section A, Page 15
A4
Program Abstract
The four year Bachelor of Digital Communications program is innovative and rigorous, centred
on developing digital storytellers skilled in writing, visual communication, web applications,
social media and business acumen. Students work in a dynamic studio-based environment
where cross-pollination of creative ideas and methods develop. Students collaborate and
innovate, while gaining technical competency.
Intensive lectures, studios and labs provide direction, sharpen technical skills and stimulate
critical discourse using the students’ work as the point of departure. Open access to studios,
workshops and computing spaces sustains reflective project work while developing networks of
diverse faculty, students and visitors. Historical, legal, ethical and theoretical considerations are
embedded in the creative process. Students engage with an array of breadth courses designed
to deepen consciousness of their roles as citizens, aware of the social, political, environmental
and cultural contexts of their work, and to inspire written, verbal and visual literacy.
Senior students specialize in advanced communication theory and technique and create a
culminating production project designed to launch their professional careers. Business studies
ensure students are well-prepared for the growing opportunities ahead in the burgeoning digital
media industry or as communication professionals within commercial, non-profit, governmental
or other organizations. Graduates are also prepared to continue their studies at the master’s
level.
Bachelor of Digital Communications
Section A, Page 16
SECTION B:
DEGREE LEVEL STANDARD
In order to ensure that a baccalaureate standard has been attained in each course and across
the program, the program framework and courses were:
•
•
•
benchmarked against similar programs and courses in Canada and other jurisdictions,
developed by faculty members who are familiar with degree-level study in the field of
practice,
reviewed and approved by the program Steering Committee which includes members
from the communication business and higher education in communications. These
include:
1. Geordie Allen, CEO, Crescent Group Communications
2. Christine Andrew, Sr. Marketing Manager, KPMG and Vice-President- Finance, IABC
(Toronto);
3. Barbara Jesson, CEO, Jesson & Co. Communications
4. Kim Cohen, CEO, Brown & Cohen Communications and Public Affairs; Jeff Lake
Managing Partner, Punch Canada
5. Dr. Amanda Coles, Associate Researcher, Interuniversity Research Centre on
Globalization and Work
6. Vince Manzerolle Lecturer, Faculty of Information and Media Studies, University of
Western Ontario
7. Dr. Barbara Crow Assoc. Dean of Teaching and Learning, Faculty of Liberal Arts &
Professional Studies, York University
8. Veronica Feihl, On-Line Communication Strategist, Net Potential Communications
Inc.
9. Kiel Hume, Consultant, Environics Public Relations
10. Laura Sellors Director, Client Services, Crescent Group Communications.
•
•
developed in consultation with Humber’s Planning and Development office which manages
the development and approval processes of all of Humber’s degree level programs, and
assessed by an external reviewer Dr. David Spencer of the Faculty of Information and
Media Studies, University of Western Ontario. Excluded from his review were the breadth
electives which have been reviewed as part of previous Humber degree submissions.
Ontario Qualifications
Framework –
How This Degree Meets the Degree Level Standard
Qualifications Standard for
Baccalaureate/Bachelor’s
Degree: Honours
Depth and Breadth of
Knowledge
a. A developed knowledge
and critical understanding of
The degree program develops foundational and advanced
knowledge in the creation, production and implications of
digital content. Core courses develop creative, technical and
critical concepts, methodologies, and theoretical frameworks
Bachelor of Digital Communications
Section B, Page 1
Ontario Qualifications
Framework –
How This Degree Meets the Degree Level Standard
Qualifications Standard for
Baccalaureate/Bachelor’s
Degree: Honours
b.
c.
d.
e.
f.
the key concepts,
methodologies, current
advances, theoretical
approaches and
assumptions in a discipline
overall, as well as in a
specialized area of a
discipline;
A developed understanding
of many of the major fields
in a discipline, including,
where appropriate, from an
interdisciplinary
perspective, and how the
fields may intersect with
fields in related disciplines;
A developed ability to: i)
gather, review, evaluate
and interpret information;
and ii) compare the merits
of alternate hypotheses or
creative options, relevant to
one or more of the major
fields in a discipline;
A developed, detailed
knowledge of and
experience in research in
an area of the discipline;
Developed critical thinking
and analytical skills inside
and outside the discipline;
The ability to apply learning
from one or more areas
outside the discipline.
in the overall field of media communications. Students
specialize in areas of their interests and talents, through eportfolio and capstone projects where they deepen and
broaden understanding in chosen areas. The required
breadth component requires students to choose courses from
the humanities, social sciences, liberal arts and sciences and
other disciplines such as business, providing students with
knowledge of the historical, cultural, political and economic
factors that shape the contemporary world, and increase their
numeracy and information literacy. All breadth courses are
designed to provide graduates with the skills, knowledge and
awareness needed for future roles as professionals, citizens
and members of the global community. Breadth courses
provide more than an introductory knowledge in the
humanities, sciences, social sciences and global cultures.
Both lecture and lab-based courses require students to
gather, review and interpret texts, visual and auditory media
as they develop visual literacy. Assignments challenge
students to explore and critically discuss alternative
viewpoints in media history and theory, to respond critically to
issues and themes and to develop compelling creative ideas
and concepts.
Students read and critique works by major media theorists
and researchers. Critical thinking and analytic skills are
intentionally addressed in both lecture and lab-based
courses, as students make links between theory and practice
and critique the work of communicators working in the media.
Guided creative courses are designed to support students in
applying learning and ideas from other disciplines and their
own growing awareness of contemporary issues.
Students are expected to demonstrate critical understanding
of the forces that shape or influence media images and texts
and how they are accepted by their intended audiences from
an interdisciplinary perspective.
Knowledge of Methodologies
An understanding of methods of
enquiry or creative activity, or
both, in their primary area of
study that enables the student
to:
a. Evaluate the
appropriateness of different
Methodologies are presented, assessed and applied in all
courses. In theory courses, the methodological traditions of
criticism and research are investigated and students are
required to formulate, sustain and defend critical arguments.
In lab-based courses, a range of creative and technical
methods are explored and applied. As students gain
proficiency, they are invited to solve communication problems
by assessing and using the most suitable established or
Bachelor of Digital Communications
Section B, Page 2
Ontario Qualifications
Framework –
How This Degree Meets the Degree Level Standard
Qualifications Standard for
Baccalaureate/Bachelor’s
Degree: Honours
approaches to solving
problems using well
established ideas and
techniques;
b. Devise and sustain
arguments or solve
problems using these
methods; and
c. Describe and comment
upon particular aspects of
current research or
equivalent advanced
scholarship.
experimental creative approaches. Each course has a list of
required and supplemental readings which are discussed in
class. Students are expected to engage in scholarly inquiry
and discourse regarding current research and practice.
Students investigate primary and secondary research and
qualitative and quantitative research methodologies.
Application of Knowledge
a. The ability to review,
present and critically
evaluate qualitative and
quantitative information to:
i. develop lines of
argument;
ii. make sound judgments
in accordance with the
major theories, concepts
and methods of the
subject(s) of study;
iii. apply underlying
concepts, principles,
and techniques of
analysis, both within and
outside the discipline;
iv. where appropriate use
this knowledge in the
creative process; and
b. The ability to use a range of
established techniques to:
i. initiate and undertake
critical evaluation of
arguments,
assumptions, abstract
concepts and
information;
ii. propose solutions;
iii. frame appropriate
questions for the
Critical analysis of media is a key component of all
communications courses. Students are expected to apply
theories, concepts and aesthetic understanding to the
creation of compelling media texts and images, and to
demonstrate visually literate media skills. Specialized
techniques are introduced in year 1 and extended in years
2,3 & 4 of the program, in such courses as Video/Audio
Production, Photography, Multi-Media Design, and Social
Media. Students may also choose from a range of media
electives to broaden their skillset. In creative development
courses students propose and solve communication
problems and critically evaluate their work for its aesthetic
and communicative effectiveness.
In the lecture portion of courses, students critically evaluate
historical, geographical, social and cultural contexts of new
media and apply this understanding to frame questions and
propose responses, and to develop and justify particular
points of view. Students are expected to discuss the global
perspectives of the role and function of the media and design
in contemporary culture.
Bachelor of Digital Communications
Section B, Page 3
Ontario Qualifications
Framework –
How This Degree Meets the Degree Level Standard
Qualifications Standard for
Baccalaureate/Bachelor’s
Degree: Honours
purpose of solving a
problem;
iv. solve a problem or
create a new work; and
c. The ability to make critical
use of scholarly reviews
and primary sources.
Communication Skills
The ability to communicate
information, arguments, and
analyses accurately and
reliably, orally and in writing to
a range of audiences.
Students are expected to develop their oral, written and
visual communication skills throughout the program, including
the use of vocabulary, language and paradigms central to the
study of media and communications. Students are required
to communicate a narrative point of view, paying close
attention to their intended audience. Students are required to
demonstrate research and technical skills in their analyses of
media.
Awareness of Limits of
Knowledge
An understanding of the limits
to their own knowledge and
ability, and an appreciation of
the uncertainty, ambiguity and
limits to knowledge and how
this might influence analyses
and interpretations.
In each course an intentional focus is made on the
opportunities, challenges, ambiguities and uncertainties
inherent in the particular area of study or creation. The
primary means for this inquiry are the processes of critique,
self-reflection and portfolio selection and refinement.
Students are required to demonstrate an appreciation for the
complex and evolving nature of knowledge and practices in
media communications.
Professional
Capacity/Autonomy
a. Qualities and transferable
skills necessary for further
study, employment,
community involvement and
other activities requiring:
i. the exercise of initiative,
personal responsibility
and accountability in
both personal and group
contexts;
ii. working effectively with
others;
iii. decision-making in
complex contexts;
b. The ability to manage their
own learning in changing
Each course helps to foster professional accountability
through expectations for self-directed scholarly and creative
projects. Group critiques develop skills in giving, receiving
and utilizing constructive feedback responsibly. Professional
studies courses provide students with practical skills in
commercial and entrepreneurial practices specific to the
media communications and to general business applications.
In preparation for the work term placement, students are
expected to develop a working knowledge of the field to
which they are assigned.
Throughout the program, students are expected to consider
the social and environmental consequences of their media
activities and to make responsible decisions. Creative
problem-solving, conflict resolution, effective independent
and group work are expectations for the program as
indicators of readiness for professional roles.
Bachelor of Digital Communications
Section B, Page 4
Ontario Qualifications
Framework –
Qualifications Standard for
Baccalaureate/Bachelor’s
Degree: Honours
How This Degree Meets the Degree Level Standard
circumstances, both within
and outside the discipline
and to select an appropriate
program of further study;
and
c. Behaviour consistent with
academic integrity and
social responsibility.
Bachelor of Digital Communications
Section B, Page 5
SECTION C:
ADMISSION, PROMOTION AND GRADUATION
The following table indicates how the Humber program meets the Board’s requirements.
Direct Entry
Board Requirements for
Admission
Humber
Admission requirements are
appropriate to the learning
outcome goals of the program
and the degree-level
standard. Admission to a
bachelor degree normally
requires at a minimum an
Ontario Secondary School
Diploma or equivalent, six
university or university/college
courses at the Grade 12 level,
a minimum average of 65 per
cent and additional
requirements as program
requires.
Ontario secondary
school students must
have completed a
minimum of a
secondary school
diploma (OSSD) with
six 12U, M (U/C) or
OAC level courses,
including Grade 12U
English or OAC
English 1, or
equivalent and a
minimum average of
65%. In addition to
the minimum average
of 65%, the applicant
must achieve a final
grade of not less than
65% in Grade 12U
English and 60% in
each of the other
published subject
requirements for
his/her program of
interest.
Program Specific
None
Related Policies
See the Academic
Regulations for
Degree in the
electronic policies file.
Mature
Students
•
•
Mature students have
demonstrated academic
abilities equivalent to
those of Ontario high
school graduates, verified
by successful completion
of courses at the
postsecondary level or an
entrance examination.
Credits awards and their
transcript entries are
monitored to avoid giving
Applicants entering as
mature students must
possess the
published subject
requirements or
equivalent in order to
be accepted for
admission. This
category of admission
is for students who
have not completed
secondary school, are
Bachelor of Digital Communications
Section C, Page 1
Board Requirements for
Admission
•
•
•
credit twice for the same
learning.
Policies and procedures
applied to assessment,
including provision of for
appeal are fully disclosed
and prominently available.
All personnel involved in
the assessment of
learning should receive
adequate training for the
functions they perform and
there is provision for their
continued professional
development.
Advanced standing
decisions are regularly
monitored, reviewed and
evaluated to ensure their
ongoing validity for the
degree program.
Humber
Program Specific
at least 21, and who
have been away from
school for 2 years.
The Humber
Admissions and Study
Committee (HASC)
reviews applications
from mature students.
Applications from
Mature Students will
be assessed in
competition with other
new applicants and
admissions will
depend on
qualifications and the
availability of seats in
the program. Students
are given no
advanced standing in
the degree and start
at Year 1. Admission
policies for mature
students are clearly
outlined in the
academic regulations
which are published
on the college
website.
Mature students who
have completed
secondary school
apply under the direct
entry requirements.
Mature students who
have completed some
previous
postsecondary
education apply as
transfer students and
are subject to the
advanced standing
policies below.
Related Policies
See the Academic
Bachelor of Digital Communications
Section C, Page 2
Board Requirements for
Admission
Humber
Program Specific
Regulations for
Degree in the
electronic policies file
for the complete
requirements.
Advanced
Standing
•
•
•
•
•
•
•
Credits accepted for
admission to a degree
program are in proportion
to the affinity with and/or
applicability to the
specialist content of the
program
Are fair, reasonable and
consistent
Identify the bases on
which the decision are
made
Limit the number of credits
that will be awarded for
prior diploma level study
such that advanced
standing to be awarded
does not exceed:
o 65% degree level
credit for a 4-year
degree from a
completed 3 year
advanced diploma
o 40% degree level
credit for a 4 year
degree program from
a completed 2 year
diploma program
Require a gap analysis
Ensure the degree level
standard and program
learning outcomes are met
Identify any requirements
for bridging studies
Block transfer credits
are based on program
affinity and are
determined through a
gap analysis
comparing provincial
diploma outcomes to
required degree
outcomes. Block
transfer credits do not
exceed the guidelines
established in the
PEQAB benchmarks.
Students are required
to meet all degree
level outcomes in
order to graduate.
Students are also
required to fulfill the
20% breadth
requirement.
Residency
requirement: Transfer
of credit for courses,
including those
obtained through a
Letter of Permission,
may normally replace
no more than 75% of
the course credits in
apply program. Credit
for courses obtained
through Prior
Learning Assessment
and Recognition may
normally replace no
more than 50% of the
course credits in any
applied degree
program. For degree
programs, the limit on
Bachelor of Digital Communications
For this program,
qualified transfer
students from the twoyear Media
Communications
Ontario College
Diploma program will
receive a block
transfer of 48 credits
(40% of degree level
study) towards the
degree. This is within
the guidelines set in
the PEQAB
benchmark.
Qualified transfer
students from the
Multi-Media Design
and Development
Ontario College
Diploma program will
receive a block
transfer of 45 credits
(37.5% of degree level
study). This is within
the guidelines set in
the PEQAB
benchmark.
Qualified transfer
students from the
Web Design and
Interactive Media
Ontario College
Advanced Diploma
program will receive a
block transfer of 63
credits (52.5% of
degree level study).
This is within the
Section C, Page 3
Board Requirements for
Admission
Humber
the number of credits
that will be awarded
for prior diploma level
study, with and
without affinity, toward
the degree program
(excluding any work
experience/internship
requirements) such
that the advanced
standing to be
awarded will not
exceed:
a. 65% of the course
credits for a four
year degree
program from a
completed three
year diploma
program
b. 40% of the course
credits for a four
year degree
program from a
completed two
year diploma
program.
Program Specific
guidelines set in the
PEQAB benchmark.
No bridging program
is required. Students
may be required to
take some ‘reachback‘ courses if they
exhibit a greater gap
than indicated in the
analysis.
Related Sections of
Submission
See Sections D9 for
complete details on
the block transfer
arrangements and
gap analysis for this
and other programs.
Advanced standing
decisions are
periodically reviewed.
The performance of
students who receive
advanced standing is
assessed as part of
the program review
process.
Related policies
See the Academic
Regulations for
Degree in the
electronic policies file
for the complete
requirements.
Bachelor of Digital Communications
Section C, Page 4
Promotion &
Graduation
Board Requirements for
Admission
Humber
Promotion and graduation
requirements are consistent
with the learning outcome
goals of the program and the
degree level standard and
include:
• Appropriate policies
governing academic
remediation, sanctions,
and suspension
• A grading system that is
easily understandable and
meaningful
• Acceptable performance
corresponds to student
work that demonstrates
the degree level has been
achieved
• Minimum overall average
acceptable achievement
(across all degree
requirements, breadth and
discipline-related) for
progression in the
program is not lower than
the level typically
designated by C- or 6062%
• Minimum overall average
acceptable achievement in
discipline related
requirements for
progression in the
program not lower than
the level typically
designated by a C- or 6062%
• A higher level of overall
achievement expected in
the main field or discipline
of study than the overall
average
Candidates for
graduation will be
required to meet all of
the following:
Program Specific
a) Students must
complete the program
within 175% of the
normal program
duration. For example
a four (4) year
program has a
maximum completion
timeframe of seven
(7) years. Failure to
complete the program
within the 175%
timeframe will require
a student to apply for
re-admission at which
time the student’s
previous course work
will be evaluated for
currency and the
student will be subject
to the curriculum in
place at the time of
re-admission.
b) A 65% weighted
overall cumulative
program grade point
average (CGPA)
c) Students admitted
to a Humber degree
program beginning in
September 2012 must
complete the following
to be eligible to
graduate:
- Two lower-level
breadth courses from
no less than two
different breadth
categories.
Categories are
Society, Culture &
Commerce; Science
& Technology or Arts
Bachelor of Digital Communications
Section C, Page 5
Board Requirements for
Admission
Humber
Program Specific
& Humanities.
Completion of at least
30% of breadth
courses contained in
the degree at the
upper-level.
d) A minimum 20% of
the courses taken
must be breadth
courses
e) Students must
have taken at least
twenty-five percent
(25%) of their credits
for the program at
Humber in order to
satisfy residency
requirements
f) No more than 50%
of the program can be
satisfied through the
Prior Learning
Assessment and
Recognition (PLAR.)
g) Satisfactory
completion of the
work term.
Related Policies
See the Academic
Regulations for
Degree in the
electronic policies file
for the complete
requirements.
Bachelor of Digital Communications
Section C, Page 6
C1
Admission Requirements for Direct Entry
Program Admission Requirements
Academic
Ontario secondary school students must have completed a minimum
of a secondary school diploma (OSSD) with six 12U, M (U/C)
courses and a minimum average of 65% including Grade 12U
English or equivalent. In addition to the minimum average of 65%,
the applicant must achieve a final grade of not less than 60% in each
of the published subject requirements for his/her program of interest.
Related work/volunteer
experience
Not applicable
Other (e.g. portfolio,
specialized testing,
interview, G.R.R., etc.)
Not applicable.
C2
Admission Requirements for Mature Students
See electronic policies file.
C3
Promotion and Graduation Requirements
See electronic policies file.
C4
Advanced Standing Policies and Requirements
See electronic policies file.
C4.1
Degree Completion Arrangements
Humber will allow diploma-to-degree transfer for qualified applicants of related diploma
programs according to the policies articulated in Section C4 of this proposal and with
the maximum amount of transfer credits falling within the PEQAB benchmark.
Specifically, block transfer will be granted for:

Qualified graduates of the 2-year Diploma Program in Media Communications, or the
2-year Diploma Program in Multi-Media Design and Development or their equivalent,
will require 5 additional semesters of degree-level study to complete the
requirements for the degree. Graduates will receive a block credit transfer of up to
40% of degree-level credits. Graduates must have an overall GPA of 70 per cent or
better in their diploma program to be considered for admission to the degree.
Graduates must also possess ENG4U or Humber’s College Reading and Writing
Skills (WRIT100) and Workplace Writing Skills (WRIT200) with an average grade of
70 per cent.
Bachelor of Digital Communications
Section C, Page 7

Qualified graduates of the 3-year Advanced Diploma Program in Web Design and
Interactive Media or its equivalent, will require 4 additional semesters of degree-level
study to complete the requirements for the degree. Graduates will receive a block
credit transfer of up to 65% of degree-level credits. Graduates must have an overall
GPA of 70 per cent or better in their diploma program to be considered for admission
to the degree. Graduates must also possess ENG4U or Humber’s College Reading
and Writing Skills (WRIT100) and Workplace Writing Skills (WRIT200) with an
average grade of 70 per cent.
Notes:
1. Qualified graduates of the above diploma programs who exhibit a greater gap in
either non-core (breadth) or professional core courses may be required to take
additional coursework to complete requirements for graduation from the degree.
2. Graduates of all other programs will be considered on an individual basis.
Bachelor of Digital Communications
Section C, Page 8
D.
PROGRAM CONTENT STANDARD
Humber has taken steps to confirm that the content of this proposed program, in both subject
matter and final outcomes, meets the degree-level standard as stated in the Handbook for
Ontario Colleges in the following ways:
•
The non-core course component of the program meets PEQAB’s standards where at
least 20% of the curriculum credit hours are outside the field of study in order to further
the student’s breadth of knowledge. The non-core component in the Bachelor of Digital
Communications constitutes 25% of the program curriculum.
•
The development team has conducted in-depth research to compare this program with
other related diploma and degree programs in Ontario. This research confirms that the
program addresses similar curriculum content as offered in diploma level study but with
greater emphasis on integration of theory with practice, intellectual rigour, scholarship,
business acumen, and social/political/cultural awareness. In addition, this proposed
program differs significantly from non-degree study in fostering a conceptual base for
media communications.
•
Similar to diploma programs, there is an intentional focus on employability skills, but the
degree program more acutely recognizes the need for graduates with greater capacity
for creative and conceptual thought.
•
The proposed program has been designed in alignment with the undergraduate degree
level expectations of the Ontario Qualifications Framework and compared with other
baccalaureate programs in communications in Ontario and elsewhere. It compares
favourably in terms of breadth and rigour, as witnessed by letters of recognition from
Simon Fraser University, Concordia University, Northwestern University, University of
Washington, and Saginaw State University, included in Section G.
•
In terms of the curriculum quality and currency, an outside qualified academic in the
field, thoroughly assessed the program during its development phases, and commended
the program for its interdisciplinary approach, its integration of theoretical frameworks
with hands-on skill building, its articulation of clear and measurable learning outcomes,
and the honouring of creativity. He suggested modifications which were considered by
the development team, program administration, coordinators and faculty and the
curriculum was amended where appropriate. Prof. Spencer’s CV, a summary of his
report and Humber’s detailed response have been included in this submission (see
Section Q).
•
In addition, three outside qualified academics in the field, assessed the curriculum
(except for non-core courses) as members of the program advisory committee and
provided specific feedback which has been incorporated into the final drafts of some
curriculum outlines.
•
The program has been endorsed by our Program Advisory Committee, as innovative,
current and useful, addressing the needs of the burgeoning digital communication sector
in the Greater Toronto Area and contemporary thinking in the communications
community.
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Program Overview
Graduates of the Bachelor of Digital Communications (B.D.C.) program achieve a sound
understanding of the principles, technologies and professional standards in their field of study
and learn to apply these widely. The program provides graduates with a range of creative skills
in digital media communications supported by the study of theoretical frameworks drawn from
media studies and a variety of related disciplines as a sound basis for critical analysis and
innovative decision-making. The courses afford students the opportunity to examine the
implications, impact, and results of digital communication interactions on individuals,
organizations, and the larger society. This analytical model is accompanied by a multidisciplinary approach where philosophical, historical, psychological, sociological and
technological aspects will be scrutinized in order to derive a holistic understanding of media
communications. The degree is anchored in the ethical and professional standards and
accreditation criteria of the International Association of Business Communicators (IABC), an
umbrella organization with a number of international chapters. One of the important functions of
IABC is the accreditation of individual communication professionals with the Accredited
Business Communicator (ABC) designation. Although graduates of the program would not be
eligible for ABC accreditation for at least 5 years after graduation, the principles embedded in
the degree program set the foundation for ethical, legal, professional, curious and highly skilled
practice which is considered essential for accreditation.
The ABC examination requires demonstration of excellence in the following skills:
• Goal-setting
• Audience/constituent research
• Writing communication plans
• Budgeting and cost control
• Oral presentation
• Project Management
• Time management
• Measuring effectiveness
• Writing proposals for communication programs
• General management skills
• Written communication
• Managing employee communication programs
• Media relations
• Communication ethics
• Problem-solving and consulting skills
• Organizational culture and politics
• Investor/shareholder communication
• Technology
Skills covered in optional questions include (among others):
• Writing news and features
• Editing
• Writing for audiovisual and video programs
• Marketing communication
• Feedback systems
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•
Technology use
All of these required skills are introduced and developed within the Bachelor of Digital
Communications program, producing graduates prepared to function as communication
generalists with strong skills in digital media.
In addition, ABC accreditation requires a professional portfolio. The portfolio preparation
process is developed during the Bachelor of Digital Communications program in courses EPortfolio 1&2, and is enhanced with original specialized projects in Capstone Project 1&2. As
an emerging professional standard, the e-portfolio, developed during the undergraduate years,
has the potential as the basis of a career-enhancement vehicle as well as a foundation for ongoing professional growth.
Analytical, creative and problem solving skills are developed in both the core courses and in the
breadth component of the program, enhancing graduates’ capacities to meet the challenges of
careers in a wide range of corporate, non-profit, community or governmental organizations.
Over the four years of the program, students will move through four stages of conceptual and
skill development:
Stage 1: Foundational development of media production and writing skills and knowledge
acquisition to broaden and deepen a valuable base of knowledge, skills and attitudes. Students
begin the process of rigorous self-reflection in a supported environment where excellence is
fostered.
Stage 2: Transitional development of communication methods and conceptual and critical
understanding, expanding awareness of personal, social, cultural and environmental themes.
Students engage in critical analyses of texts, media concepts and practices against professional
standards, market demands, known understandings, creative practices and simulated models.
Stage 3: Intermediate development of theoretical and practical experience, with opportunities
for synthesis and specialization of skills and understanding and the application of creative
thinking to multi-layered challenges.
Stage 4: Advanced development and internalization of creative, curious, critical, and reflective
thinking applied to a variety of contexts and range of perspectives. Students gain confidence as
independent professional practitioners able to make insightful decisions leading to fulfilling
careers, further educational opportunities and meaningful contributions to their field.
The program offers highly practical creative and digital media production skills coupled with
deep theoretical and conceptual understanding. Courses emphasizing media communication
methodologies pay particular attention to the development of writing, creative and analytical
skills and orientation towards ethical and legal responsibility. A stream of business-related
courses and workplace experiences prepare students to use their skills and knowledge in
employment contexts. Throughout the program, students are challenged to interpret and
analyse media messages for their historical, social, commercial and cultural impacts, to solve
complex communication problems and to develop their own leadership potentials and
professionalism.
Depth and Breadth of Knowledge in the Field
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Media Communications is an increasingly complex and professional field. It is rapidly
developing from a set of technical skills into a creative, strategic and management focused
endeavour. Communication professionals work in a rapidly evolving environment where a
strong basis in communication theory allows for flexibility and resilience to respond to
organizational and stakeholder needs.
The program is designed to foster a range of in-demand production, design and analytic skills
for digital media, including photography, video and audio, multi-media, web and interactive
design and web site development. In order to sharpen and extend technical skills, in years three
and four, students are also offered electives from the School of Media Studies and Information
Technology from the related media fields of visual arts, photography, film and video, animation,
journalism, public relations and creative advertising. Woven into these production courses are
opportunities for theoretical perspectives and critical analysis alongside the development of
hands-on skills.
Industry partners have underlined the universal need for future employees to possess strong
skills in writing for diverse audiences and across cultures. Hence Humber’s program makes
writing development a priority with a dedicated stream of writing courses and an emphasis in
most other courses fostering progressively more complex and advanced levels.
Tying together the program is a stream of creative development courses leading towards senior
project courses. From first year onwards, students use their e-portfolios to collect, reflect on and
showcase their growing accomplishments as digital storytellers.
The theory, origins, principles and professional practice of media communications are studied
within a stream of theoretical courses, and also integrated into all creative, writing and
production courses. The theory stream introduces students to the main theoretical discourses
and approaches focusing on media history and theory and visual communication theory. More
advanced theory courses investigate the interaction of media and society, media dependence,
social networks theories, persuasion theories, and engage students in critical analysis of new
media.
The business stream within the program offers courses in media law and ethics, multi-media
project management, web analytics and persuasive strategies to orient students’ learning
towards application within modern organizations.
Graduates of the program are prepared to employ distinctive communication styles grounded in
thorough understanding of communication theories, and historical and contemporary trends in
visual design and media technologies. This competency is introduced in the courses Media
Writing Fundamentals, Introduction to Digital Media and Communication, and E-Portfolio 1, and
enhanced and refined throughout the program in such courses as Digital Media and Society.
Students also learn to create effective media strategies based on insightful audience analysis,
marketing and branding principles, revenue generation and media law and ethics. This
competency is introduced in courses such as Communication Law & Ethics, further developed
in courses such as Social Media 1&2, Multi-Media Project Management and Persuasive
Campaigns.
An essential outcome of the program is the critical analysis and interpretation of media
messages, comprehending the historical, social, commercial and cultural impact of
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representational, explanatory, abstract and symbolic images. This competency is introduced in
courses such as Multi-Media Design 1, and developed through courses such as Digital
Storytelling and Web and Interactive Design.
Each course incorporates discussion of key issues, practice in applying concepts both orally
and in writing, analysis and interpretation of material, and individual feedback on work
produced. Students are required to undertake independent reading to supplement and
consolidate learning and to broaden their understanding. As students move into the upper
levels of the program, they are expected to apply major and competing theoretical paradigms
and models to the evaluation and resolution of communication issues and problems.
Depth and Breadth of Knowledge Outside the Field
The program provides students with a range of theoretical frameworks drawn from business, the
social sciences, arts, humanities and science as a basis for critical analysis and innovative
decision-making. The blending of liberal arts with professional program-specific curricula offers
opportunities for the enhancement of the workplace skills and the knowledge and understanding
graduates need to take leadership roles in their professions and within the broader community.
Breadth courses are organized into the following three categories: Society, Culture and
Commerce; Science and Technology; and Arts and Humanities. Students take a total of 10
non-core courses with two or more courses at an advanced level. Humber has recently
expanded its breadth offerings due to the growth in degree programs. More than 100 courses
from 8 academic schools allow students to explore areas of interest and passion to enhance
their academic experience and broaden their base of knowledge. Updates to Humber’s breadth
offerings recently have been submitted to PEQAB as part of the Bachelor of Applied Technology
(Industrial Design) Consent Renewal Application. The intent of the breadth component
underscores the adage coined by Michael P. Hart, an internationally recognized marketing and
presentation skills speaker and trainer:
“The ability to speak eloquently is not to be confused with having something to say. “
The breadth courses offer students an analytical framework through which to observe and learn
about themselves, their vocational area of study, society, and culture. These courses offer a
perspective that encourages self-reflection and critique, and provide new opportunities for a
rigorous exploration of the relationships between the self and others, social and political
institutions, ethics and action, art and culture, and science and the natural world. They are
centred in, but not necessarily limited to, the liberal arts and sciences. These courses may be
grounded in the modes of analysis of a particular discipline or they may assemble and integrate
the insights of several subject areas in an interdisciplinary manner.
History of Degree Level Breadth at Humber
In its initial 2001 degree submissions, Humber included a package of eighteen degree level
elective courses to be offered to students registered in the first two degree programs. These
elective courses were developed by faculty members in Humber’s School of Liberal Arts and
Science. At the time of the submissions to PEQAB, these faculty members were also
developing elective courses for the joint degree/diploma programs offered to students enrolled
in University of Guelph-Humber programs. All of the courses were favourably reviewed by the
breadth assessor designated by PEQAB
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Following the initial PEQAB submissions, the School of Liberal Arts and Science continued to
add breadth courses to the pool as more degrees were developed, reviewed and implemented.
By the time Humber was given Ministerial Consent in 2005 to offer the Bachelor of Applied
Music (Contemporary Music) degree, the School of Liberal Arts and Science had developed
thirty-one courses addressing both the upper and lower level in the following breadth categories:
Arts and Literature; Social Sciences and Humanities; and Natural Sciences and Technology. In
addition, the School developed and offered statistics and research methods courses for the
various degree programs. The designation of the statistics and research methods courses as
“core” or “non-core” shifts in relation to the degree area of study.
In the development of the breadth courses, the School of Liberal Arts and Science sought the
advice of discipline specialists outside of Humber as well as vocational faculty and students.
Over the years, the breadth outlines which appeared in Humber’s degree proposals included
those which were not only to be reviewed by PEQAB assessors but many of which had also
been reviewed by the University of Guelph’s Senate and the Faculty of Nursing and Senate at
the University of New Brunswick.
The original design of Humber’s breadth courses was guided by the PEQAB breadth
benchmarks as well as the following five goals:
•
•
•
•
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Lifelong Learning: To afford students an opportunity to develop a foundation of knowledge
and skills necessary to a life of learning and adaptation.
Self-knowledge: To help students develop the ability to critically analyze the forces that
shape their values, ideas, and personal circumstances so that they can cultivate a
thoughtful, realistic, and positive sense of themselves.
Global Perspectives: To help students understand the global forces that are shaping their
local community, through an examination of diverse theories, narratives and histories about
the environment, work, family, marketplace, politics, arts, sciences, and technology.
Citizenship: To provide the community with educated graduates who are ethical,
professional, and productive in the public workplace and who are informed and engaged
citizens.
Relevance: To evolve in a manner that is responsive and relevant to students and the
changing circumstances in which they live.
The New PEQAB Breadth Standards – 2009
When PEQAB released its new breadth standards in 2009, Humber was the first college to
prepare and submit a comprehensive program breadth application. The PEQAB reviewer of
that submission concluded that Humber’s capacity to offer breadth education meets or exceeds
the Board’s requirements. The reviewer submitted a very positive and detailed report of
Humber’s breadth package and provided Humber with some interesting suggestions for course
areas of development for the future. In his report conclusion, he wrote:
Over all, if my own students participated in Humber College’s breadth courses, I am certain that
they would be animated, would experience the thrill of true intellectual discovery and debate,
and in the process constitute themselves as a community of truly intellectual seekers.
Following the review of Humber’s breadth/liberal arts curriculum against the Board’s new
requirement and the Board assessment of that review, Humber received notification from the
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Ministry that “the Board found Humber’s overall capacity to offer a liberal arts curriculum within
its degree programs in applied areas of study to be satisfactory.”
The Humber Breadth Task Force
The breadth component of its programs is an important consideration in the design of each and
every degree program at Humber. Over the past ten years, as the number of degrees offered
increased and the fields of study expanded, there emerged a need to review the purpose and
complexity of the degree breadth courses. Included in this assessment was the desire to
consider the weighting of core and non-core courses (which affects not only the content of the
core area of study but also affects student transferability and credit recognition), the overall
goals and status of the non-core breadth courses, student satisfaction with the range of noncore course offerings, the approval process for breadth courses and the areas of future growth
of breadth education at Humber.
In 2010 the Vice President Academic struck a Humber Breadth Task Force to review the
comprehensiveness of the degree breadth package. Members from Humber’s Degree Council
were asked to sit on this committee in addition to other faculty representatives. This facultydriven task force was asked to review the current state of breadth and prepare a list of
recommendations to the Vice President Academic. The task force was supported by key
academic administrators from two academic schools, the planning and development office and
the office of the registrar.
The Breadth Task Force solicited opinions from academic school heads, faculty members and
students. Town hall sessions were held at both campuses and suggestions and feedback were
received verbally and in writing by a number of key stakeholders. The nature and purpose of
breadth education was also discussed with a number of degree program advisory committee
members. In addition, the Task Force reviewed the definitions and practices in a wide variety of
postsecondary institutions in Canada and the U.S. as well as institutions in Europe, Britain,
Australia and parts of Asia.
Working from the PEQAB breadth requirements and its own findings, the Breadth Task Force
formulated a plan for the future of breadth at Humber and submitted its recommendations to to
the office of the Vice President. The recommendations were also posted on the Humber breadth
web site and presented to a range of committees including Degree Council, the Academic
Operations Committee, Academic Council and the Deans’ Council. The breadth
recommendations included:
•
•
•
•
•
•
Definitions of core and non-core courses
The introduction of new breadth categories for all breadth courses and one foundations
course per category.
The characteristics and requirements expected of lower and upper level breadth courses
The need to release designated breadth courses in current programs of study in order to
give students more choice and more options
The opportunity for any academic school to offer breadth courses provided faculty
members associated with the development and delivery of the courses possess the
appropriate graduate credentials.
The need for a breadth course approval and implementation committee to manage the
process for breadth course submission and approval. Included in this recommendation
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•
was the need to ensure that the breadth courses would meet PEQAB requirements for
degree level study and breadth.
Clarification with regard to the role of the Registrar’s Office in the management of
breadth course offerings to ensure the appropriate rotation of courses to meet breadth
category requirements as well as to ensure that all students gain access to an
appropriate range of upper and lower level courses in each category. In the scheduling
and timetabling process, the committee also recommended that Registration Office
maintain the responsibility to ensure that the capacity of the school to offer the course is
verified, appropriate facilities are in place to support delivery and that there is a
mechanism to track student progress.
The committee also included a recommendation regarding future degree design and had the
following two recommendations as a result of its discussions:
•
•
With regard to existing degrees, it is recommended that Schools be encouraged to
consider releasing designated breadth courses from their schedules of study. This will
serve to increase the amount of choice for our existing degree students.
With regard to new degree development, it is recommended that, the maximum 80%
core: minimum 20% breadth ratio be examined, so that our degree programs provide
additional breadth opportunities for students.
Breadth Implementation Committee – Current Status & New Courses
After reviewing the Task Force Recommendations, the Vice President Academic agreed that a
breadth implementation committee should be struck. The mandate of this committee
(combination of faculty, administrators and representatives from the Office of the Registrar) was
to “review, evaluate and categorize breadth courses to enable the implementation and
maintenance of the degree program breadth requirements”. It was recognized that not all of the
recommendations from the task force could be addressed (e.g., one foundations course per
category) until the new student registration system is in place (Fall 2013). Other changes such
as the changes to degree design would be implemented gradually as new programs are
developed and existing programs go through the consent renewal process. At the time of
writing, the new model for degrees at Humber requires the inclusion of 10 free choice breadth
electives. Conversions from designated electives to free choice electives have been a part of
the recent consent renewal applications for the following degrees:
•
•
•
Bachelor of Music
Bachelor of Interior Design
Bachelor of Creative Advertising
The specific tasks and responsibilities of the Breadth Implementation committee were set in
January 2012 as follows:
•
•
•
•
•
Establish a template or framework for breadth course proposal submissions.
Review and evaluate breadth course proposals submitted by the Schools.
Define and clarify the types of courses which belong to each of the three breadth
categories.
Designate breadth course proposals into upper or lower level offerings.
Identify gaps remaining in course offerings.
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•
•
•
Examine breadth course restrictions and equates, this includes all core courses, from a
particular degree program, which could be taken as breadth courses by a non-major
student.
Report to the Vice President Academic on any issues that may impede the
implementation and maintenance of the breadth requirements.
Generate interest for all School’s to offer breadth courses.
Breadth Definitions:
Working from the recommendations of the Breadth Task Force, the Committee adopted the
following definitions for breadth education and breadth categories.
1. Core Courses
Core courses are those that contribute to the development of knowledge in the main field(s) of
study. Core Courses can be in the main field(s) of study, or in related fields. 1
Within this category of courses, there are:
•
Mandated Courses: Courses designated by the Schedule of Studies.
•
Core/Discipline-Related Electives: Courses within, or related to, the program’s field
of study of which the student is allowed a selection. Core electives may or may not
exist within a given program.
2. Non-Core Courses (Breadth Courses):
Non-core Courses are those that contribute to knowledge in fields unrelated to the main field(s)
of study.
All breadth courses are designed to provide graduates with the skills, knowledge, and
awareness that they will need for their future roles as professionals, citizens, and members of a
global community. These courses will provide students with a more than introductory knowledge
in the humanities, sciences, social sciences, global cultures, and/or mathematics.
Within this category of courses, there are:
•
Foundation Courses: Humber’s breadth courses are offered in three categories
(Society, Culture and Commerce; Science and Technology; Arts and Humanities).
All lower level courses are foundation courses. Degree level students are required to
complete a lower course in at least one of the breadth categories.
•
Breadth Electives: Courses which provide students with an opportunity to explore
areas of interest. These courses could be used to explore a discipline the student
hasn’t been exposed to, or to augment knowledge in an area of study.
Definitions of Breadth Categories
Breadth courses are to be classified into the following three categories:
1
Postsecondary Education Quality Assessment Board, Degree Breadth Criteria, June 2010.
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1. Society, Culture and Commerce (SCC)
This category includes the social sciences, and commerce. Courses in this category examine: i)
human society and social relationships, including anthropology, political science, psychology,
sociology, education, communication, and law; and ii) the exchange of goods and services
between nations or people, including business studies, and economics.
2. Science and Technology (ST)
This category includes the natural sciences, the formal sciences, and technology. Courses in
this category examine: i) the objects, phenomena, or laws of nature and the physical world,
including biology, chemistry, and physics; ii) formal systems, including logic, mathematics, and
statistics; and iii) the application of science to industry or commerce, including computer science
and engineering.
3. Arts and Humanities (AH)
This category includes the humanities and the fine arts. Courses in this category examine: i) the
human experience or condition, including languages, literature, history, philosophy, and religion;
and ii) the fine arts, including music, art, dance, and drama.
In the submission of courses to the breadth committee, developers are asked to provide a
rationale as to why the course meets the criteria of the category identified.
Lower and Upper Level Course Designation
Breadth courses will be designated as lower or upper level offerings, based on the range of
complexity represented in the course learning outcomes, the course content, and/or the abilities
required of the student, as reflected in the methods of evaluation.
More specifically, lower level courses will be those that have learning outcomes consistent with
the lower end of Bloom’s Taxonomy, and upper level courses will be those with learning
outcomes reflecting the greater content mastery required when working from the upper end of
Bloom’s Taxonomy.
All lower level courses include a significant emphasis on the development of competencies in
one or more of the following areas:
•
•
•
Writing
Reading
Numeracy
Both lower and upper level courses will also contribute to the development of other
competencies such as:
•
•
•
Critical Thinking
Research Skills
Verbal/Presentation skills
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•
Other skills ________
(Note: In the submission of new outlines developers are asked to indicate which competencies
are emphasized in the course. Additionally, as identified as a PEQAB requirement, upper level
breadth courses will contribute to more than an introductory knowledge in the humanities,
sciences, social sciences, global cultures, and/or mathematics; and more than introductory
knowledge of the distinctive assumptions and modes of analysis of a discipline outside the core
field(s) of study.)
In addition:
• Some courses may have a suggested pre-requisite. (At the current time, this is not the norm
but as more degrees are offered and more breadth courses become available, guidelines
around prerequisites will likely evolve.)
• Students are required to complete one lower level breadth course in at least two of the three
breadth categories.
• Students are required to complete one upper level breadth course in at least two of the three
breadth categories.
• Students complete the remaining breadth degree requirements as free choice from the
courses offered in the breadth categories. However, no more than 70% of their breadth
courses may be at the lower level.
The distinction between a lower-level and upper-level breadth course is assessed by the
breadth implementation committee based on:
• Amount of writing required
• Required reading
• Nature of the assignments and evaluations
Current Breadth Status
Since January 2012, the Committee has:
•
•
•
•
•
Identified all lower level courses as foundation courses.
Reviewed the existing and approved lower and upper level breadth courses and placed
them in the appropriate category.
Developed a course submission process, template and assessment form
Received and reviewed 39 new breadth courses for future delivery. These courses were
included in this submission for the Bachelor of Applied Technology (Industrial Design)
Consent Renewal.
Established a process for the management of the student records and schedules to
ensure that there is a rotation of choice of lower and upper level courses and that at a
minimum of 50% of the courses are taught by a faculty member with a terminal
credential in the field of study or in a related field of study (normally a doctorate).
The approval process is an iterative process and the committee ensures that it is satisfied that
all of the breadth elements are adequately addressed before a course can be put on the
approval list. All breadth course outlines must come back for review every four years noting that
the appropriateness of the courses will also be reviewed as part of every degree self-study.
Conceptual and Methodological Awareness
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All courses are designed to develop and employ critical thinking skills alongside the acquisition
of knowledge and skills associated with digital communication. The program immerses students
in the digital media context as an area for critical investigation, as an expanding skillset and as a
learning platform. Students learn about and through digital media, with in-depth personal
investigations and experiences in order to become critical practitioners, rather than simply
users.
In theoretical courses, students are exposed to current research, disciplinary debates, and
modes of analysis used in the area of study. In production courses, students apply best design
practices in photography, audio, video, multi-media and web to plan and implement specific
types of communication for diverse audiences. In the senior years of the program, students
further develop and apply their methodological awareness to the business world, as they study
project management, persuasion, and analytics. The use of labs, case analyses, and visiting
experts in many courses in the program provide opportunities to explore the implications of
current issues and recent research findings. Research methods are introduced in the course
Writing and Research for New Media. For those students who wish to pursue graduate studies,
it is recommended that they take the media elective course Research Methods for Digital
Communications in Year 3 or 4.
Graduates of the program are able to gather, review, evaluate, interpret and express information
using a range of well-developed analytic and synthetic methodologies. This competency is
introduced in first and second year production courses, and further developed in courses such
as Web Building and Site Management and Web and Social Media Analytics.
Students are expected to operate as informed producers and consumers of media
communications recognizing the aims of commercial business, non-profits, government, and
community enterprise. This competency is introduced in courses such as Introduction to Digital
Media and Communication, and is advanced throughout the program in such courses as Critical
Analysis of New Media.
All courses develop students’ methodological and conceptual awareness through readings,
assignments, lectures, demonstrations, labs, scenarios, projects and other learning activities
which are designed to support proficiency in new media while also fostering flexibility, and
resilience to adapt to emerging trends, practices and challenges in an ever-changing media
landscape.
Application of Knowledge
A focus of the program is the integration of the conceptual and the practical. Coursework and
the work placement experience provide opportunities for the application of practical skills.
Students use industry-standard technology throughout the program to develop and apply their
communication skills and develop strategies based on real-world situations.
The program stimulates inquiry, independent judgment, critical self-awareness, analysis and
creative approaches to communications. The use of active learning through case analysis and
project-based inquiry encourages the development of both students’ capacities for independent
learning and their ability to work with others. It develops students’ abilities to solve problems in
creative ways, to identify and redefine problems, to raise and address appropriate issues and to
make decisions. In their discussions, research papers and case analyses, students are required
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to present and evaluate relevant recent research findings, and to sustain persuasive and logical
arguments that challenge underlying assumptions from a number of informed perspectives.
Graduates of the program develop an ability to apply innovative media strategies to effectively
analyse and express themes and issues from a range of contexts and perspectives. This
competency is introduced in production and e-portfolio courses and is advanced in courses
such as Visual Communications, and Digital Social Narratives.
Students are also expected to interpret and apply theoretical and ethical frameworks to identify
and solve communication problems in a variety of contexts. This competency is introduced in
courses such as Communication Law and Ethics and Social Media 1 and developed throughout
the program in courses such as Web and Social Media Analytics and Persuasive Campaigns.
Many of the individual courses require case analyses, presentations, and research papers
which provide increasingly sophisticated practice-based exercises preparing students for senior
level applications required in the capstone projects.
Students participate in one mandatory work term of 14 weeks of professional experience, where
they apply knowledge and skills to real life applications. Students research and develop a plan
for their internship placement selecting from a wide variety of opportunities in public relations
firms, government offices, not-for-profit organizations, major corporations, small businesses,
and financial institutions.
Communication Skills
The ability to communicate effectively with the level of sophistication required for sustained
employment and life-long learning is a core outcome for all undergraduate programs. It is a
heightened expectation in this program, as employers seek to enhance their reputations and
effectiveness through the work of professional media communicators. The program advisory
committee for this program and employer survey results overwhelmingly emphasized the core
skills of critical reading and precise writing as highest priorities for new graduates. The program
has been designed to support the development of these skills through direct and indirect means
in every course in each year of the program. Students are expected to prepare for classes by
reading and responding to textbooks, journal articles and websites and to write daily in journals,
blogs, papers, critiques and annotations. A stream of writing courses directly addresses the
development of writing skills, especially as these pertain to writing for new media.
In addition, students develop their oral presentation skills through class presentations and
discussions, and their visual literacy through project work which links storytelling with web and
interactive technologies.
A core competency to be demonstrated by graduates is to present ideas and information
accurately and creatively using written, oral, audio-visual and web-based formats. The program
is designed with recognition of the developmental nature of communication abilities. Courses
are sequenced to support students’ learning and to gradually raise expectations for higher levels
of sophistication and creativity over the four years of the program.
Awareness of the Limits of Knowledge
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As students gain proficiency and become more fully immersed in theoretical language and
practical skills, they become increasingly aware of the limits to their knowledge. This awareness
is fostered intentionally through an emphasis on reflective practice, critique, analysis of new and
emerging trends and practices and a relentless pursuit of excellence. In theory stream courses,
students approach questions of communication practice from sociological, historical, cultural
and psychological viewpoints. The courses E-Portfolio1& 2 and Capstone Project 1&2 are
designed to challenge students’ perceptions and assumptions in terms of their own practical
work.
Throughout the program, current standards of practice as well as legal, ethical and regulatory
issues will be emphasized. Students are made aware as new issues arise, beyond current
knowledge. For example, students are kept current in their understanding of the impacts of
continued globalization, advances in technology, developing standards, and legislation.
Throughout the program, students are encouraged to visit key business, association and
government websites and to review industry periodicals and academic journals in order to
recognize new developments that require study.
Throughout the program, students study various schools of thought about communication and
its related disciplines, their bases, explanatory power, limitations, external influences and areas
requiring further study. As students investigate and use current research in the field to support
any analysis they undertake, they are challenged to consider both the limitations in the practical
application of the information to actual problems, as well as areas that need to be investigated
further.
Professional Capacity/Autonomy
The program has been designed to address specific professional skills which provide the
foundation for a student’s academic, employment, professional, and personal success. These
skills include initiative, personal responsibility, accountability, teamwork, decision-making,
management of learning, and behaviour consistent with academic integrity and social
responsibility. Graduates of this program emerge with the following skills:
•
•
•
•
•
•
interpersonal skills derived from group assignments, interactions with faculty and
industry representatives, and relevant work experience,
independent research and production skills developed from the research projects built
into various courses throughout the program,
problem solving and decision-making strategies developed through using industry
technologies, simulations and case analyses,
teamwork and negotiation skills developed through team assignments,
time and project management skills gained through planning and completing a variety of
projects and assignments,
self-awareness, openness and sensitivity to diversity in terms of people, cultures, and
through rigorous reflection, critique and analysis.
In addition, the program emphasizes and promotes the need for independent and continuous
learning. The program is delivered with this principle in mind, as well as with the need to
strategically define areas of interest and expertise. This program produces highly competent
communication generalists while affording students the opportunity to develop their special
Bachelor of Digital Communications
Section D – Page 14
areas of interest and expertise through selected assignments, media elective courses, project
choices, and work experience.
The program prepares students to take increasing responsibility for the content and direction of
their work. It has been designed to support individual development, as well as the progressive
acquisition of independent learning skills by promoting the value of additional reading and
research into areas of discussion, and through the use of increasingly complex and independent
study projects in the final years of the program. The need for continual updating of industry
knowledge is emphasized in all core courses. Throughout the program, students are made
aware of opportunities to further their knowledge in the field, both through programs offered by
professional associations as well as through graduate study. Continuing professional
development and the need for currency and on-going learning are stressed.
Through the review of industry and academic journals, discussions with industry leaders and
ongoing review of publicly-available industry publications, students are able to identify their role
in the dynamic and increasingly complex field of digital communications.
Bachelor of Digital Communications
Section D – Page 15
Bachelor of Digital Communications
Section D – Page 16
Bachelor of Digital Communications
Section D – Page 17
D2
•
Professional Accreditation
not applicable to this submission
Bachelor of Digital Communications
Section D – Page 18
D3
Program Learning Outcomes
D3.1 Degree Level Learning Outcomes
Degree Level Learning Outcomes
Courses or course segments that contribute
to achievement of outcome
Upon graduation of a baccalaureate degree
program, the graduate demonstrates
sufficient rigour, breadth and depth required
to satisfy degree level expectations as
identified in the Ontario Qualifications
framework. Specifically, a graduate will:
Note: All of the courses in the degree contribute
to the attainment of the degree level outcomes
but the following courses or course segments
emphasize specific aspects of the outcomes.
1. Demonstrate more than an introductory
knowledge of the overall
discipline/major field(s) as well as a
specialized area within that discipline.
Video / Audio Production 2
Photography 2
Multi-Media Design 2
Social Media 2
Web and Interactive Design
Web Building and Site Management
Digital Social Narratives
Digital Media and Society
Critical Analysis of New Media
Web and Social Media Analytics
Persuasive Campaigns
2. Demonstrate more than an introductory
knowledge of a discipline outside the
core field(s) of study.
Breadth Courses Years 3 & 4
Media Electives
3. Conduct modes of inquiry/analysis
which reflect multiple perspectives
found within and outside the field of
study.
All Breadth Courses Years 1-4
All Media Electives
Communication Law and Ethics
Writing and Research for New Media
Multi-Media Project Management
Critical Analysis of New Media
4. Conduct inquiries and critically evaluate
arguments, assumptions, abstract
concepts and data (qualitative and
quantitative) to make judgments and to
frame appropriate questions, arguments
and solutions using methodologies
inherent in the discipline/field of study.
Introduction to Digital Media and
Communication
Video / Audio Production 1 & 2
Photography 1 & 2
Multi-Media Design 1 & 2
Social Media 1 & 2
Web and Social Media Analytics
Persuasive Campaigns
Critical Analysis of New Media
5. Communicate information, ideas,
problems and solutions to both
specialist and non-specialist audiences.
Media Writing Fundamentals
Writing and Research for New Media
Digital Storytelling
Digital Social Narratives
Social Media 1 & 2
Bachelor of Digital Communications
Section D – Page 19
Degree Level Learning Outcomes
Courses or course segments that contribute
to achievement of outcome
6. Analyse the historical and contemporary
developments of the field.
Introduction to Digital Media and
Communication
Visual Communications
Web Building and Site management
Digital Media and Society
Web and Social Media Analytics
7. Plan, conduct and evaluate applied
research and/or produce a body of
original, creative work.
Video / Audio Production 1 & 2
Photography 1 & 2
Multi-Media Design 1 & 2
Social Media 1 & 2
E-Portfolio 1 & 2
Capstone Project 1 & 2
Multi-Media Project Management
8. Demonstrate leadership skills as well
as, collaboration, cooperation and
consultation skills as a team member.
Breadth Courses
Work Placement
Web Building and Site Management
Digital Social narratives
Capstone Project 1 & 2
9. Demonstrate the skills, knowledge and
abilities required for both further
education and successful employment
in the field of study.
Video / Audio Production 1 & 2
Photography 1 & 2
Multi-Media Design 1 & 2
Social Media 1 & 2
Web and Interactive Design
Web Building and Site Management
Multi-Media Project Management
Web and Social media Analytics
Persuasive Campaigns
Work Placement
10. Adhere to academic, professional,
ethical and legal codes of conduct.
Breadth Courses
Communication Law and Ethics
Multi-Media Project Management
Digital Media and Society
Critical Analysis of New Media
Work Placement
Bachelor of Digital Communications
Section D – Page 20
D3.2
Core Program-Level Learning Outcomes
D3.2.1 Design of Program Learning Outcomes:
The development team aligned the design of program learning outcomes with the University
Degree Level Expectations (UDLE) as set out by the Ontario Qualifications Framework. The six
categories of expectations provided structure to a set of overall program outcomes.
UDLE Category
Bachelor of Digital Communications Program Learning Outcomes
1. Depth and
Breadth of
Knowledge
1. Employ distinctive communication styles grounded in a thorough
understanding of communication theories, and historical and contemporary
trends in visual design and media technologies.
2. Create effective media strategies based on insightful audience analysis,
principles of branding and marketing and revenue generation and media law
and ethics.
2. Knowledge of
Methodologies
3. Critically analyze and interpret media messages, comprehending the
historical, social, commercial and cultural impact of representational,
explanatory, abstract and symbolic images.
4. Gather, review, evaluate, interpret and express information using a range
of well-developed analytic and creative methodologies.
3. Application of
Knowledge
5. Operate as informed producers and consumers of media communications
recognizing the aims of commercial business, nonprofits, government, and
community enterprise.
6. Apply innovative media strategies to effectively analyze and express
themes and issues from a range of contexts and perspectives.
7. Interpret and apply theoretical and ethical frameworks to identify and
solve communication problems in a variety of contexts.
4.Communication 8. Present ideas and information accurately and creatively using written,
Skills
oral, audio-visual and web-based formats.
5. Awareness of
the Limits of
Knowledge
9. Reflect on communication strategies and practices from a range of
perspectives and willingly adapt, revise, edit, and develop improvements.
6. Professional
Capacity /
Autonomy
10. Manage communication projects effectively, employing a professional
attitude towards responsibility, initiative, collaboration, adaptability,
accountability and ethical use of resources.
11. Integrate leadership and influence skills with accountability in media
content creation.
12. Direct own continuous learning, pursuing opportunities for constant
renewal of skills and knowledge.
Bachelor of Digital Communications
Section D – Page 21
D3.2.2. Courses Contributing to Program Learning Outcomes
Program Level Learning Outcomes
Depth and Breadth of Knowledge
1. Employ distinctive communication styles
grounded in a thorough understanding of
communication theories, and historical and
contemporary trends in visual design and
media technologies.
Courses or course segments that
contribute to achievement of outcome
Media Writing Fundamentals
Intro to Digital Media & Communication
E-Portfolio 1 & 2
Communication Law & Ethics
Multi-Media Design 1 & 2
Social Media 1 & 2
Writing and Research for New Media
Visual Communications
Digital Storytelling
Web & Interactive Design
Web Building and Site Mgt.
Project Mgt.
Capstone Project 1 & 2
Digital Social Narratives
Critical Analysis of New Media
Persuasive Campaigns
Breadth and Media Electives
2. Create effective media strategies based on
insightful audience analysis, principles of
branding and marketing and considerations
of revenue generation and media law and
ethics.
Photography 1 & 2
Communication Law & Ethics
Social Media 1 & 2
Visual Communications
E-Portfolio 2
Project Mgt.
Capstone Project 1 & 2
Critical Analysis of New Media
Web & Social Media Analytics
Persuasive Campaigns
3. Critically analyze and interpret media
messages, comprehending the historical,
social, commercial and cultural impact of
representational, explanatory, abstract and
symbolic images.
Video/Audio Production 1 & 2
Communication Law & Ethics
Multi-Media Design 1 & 2
Writing & Research for New Media
Digital Storytelling
Web & Interactive Design
Web Building & Site Mgt.
Project Mgt.
Capstone Project 1 & 2
Digital Social Narratives
Critical Analysis of New Media
Web & Social Media Analytics
Persuasive Campaigns
Breadth and Media Electives
Knowledge of Methodologies
4. Gather, review, evaluate, interpret and
express information using a range of well-
Video/Audio Production 1 & 2
Photography 1 & 2
Media Writing Fundamentals
E-Portfolio 1 & 2
Bachelor of Digital Communications
Section D – Page 22
Program Level Learning Outcomes
developed analytic and creative
methodologies
5. Operate as informed producers and
consumers of media communications
recognizing the aims of commercial
business, nonprofits, government, and
community enterprise.
Application of Knowledge
6. Apply innovative media strategies to
effectively analyze and express themes
and issues from a range of contexts and
perspectives.
7. Interpret and apply theoretical and ethical
frameworks to identify and solve
communication problems in a variety of
contexts.
Courses or course segments that
contribute to achievement of outcome
Multi-Media Design 1 & 2
Writing & Research for New Media
Visual Communications
Digital Storytelling
Web & Interactive Design
Web Building & Site Mgt.
Capstone Project 1 & 2
Digital Social Narratives
Critical Analysis of New Media
Web & Social Media Analytics
Persuasive Campaigns
Breadth and Media Electives
Intro to Digital Media & Communication
Communication Law & Ethics
Multi-Media Design 1 & 2
Social Media 1 & 2
Digital Storytelling
Web & Interactive Design
Web Building and Site Mgt.
Multi-Media Project Mgt.
Capstone Project 1 & 2
Digital Social Narratives
Critical Analysis of New Media
Persuasive Campaigns
Breadth and Media Electives
Work Experience
Video/Audio Production 1 & 2
Photography 1 & 2
Media Writing Fundamentals
E-Portfolio 1 & 2
Multi-Media Design 1 & 2
Writing & Research for New Media
Visual Communications
Digital Storytelling
Web & Interactive Design
Web Building & Site Mgt.
Capstone Project 1 & 2
Critical Analysis of New Media
Web & Social Media Analytics
Persuasive Campaigns
Breadth and Media Electives
Intro to Digital Media & Communication
E-Portfolio 1 & 2
Communication Law & Ethics
Multi-Media Design 1 & 2
Social Media 1 & 2
Visual Communications
Bachelor of Digital Communications
Section D – Page 23
Program Level Learning Outcomes
Courses or course segments that
contribute to achievement of outcome
Web & Interactive Design
Web Building and Site Mgt.
Project Mgt.
Capstone Project 1 & 2
Digital Social Narratives
Critical Analysis of New Media
Persuasive Campaigns
Breadth and Media Electives
Work Experience
Communication Skills
All Courses contribute to growth of
Communication Skills
8. Present ideas and information accurately
and creatively using written, oral, audiovisual and web-based formats.
Awareness of the Limits of Knowledge
9. Reflect on communication strategies and
practices from a range of perspectives and
willingly adapt, revise, edit, and develop
improvements.
Professional Capacity / Autonomy
1. Manage communication projects
effectively, employing a professional
attitude towards responsibility, initiative,
collaboration, adaptability, accountability
and ethical use of resources.
All Courses and Work Experiences
contribute to growth of awareness of limits
of knowledge.
All Courses and Work Experiences
contribute to growth of professional
capacity and autonomy.
2. Integrate leadership and influence skills
with accountability in media content
creation.
All Courses and Work Experiences
contribute to growth of professional
capacity and autonomy.
3. Direct own continuous learning, pursuing
opportunities for constant renewal of skills
and knowledge.
All Courses and Work Experiences
contribute to growth of professional
capacity and autonomy.
Bachelor of Digital Communications
Section D – Page 24
D3.3
Non-Core Program Level Learning Outcomes
Definition of non-core courses:
In accordance with the PEQAB requirements, breadth courses at Humber are those that
contribute to knowledge in fields unrelated to the main field(s) of study. All breadth courses are
designed to provide graduates with the skills, knowledge and awareness that they will need for
their future roles as professionals, citizens, and members of a global community. These
courses provide students with more than an introductory knowledge in non-core areas of study.
Within the non-core category of courses, there are:
Foundation Breadth Elective Courses: Degree level students are required to complete a
foundation course in one of the breadth categories. The purpose of the foundation course is to
expose students to non-core areas of study while simultaneously giving them opportunities to
build core competencies in the areas of reading, writing and/or numeracy as well as critical
thinking skills, research skills, verbal/presentation skills and other skills for further study.
Breadth Electives: These are courses that provide students with opportunities to explore areas
of interest, to build competencies in literacy, numeracy and critical thinking skills and to acquire
knowledge outside the program area of study.
Humber’s degree elective courses are offered in three different categories: Society, Culture and
Commerce; Science and Technology; and Arts and Humanities which are defined as follows:
Society, Culture and Commerce
This category includes the social sciences, and commerce. Courses in this category examine i)
human society and social relationships, including anthropology, history, political science,
psychology, sociology, education, communication, and law; and ii) the exchange of goods
between nations or people, including business studies, and economics.
Science and Technology
This category includes the natural sciences, the formal sciences, and technology. Courses in
this category examine i) the objects, phenomena, or laws of nature and the physical world,
including biology, chemistry, and physics; ii) formal systems, including logic, mathematics, and
statistics; and iii) the application of science to industry or commerce, including computer science
and engineering.
Arts and Humanities
This category includes the humanities and the fine arts. Courses in this category examine i) the
human experience or condition, including languages, literature, history, philosophy, and religion;
and ii) the fine arts, including music, art, dance, and drama.
Bachelor of Digital Communications
Section D – Page 25
Non-Core Program Level Learning Outcomes
Courses or course segments that
contribute to achievement of outcome
In addition to the demonstration of an introductory
knowledge in a non-core area of study, students
who complete foundation courses are be able to
demonstrate competencies at the degree-level in
one (or more) of the following areas:
All foundation (lower level) non-core
courses.
•
writing, reading, and/or numeracy as well as
•
Critical thinking, research skills,
verbal/presentation skills and skills for further
study.
Demonstrate creative and critical thinking,
qualitative and quantitative reasoning, problem
solving, research, written and oral communication
skills
All non-core courses
Demonstrate more than an introductory knowledge
in the humanities, sciences, social sciences, global
cultures and/or mathematics
Upper level non-core courses
Demonstrate the values and skills associated with
being responsible, reflective individuals in a range of
economic, social, political, cultural and personal
environments.
All non-core courses
Critically analyze and evaluate the distinctive
assumptions and modes of analysis of a discipline
outside the core field of study.
All non-core courses
Engage in productive and informed dialogues that
reflect current knowledge in a discipline outside the
core field of study.
All non-core courses
Bachelor of Digital Communications
Section D – Page 26
D4
Bachelor of Digital Communications Program
D4.1
Program Design
The program was designed over a period of one year, evolving and being shaped through
dialogue with members of the advisory committee, course developers, the outside desk
reviewer, Prof. David Spencer, and Humber faculty and administrators. The Ontario
Qualifications Framework, a current literature review and research into the changing face of
communications education around the word helped to inform the design. The intent is to provide
21st century education which prepares graduates for the real working life of practicing
professional communicators who will make important cultural, social, environmental and
economic contributions. To design such a program demands a balance between traditional and
innovative approaches.
Through consultation, a model was developed based on identified core competencies agreed to
be desirable, and to ensure that courses addressed these competencies. At the core of the
model is the concept of the graduate as a proficient “digital storyteller” who embodies the
traditional competencies in written and oral language and critical thinking and who is also
conversant in the digital realm. Digital storytelling is envisioned as primarily web-based,
incorporating photography, video, audio, web and interactive design, social media and written
text. Digital storytellers are prepared to contribute to the growth and maintenance of the positive
on-line presence of a range of organizations. Six embedded clusters of competencies were
identified:
1. Communications and Media Theory
2. Media Production Skills
3. Writing and Research
4. Business Fundamentals
5. Creative Development
6. Social, Political and Cultural Awareness.
A strong theoretical background is essential to becoming flexible, resilient communicators, who
easily adapt to the ever-changing technological, ethical and stylistic challenges of modern
communications. The program aims to foster critical practice, in alignment with identified best
practices in institutes of higher learning across North America.
“…teaching students about digital media is not sufficient to train them as critical
practitioners rather than merely “users” of technology. It is only with in-depth and
personal investigations and experiences with digital media that students develop their
own technological point of view. Thus repeated exposures to the ways in which digital
media can expand learning as well as examples of its limitations are useful in teaching
students to be more engaged in debates about these tools both inside and outside the
classroom.”(Forlano 2011) 2
Technical competency supports communication development by helping students gain
proficiency with traditional and emerging production techniques. Within the production stream,
students practice using the latest equipment and software for photography, video, audio, web
2
Forlano, Laura (2011) Learning through Digital Media: Ethnographic Research and Digital
Media http://learningthroughdigitalmedia.net/ethnographic-research-and-digital-media
Retrieved 9/5/2012
Bachelor of Digital Communications
Section D – Page 27
and interactive design and social media, while also casting a critical eye towards the judicious
use of these technologies. To allow students to specialize further or to inform their practice
through related study, media electives are offered in years three and four, providing a wide
range of choices, within the limits of reasonable resources. These include course from fine arts,
creative advertising, journalism, public relations and film study.
Writing and research are the cornerstones of proficient communication practice. Both the
advisory committee and Humber’s employer survey strongly supported the inclusion of writing
and research as high priorities. While these skills are present in most courses offered, it was
decided to include four dedicated courses designed specifically to hone written language skills.
Primary and secondary research skills are developed throughout the program, however, for
those students who wish to pursue graduate studies after graduation it is recommended to also
take the Research Methods for Digital Communication” media elective course in their third or
fourth years to gain more formalized academic research skills.
Making a living as a media communication professional is most likely to become reality when
familiar with business principles. The program offers a stream of courses in business,
consistent contact with working professionals, a work placement and senior projects to infuse
economic principles in students’ consciousness.
Innovative communication development is realized by empowering students to make creative
decisions regarding practices, styles, and content to achieve their unique visions. In practice,
this core principle infuses all coursework, with special emphasis in a stream of creative
development courses which are student idea-driven.
Digital storytellers may be viewed as visual cultural commentators. Awakening students’ social,
cultural and political awareness is vital to their development. Humber is well-positioned with its
deep resource base to offer an extensive set of breadth electives encouraging students to
consider factors such as historical context, cultural influences, theoretical models, issues of
representation, role of the media, and aesthetics. Students find courses to feed their curiosity
and interests, and in the process help them become informed and engaged citizens. Bachelor of
Digital Communications students are integrated with students from a range of bachelors
programs throughout their four years in ten breadth electives where their social consciousness
is developed and they are challenged to read and respond to a range of complex texts.
It is recognized that in an ever-changing future, graduates will be required to continuously
adapt, relearn and innovate. Humber’s program is designed to meet those challenges by
fostering a love of storytelling, self-discipline, social and environmental responsibility, diverse
cultural awareness, the ability to communicate effectively, and a desire to become lifelong
learners.
Recognizing the inherent overlap of these areas, all courses address all six core competencies;
however, a stream of courses in each area emphasizes assignments, readings and activities
designed to highlight the intended learning outcomes of each category. The streams appear on
the following program map.
Bachelor of Digital Communications
Section D – Page 28
D 4.2
Course Outlines and Other Graduation Requirements
Program Map Bachelor of Digital Communications
Sem
Creative
Development
(12 credits)
F (1)
Digital
Production
(30 credits)
Writing
Development
(12 credits)
Theory
(12 credits)
Video/Audio
Production 1
Media Writing
Fundamentals
Introduction
to Digital
Media and
Communicati
on
Photography
1
W (2)
E-Portfolio 1
Video/Audio
Production 2
Business/
Research
(12 credits)
Media
Electives
(12 credits)
Communicati
on Law &
Ethics
Breadth
Electives
(30
credits)
Elective 1
Elective 2
Photography
2
F (3)
Multi-Media
Design 1
Social Media
1
Multi-Media
Design 2
W (4)
F (5)
Writing and
Research for
New Media
E-Portfolio 2
W(6)
Visual
Communicati
ons
Elective 3
Digital
Storytelling
Social Media
2
Web And
Interactive
Design
Elective 4
Elective 5
Digital Media
and Society
Web Building
and Site
Management
Multi-Media
Project
Management
Media
Elective 1
Elective 6
Media
Elective 2
Elective 7
Elective 8
Professional
Practice - (no
academic credit)
S
WORK PLACEMENT – Mandatory 14 week internship (no academic credit)
F (7)
Capstone
Project 1
W (8)
Capstone
Project 2
Digital Social
Narratives
Critical
Analysis of
New Media
Bachelor of Digital Communications
Persuasive
Campaigns
Media
Elective 3
Elective 9
Web and
Social Media
Analytics
Media
Elective 4
Elective 10
Section D – Page 29
D4.3 Core Course Descriptions
Year and
Semester
Course Title
Calendar Course Description
YEAR 1
Semester 1
Video/Audio
Production 1
This class introduces students to the technological
and artistic foundations of communicating through
digital video. The course briefly explores the place of
video in contemporary culture and society and
provides training in DV camera technology, lighting
for DV, and audio recording, with references to
contemporary work by notable Canadian directors.
Students learn to compose an outline/proposal and
write a short script from their outline. By the end of
the semester, the student completes shooting for the
script.
Semester 1
Photography 1
This course is an introduction to photographic
conceptualization and practices in a digital
environment. It explores how meaning is negotiated
in photographs as well as camera, tools, techniques
and conceptual approaches related to image capture
and printing. Techniques for portraiture, product
shots, interior and exterior location shoots, and fine
art photography are explored. Students discover how
photography techniques and environmental factors
interact to create powerful digital images.
Semester 1
Media Writing
Fundamentals
Media Writing Fundamentals emphasizes elements
of the writing process and textual analysis in context.
Students consider writing as a social act that occurs
always within a particular context, and analyse the
choices available to writers in those contexts. The
course develops essential communication skills in a
multi-media context: textual analysis, critical thinking,
and clear writing—including correct grammar and
punctuation. Students reflect upon their own writing
process, examine and practice strategies for
thinking, planning, drafting, and revising.
Bachelor of Digital Communications
Section D – Page 30
Year and
Semester
Course Title
Calendar Course Description
Semester 1
Introduction to Digital
Media and
Communication
The course introduces the theory and analysis of
digital media. It looks at the historical development of
the current digital media and the forces that are
shaping its future. The class explores what are ‘new’
about new media, the different types of digital media,
as well as the communication theories that are being
used to study digital media.
Semester 1
Breadth Elective
See Breadth Elective Descriptions Below
Semester 2
E-Portfolio1
The e-portfolio is a tool for three embedded
processes: learning, assessment and showcasing
accomplishments. This e-portfolio course begins the
process of documenting the students’ journeys as
they evolve as professional communicators. Using
the digital tools encountered in the media
communications professions, students systematically
collect, interpret, reflect on, revise and present the
story of their post-secondary experiences in multimedia format. The course establishes foundational
practices to be used throughout the program to
manage and document the products and processes
of subsequent coursework.
Semester 2
Video/Audio
Production 2
This second in the sequence of video production
courses emphasizes producing and editing video and
sound for multimedia or web productions. Students
critically analyze live-action and animated video
discussing technical and aesthetic considerations.
They apply their analyses to capturing, editing, and
outputting of video using a desktop digital video
workstation. The projects produced in the last class
are used for non-linear editing and sound design.
Students consider the transformative effects of userproduced video platforms such as YouTube and
Vimeo. Students finish off their projects by using
Adobe After Effects for creating video compositing
and motion graphics.
Semester 2
Photography 2
In this course students explore and gain visual
literacy as they advance their skills in image capture
and post-production image processing. Students
investigate how meanings are produced and
interpreted through cultural and social practices of
making and viewing photographic images. Students
work with concepts of digital imaging and the wide
variety of tools, commands and options in Adobe
Photoshop to produce high quality still images.
Bachelor of Digital Communications
Section D – Page 31
Year and
Semester
Course Title
Calendar Course Description
Students also work with image capture for websites
and photo blogs and use these skills to complete
creative and complex assignments. Students are
introduced to the photographic studio and
professional studio lighting equipment. This course
includes group projects and individual portfolio
development with the goal of learning clear visual
communication and storytelling.
Semester 2
Communication Law
& Ethics
This overview course introduces students to the legal
and ethical responsibilities involved in media
communications. Issues of privacy, confidentiality,
copyright, competition, disclosure and compliance
are discussed within the context of legal constraints
and ethical guidelines within which media
professionals operate. Students consider general
legal principles and ethical practices for
communicators.
Semester 2
Breadth Elective
See Breadth Elective Descriptions Below
Semester 3
Multi-Media Design 1
Students develop their understanding of HTML as a
web language, Photoshop as a graphics rendering
tool, Dreamweaver as a web-authoring tool, and
design principles and concepts. The course explores
the various tags and code of HTML, text formatting,
web functionality and interactive tools, as well as the
creation of graphics for visual interest. Students
develop aesthetic judgment, communication design
skills and technical understanding of the hardware
and software used for information organization and
communication.
Semester 3
Social Media 1
The course offers an introduction to Social Media
(SM) architecture and technologies including a
survey of the available types and apps. Students
gain fundamental competency with digital media
production while specializing in content production
and distribution via social media. Students learn to
tell engaging stories with images, create and
maintain blogs including enhanced and uploaded
photos, produce and publish video and audio content
for podcasts, and evaluate the efficacy of their blog.
Semester 3
Writing and
This class introduces students to the forms and
YEAR 2
Bachelor of Digital Communications
Section D – Page 32
Year and
Semester
Course Title
Calendar Course Description
Research for New
Media
strategies of digital composition. Through intensive
writing and feedback, students explore writing across
a range of technologies, environments, and spaces.
Students understand and apply strategies drawn
from audience analysis, information gathering,
copyright considerations, and digital ethics to their
writing.
Semester 3
Visual
Communications
The Visual Communications course provides
students with the experience of analyzing the visual
artefacts of our contemporary culture by
understanding the movements and ideological trends
that have helped to shape that culture. Students use
the resulting knowledge in designing their own visual
creations. They examine both static and dynamic
imagery (advertisements, photographs, films, and
interactive media), as they broaden their
understanding of the underlying principles of
“massaging images” in our electronic age.
Semester 3
Breadth Elective
See Breadth Elective Descriptions Below
Semester 4
Multi-Media Design 2
This course is an introduction to the fundamentals of
interactive multimedia computing and technologies.
Course coverage includes both theoretical
understanding of multimedia technologies and
hands-on experience with applications and
hardware. Topics include perception, cognition,
branding and communication issues, multimedia
interface standards and web related languages,
design and analysis, multimedia evaluation, digitizing
and manipulating images, voice, and video materials,
media formats and compression, copyright and
ethics. The course includes practical labs and
authoring a larger scale multimedia web project.
Semester 4
Social Media 2
This course guides students through the process of
designing and implementing a social media
campaign. Students analyze the strengths and
weaknesses of different social media by examining
case studies of various campaigns and apply this
knowledge to their projects. The projects include
branding, choosing visual and textual elements,
selecting the optimal mix of social media, preparing
and implementing elements as well as evaluating the
success of the campaign and implementation
process.
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Year and
Semester
Course Title
Calendar Course Description
Semester 4
Digital Storytelling
This course blends theory and practice in an
exploration of digital narrative: how stories can be
told with digital and new media technologies, and
how narrative can be experienced through the web
and social media. Students work critically and
creatively with linear and nonlinear narratives in a
range of media. This class allows students to
experiment with these new forms and strategies,
apply transmedia approaches in their own work, and
learn how storylines translate and transform through
different media. By discussing case studies, the
course introduces students to various forms of
storytelling through different media. Students are
then asked to individually develop a project proposal,
with an emphasis on organic development of a story
through multiple cross-media platforms.
Semester 4
Breadth Elective
See Breadth Elective Descriptions Below
Semester 4
Breadth Elective
See Breadth Elective Descriptions Below
Semester 5
E-Portfolio 2
The E-Portfolio 2 course continues the process of
documenting students’ academic stories in multimedia format with an increased measure of visual
literacy. In a supported environment, students refine
their e-portfolios into polished products to showcase
their preparedness for internships in
communications. Students develop a professional
statement to indicate their preparedness for
internship, present artifacts to provide evidence of
those claims, and annotations on the artifacts to
provide context and explanation. Creative inquiry
groups, under the guidance of the instructor, support
participants through presentation practice,
conversation and more practice. Students are
challenged to examine their failures as well as their
successes in order to continuously learn about their
learning and to make connections across all studies
including core, elective and breadth classes, and
extra-curricular experiences.
Semester 5
Web & Interactive
Design
The course investigates interactive design as it
relates to a variety of media types. Using industry
standard tools, students learn to design, implement
and refine interactive websites for specific
audiences. This course introduces the elements and
YEAR 3
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Year and
Semester
Course Title
Calendar Course Description
principles of the planning, design and scripting of
interactive multimedia and website design for optimal
usability. The relationships between text, graphics,
audio, video, animation and interactivity are identified
and explored. Students should expect to incorporate
art/design theory, psychology, commercial business
practice and creative problem solving. (e.g.,
database and Flash integration)
Semester 5
Digital Media and
Society
This course explores how digital media and society
interact. The course examines how new media
technologies are changing the way people
communicate and connect. In addition, the course
explores how new media frame our experience of our
world. Students examine the ways in which new
media have impacted politics, culture and
interpersonal communication.
Semester 5
Media Elective
See Media Elective Descriptions Below
Semester 5
Breadth Elective
See Breadth Elective Descriptions Below
Semester 6
Web Building & Site
Management
The course includes deep examination of issues
such as information architecture, accessibility and
usability, professional interface design, and overall
editorial management. Students gain a deeper
understanding of emerging Web design trends and
technologies such as content management systems.
The course explores the use of open source webbased content management systems such as Drupal,
Moodle, Wordpress and other online software
solutions which can be used to create dynamic and
flexible web sites and landing pages. Learners
explore the fundamentals of planning dynamic
websites, CMS database management, developing
CSS-controlled site templates, and creating
database driven websites through the planning and
creation of their own topic-based sites. Topical areas
include (but are not limited to) defining project goals
and requirements, media selection, digitization,
storyboarding, interface design, assessment, and
outsourcing. Collaborative teamwork in the design
and development of interactive technology-based
projects is emphasized.
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Year and
Semester
Course Title
Calendar Course Description
Semester 6
Multi-Media Project
Management
This course introduces students to the basic
principles and tools of multi-media project
management. Through case studies and a
comprehensive project design, students learn how
these general rules of project management apply to
the digital media context. Students examine and gain
understanding of the practices of industry-leading
firms such as IDEO and apply these processes to
their own designs.
Semester 6
Professional Practice
This non-credit course provides students with the
skills and knowledge necessary to prepare for a
communications or media work placement in today’s
challenging employment market. Preparation for the
work placement includes job search techniques and
discussion of such issues as employer expectations,
company policies, professionalism and selfmanagement. The need for career planning, lifelong
learning and interpersonal communication skills are
also discussed.
Students conduct a self-assessment of their
personality and skills and perform occupational and
company research. Students prepare covering
letters and resumes, create their own database of
potential employers within their sector of interest,
and practice their interview skills in mock interviews
and by conducting information interviews. Guest
speakers from business and industry provide
students with a range of perspectives on current and
future trends in business and priorities and
competencies required in corporate, media,
government, non-profit and communications agency
sectors.
Semester 6
Media Elective
See Media Elective Descriptions Below
Semester 6
Breadth Elective
See Breadth Elective Descriptions Below
Semester 6
Breadth Elective
See Breadth Elective Descriptions Below
Capstone Project 1
The Capstone Project 1 and II courses give students
the opportunity to plan and execute a major digital
narrative project. In the Capstone Project 1 course
students synthesize their knowledge of project
planning and narrative design to propose a major
digital project. The course is structured as
YEAR 4
Semester 7
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Year and
Semester
Course Title
Calendar Course Description
professional seminar series where students meet to
share and analyze theoretical concepts and
specialized application. Students present project
plans for ongoing critique and examination
throughout the semester.
Semester 7
Digital Social
Narratives
The course engages students in the modern
expression of the ancient art of storytelling by
weaving images, text, audio, video, and music
together. Students create a complex narrative using
multiple media and implement it across various
digital platforms simultaneously. Students focus on
story planning, budgeting, and interactivity design.
Strategies for repurposing and customizing the digital
narrative to various delivery platforms are also
considered.
Semester 7
Persuasive
Campaigns
This course is designed to teach how sophisticated
commercial, social action and political
communication campaigns are planned and
executed. Students begin by getting a "behind the
scenes" tour of how attitudes are changed, how
opinions are created, and how behaviors are
triggered on a mass scale through carefully
orchestrated communication campaigns. This course
teaches students how to evaluate and design
effective communication campaigns of their own.
Semester 7
Media Elective
See Media Elective Descriptions Below
Semester 7
Breadth Elective
See Breadth Elective Descriptions Below
Semester 8
Capstone Project 2
The Capstone Project 1 and II courses give students
the opportunity to plan and execute a major digital
narrative project. In Capstone Project 2 students
implement and evaluate a major digital media
project. In a lab setting, students launch, maintain,
and evaluate their projects with the support and
feedback of their instructor and peers. At the end of
the year, a ‘group show’ is organized where students
present their capstone projects to peers and industry
professionals.
Semester 8
Critical Analysis of
New Media
In this course, students critically analyze the various
manifestations and combinations of digital media
from both a design and textual analysis perspective.
Students pay attention to rhetorical constructions of
digital media and the ways in which new media are
positioned in contemporary commercial culture.
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Year and
Semester
Course Title
Calendar Course Description
Semester 8
Web & Social Media
Analytics
This course examines and develops analytical ability
with respect to the variety of information provided by
web and social media metrics. Students learn about
the mechanisms for observing behavioral and
consumer generated information and the leadingedge technologies that aid in the collection and
analysis of these data. The course focuses on
strategic and practical ways to provide
understanding, improve consumer relationships, and
develop effective and value-driven online
communication campaigns.
Semester 8
Media Elective
See Media Elective Descriptions Below
Semester 8
Breadth Elective
See Breadth Elective Descriptions Below
Bachelor of Digital Communications
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D 4.3.1 Media Electives Course Descriptions
MEDIA ELECTIVES
Course Title
Semesters 5-8
Course Description
Introduction to
Animation
This course is designed to provide students with an introduction to
historical, practical and technical techniques utilized in the development
of animation processes and products. A practical knowledge of the
various forms of animation styles enhances students’ abilities to tell
effective stories through animated film. Further, students survey
theoretical and historical information about film production from a
traditional and digital perspective. Through interactive lecture,
discussion, demonstration and application, students prepare for further
work in both 2D and 3D animation as well as demonstrating a working
knowledge of Animation Production, History and Techniques.
Drawing
Fundamentals
The elements of drawing, observation, recording and compositional
organization are fundamental to an artist’s visual education. This
fundamental course provides an introduction to the visual vocabulary of
drawing. Through materials and processes, drawing is explored as a
means of visual thinking, a way to depict what we see and visualize
what we think, and a method of communicating ideas. Manufactured
and natural forms are central to the investigation of proportion,
structure, volume and space through line, tone, shape, movement and
texture. Shading and mark making techniques are taught to facilitate
personal expression and the technique of drawing spatially. In this
course, students also learn the fundamentals of artistic perception,
basic compositional elements; dot, line and plane; linear expressions,
and organizational techniques for drawing. This course facilitates the
technical skills of observation, analysis, selection, interpretation and
expression which are studied through sequential projects. Using a wide
range of drawing materials and hands-on practice, students are
introduced to drawing as a means of intense visual investigation.
Colour Fundamentals
The elements of colour mixing, observation, recording and
compositional organization are fundamental to an artist’s visual
education. This course provides an introductionto the visual vocabulary
of colour theory. Students learn the key terms and basics of colour
physics and the physiology of visual perception. They become familiar
with theories of colour relationships based on a colour sphere
incorporating both colour and value with primary, secondary and tertiary
colours identified. The course explores characteristics such as hue,
value and saturation, additive and subtractive colour mixing, colour
interaction, simultaneous contrasts, transparency, the relationship
between form and colour and spatial composition. Through materials
and processes, the course explores visual thinking, as a way to depict
what we see and visualize what we think, and a method of
communicating ideas. This course facilitates the examination of the
interaction of colour through studio experience and the manipulation of
Bachelor of Digital Communications
Section D – Page 39
MEDIA ELECTIVES
Course Title
Semesters 5-8
Course Description
colour to achieve various effects for problem solving and individual
expression. The course includes critiques and discussions.
Digital Art
Digital Art Foundations provides a creative approach to the digital tool
Foundations: Imaging box. It introduces students to computer based imaging including digital
Possibilities
vocabulary, essential digital techniques, image processing and creative
digital expression. This approach provides a solid foundation to build on
for those students going on to time based media, photography and fine
arts. Through creative problem solving in a digital context, students
learn to find compelling visual expression with the digital tool box.
Photoshop, Illustrator, In Design and Final Cut are included in
expanding the student’s basic to intermediate digital vocabulary and
dexterity. The amalgam of various imaging tools and the relationships
between these applications leads to digital fluidity during visual
investigations. Emphasis is placed on developing aesthetic criteria for
evaluation in a digital context.
Introduction to Art
All art is – or someday will become – a part of history. The shifting
History I: Ancient
identity, purpose, and interpretation of art across time are vital aspects
World to
of any artist’s experience. In this course, these aspects are explored in
Romanticism
detail by situating representative works from the ancient to early
modern periods within the broader spectrum of history, and analyzing
contextual circumstances that can influence the production and
perception of art. While the larger context of this course is Western,
also considered are examples outside this tradition that shed further
light on the role of art in various societies and at certain moments in
history. Throughout this course, practice of essential visual analysis
and basic methodologies is emphasized to facilitate a critical
engagement with art.
Introduction to Art
The “sequel” to Introduction to Art History I, this course examines the
History II: Realism to genesis of modern art in the late nineteenth century and tracks its
Postmodernism
evolving identity and agenda throughout the twentieth century in
Europe and America. The conceptual and cultural categories of
modernism, the avant-garde, and postmodernism are studied in relation
to specific artists and their practice, and also interpreted with reference
to current theory. Interactive lectures, field trips and assignments
provide the opportunity to experience art and new media firsthand, and
to refine the visual skills needed in a culture where so much information
is conveyed through images.
Introduction to
This course introduces the students to the vocabulary of the elements
Design Principles
of art and the principles of visual organization. The elements of art
including line, shape, value, texture, colour and space and the
principles of design comprising balance, rhythm, proportion,
dominance, movement, economy, time and motion are explored
through creative processes and visual analyses of major artistic styles
of the past as well as today’s works of art. In this course, students
investigate the visual unity of an artwork through harmony and variety
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MEDIA ELECTIVES
Course Title
Semesters 5-8
Academic Reasoning
& Writing: Creativity,
Crisis & Critique
Introduction to
Advertising
Artful Persuasion
Marketing
Course Description
using diverse materials, media and techniques. Critical thinking, visual
exploration and conceptual problem solving skills are experienced
through the articulation of visual problems that emphasize dialogue
and self-evaluation. The course is designed to provide the students with
the ability to analyze various forms of visual arts in order to develop
creative ideas and concepts, and apply their knowledge of art elements
and design principles into studio projects.
The triad of creativity, crisis and critique form the conceptual basis of
this course. Students explore a wide range of issues related to
creativity and fine arts practice: poetics, authenticity, taste, technology,
and politics. They are introduced to the major controversies – the
discursive crises – surrounding these issues through a survey of
literary, visual, auditory and cinematic texts. And most importantly, this
course provides students with an opportunity to participate in these
conversations as critics-in-training. This is a writing intensive course
with a strong emphasis on expository, analytical and argumentative
skills. While essay writing is central to the activities in this course, there
are opportunities to extend into other forms such as timed writing,
blogging and oral presentation. The synthesis of this course is in the
form of a student colloquium to be held at the end of the course.
This course is designed to introduce students to the many dimensions
of advertising, with a special focus on the evolution of the Canadian
advertising industry and the changing face of advertising in society.
Topics include the types of media and vehicles, the evolving role of
technology in advertising, and the impact of advertising on politics,
society and culture as seen through the eyes of key advertising
theorists. Students also examine the differences between Canada and
the United States, and learn how best to respond to the challenges of
advertising to French- and English-speaking audiences in Canada, as
well as other ethnic and minority groups.
In this course, students study the history and evolution of the TV
commercial and how it has and continues to reflect our culture, showing
us social trends and cultural style while selling everything from SUVs to
the idea of energy conservation. As well as cultural issues, this course
includes an exploration of technology’s impact on the very idea of what
we commonly think of as a TV spot and theorizes about what we can
expect for the future. Students gain an appreciation for where we have
been and where we are going with an understanding of the limitations
and possibilities of this ubiquitous advertising medium.
This course provides an overview as well as a foundation for further
studies of all aspects of marketing as practiced in Canada today both
domestically and internationally. The course focuses on developing
competencies in understanding the business environment and applying
the tools and techniques of marketing research and analysis to develop
effective marketing strategies. Legal, social, cultural and other elements
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MEDIA ELECTIVES
Course Title
Semesters 5-8
The History of
Creative Advertising
Creative Strategic
Development
Creative Concepts
Course Description
of the marketing environment are considered in cases requiring
research of current materials and practical application of course
studies. Product, price, promotion and distribution frameworks are
examined both as separate and integrated subsets of the marketing mix
within strategies oriented toward satisfying consumer wants and needs
to achieve organizational objectives.
Advertising is a part of modern culture. As an effective discourse,
advertising signifies certain ideals and values, shaping and changing
the way we perceive and understand the social world. The real and
sometimes surreal effects of advertising challenge the way we identify
our social environments including the family, work, and even
international relations. With historical roots tracing back at least 150
years, the creative world of advertising has gone through many
changes. Design and technological qualities have arguably improved
while, more specifically, advertising has become a unique form and
forum of communication. To communicate an idea goes beyond the
graphic nature of the advertisement. Instead, meaning stems from a
complicated relationship between cultural ideals, international affairs,
business marketing strategies, and a fluctuating understanding of the
self. This course locates the developmental and creative aspects of
advertising within a historical context. Focus is placed on how
advertising has developed in and for different markets. Students are
introduced to a variety of social factors that influence and even create
various advertising campaigns. The relationship between the
consumer and advertiser is explained in terms of an ongoing creative
process that is influenced by marketing agendas, consumer behaviour,
world events, political agendas, and consumption patterns. Advertising
is a part of modern culture as it not only represents and documents
history, but it also creates historical impressions that can be equally as
influential as the cultural events themselves.
This course examines the importance of thinking strategically using
creative strategies and in the development of effective advertising.
Through the study of works by recognized marketing and advertising
theorists, students see the benefits of strategic thinking, from the
branding of products and services through to the creative execution of
advertising campaigns. They hone their strategic thinking skills through
in-class and graded exercises. Case studies allow them to explore the
relationship among organizational problems, objectives and strategies,
with a special emphasis on the “creative” solution. This course also
demonstrates the importance of media strategy and its role in helping
advertising campaigns achieve maximum impact in the marketplace.
This course is designed to show students how to transform literal
thought and an understanding of creative strategy into creative
concepts. Through selected readings, theoretical study, demonstration
and practice, students learn about the psychology and science of
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MEDIA ELECTIVES
Course Title
Semesters 5-8
Course Description
creativity and discover how to maximize their own creative potential.
They develop the unique skills that make copywriting and art direction
different from other forms of creative expression. They are encouraged
to think visually and verbally, and to develop engaging creative
solutions to communication problems using both images and words.
Project work includes investigating and developing a deep
understanding of target audiences, writing creative briefs, and
executing creative communication material based on their findings.
Students are required to assess and validate creative ideas against a
given strategy, and justify their copy and design choices.
Advertising
Copywriting and
Layout
Survey of Emerging
Media
Film Studies 1
Film Studies 2
Advertising copy is a distinct writing form, different from all others. In
this course, students examine the role of advertising copy in various
print media. It explores the power of words to deliver a succinct and
strategic message and theories about creating persuasive writing for a
commercial audience.
The course provides a survey of the history of new media and its
contemporary applications, including a study of the parallel values and
history of film. Through readings, online screenings, guest speakers
and group projects, students develop a greater understanding of the
inherent complexities of converging old and new media, and the ethical
considerations and meaning-making that occurs as a result.
Following the highly regarded, formally-oriented approach set out in
Bordwell and Thompson’s Film Art, this course introduces students to
the technologies and techniques of cinema from the first half of its
greater than one-hundred year history. Students examine the
emergence of conflicting styles and theories of film in the early 20th
Century, as filmmakers and critics attempted to define and defend their
preferred versions of this new art form. They carefully assess the
development of techniques – mise-en-scene, cinematography, editing,
sound – and the early formation of the now easily recognizable styles of
most cinema. In assembling a technical and analytic vocabulary to
understand and assess style in film art, students progressively move
through the history of cinema until the early 1950s. By understanding
the specific technical elements of cinema, students come to grasp how
these elements collectively function as a film language and contribute
to the establishing of distinct film styles.
Cinema is the foremost art of the last 100 years and as viewers we
have developed habits of watching that sometimes obscure our
awareness of how the art of cinema achieves its effects and tells its
stories. Drawing on the well-regarded formal approach of Bordwell and
Thompson’s Film Art, this course is an examination of form and
narrative mainly in fictional film, but also in documentary and
experimental film. Form relates to how we experience feeling and
meaning as film audiences; it also relates to the formal properties of
film (such as repetition and variation of distinct themes or elements,
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MEDIA ELECTIVES
Course Title
Semesters 5-8
Internet Survey &
Research
Social Issues
Journalism
Introduction to Public
Relations: The
Profession and the
Practice
Presentation Skills
Course Description
development, and the overall effects of unity and disunity). Narrative
relates to the structure of plots and the flow of story information in
cinema. Once students understand the formal and narrative properties
of film they can then fulfill a main objective of this course: the critical
analysis and evaluation of different films and different genres.
Once a niche skill, wielded by a handful of specialist newsroom nerds,
CAR (to use the shorthand of modern journalism) has expanded to
become an essential part of the craft, regularly taking top awards in
investigative categories and, with the addition of social networks, daily
providing accelerating access to breaking news. This course takes
everyday internet techniques, familiar to most students, into a realm of
deadline-driven targeted research, networking, number-crunching and
database management
Social issues journalism characteristically emerges at local and societywide levels at once and this course emphasizes the importance of the
community-based story as a flashpoint for wider social concerns. The
justice system, education system and social services are key contexts
for this reporting-oriented course and practical knowledge of accessing
these systems is a priority. Issues of diversity, poverty, racial difference,
sexual orientation, and developmental, psychological and physical
abilities are among those that require reporting that is sensitive to
historical and social contexts while not verging into advocacy positions.
Such reporting is also seen to employ a wide range of informational
sources outside those of government and the justice system such as
charities, advocacy groups and citizen movements.
This course offers students a historic and strategic overview of the vital
management role public relations plays as a core business process in
all sectors to create and maintain goodwill and understanding between
organizations and their stakeholders, and to balance strategic
objectives with public expectations. Major definitions, models,
principles, perspectives and practices identify the objectives of public
relations. Students appreciate the scope of the field by exploring the
tasks and responsibilities of public relations professionals in corporate,
non-profit, agency and government sectors. Students examine the
diversity and range of public relations tasks from assisting with an
organization’s strategic plan and handling a crisis to launching a new
product or conducting a special event.
Effective presentation skills are essential in the public relations
profession. The ability to confidently sell your ideas in person or as part
of a team is essential in communicating key messages and ideas to
diverse and multiple stakeholders. Public relations professionals are
required to prepare presentations on behalf of others in a number of
public relations contexts. These include employee and executive
communications as well as presentations to boards, clients, investment
analysts, media, government and communities. In this course,
students develop critical listening and analytical skills by evaluating
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MEDIA ELECTIVES
Course Title
Semesters 5-8
Integrated Marketing
Communications
Media Relations
Course Description
professional and peer presentations. Students learn to plan, deliver
and evaluate the effectiveness of informative, motivating and marketing
presentations.
Organizations must interact effectively with consumers, stakeholders,
and other organizations and businesses in order to succeed. To do this,
a skillful blend of communications is needed to support the strategic
priorities of an organization. This course familiarizes students with key
concepts and theories of the communications process in marketing,
brand and reputation management and the analytical skills needed to
plan, implement and evaluate an integrated marketing communications
program (IMC). Students explore IMC on many levels: B2B, B2C, and
digital and social media.
This course examines the role of media relations as it aligns with public
relations theory and practice. Reliance on conventional media is
shrinking because the Internet allows organizations to distribute their
message and engage directly with stakeholders. The course examines
media relations practices in both conventional and social media
settings.
On completion, students have the necessary skills to interact
professionally with traditional and digital journalists; understand the
process to set measureable communications goals; and develop
strategies to build effective media relations campaigns using tactics for
digital and conventional platforms.
The digital world, with its inherent transparency, means organizations
must understand how to use digital tools to build community and reach
an audience. Social media tools and measurement used by PR
practitioners are examined. As the digital world demands greater
transparency and authenticity, students learn about the ethical issues
faced in media relations.
Research Methods
for Digital
Communications
(recommended for
students applying to
Masters Programs)
This course is recommended for students who wish to apply to
graduate studies following graduation. It offers students an overview of
research methods used in communication studies, distinguishing
between everyday ways of knowing about media and its effects, and
the methods employed by academic research. Students learn to craft
arguments based on research, to write, read and interpret academic
papers. They consider the relevant theoretical approaches, quantitative
and qualitative research methods, and ethical considerations used to
produce research reports and critical essays. Ethnographic research is
particularly highlighted, given the current rise in demand for this mode
of qualitative research in real and social media settings by many types
of organizations.
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D4.4
Non Core Elective Course Descriptions
Upper Course Title
or
Lower
Breadth Electives
Upper 20th Century
Fashion
Calendar Course Description
Lower
Abnormal
Psychology
Upper
Adolf Hitler
and the Rise
and Fall of
Nazi Germany
Lower
Approaches to
Literature
ENGL 104
Have you ever felt anxious or depressed without really knowing why?
Worried excessively? Been afraid of something you “knew” couldn’t
hurt you? Used alcohol or drugs to escape a problem? Almost all of
us can answer “yes” to at least one of these questions, which means
that almost everyone has experienced the symptoms of a
psychological disorder. This course introduces students to
psychological functioning that is considered unhealthy or abnormal,
and to the tools and skills that help understand it. Students learn
about the history of abnormal psychology, the changing definitions of
abnormal behavior across time and culture, and the continuum from
normal behaviour to abnormal behaviour. Our focus is on identifying
the behavioural signs and symptoms of many mental and emotional
disorders, the psychological, biological, and environmental factors
that contribute to these disorders, and the ways they can best be
treated. Students are encouraged to think critically about stigmas
and labels associated with the mentally ill. Through readings,
lectures, discussions, videos, and exercises, students develop a
more accurate and empathic view of these prevalent conditions and
the individuals who experience them.
Adolf Hitler is widely considered history’s ultimate mass murderer.
And yet the country that came to regard him as its savior after its
defeat in World War One, and followed him to ruin at the conclusion
of World War Two, was famously known for its great music, art,
literature, philosophy and science. How could such a civilized
country as Germany become complicit in the genocide of six million
Jews, and the deaths of millions of other men, women and children
considered by Hitler and the Nazis to be “racially inferior”? In “Adolf
Hitler and the Rise and Fall of Nazi Germany” we try to answer this
and related questions that have left a dark stain on the history of the
20th century.
This course is an elective for students in Humber degree programs.
It is designed to develop students’ reading, writing, and critical skills
through understanding, discussing, and writing about a variety of
literary genres. Its main objectives are to develop students’ critical
skills and academic writing abilities by 1) encouraging analytical
This course examines 20th Century fashion from an economics,
sociological, psychological, political, and environmental viewpoint.
Perspectives of designers, theories of fashion, and the politics of
fashion are analyzed. From the launch of the first “maison de
couture” in 1858, through the colourful “youthquake” of the 1960s
and the rise and decline of the “supermodel”, fashion has always
been a reflection of society and its values. Fashion’s “who’s who” is
studied to analyze their influence on today’s industry.
Bachelor of Digital Communications
Section D – Page 46
Upper
or
Lower
Course Title
Lower
Astronomy:
Discovering
Our Place in
the Universe
SCIE 200
Lower
Behaviour
Change for
Healthy Living
and Personal
Growth
Lower
Betrayal in
Contemporary
Fiction
ENGL 202
Lower
The
Underground
Economy
Calendar Course Description
depth in textual analysis and 2) developing students’ breadth of
understanding through a focus on the interrelatedness of the texts
studied. These skills are developed through lecture, class
discussion, and a series of written essay assignments that increase
in complexity and evaluative weight as the term progresses. The
principles of clear writing and reasoned argumentation are
emphasized in lectures and expected in all assignments. In the final
essay and final exam, students are expected to present a cumulative
and synthetic understanding of all texts studied during the term.
Using both historical and contemporary data, students examine the
planets, the life cycle of stars, the nature of galaxies, and the origin
and future of the cosmos. An understanding of the scientific
process, from raw data to the formulation of physical laws, provides
an underlying thread to the course. Students describe and explain
the evolution of astronomical knowledge, and apply their
understanding through direct observation.
This course examines the process of making a healthy behaviour
change. Specifically, students are introduced to the theoretical
principles of behaviour change as well as techniques used to help
people make a successful behaviour change. Throughout the
course students apply theoretical principles to their own lives to
make a healthy behaviour change. Students also apply theories and
research to assist another person with their attempt to undergo a
specific, self-identified behaviour change.
“A story is never true…but to try and stop telling stories is to entangle
yourself in an even deeper level of untruth.” (from a review of Monica
Ali’s Alentejo Blue)
What does it mean to betray? To be betrayed? “Betrayal in
Contemporary Fiction” examines some answers to these questions
as reflected in fiction. From the German invasion of France to a
lover’s picnic in the English countryside, from Noah’s Ark to the
backlots of 1920s Hollywood, the novels we’ll be reading take us to
places where we can find out more about the moral, social,
psychological, and emotional dimensions of betrayal. But we’ll also
consider the extent to which fiction itself might be said to constitute a
kind of betrayal of truth. To this end, we’ll examine a variety of
narrative strategies and think about some of the ways in which
novelists “betray” us in the interests of their fiction. Literary theory
helps us to frame our findings, think critically, and begin to answer
the question: Does fictional ‘betrayal” take us further away from the
truth or help us understand reality in entirely new ways?
Have you ever purchased a counterfeit product? Are you aware that
the underground economy represents an estimated ten percent of
GDP in Canada and the U.S. and over fifty percent in many less
developed countries? How can illegal trade and exchange be so
hidden yet employ an estimated 1.8 billion people globally?
Bachelor of Digital Communications
Section D – Page 47
Upper
or
Lower
Course Title
Lower
Brainstorm:
Ideas and
Arguments
(Advanced
Level)
PHIL 409
Lower
Business and
Politics(Advan
ced Level)
ECON 402
Upper
Business and
Professional
Ethics: Your
Money and…
Calendar Course Description
Transnational criminal activities such as the illegal trade of arms,
gold, drugs, money, products, information, and people are among
the least understood aspects of globalization, and they contribute to
growing tensions and conflict in domestic and world politics. This
course introduces students to the underground economy and illegal
finance with a view to understanding their impact on and cost to the
legitimate, law-governed economy. Students also have the
opportunity to understand both successful and unsuccessful
strategies for restricting this activity as well as examining why
political actors (like states and police forces) are more motivated to
tackle some parts of the underground economy than others.
We think and argue every day about matters both minor and
important. But do we really know what it means to think? Do we
know how to argue? Where do our thoughts and ideas come from?
How do we judge which ones to accept and which to doubt or
discard? In this course, we critically examine what it means to think
rationally and argue intelligently about a number of historically
significant topics. The course uses original sources rather than
secondary literature, thus strengthening student’s ability to read and
analyze university level academic material. We consider
applications of specifically philosophical thought to questions about
the existence of God, the nature and limits of human knowledge, our
moral judgments of people and actions and, our aesthetic judgments
of art.
The last two decades have witnessed a momentous shift in the
relationship between business and the state. Amid talk of “the end of
big government,” the post-World War II consensus in favour of a
strong public sector regulating and supervising economic activity has
come under attack from economists, public policy analysts,
journalists, politicians, corporate elites, and even segments of the
public. This course investigates this evolution, adopting an
interdisciplinary approach that synthesizes insights from history,
political science, economics, and political theory. After setting out
the theoretical framework underlying contemporary policy debates
concerning government and business, the course addresses specific
issues such as macroeconomic stabilization policy, international
trade, anti-trust law, environmental regulation, labour unions,
pensions, corporate liability, consumer protection, health care and
education, as well as fairness/equality policies. This course
encourages students to reflect on the implications of the changing
relationship between business and politics.
What has been your reaction to the plethora of business scandals
that have peppered the news? Are you judgmental or indifferent,
assuming that corruption is part of daily life, and possibly, even an
indispensable ingredient of business life? What is the place of
ethical discourse in the business world -- ought it to be essential, or
tangential, a point of discussion raised for "damage control" when
Bachelor of Digital Communications
Section D – Page 48
Upper
or
Lower
Course Title
Calendar Course Description
such scandals are brought to public light? What is the place of ethics
in your life, and how are you to steer that life if your "personal"
ethical code is at odds with the ethical code of the workplace? What
is the place, value, and good of labour in your life, and how can you
live a life of integrity? Can you answer these questions, and defend
your responses?
Lower
Business and
Society
ENGL 102
Lower
Business
Information
Systems
Lower
Business Law
This course helps to do so by enabling you to understand, identify,
critically evaluate and assess, both in theory and practice, ethical
concepts and arguments as they pertain to business practice,
professional conduct, and personal life. Upon successful
completion of the course, you should have the tools to help you
navigate through, and calm the myriad moral storms that you will
face in your professional life
This course is an elective for students in Humber degree programs.
It is designed to develop students’ reading, writing, and critical skills
through understanding, discussing, and writing about a variety of
non-fiction essays drawn from different academic disciplines and
focused on the theme of business and society. Its main objectives
are to develop students’ critical skills and academic writing abilities
by 1) encouraging analytical depth in textual analysis and 2)
developing students’ breadth of understanding through a focus on
the interrelatedness of the texts studied. These skills are developed
through lecture, class discussion, and a series of written essay
assignments that increase in complexity and evaluative weight as the
term progresses. The principles of clear writing and reasoned
argumentation are emphasized in lectures and expected in all
assignments. In the final essay and final exam, students are
expected to present a cumulative and synthetic understanding of all
texts studied during the term.
This course provides students with an overview of information
technology and its use in the achievement of organizational goals
and strategic objectives. Students examine the role of information
technology in managing operations, achieving a competitive
advantage, and on organizational structure and employees. They
also study the dynamics of information technology systems specific
to various industry sectors.
Students are introduced to the complex legal system in which
businesses and consumers operate. The Canadian Constitution, as
well as statutory and common law relevant to business and
consumer transactions are covered. Students are introduced to the
laws of contracts and torts that form the basis of business
relationships. Topics include sale of goods and consumer protection
legislation, debtor-creditor relations, competition law, employment
law, manufacturer’s product liability and intellectual property rights.
Bachelor of Digital Communications
Section D – Page 49
Upper
or
Lower
Lower
Course Title
Calendar Course Description
Business
Presentations
Lower
Canada and
the World:
Trade,
Diplomacy and
War
POLS 202
Lower
Canadian
Families:
Past, Present
and Future
SOCI 202
Lower
Canadian
Studies: The
Challenge
Ahead
HIST 200
Effectively presenting oneself is essential in contemporary business
where people must negotiate in increasingly complex and diverse
workplaces. Students explore and practice methods of creating clear
written, oral and interpersonal communication for proposals and
presentations in business. They study communication theories, types
of communication, and methods and vehicles that have an impact on
their performance. Students enhance their ability to organize
information based on purpose and audience; express ideas clearly,
precisely and effectively; and use up-to-date technology for
presentations.
As Canadian soldiers continue to fight and die in the war in
Afghanistan, Canadian citizens have been struggling to come to
grips with their new international reputation. For people who thought
of their soldiers more as peacekeepers rather than warriors, this
transition has been unsettling. However, Canada’s role in the world
has undergone several transitions throughout its history. How we
come to understand these transitions requires an in-depth
examination of the different roles Canada has assumed in the world
over the past 150 years. Since 1867, Canada’s politicians, diplomats,
professionals, businesspeople, soldiers, and citizens have cultivated
relations with their counterparts in the world’s most powerful and
poorest nations and engaged in some of the most significant events
in all of human history. This course examines Canada’s past and
present, and assesses the many different domestic and external
influences that shaped Canada’s foreign policy in the face of a
changing world.
No matter how it is organized, the family is the most basic social
institution in all societies. Indeed, the family or more specifically “a
married couple, or other group of adult kinfolk who co-operate
economically, share in child rearing, and who usually share a
common dwelling” can be traced back two million years
(Conway 1990). The way the family is structured, how it functions,
and who is considered a member may be factors that differ from one
society to another, but all societies expect some form of family to be
responsible for regulating long term relationships, reproduction, child
development, and the care of aged relatives.
What does the twenty-first century hold in store for Canadians? In
order to understand the challenges confronting us now, and in the
future, it is necessary to understand how we got to be where we are.
By concentrating on the development of Canadian political,
economic, social, and cultural institutions, this course assists us in
understanding the serious challenges confronting Canada today and
tomorrow--challenges that are serious enough to put the future
existence of Canada in question.
Bachelor of Digital Communications
Section D – Page 50
Upper
or
Lower
Upper
Course Title
Calendar Course Description
City Life
(Advanced
Level)
SOCI 450
Lower
Cross Cultural
Communicatio
ns
Upper
Cultural
Psychology
As a result of their magnetic attraction, cities concentrate people,
money and power so that now three out of four North Americans live
within their confines. What began as the natural growth of
settlements around agriculture evolved into regional market towns
and has now transformed into a space where millions live and
struggle and work and play. The city has been thought to offer a
completely different form of life from that offered in alternate spaces
like the country. This course investigates the character of urban
form and experience by inquiring into the city’s particularity and its
divergent shapes. The city has been celebrated for making possible
the figure of the cosmopolitan, who took pleasure in the encounter
with strangers. In its more recent forms, the city has been remade
as both a pleasure garden and a fortress, necessitating both the free
mobility of capital and the increasing surveillance of its citizens. The
work of this course is to raise the question of the form of the city, to
consider its strengths and its limits and its influence on human social
relations and experience. This course examines how it feels to live
in cities and how different cities encourage different experiences
among its citizens. Students are expected to utilize different
theoretical texts to reflect on their own experience of the city.
This course examines culture as encompassing national and cultural
identity, race, ethnicity, gender, ability and indigenous knowledge.
Students examine their own culture, values, beliefs, biases and
identities and assess personal skills and interpersonal
communications techniques needed to effectively work
internationally and adapt cross-culturally. Conflict management
techniques are covered. Students also explore strategies for living
and working overseas, culture shock, re-entry and working with
international business counterparts.
If you were born somewhere else, would you be the same person
you are today? Would you have a few different traditions, maybe
celebrate a few different holidays, but still have, basically, the same
set of beliefs, attitudes and values? Alternatively, can the culture we
are born into effect more than the languages we speak and religious
rituals we practice? Can it fundamentally alter us, shaping the way
we develop, think, reason and see the world? In the past 30 years,
psychologists have begun to acknowledge the limitations in their
previous assumptions that research conducted in North America
would apply globally by examining the similarities and differences in
human behaviour across societies. In this course we aim to develop
a more comprehensive understanding of ourselves by highlighting
those behaviours that do appear across cultures, and by purposefully
seeking and including those behaviours that vary widely across our
diverse societies.
Bachelor of Digital Communications
Section D – Page 51
Upper
or
Lower
Lower
Upper
Course Title
Calendar Course Description
Democracy
and
Dictatorship
POLS 204
From Ancient Greece to the Arab Spring, ideas of democracy have
occupied a catalytic position at the heart of global politics. But what
does it mean to say that one country is democratic and another is
not? On what grounds are these distinctions drawn? Is democracy
the ideal form of government for all countries? How do differences in
economic and cultural development shape processes of
democratization? Students are invited to explore these and related
questions within the framework of this introductory course in
comparative politics.
Desire and
Discontent
(Advanced
Level)
HUMA 406
Lower
Developmental
Psychology
(Advanced
Level)
PSYC 402
Lower
Ecology,
Nature and
Society
ENGL 106
The course begins by reflecting on the historical evolution of
comparative politics as a discipline, in the process, introducing
students to the primary theoretical models and empirical methods
used by researchers in the field. Students proceed by considering
the history of democracy, before more systematically evaluating the
diverse economic, cultural, systemic and institutional factors at play
in processes of democratization. This thematic investigation is rooted
in a variety of empirical case studies that reflect both the regional
and experiential diversity of global politics. At the end of this course,
students have gained insight into the complexities of both
democratization and comparative research methodologies.
Focusing on our experiences of passion, acquisitiveness, success,
and their attendant emotions of happiness, despair, guilt, hope,
shame, regret and anger, this course examines the role which desire
and discontent play in motivating human behaviour and shaping
personality. In so doing, students undertake a critical reading of texts
in philosophy, psychoanalysis, and psychology, including in their
analysis thinkers such as Plato, Epicurus, Hegel, and Freud.
This interdisciplinary course examines the insights of philosophy,
psychoanalysis, and psychology in the attempt to understand the
human cycle of desire and discontent.
This course is designed to introduce Bachelor of Nursing students to
theory, methodology and research findings in the field of life-span
developmental psychology. Organized topically, it examines
developmental changes from conception to death by focusing on
biological, cognitive and socio-emotional processes. Students learn
about the development of intelligence, language, self, identity,
personality, gender, sexuality, and morality across the human life
span. Moreover, they examine the social contexts of development
including family relations, peer groups, and friendship. The course
ends with an examination of death and grieving.
This course is an elective for students in Humber degree programs.
It is designed to develop students’ reading, writing, and critical skills
through understanding, discussing, and writing about a variety of
non-fiction essays drawn from different academic disciplines and
focused on the theme of ecology, nature, and society. Its main
Bachelor of Digital Communications
Section D – Page 52
Upper
or
Lower
Course Title
Upper
Economic
Boom & Bust:
Capitalism In
Question
Lower
Electronic
Fundamentals
Calendar Course Description
objectives are to develop students’ critical skills and academic writing
abilities by 1) encouraging analytical depth in textual analysis and 2)
developing students’ breadth of understanding through a focus on
the interrelatedness of the texts studied. These skills are developed
through lecture, class discussion, and a series of written essay
assignments that increase in complexity and evaluative weight as the
term progresses. The principles of clear writing and reasoned
argumentation are emphasized in lectures and expected in all
assignments. In the final essay and final exam, students are
expected to present a cumulative and synthetic understanding of all
texts studied during the term.
The 2008 Subprime Mortgage Crisis shook the global economy with
a force unseen in the developed world since the 1929 stock market
crash. Our future prospects, in terms of employment and social
stability, seem much less secure than a mere decade ago. Indeed, if
we look back from our current vantage point, we see that the history
of the world economy over the past hundred years has been
characterized by cycles of crises, by speculative excess and financial
fallout. The champions of capitalism tell us that in the long run things
will get better. But taking a cue from a well-known social theorist who
argued that “only the exaggerations are true,” this course critically
investigates what economic crises can tell us about the very nature
and underlying principles of our purportedly stable economic system.
Specifically, from the vantage point of the most recent global
economic crisis, this course explores the contexts and
consequences of the Great Depression (1929-1939), the Bretton
Woods Conference and post-World War II global financial
architecture, the 1973 oil crisis, and the polarization of North and
South through economic relations of debt and dependence. Further,
the international economic policies of the 1980s-2000s that preceded
financial and food crises throughout the developing world are
examined. Lastly, the current economic crisis and the politics of
austerity that are now shaping the very structure of the global
economy urge us to consider what is more likely to come in the
future, if not endless prosperity. We need to debate such questions
since in a globalized economy what happens “over there” can have a
direct impact on the quality of life and the opportunities that we have
“here.”
This course introduces students to electronics components, circuits,
and principles, with emphasis on common terms, devices, laws and
principles used in the field of electronics. Students are exposed to
both AC and DC circuits, series and parallel circuits, and the
concepts of inductive and capacitive reactances. To reinforce the
concepts, common everyday applications such as power outlets in
your home, the battery in your car, why the lights fixtures in your
home are connected in parallel, etc., are introduced.
Bachelor of Digital Communications
Section D – Page 53
Upper
or
Lower
Lower
Course Title
Calendar Course Description
Ethics & Moral
Theory
PHIL 203
Lower
Evolution:
Unravelling
Life’s
Mysteries
Whatever our cultural and socio-economic backgrounds, all of us
seek to achieve a good life. Though most people immediately
identify that with happiness, there can be little doubt that the good
life must also include being a moral person. For no matter how
much pleasure, money and power we happen to have at our
disposal, most people ultimately find it unsatisfying unless they feel
that they deserve their situation in life by virtue of the acts they’ve
performed and the causes they’ve supported. The purpose of this
course is to examine and clarify the moral component of the good
life. Our focus is on contemporary issues of the sort that people are
likely to come across in their everyday lives. Hence, the course
considers moral dilemmas that arise in our relations with family,
friends, lovers, work, business, law, health care, animals, and the
environment. Moral theories are discussed to ensure students can
thoughtfully engage the issues, but the emphasis is on resolving
practical dilemmas critically and thoughtfully.
How on earth did the giraffe get such a long neck? Why do vaccines
and pesticides become obsolete so quickly? Who are the ancestors
of modern humans? The theory of evolution through natural selection
is one of the most misunderstood, and controversial theories of
science. Yet this biological theory is the central unifying thread for
many fields of research and study. It explains the diversity of life, the
similarities and differences among existing and extinct species, and
the development of new species. It provides the framework for
understanding emerging diseases, antibiotic resistant bacteria, the
control of agricultural pests and the responses of endangered
species to climate change. The theory of evolution is a key
component of scientific literacy, needed for innovation and
competitiveness in the 21st century workplace.
Upper
Existentialism
In this course we look at the history, experimental evidence and
controversies surrounding this famous theory. Students explore
scientific literature on evolution and answer questions through dry
lab experiments. Topics covered include natural selection, fitness
and adaptation, genetic change, speciation, extinction and human
evolution.
If you are looking for clarity and certainty, there are many
philosophies and religions that tell you what is right and wrong, and
describe for you the best way to live your life. Existentialism, in
contrast, argues that we can never know what is true, never know
what is right, and that we can’t even understand our own nature; any
pretense that we have the answers to these questions is nothing
more than a failure to honestly face up to the uncertainties of the
human condition. Real life, the existentialists often say, is profoundly
absurd, since we must make important choices every day of our
lives, and yet we cannot really justify any of these choices; they
spring from our passions, not our reason. And yet, while we cannot
escape from the absurdity of life, this does not make our lives
Bachelor of Digital Communications
Section D – Page 54
Upper
or
Lower
Course Title
Lower
Film: Styles,
Narratives and
Techniques of
Moving
Lower
Fundamentals
of Digital
Electronics
Lower
Gender,
Culture and
Power
Calendar Course Description
meaningless. On the contrary, the existentialists argue that by
throwing ourselves fully into a cause, a belief, or an understanding of
what is best in life, we can take ownership of our own lives, wresting
back control from our slavery to the opinions of others.
Cinema is the foremost art of the last 100 years and as viewers we
have developed habits of watching that sometime obscure our
awareness of how the art of cinema achieves its effects and tells its
stories. In this class we carefully examine the techniques of the
moving image -- mise en scène, cinematography, editing, sound -and the early formation of the now easily recognizable styles of most
cinema. In assembling a technical and analytic vocabulary to
understand and assess style in film art, students begin to evaluate
the formal and narrative properties of fictional film. Form relates to
how we experience feeling and meaning as film audiences; it also
relates to the formal properties of film (such as repetition and
variation of distinct themes or elements, development, and the
overall effects of unity and disunity). Narrative relates to the structure
of plots and the flow of story information in cinema. Once students
understand the stylistic, formal and narrative properties of film they
can then fulfill a main objective of this course: the critical analysis
and evaluation of recent examples of the cinematic art.
This is an introductory course in Digital Electronics that covers
number systems, switches, logic gates, the analysis and design of
combinational logic, encoders and decoders, multiplexers and
demultiplexers, analog-to-digital converters (ADC), digital-to-analog
converters (DAC), and Boolean Algebra. To reinforce the concepts,
common everyday applications such as digital clocks, digital TV
signals, satellite signals, computers signals, etc., are introduced.
“Boys will be boys”, “you throw like a girl”, “Man-up”, “she’s a ‘girlygirl’”, “he’s a ‘man’s man’”. These phrases are commonplace in our
society, but what value judgments, beliefs and ideologies do they
contain? Being accepted as “a man” in this culture seems to require
rejecting everything associated with “femininity”. Consequently,
female traits, and thereby girls and women, are often devalued and
denigrated. Human traits tend to be sorted into rigid boxes of
“feminine” and “masculine” and straying out of one’s sociallydesignated box regularly invites gender policing and enforcement by
society in the form of jokes, homophobia, bullying, and violence. In
this course, we examine the ways in which both masculinity and
femininity are constructed throughout the lifespan, and then analyze
their various cultural meanings and social implications. We focus on
evaluating prominent biological and psychoanalytic explanations of
gender, and then move onto developing a thorough understanding of
a range of current sociological and feminist perspectives on gender
relations that are attentive to discourse, power, privilege, cultural
difference, ‘race’ and sexual diversity. Gender dynamics and
gendered interactions are analyzed in various realms of our cultural
Bachelor of Digital Communications
Section D – Page 55
Upper
or
Lower
Lower
Course Title
Global
International
Politics
POLS 3200
Upper
Good and Evil
(Advanced
Level)
HUMA 408
Upper
Great
Performances
in Jazz
Calendar Course Description
environment including the internet, media, film, art, education, health,
work and intimate relationships.
International relations is one of the most dynamic and important
areas of political science today. Traditionally, international relations
focused on relations between national governments, taking them as
the dominant actors on the world stage. Over the past several
decades, however, the world has shifted away from the traditional
state-dominated model of international politics to a more complex
one in which transnational corporations, financial markets,
international institutions, non-governmental organizations, and
terrorist groups have joined governments to give shape to a rapidly
changing and, at times, highly unpredictable global political
environment. In addition, challenges like the global economic crisis
of 2008 and climate change have highlighted the growing need for
cooperation between national governments and other important
social and economic actors.
These changes and challenges raise the question of what role
conventional international politics will play in a world that is
increasingly characterized by the mutual dependency of different
peoples and regions for things like food, water, energy, economic
growth, and security. This course introduces students to the study of
international relations by placing it against the backdrop of the
present day “globalized” world. In this way, it helps students to not
only better understand current global politics, but to comprehend and
even anticipate future changes.
Do good and evil really exist? In the early years of this century, we
have been exposed increasingly to the idea that there are still
indisputable evils in the world – terrorism, war, ethnic violence, and
the destruction of the environment, just to name a few. But does it
still make sense to talk about good and evil, or are these concepts
too simplistic, especially when applied to complex social, political,
and economic issues? Even if we think the terms still have meaning,
are we as human beings responsible for the good and evil carried
out in the world? Such questions have ancient roots. With this in
mind, we explore conceptions of good and evil selected from various
philosophical and religious traditions. We also apply the different
perspectives we examine to modern ethical and political problems.
The aim of this course is to encourage students to think critically
about what it means to be a responsible human being and a citizen
of the world in the 21st century.
Many realize that jazz has produced a wonderful body of music. Like
all art however, jazz also presents the scholar with a host of issues
worth further exploration. In this course, we examine “great”
performances in jazz history. These performances are “great” not
only musically, but also for their ability to spark discussion. In this
class, performances are approached as a semiotic text with which
Bachelor of Digital Communications
Section D – Page 56
Upper
or
Lower
Course Title
Upper
History of
Canadian
Music
Lower
History of Jazz
Lower
History of
Popular Music
Calendar Course Description
we can examine such issues as race relations in America, ideas of
cultural hierarchy, concepts of authenticity, political and popular
definitions/uses of jazz and notions of virtuosity (among other
issues). Further, as the usefulness of strict chronological approaches
to history has been contested–it is argued that historical narratives
result in an evolutionist or teleological aesthetic–issues structure this
course. “Great Performances in Jazz” engages history, music
appreciation, cultural studies, historiography and sociology in an
exciting and unique way.
Canadian Music: Issues, History and Reception is an exciting upperlevel course that examines the contributions of important Canadian
musicians and musical styles while enriching the student’s
relationship, understanding and listening experience with Canadian
music through selected musical examples and topics. As music is an
excellent portal through which to analyze a host of extra-musical
issues, Canadian Music: Issues, History and Reception offers
students the opportunity to explore a variety of issues and ideas
while learning to identify, assess and differentiate between various
historical periods, genres and geographical styles of Canadian
music. Canadian musical genres to be examined in this course
include, but are not limited to, rhythm and blues, rock ‘n’ roll, hip-hop,
rap, folk, classical and jazz.
History of Jazz is a survey course in jazz history that examines in
lecture, text and recorded examples various styles of jazz from the
last century. This course enriches a student’s relationship and
listening experience with jazz by familiarizing the student with the
basic rhythmic, harmonic, melodic and formal conventions in jazz.
Students learn to differentiate various periods of jazz into
geographical (New Orleans, Chicago, Kansas City, West Coast, New
York) and historical periods (Early Jazz, Bebop, Swing, Cool, AvantGarde, Hard Bop). Further, students learn to identify key
practitioners in each of the styles discussed, identify musical
examples and gain a working familiarity with such musical
terminology germane to jazz as trading fours, improvisation, swing
feel, sax soli, riffs, blue notes etc. While students are not be required
to memorize every musical name contained within this history (there
are many), students come to learn about the genre’s key players,
encounter what they sound(ed) like and learn to comprehend why
they are important. Lastly, jazz, like all music, offers an excellent
portal through which to study America, race relations, social
concerns and a host of extra- musical issues. This course addresses
many of these central issues in this course in order to enrich the
student experience with this fascinating body of music.
This course examines a huge, rich and varied body of music. While
we are loosely examining so- called “popular music” from the end of
World War II to the Present, we also look at some of the musical
movements, ideas and history that predate WWII in order to
Bachelor of Digital Communications
Section D – Page 57
Upper
or
Lower
Course Title
Lower
History of
Technology
Lower
Hitler and
Stalin:
Architects of
Evil
HIST 201
Lower
How is Society
Possible?
Conflict,
Cooperation
and Social
Theory
(Advanced
Level)
Calendar Course Description
contextualize our studies. Further, because the definition of popular
or “pop” music has changed over the years, we take an inclusive
approach to “pop music” here, examining jazz, blues, hip-hop, rap,
trip-hop, ska, reggae, disco, funk, folk, heavy metal, hard rock,
progressive rock, grunge, soul, R&B, house, acid jazz and mash-up
styles, to name but a few. Therefore, “Popular Music” is less a
musical style and more an ever-changing definition mediated by
corporate radio and recording, cultural taste and fashion and a host
of other social, political, musical, cultural and aesthetic
considerations. Accordingly, in this class we look at, discuss and
listen to music while touching upon many other issues. Hopefully this
music provides a portal through which we can examine history,
sociology, race relations, corporate involvement in the arts and many
other exciting topics.
This course covers much of the foundation upon which the further
study of Industrial Design will build. It investigates the evolution of
applied technology during the past 500 years with particular attention
to developments that are relevant to the industrial age and the
development of contemporary commercial products and services.
Studies demonstrate the impact of pivotal innovations on
contemporary life and behavior. Factors influencing technological
breakthroughs (including available resources, social influences,
economic conditions, scientific developments and design vision) are
discussed. Classes, discussions and assignments develop the
relationship between technological innovation and the evolution of
design and society.
No understanding of the 20th century is complete without an
awareness of the staggering crimes against humanity Adolf Hitler
and Joseph Stalin committed in the name of communism and
Nazism respectively. This course examines the social, political and
economic conditions that produced these uniquely evil men and how,
once they attained absolute power, their murderous policies resulted
in the deaths of untold millions – in war, in the slave labour camps of
the Soviet Gulag and in the Nazi death camps in German-occupied
Poland whose primary aim was to liquidate European Jewry. “Hitler
and Stalin: Architects of Evil” raises fundamental questions about the
nature of evil, the malevolent uses of propaganda and political terror,
the ultimate crime of genocide, and the troubling question of
assigning blame and bringing the guilty to justice.
What constitutes the social glue that binds individuals together to
form a society? How is conflict accommodated and sufficient
cooperation encouraged to ensure continuity? How is society best
organized? Looking at issues such as the concept of human nature,
the dynamics of group behaviour, the development of social
institutions, the distribution of scarce resources, and the notion of
power and punishment, students reflect on these questions in a
critical manner. Through a study of the works of Marx, Durkheim,
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Course Title
Calendar Course Description
PHIL 404
Weber, Mead, Parsons, and Mills, this course provides an
introduction to social theory.
This course introduces concepts and theories related to the growth
and development of children with focus on prenatal, infancy and
early childhood. Students examine the biological, social, intellectual,
emotional aspects of development from conception to early
childhood. Issues explored in this course are approached though
psychoanalytic, behavioural, cognitive, social, and humanistic
theoretical perspectives with emphasis on the ethological
understanding of human development.
A survey of 20th-century history reveals two disparate trends in world
politics. States, nations, and individuals increasingly seem willing to
abandon public goods in order to ensure a sense of security. Yet,
even as such fundamental values as equality, liberty, and justice are
bargained away in the name of peace and stability, the world seems
to slip further into a state of disorder—a state in which the conditions
for the possibility of security are undermined. How can security be
achieved? What are citizens willing to surrender in order to meet this
objective? And what cost are they willing to incur in order to feel
secure?
Sex is often considered to be a powerful motivator of human
behaviour. It is everywhere around us, used to attract our attention
and sell us products. Is sex so primal that people all over the world
are driven to similar sexual behaviour during courtship, mating, and
love making? Or, is sex learned and shaped by our culture, context,
and cohort? Is the process of becoming sexual encoded completely
in our DNA, being purely maturational, dependent on hormones and
time? Or, is it also learned, through the perspective of our
experiences and gender? In this class we explore the interactive role
that evolutionary, biological, psychological and cultural influences
play in the development and expression of sexuality in our society.
We detail the maturational forces that begin the process but we also
explore the spectrum of human sexuality, and the influences
contributing to our diversity. The goal is to be able to assess the role
of these influences in shaping perceptions, attitudes and beliefs
about our own and other’s sexual behaviours
This course is an elective for students in Humber degree programs.
It is designed to develop students’ reading, writing, and critical skills
through understanding, discussing, and writing about a variety of
non-fiction essays drawn from different academic disciplines and
focused on the theme of individuals and communities. Its main
objectives are to develop students’ critical skills and academic writing
abilities by 1) encouraging analytical depth in textual analysis and 2)
developing students’ breadth of understanding through a focus on
the interrelatedness of the texts studied. These skills are developed
through lecture, class discussion, and a series of written essay
assignments that increase in complexity and evaluative weight as the
Lower
Human Growth
and
Development
Lower
Human
Security and
World Disorder
POLS 201
Lower
Human
Sexuality
Lower
Individuals and
Communities
ENGL 105
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or
Lower
Lower
Course Title
Introduction to
Advertising
Lower
Introduction to
Canadian
Justice System
Lower
Introduction to
Criminology
CRIM 151
Lower
Introduction to
Environmental
Studies
SCIE 202
Calendar Course Description
term progresses. The principles of clear writing and reasoned
argumentation are emphasized in lectures and expected in all
assignments. In the final essay and final exam, students are
expected to present a cumulative and synthetic understanding of all
texts studied during the term.
The course presents an overview of advertising from several
perspectives: the early history of advertising, including the forces
contributing to the development of the modern advertising agency;
the elements of advertising campaigns; who does what – the
structure of an advertising company; advertising media; recent
industry developments; and the role of advertising in society.
Individual assignments and group projects have two goals: to build a
critical awareness of the rhetoric of advertising; and to put into
practice the students’ understanding of the industry as developed by
the course material
This introductory course provides the student with an overview of the
Canadian Criminal Justice System with a particular emphasis on the
history, function, role and organization of Canadian law enforcement
services. The operation of the criminal justice system is examined
and analysed in light of contemporary issues affecting the system.
Each of the major components from enforcement through the courts
and correctional services is explored.
This course provides an examination of various theoretical
explanations of criminal and deviant behaviour including the
sociological, biological and psychological perspectives.
Criminological theory is related to various types of criminal activity.
The reality of crime in Canada, including victimology, is examined
through crime statistics and correlates of criminal behaviour. The
impact of theory on the development and effectiveness of the
criminal justice system is discussed with an emphasis on future
trends within the system. The course also offers an in-depth
understanding of criminology as a scientific method of studying crime
and criminals.
Each of us is part of various environments and form relationships
with nature every day of our lives such that our memories, identities
and knowledge are wrapped up in how we understand nature and
our links to environments. Environmental studies is fundamentally
an attempt to integrate understandings of the natural world with
knowledge about the social (or human) world. How we form
connections among ourselves and with nature, what values underlie
our understandings of nature, and how we can improve the
environment are all questions worthy of exploration in this context.
This introductory course to environmental studies challenges
students to investigate these questions through the themes of social
justice, technology, sustainability, activism, and ethics. The overall
purpose of this course is to develop greater knowledge and critical
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Course Title
Lower
Introduction to
Politics
POLS 200
Lower
Introduction to
Psychology
PSYC 200
Lower
Introduction to
the Human
Body
Lower
Introductory
Accounting
Upper
Josef Stalin:
Red Tsar of
the USSR
Calendar Course Description
awareness about the complex relationships between natural
environments and people. We do this by actively engaging with the
lecture materials, readings, tutorial discussions and case studies and
by relating these ideas to our daily lives and our future hopes.
Whether we like it or not, governments impinge on our lives, affecting
our level of personal security, freedom, opportunities, and standard
of living. This course is an introductory exploration of the forces
determining the conduct of governments. After outlining the essence
of government and the sources of its authority, the course examines
the different forms of government, with a special focus on the
institutions of Western liberal democracies and the struggles of
emerging democracies. We then proceed to an analysis of the
factors shaping public policy, such as interest groups, political
parties, media, elections, and the courts. The course finishes with
an analysis of the military, political, and economic facets of
international relations.
This course is designed to introduce students to the field of
psychology. Students are exposed to a discipline that is rich in
theoretical diversity, research findings, and practical applications.
They are encouraged to think critically and challenge their
preconceptions.
This course introduces the student to the study of human the
human body, particularly the anatomy and physiology. Structure
and function of the human body provides a background that enables
students to understand the basic concepts of health and the
physiologic aspects of aging. This course explores each of the
systems of the body, highlighting key organs along the way. Online
laboratories offer a unique perspective into many of the anatomical
features of the human body.
Accounting systems are the universal language for business
worldwide. This introductory course covers the complete accounting
cycle, from the recording of transactions in journals to the
preparation of common types of financial statements used by
businesses in Canada. Students examine how to record and
summarize transactions into financial statements used by external
stakeholders, prospective investors and businesses to manage
internal operations.
Of all the major political leaders in the first half of the 20th century,
Josef Stalin demonstrated an almost unique ruthlessness in his
efforts to transform the Soviet Union into a global superpower, one
that Communist Party propaganda claimed followed the liberating
and humane principles of Marxism-Leninism. While most historians
agree that by the time of Stalin’s death the USSR had indeed made
great progress, these same historians point out that such progress
came at far too high a price. For under Stalin the Soviet Union was
the world’s most repressive totalitarian dictatorship, a regime
responsible for the deaths of millions in prisons, slave-labour camps,
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or
Lower
Course Title
Lower
Justice: A
Philosophical
and Literary
Approach
(Advanced
Level)
HUMA 413
Upper
Knowing and
Believing:
Epistemology
(Advanced
Level)
PHIL 402
Calendar Course Description
mass executions and war. Josef Stalin: Red Tsar of the USSR seeks
to explain just how and why this tragedy happened.
The demand for justice seems timeless and universal. Yet just what
is it that we seek? What is the nature of justice? How can it be
administered? Is it a realizable goal or an unachievable ideal? This
course addresses these three issues through a reading of key texts
in the philosophy and literature of law. Considering the relationship
between law and morality, the nature of crime, the concept of due
process, and the purpose of punishment, students explore the ideas
of such legal scholars as Hart, Fuller, Posner and Dworkin through a
study of Sophocles’ Antigone, Dostoyevsky’s Crime and
Punishment, Kafka’s The Trial and Camus’s The Outsider.
Not only does the theoretical investigation of knowledge –
epistemology – occupy one of the main branches of philosophical
study, but as Louis Pojman has ventured, it is also arguably “the
central subject in philosophy…basic to virtually everything else”.
Epistemologists have wrestled with such age-old questions as: What
is the difference between knowledge and opinion? How do I know
the external world? What counts as adequate justification for my
beliefs? And what, if anything, can I know for certain?
But while the approach to such questions has grown increasingly
refined in the Anglo-American world since the early part of the 20th
century, challenges from feminist and other post-colonial writers
have been gaining momentum in recent times, threatening the
“epistemological project” as it has traditionally been conceived.
These challengers have insisted on new questions such as: What is
the relationship between knowledge and power? What political
interests underlie the quest for objectivity? And is the sex of the
knower epistemologically significant?
Lower
Leaders
Through Time
Lower
Leadership
(Advanced)
POLS 410
These and other such questions are examined throughout the
course, as we navigate a path through the history of epistemology –
from a brief survey of its Ancient origins and Early Modern rebirth, to
a more sustained investigation of its present-day concerns and
outlook for the future.
Leaders have had a significant impact throughout our history. In this
course, students study leadership styles and theories through
readings, videos, case studies, research and classroom discussion.
Various aspects of leadership and how leaders have helped shape
the social movements that have defined our society are explored.
Leaders surround us – we find them in the political arena, the
military, families, and the workplace. The quality of our lives depends
on how well our leaders perform. This course explores what it means
to be an effective leader. Using both classical and contemporary
writings, the course examines the psychological, moral, and socially
acquired characteristics of leaders. We consider the tasks and
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Lower
Course Title
Lower
Love and Sex:
Philosophical
Perspectives
Lower
Love Stories
(Advanced
Level)
ENGL 403
Lower
Marketing
Calendar Course Description
challenges leaders face, such as initiating change, motivating
people, formulating strategy, communications, decision-making,
negotiations, and crisis management. The course ends with a case
study of a famous leader.
What is sexually ethical? What is sexually normal? Are men and
women held to different standards of sexual conduct? Should they
be? What is the nature of erotic love? Do men and women love in
the same way? Do we love someone because he is beautiful or
virtuous, or do we see him as beautiful or virtuous because we love
him? Can friendship and sex be successfully combined? Are erotic
love, friendship and love of family in conflict with a duty to love all
human kind? These are just some of the questions to be explored in
Philosophical Perspectives on Sex and Love. We use philosophical
techniques of rational analysis to articulate contemporary problems
concerning sex and love and to develop arguments for and against a
variety of viewpoints on these issues. This philosophical process
aims to help us examine our own beliefs about sex and love so that
we can better understand ourselves, our relationships, and the
societies in which we live.
A young man and woman sit next to each other in a garden, reading
a love story. They look up from the page, their eyes meet, and …
“we read no more in the book that day,” the young woman later tells
the poet Dante, who records their story in the Divine Comedy.
Francesca and Paolo were condemned to hell for their adulterous
affair, but they were not the first couple, nor the last, to be seduced
by tales of sex, love and romance. In this course, we enjoy stories of
passion, obsession, perversity, sexual games and romantic
transgression. From a proper English drawing room to a decidedly
improper transsexual cabaret, from a sultan’s bedchamber to a New
Jersey funeral parlour, we’ll meet some famous lovers and some
infamous ones. We’ll contemplate the diverse and sometimes
ambiguous nature of passion, delve into the joys and pains of
romance, and consider the connections between love, desire and
storytelling.
This course provides an overview of all aspects of marketing as
practiced by Canadian organizations today, both domestically and
internationally. Students examine product, price, promotion and
distribution frameworks as separate and integrated subsets of the
marketing mix. These are explored as strategies to satisfy consumer
wants and needs and to achieve organizational objectives. The
course focuses on developing competencies in understanding the
business environment and applying the tools and techniques of
marketing research and analysis to develop effective marketing
strategies. Legal, social, cultural and other elements of the marketing
environment are considered in case studies requiring research of
current materials and practical application of concepts.
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Lower
Course Title
Calendar Course Description
Material
Culture
Material culture refers to our social interaction with the multitude of
everyday items, objects, and spaces that populate our shared milieu.
Household objects, work environments, sacred items, roads,
buildings and even written language itself are objects of material
culture through which we make ourselves sensible to others and to
ourselves. This course concerns itself with our ongoing ability to
make meaning of our world by naming, designating, and
assigning attributes to things, something we do in everyday life often
without reflection. Both as theorists and as users of objects, we can
address how we come to see as normal and natural the everyday
physical objects and built forms that we as a culture have created
through the collective imagination.
Lower
Microbiology
Lower
Microeconomic
s
Lower
Money,
Markets and
Democracy
ECON 200
Human made objects are durable and persist through
generations, making their presence known to subsequent
generations, who may use them as devices to interpret past lives
and past ways of acting and thinking. A sociology of material culture,
then, can be thought of as an archaeology of the present,
investigating how we understand ourselves and each other through
the physical things around us.
This course introduces students to the biology of microorganisms
such as bacteria, viruses, fungi, and protozoa. These organisms are
studied in terms of their classification, physiology and distribution
with an emphasis on their medical significance. Epidemiology of
infectious disease including disease transmission, control
procedures and body defense mechanisms is also studied.
Students are introduced to the concepts and analytical tools of
microeconomics to examine how society and individuals use limited
resources to meet their needs. Students develop an understanding
of current events in the context of microeconomic theories including
supply, demand, prices, incomes, markets, competition and market
structures. Students examine the concepts of market failure and
market power and the need for government intervention to achieve
social and political goals.
Over the past two-and-a-half decades, capital markets have
markedly grown in influence, increasingly taking over from
governments and banks the tasks of financing economic activity and
serving the public’s saving and retirement needs. After introducing
students to the operational and regulatory framework of the currency,
bond, equity, mutual/hedge funds, and derivative markets, the
course poses the question: Do these markets, on balance,
negatively or positively influence the social structure, economy, and
politics of nations? In assessing this issue, the course surveys the
debate surrounding theories of capital market efficiency and
rationality, the history of recurring financial bubble and crash
sequences, social justice issues raised by investment in morally
suspect industries and emerging economies, the constraints
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Course Title
Lower
Music in
Contemporary
Society
Lower
Music,
Meaning and
Values
Upper
Online Social
Networks
Calendar Course Description
imposed by the markets on governments’ ability to manage their
economies, the tension between democratic governance and central
banking, the spread of an equity culture, and proposals for a new
international financial architecture. Essentially, this course stresses
the institutional details of capital markets, while placing them within
their socio-economic and political contexts.
Music may be ubiquitous but its role in society is multifaceted and
complex. It has the power to move us to the greatest emotional
heights or depths, act as an agent of ideology, assist in worship,
celebrate life’s events and memories, facilitate a sense of
community, contribute to our own unique identity, or simply make our
shopping environment or elevator ride more hospitable. But music
does not just happen on its own; it is what we make it, and what we
make of it. This course explores important sociological themes
through the study of musical expression in North America. Students
critically analyze the influence of technology, ideology, aesthetics,
class, ethnicity, race, age and gender, on various genres of music
including jazz, heavy metal, hip hop, punk rock, country music, World
Beat and rock ‘n’ roll. Class discussions centre on critical reading of
texts and ideas from Adorno, Small, Frith, Hebdige, among others,
with the purpose of engaging with some of the significant cultural
issues of our time.
How is it that even music without words can “speak” to us? And if it
“speaks” to me, does music speak to others in similar ways? Another
way of thinking about such questions is to ask: Does music involve
meanings and values that address whole communities? This course
examines music across a range of western musical genres in light of
the notion of musical value. While different people find music
valuable for a number of reasons, this course asks how different
musics themselves articulate different values and considers the
extent to which those values support or contradict the values that we
hold both as individuals and as members of the world community.
Focusing on issues raised in Julian Johnson’s provocative book,
Who needs classical music? the course is concerned, not with
distinctions between “popular” and “classical” music, but with
addressing questions related to human and musical meaning. These
questions cut across boundaries of genre and probe the heart of why
and how we make the musical judgments we do. Such questions
demand that we engage music self-critically, as it unfolds, and that
we consider why, years after its initial creation, the music of the
Beatles or of Mozart remains central to our humanity.
Life on the Social Network has transformed the way we
communicate in the digital age. This course examines how digital
technology, especially on the internet, enables people to connect
with others in revolutionary new ways. Digital technology has
transformed how we exchange information, communicate, and form
intimate and professional relationships. This course focuses on
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or
Lower
Lower
Lower
Course Title
Calendar Course Description
People, Mind
and Body:
Selfish
Thoughts
(Advanced
Level)
PHIL 412
social networking sites and how they facilitate and enhance
communication online and are used by people to coordinate, change,
and organize events in the real world. In fact, as students learn, the
distinction between the real world and the digital-virtual world is
blurred by such activity. Students assess a number of quantitative
and qualitative studies from an international and multi-disciplinary
perspective, investigating how social networking has transformed
privacy, impression management, strategic writing, word-of-mouth
communication, intimacy, political protest, therapy, health research,
and collaborative efforts in the workplace.
In our daily lives, we often claim that we care a great deal about
“self-expression.” We might also worry about being “true to
ourselves,” and about acquiring greater “self-knowledge.” Our
bookstores are increasingly full of books described as offering “self
help.” But what exactly is this “self” that needs to know itself,
express itself, be true to itself, and why does it need so much help in
doing so?
Performance
Enhancing
Drugs
In this course, we explore some of the classic philosophical answers
to the question of what makes a self. Some say that it’s all about
having a soul. Others say that it’s our memories that make us who
we are. We even take a serious look at a theory which claims that
there is no such thing as a self! But while we have one eye trained
on the grand philosophical visions of such figures as Rene
Descartes, John Locke, David Hume, and Jean-Paul Sartre, we have
another eye directed towards the research of contemporary
psychologists and neurologists such as Stanley Milgram, Philip
Zimbardo, Antonio Damascio, and Oliver Sacks. These scientific
perspectives sometimes support one or another of the philosophical
theories about human nature, while at other times they give us
excellent reason to think that the philosophers –and our common
sense –has got things completely wrong. What they never do,
however, is to put the philosophers out of work. The more that
science has to tell us about human nature, the more deeply
mysterious becomes that “self” that I think I am.
This course examines the science behind many of the commercially
available ergogenic aids in today’s society, including: caffeine,
protein supplements, fat burning supplements, creatine, and sodium
bicarbonate. Students also explore the scientific aspects of illegal
performance enhancing drugs (PED) used by both amateur and
professional athletes, musicians, and surgeons, including:
Amphetamines, Steroids, Growth Hormone, IGF-1, Beta-blockers,
and Erythropoeitin (EPO). Students in this course investigate the
mechanisms by which PED and Nutritional Supplements deliver their
effects, and the detrimental side effects of improper or prolonged
usage.
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Upper
or
Lower
Upper
Course Title
Calendar Course Description
Personality
Psychology
(Advanced
Level)
PSYC 404
Lower
Philosophy of
Law
Lower
Popular
Culture: An
Interdisciplinar
y Perspective
(Advanced
Level)
HUMA 407
Lower
Popular Diets
and
Metabolism
We spend every moment of our waking hours dealing with
personalities (even if it's just our own). This course introduces
students to the field of Personality Psychology by examining the
theoretical approaches, assessment instruments, and research
findings that help us understand the fascinating complexity of human
personality. Students become familiar with the main theoretical
approaches to understanding personality, including Psychoanalytic,
Trait, Humanistic, and Social-Learning, and the research generated
by these approaches that have, in turn, informed their development.
This course provides a context for our existing legal system by
exploring the bodies of legal thought that theorize the sources and
shaping of our laws. This course on legal philosophy seeks to reveal
the historical, moral and cultural basis of our legal concepts, to
examine the classical debate between positivist and naturalist
schools of thought, and to critically compare the formalist and realist
approaches to jurisprudence. The issue of morally motivated
disobedience to particular unjust laws, and challenges to the
legitimacy of entire legal orders are examined in exploring the limits
of legal order. Students also explore the tensions between law as a
protector of individual liberty and as a tool of democratic self-rule by
analyzing the writing of Catharine MacKinnon, John Stuart Mill,
Patrick Devlin, and Ronald Dworkin. The study of such contemporary
issues as civil liberties, defining equality rights in the context of social
justice and feminist approaches to the rule of law enable students to
understand law in its function as a social institution.
Exactly what is popular culture? We all see it, hear it, watch it, read
it, dance to it, and even play it. But where does it come from? What
role does it fulfill? Is it worth studying more closely? Many
sociologists certainly think it is a worthwhile topic of study. This
course explores how popular culture intersects with other social
aspects such as class, race, and gender, and how it shapes our
social history and participates in creating what George Lipsitz calls
our “collective memory.” By analyzing such areas of popular culture
as popular film, narrative, music, and television, we shall evaluate
how it formulates an important and often complex role in the cultural
experience of our lives. We shall also examine how we can usefully
apply the theoretical ideas of post-structuralism, Marxism, and
feminism to help us analyze popular culture. Finally, we shall
investigate popular culture’s relation to politics and consider the
following question: Are we simply foolish and ignorant consumers
manipulated by the mass culture industries, or can we actually draw
on popular culture as a form of individual expression and engage in a
productive dialogue with others in society?
This course examines basic aspects of human nutrition which
include but may not be limited to understanding the three
macronutrients (carbohydrates, protein, and fat) and how the human
body digests, processes, and stores them. Students are introduced
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Upper
or
Lower
Course Title
Lower
Power
POLS 250
Upper
Power: The
Question of
Legitimation(A
dvanced Level)
POLS 451
Lower
Principles of
Anthropology
ANTH 200
Calendar Course Description
to basic concepts in human metabolism (Basal Metabolic Rate, Total
Daily Energy Expenditure, and tissue/organ specific metabolic rates),
including the impact fad diets have on whole body energy
expenditure. In addition, the course covers alternative weight loss
strategies to dieting (i.e. Gastric banding, gastric bypass) and the
impact they have on metabolism.
Power. It is something that most of us strive for but few of us obtain.
Why do we desire power? Why is it, that for many, power is
allusive? In order to address these questions, it is first necessary to
ask: What is power? How is power acquired? How is power
maintained? In this course, we examine the answers to these
questions provided by some of the central figures in the history of
political theory. In so doing, we investigate underlying issues
concerning the relation between ethics and politics, the notion of
good government, the qualities of leaders, the rationality of the use
of violence, the importance of property, and the relation between
power and truth. Students are asked to employ the theories and
concepts studied in the analysis of issues in contemporary society
and political issues.
When historians in the future stand back and reflect upon the 20th
century, they will no doubt see it as a time period marked by
violence. That this will be the legacy of this century is surprising, for
as the philosopher Hannah Arendt noted, “All great nineteenthcentury thinkers were convinced that the next century would be the
one of progress and reason. And yet, from Auschwitz to the Gulag,
the barbarians ruled.” Why was this the case? Why, when the world
had become smaller and we had mastered a vast array of
technology, did we so vehemently turn against each other? And what
will be the repercussions of this violence and its increasing
acceptance as we enter the 21st century?
This course attempts to address these issues focusing on the
problem of legitimation. In a time in which violence infiltrates our
public and private lives, it is important to question when and under
what circumstances, if any, violence can legitimately be employed.
However, before addressing these issues, it is first necessary to
examine the meaning of the term violence, to look at the conditions
which give rise to violent action and to examine the variety of
contexts in which violence flourished in the 20th century. Students
are challenged to reflect on these issues, considering how they
inform not only our past but also our future.
Why do people in different cultures think and act differently than we
do? Why do different cultures have such divergent economic
systems and ways of life? Why do some cultures seem to embrace
‘modern development’ while others resist? Why do people engage in
practices that seem, to Western eyes, unfair or violent? How are
consumerism and the global economy reshaping cultural forms and
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Upper
or
Lower
Course Title
Calendar Course Description
beliefs? How do gender, social class, caste, race, age, and
indigenous status shape people’s lives and the decisions they make?
Lower
Principles of
Sociology
SOCI 201
Lower
Prohibition
This course seeks to answer these questions from an
anthropological perspective. While providing grounding in the various
fields of anthropology – biological/physical, archaeological, and
linguistic, the course focuses on the social/cultural dimensions of
anthropology. It uses these dimensions to examine people across
nations and cultures, their socialization, the dynamics of their culture
that shape the decisions they make, the impact of overarching
forces, such as globalization, war, ethnic conflict, and nationalism
and the various social categories of inequality, such as gender,
class, ethnicity, and age, that shape these decisions. It exposes
students to research methodologies that seek to explore and analyze
human condition from as it is lived. Lastly, the course provides a
focus on analyzing various forms of “development” and how they
intersect with the impact of an integrating, global economic, political
and cultural order.
In a dynamic society, it is important for everyone to understand the
social forces, cultural values, and ideological beliefs that frame and
shape their behaviour and the pace and direction of change.
Sociology, as the scientific study of collective human life, attempts to
understand why people think, function and behave the way they do.
This course examines the classical sociological theories of Marx,
Durkheim, and Weber, in addition to more contemporary social
theorists. This theoretical examination is then applied to
understanding the importance of economic and political power,
cultural and religious values, ethnic and racial identity, as well as
gender, age, and class, in shaping who we are both as individuals
and as members of a social group.
We are currently living in an era of Prohibition: possession and
trafficking of substances such as marijuana, heroin, and cocaine are
illegal, as are behaviours such as polygamy, and procuring
prostitution. Smoking in a bar used to be commonplace; now it can
land you with a hefty fine. What motivates governments to engage in
such social control? What members of society use their power to
impose their values on others? What are the consequences of these
different forms of moral regulation? This course examines three
hundred years of the regulation of behaviours and substances
believed to be ‘bad’ in North America. It introduces students to some
of the most recent scholarship on social and moral regulation,
focusing on issues such as smoking, gambling, alcohol and drug
consumption, prostitution, venereal diseases and sex education,
homosexuality, abortion, and pornography. Regulation of these
practices has been the work of reformers, social and commercial
interest groups, religious and morally based organizations, as well as
the state through law enforcement agencies, courts, and educational
systems. At different points in history these various groups worked
Bachelor of Digital Communications
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Upper
or
Lower
Course Title
Lower
Project
Management
Upper
Race and
Gender
Upper
Religion in
Society
Calendar Course Description
together to have their views imposed on Canadian and American
societies. In this course we trace the evolution of these regulation
movements and determine how successful they were in shaping
discourse, influencing state policies, and creating a morally ‘better’
world.
This course provides students with the skills and knowledge to
deliver change to organizations through the successful use of
projects. Students earn and apply project management
methodologies, tools, and techniques required to initiate, plan,
execute, and close projects. The students' general understanding of
project management is further developed by applying the skills and
knowledge to business projects. Project management software is
employed.
When the internet was first introduced into homes, it was interpreted
as a free space where issues of race and gender, in particular, could
be left behind. But the digital reality, from dating and social
networking sites to video games and porn, has turned out to be quite
different from those idealized predictions. This course attempts to reintroduce the notions of race and gender in the study of the digital
world, since visible minorities and women were functionally absent
from the internet at precisely the time when its imagery was being
cemented in our consciousness. We commence the course by
examining the major debates around race and gender in society.
Once an understanding of these concepts is developed, we examine
digital technology in the forms of the internet and mobile technology.
In particular, we examine how race and gender happen online and in
the digital world, focusing on how race, gender, and digital
technology intersect from a multi-disciplinary perspective. Topics
include gender and the digital world, race and the digital world,
representations on social networking sites such as Facebook and
MySpace and in video games such as Grand Theft Auto and The
Sims2, and minority women’s use of mobile technologies, among
others. We ask: 1. How does race and gender shape digital
technologies?; and 2. What gets revealed when we ask questions
about race and gender in relation to digital technologies? We
engage with a number of case studies to serve as the foundation for
students’ own research
Is religion a force used for good or for evil in society? Is it used to
promote peace or is it more often a catalyst for warfare and
violence? For the last several hundred years questions about religion
and its roles, for good or bad, have been intensely scrutinized. The
debate swirls around us and touches on countless issues including
cults, abortion, terrorism, religious wars and persecution, religious
freedoms and liberation, and, of course, creationism vs. evolution. In
fact, recent and very popular ‘new atheists’ have proclaimed religion
as one of the world’s great evils. Yet others have argued that religion
historically (and even today) is one of the main forces for social
Bachelor of Digital Communications
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Upper
or
Lower
Course Title
Lower
Religions of
the World
Lower
Remix Culture
Calendar Course Description
cohesion and the promotion of non-violence. This course puts
religion ‘on trial’, examining evidence on both sides, drawing on
evolution, history, sociology, psychology, and politics. And while
students may reach no decisive conclusion on these issues, they are
better equipped to critically engage in this utterly inescapable
conversation.
The majority of people in the world today consider themselves to be
"religious" in some way or other. This is true despite the rise of
secular society in the modern world. Religion continues to play a
major role in culture, in world events, and in the ways individuals live
their daily lives. To have knowledge of how people understand and
express themselves religiously is important for any citizen in today’s
society, as it fosters moral insight, global awareness and cultural
sensitivity. This course introduces students to some of the world's
most significant religious traditions, including Hinduism, Buddhism,
Judaism, Christianity and Islam. Students may also be introduced to
one of the following traditions: Jainism, Sikhism, Japanese traditions,
Indigenous traditions, Chinese and Korean traditions, or New
Religious Movements. Students study the central beliefs, practices,
teachings, people, institutions, histories, and writings of each
tradition. Students also consider more broadly the question of what it
means to live “religiously” in the contemporary world. Through this
study, students examine the impact religion has on perceptions of
politics, society, ethics, law, war, the economy, the environment, and
the status of women.
Wired magazine recently profiled “Remix Culture” as one of the “7
essential skills you didn’t learn in college.” This course attempts to
remedy the situation. The re-use of other people’s work has become
central to the creative practice not just of many recognized artists but
of everyone who can use a computer. The explosion in remix and
mashup is an exciting and rich new creative mode, but it also raises
a number of politically-charged questions: Who owns creative work?
Who benefits from our current legal system of intellectual property
rights? Should we accept works built on plagiarism, however artful
they may seem, as serious artistic endeavors? Is it necessary to
know one’s sources fully in their original historical contexts in order
to appreciate, understand, or create truly meaningful remix art? What
do we owe to the creators of the past whose work we appropriate
and remix? This class places contemporary artistic practices of remix
and mashup within their historical context, looking at how variation
and adaptation have been practiced (and often condemned) in the
Western tradition. We explore the use of remix-like forms of
appropriation by 20th century avant-garde artists and writers, and we
focus on hip hop musical practice (and its antecedents and
offshoots). Finally, students create their own remix in one of the arts,
and critically engage in analysis of their own creative work as
remixers.
Bachelor of Digital Communications
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Upper
or
Lower
Lower
Lower
Course Title
Calendar Course Description
Role of Media
in Society
In this course, students are introduced to the historical foundations
and purposes of modern media beginning with the emergence of
rudimentary newspapers as purveyors of shipping schedules and
trade data and continuing through the rise of the free press as a
bulwark of democratic societies. Emphasis is given to examining the
role of modern media as witness to events of historical moment and
in exposing corrupt practices and violations of the public interest in
both government and private-sector contexts. Media is positioned as
commercial enterprises with an historical interest in scandal and
subject to their own deviations from their stated mandates to report
with impartiality and balance. Contemporary developments to be
analyzed include the impact on traditional media roles from 24-hour
cable news, online news services and the increasing convergence
between news media and the other industries of popular culture.
Science and
Science permeates our lives with indispensable technologies, cures
Pseudoscience and discoveries – both subtle and profound. Our understanding of
the natural world has never been greater, yet, paradoxically, distrust
of science has grown and the ideas of science have been
intermingled with myths or distorted into bad science. Strangely, one
of scientific technology’s most conspicuous successes, the internet,
has become the greatest source of misinformation. Pseudoscientific
claims are all around us, and old myths still persist in our information
age.
In this course we study many of the amazing claims made in the
name of science and analyze them using the guiding principles of
science and scientific methodology. From astrology and Tarot cards
to ESP and UFOs, we distinguish between science and
pseudoscience and gain a better understanding of the scientific
method that has been at the heart of many of science’s truly great
discoveries and innovations. This method allows us to test
paradigms, challenge hoaxes and myths, and discover if there really
is anything to all those claims about paranormal phenomena,
telekinesis, numerology, aliens, and other topics on the fringes of
science. Without a doubt, weird things are out there. This course
helps us to find out which ones are real.
Lower
Science
Matters:
Introduction to
the Sciences
Science and Pseudoscience is designed for students without any
mathematics or science background.
The effect of Science in our society is profound, subtle and
sometimes shocking. Its rich history has given us insights into our
place in the universe, revealed our relationship with other species on
this planet, and has yielded technologies that permeate our lives.
Science is a way of understanding natural phenomena, a way of
seeking patterns in the smallest components of the atom to the
grand expansion of the cosmos. We cover topics such as Evolution,
Astronomy, Modern Genetics, Ecosystems, Mass Extinctions,
Bachelor of Digital Communications
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Upper
or
Lower
Course Title
Upper
Scientific
Achievements
(Advanced
Level)SCIE
403
Lower
Shakespeare
and Film
Calendar Course Description
Extraterrestrial Life, the Atom, the Environment, Relativity, Plagues,
and the bizarre world of the Quantum. Our studies touch upon the
lives of famous scientists such as Copernicus, Galileo, Newton,
Darwin, Mendel, and Einstein, and we find that at the heart of their
great insights lay a simple, understandable idea.
The twentieth century was a period of outstanding scientific
achievements. Breakthroughs answered ancient questions: the
source of heredity in the DNA molecule and the explanation of
earthquakes, volcanoes, and other geological mysteries through
plate tectonics. There was an expansion of our universe from
thousands to billions of light years and at the same time an implosion
into the weird quantum features of the subatomic world, the mastery
of which would lead to nanotechnologies that make GigaByte
storage devices and GigaHz processors everyday terms by the end
of the century. A shift occurred in our fundamental understanding of
nature from the familiar, deterministic world of Newtonian Mechanics
and Maxwell’s Electromagnetism to the counterintuitive domains of
Einstein’s Relativity and Heisenbergs Uncertainty Principle. The
productive reductionism of previous centuries was supplemented by
the integrative approaches of ecology, systems and complexity
theory. These themes and the breakthroughs that resulted are
explored in a manner accessible and interesting to all students, even
those with minimal scientific backgrounds. Advanced mathematics is
NOT required. Emphasis is be placed on a descriptive and
numerical understanding of the themes and their implications to
thought, society and our daily lives, rather than developing specific
science skills.
“Look here upon this picture and on this . . .” Hamlet, 3:4.
When you read Hamlet do you see the title character as a noble
philosopher or as a clueless college student? Are Romeo and Juliet
elevated figures of romance or victims of their own hormones? Is
Richard III a fascist? Is Twelfth Night a simple comedy about
mistaken identity or a complex meditation on gender? Every
filmmaker who approaches a Shakespearean play interprets the text
differently—and film provides a wide range of strategies and
techniques to express that specific vision. This course looks at some
of the ways that film versions of Shakespeare’s work have
approached the task of uncovering different levels of meaning within
the plays. Beginning with a careful reading of Hamlet, Twelfth Night,
Richard III and Romeo and Juliet, we’ll go on to consider how
adaptation to film can add nuance, depth, and significance to the
original texts.
Bachelor of Digital Communications
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Upper
or
Lower
Lower
Course Title
Calendar Course Description
Social and
Digital Media
Upper
Social
Entrepreneurs
hip
Lower
Social
Psychology
(Advanced
Level)
PSYC 403
Social media is emerging, overtaking broadcast media as the
dominant media form. It is reshaping institutions in all sectors
everywhere, with a special relevance for the profession of public
relations. A power enabler focused on building communities of
special interest, social media technology offers both risks and
rewards. This course contributes to the strategic basis that
permeate all aspects of the BPR by providing a strategic context and
overview, defining best practices, critically analyzing major social
media. Students learn about a variety of social media applications,
blog regularly, learn about metrics and SEO, and, as a capstone for
the course, develop a social media client workshop. The course
fosters a collaborative, peer to peer, open source, online, 24-7
culture that is essential to social media success. The course
provides the foundation of knowledge and skills in planning,
executing and measuring effective use of social media.
Can entrepreneurs operate in a free market where success is
measured not just in financial profit but also in the improvement of
the quality of people’s lives? What are social entrepreneurs and what
is social entrepreneurship? Social entrepreneurship has rapidly
become the most influential idea of our time. It represents an exciting
and emerging set of models for systemic, positive, social and
environmental change. Our best hopes for the future of humanity lie
in the power and effectiveness of socially motivated, highly
empowered individuals who will fight for changes in the way we live,
think and behave. Social entrepreneurs are the practical dreamers
who have the skill and the vision to solve problems and to change
the world for the better. Social entrepreneurs develop micro-level
political structures to challenge established institutional patterns that
block social change. Most social entrepreneurship is not the product
of single charismatic individuals but of ideas generated, propagated,
and implemented by groups, networks, and formal or informal
organizations. In this course we examine the growth in the number of
socially entrepreneurial organizations globally that address various
social and environmental issues and also look at how these
organizations are moving into the mainstream. This course
synthesizes research and lessons from practice by leading social
entrepreneurs and scholars in the field. It aims to help future social
entrepreneurs succeed in building a better world where all people,
regardless of geography, background or economic status, enjoy and
employ the full range of their talents and abilities.
Social Psychology is an extremely diverse field that generally deals
with people in social situations. Core topics include social behaviour
such as aggression, obedience, conformity, intimate relationships,
discrimination, and how groups function. They also include attitudes,
social cognition, social perception, prejudice, and feelings of guilt, all
of which are assumed to affect social behaviour. In addition, we
cover some applied areas, such as psychology and the law. We also
discuss basic methodological issues as they pertain to the above
Bachelor of Digital Communications
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Upper
or
Lower
Course Title
Upper
Sociology of
Consumption
(Advanced
Level)
SOCI 401
Lower
Sociology of
Health
SOCI 200
Lower
Sociology of
the Everyday
SOCI 204
Calendar Course Description
topics. Class discussion is an integral part of the course.
It’s not who you know, but who you wear. Such is the advice from
dedicated followers of fashion and others who might urge us to
declare our identities and allegiances through the codes of
consumption. The pursuit of the good life has been replaced by that
of the “goods life.” As the globalization process seeks to expand the
market economy, this expansion requires the manufacture of desire
for ever more “stuff” and an industry devoted to the creation of the
false hope that just one more purchase may buy happiness. This
course tackles some of the most compelling interpretations of the
function of consumption. Through exposure to a variety of
contemporary and classical theories, students reflect on the social
patterns of consumption and how these patterns reproduce, subvert,
or reformulate inequalities of class, gender, and ethnicity. In order to
promote self-reflexivity about our own role in the marketplace,
methods of resistance are studied and arguments for ecological
constraint are considered.
This course presents new ways to think about the body, health and
illness and to see them not only as biological phenomena but also as
culturally and socially mediated experiences. Students are asked to
explore questions that frame mainstream views on health and health
care, as well as perspectives that challenge these views. Medical
practice traditionally sees the patient as a physical body, yet the
social reality of the lived body is always present. The individual, and
his/her family and friends, as well as nurses and other medical
practitioners, play a key role in negotiating the contested territory
between these two realities. Also, there are many different bodies—
the body of the child, the pregnant woman, the athlete, the surgical
body, the body in pain—and all are culturally framed.
Our everyday lives are taken up with a myriad of practical
accomplishments, and we routinely carry out activities and
conversations and patterns often without thinking about how the
world is constituted and negotiated in such work. Sociology of the
everyday topicalizes the ways in which we as social actors animate
the world and establish its order and sensibility through our on-going
practices, while simultaneously acting as if the world is something
outside and external to us. It makes a distinction between our
orientation as everyday actors, who are caught up in successfully
accomplishing and achieving what we need to do in the course of a
day, and our orientation as social inquirers, who are interested in
understanding the accomplishment of the world in and through what
we routinely do and say. The readings and examples developed in
this course make vivid how we stand as both the everyday person
who is immersed in the ‘natural attitude’ of daily life and the social
inquirer who seeks to raise the question of what in such practices
and talk is taken-for-granted. In this difference and tension, the
‘seen but unnoticed’ qualities and characteristics of everyday life can
Bachelor of Digital Communications
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Upper
or
Lower
Course Title
Lower
Sport &
Performance
Psychology
Upper
Strange
Science
Lower
Survey of
Emerging
Media
Upper
Technology
and Social
Change
(Advanced
Level)
SOCI 402
Calendar Course Description
be brought into view, allowing us not only to orient to what actually
occurs in our practices of living, but to what also could be. Sociology
can then serve as an imaginative aid, inviting us to temporarily
bracket our common sense orientations in the interest of reflective
understanding.
This course examines the history, purpose, discipline, and basic
techniques of sport and performance psychology. Students are
introduced to the basic concepts of sport and performance
psychology including the characteristics of peak performance and
barriers to performance. In addition, students are exposed to the
psychological skills training (PST) techniques used to enhance
performance in a variety of settings. Topics include but are not
limited to anxiety and stress management, self-confidence,
motivation, goal-setting, leadership, communication, imagery, focus
and concentration, and group dynamics.
In the last century, the landscape of science has been covered with
some of the strangest ideas and discoveries in history: The Big
Bang, Time Travel, Baby Universes, Black Holes, Wormholes,
Superstrings, Warped Space-Time, Faster-Than-Light-Travel,
Parallel Universes, Quantum Strangeness, Teleportation, Dark
Matter, Dark Energy, and, no doubt, something even weirder just
around the corner. These are all terms that most people have heard
and read about, and even seen them used as convenient plot
devices in movies, TV, and literature. But, as is usually the case in
modern physics, truth is often stranger than fiction.
In this course we explore some of the strange discoveries, concepts,
theories and interpretations that have riddled modern physics. This
course is open to students without a mathematics or science
background, although a willingness to engage in some basic
mathematics and use of scientific notation enrich the learning
experience.
A survey of the history of new media and its contemporary
applications including a study of the parallel values and history of
film. Through readings, online screenings, guest speakers and
group projects, students develop a greater understanding of the
inherent complexities of converging old and new media and the
ethical considerations that occurs.
The course introduces technology as a social concept rather than a
term relating to the mechanics of artifacts. The main goal of this
course is to explore the many ways in which technology enters into
and structures our lives. Understanding technology as a social
construct allows the students to uncover the economic, political and
social characteristics of everyday technologies. A unique
sociological understanding of technology allows the students to view
technology as a method of practice and as a social movement. This
course examines technology in a variety of environments including
Bachelor of Digital Communications
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Upper
or
Lower
Course Title
Lower
The Body
During Normal
and Extreme
Conditions
Lower
The
Corporation in
Society
POLS 212
Lower
The Good Life:
A Philosophic
Investigation
PHIL 201
Calendar Course Description
local communities, the workplace and the marketplace, while
analyzing diverse issues such as surveillance, gender issues, the
information society and overall communication. The end result is a
well-rounded understanding of how technology affects our social
systems and how social systems influence technology, thereby
providing an understanding of technology as practice.
This course, aimed at students who have not taken a physiology
course at the degree level, explores how the human body functions
to meet the normal demands of everyday life and how this changes
during extreme conditions such as altitude, breath- hold and sport
diving, extreme heat or cold, microgravity space flight, heart attack
and prolonged exercise. Topics covered include structures and
functions of the cell, overview of energy metabolism, physiology of
muscular contraction, and physiology of the nervous, the
cardiovascular, and the respiratory systems under normal and
extreme conditions.
Traditionally, corporations have been permitted to operate free from
the moral and social obligations imposed on other institutions. The
maximization of profits for shareholders has long been seen as the
only appropriate object for corporations. Recently, however, this view
has been challenged. A growing movement insists that corporations
ought to subordinate the pursuit of profit to the fulfilment of social
responsibilities. This course explores how socially responsible
corporations should conduct their business affairs. The course
begins by laying out the general principles of corporate social
responsibility, while identifying the parties, known as stakeholders,
whose interests corporations ought to heed. Afterwards, the course
proceeds through each of the stakeholders, analyzing the particular
challenges each pose to the socially responsible corporation. At the
end of the course, a framework for the comprehensive social
evaluation of corporations is developed in the form of a social audit.
Why have you chosen to study at Humber College this year? Do you
think that doing so will make you more employable and therefore
increase your income? Are you hoping to satisfy your intellectual
curiosity or develop new skills? Do you hope that these skills will
help you to make a difference in the lives of others? Or is school
simply a good way to meet new friends and romantic partners?
If you answered ‘yes’ to any of the above, you already have some
ideas about “the good life” –you have some thoughts, that is, on what
sort of things make our lives as good as they can be. Rather than
assuming that we already know what ingredients go into making “the
good life,” however, we take a big step backwards in this course in
order to study a broad range of thinkers as each attempts to find the
key to the good life. For some, it is found in the happiness of
pleasurable experiences (Epicurus, Fischer, and Montaigne). For
others, it is found in overcoming physical, psychological, or political
Bachelor of Digital Communications
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Upper
or
Lower
Course Title
Lower
The
Imagination:
Self and
Society
ENGL 103
Lower
The Making of
a Beautiful
Mind
Calendar Course Description
obstacles to happiness (Marx, Freud, Sacks). For Rousseau, the
good life consists in a tranquil celebration of nature; for Nietzsche
and Emerson, in artistic individualism; and for Plato, in wisdom and
knowledge. Our task is to determine if any of these approaches –
alone or in combination –can offer us any guidance as we ourselves
seek to achieve “the good life.”
This course is an elective for students in Humber degree programs.
It is designed to develop students’ reading, writing, and critical skills
through understanding, discussing, and writing about a variety of
non-fiction essays drawn from different academic disciplines and
focused on the theme of the imagination. Its main objectives are to
develop students’ critical skills and academic writing abilities by 1)
encouraging analytical depth in textual analysis and 2) developing
students’ breadth of understanding through a focus on the
interrelatedness of the texts studied. These skills are developed
through lecture, class discussion, and a series of written essay
assignments that increase in complexity and evaluative weight as the
term progresses. The principles of clear writing and reasoned
argumentation are emphasized in lectures and expected in all
assignments. In the final essay and final exam, students are
expected to present a cumulative and synthetic understanding of all
texts studied during the term.
Borrowing from the University of Toronto’s Rotman School of
Management’s integrative thinking approach to solving real‐world
challenges – the kinds of challenges students will most certainly
encounter in their lives and careers – this course aims to produce
clear writers, strong thinkers, and aspiring leaders who, when faced
with these challenges and no appealing solutions, see it as an
exciting opportunity to build a new solution.
Engaging with a variety of readings, case studies, and models,
students realize that writing and thinking are inseparably related and
that good thinking requires good writing. Students are encouraged to
consider their personal knowledge system as they explore their
stance, beliefs, and mental models through self‐reflection and
analysis exercises.
Lower
The Wireless
Web
As a writing intensive course with a strong emphasis on expository,
analytical, creative, and argumentative skills, this course involves a
number of in‐class and online writing activities and assignments that
may take the form of group discussion and collaborative writing,
essays, critical analyses, and journal responses. The course
culminates in a final group presentation that tackles and attempts to
resolve a wicked real‐world problem.
This course is for non-specialists who would like to get an overview
of some of the current technologies and standards used in the
wireless field. Emphasis is on terminology, scale of different
Bachelor of Digital Communications
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Upper
or
Lower
Lower
Upper
Lower
Course Title
Theories of
Beauty
(Advanced
Level)
PHIL 405
Trauma and
Memory in
Literature
ENGL 201
Understanding
Mass
Communicatio
n
SOCI 203
Calendar Course Description
networks, types of wireless networks, applications used on wireless
networks, and the advantages and disadvantages of wireless
networks.
Beauty is mesmerizing. It captures our attention, fuels our
imagination and leads us to risk our money, our time, our energy, our
values, and even on occasion, our lives in its pursuit. Yet despite its
influence and power, we rarely sit back and consider the nature of
beauty. What is beauty? Where is it to be found? And why is it so
captivating? To a great extent, beauty remains to us a mystery.
This course explores the answers to these questions offered by
central figures in the history of aesthetics including Plato, Kant,
Tolstoy, Bell, Benjamin, Danto and Bourdieu. In the course of this
investigation students consider how beauty is constructed, how it is
appreciated and why it is of such importance to us. What is the
purpose or goal of creating a work of art? How do artists transform
their ideas of/about beauty onto a canvas or into a poem? How do
they judge the success or failure of their own works? Is beauty really
in the eye of the beholder? How do we judge works of art? How do
we address difference and diversity in the interpretation of artworks?
Reflecting on these issues, students apply the theoretical
ideas/concepts developed in the lectures and readings to works of
art from the fields of fine art, music, film, architecture and literature.
“The term ‘trauma fiction’ represents a paradox or contradiction: if
trauma comprises an event or experience which overwhelms the
individual and resists language or representation, how then can it be
made into a narrative, made into fiction?” from Anne Whitehead’s
Trauma Fiction.
Telling stories is one of the main ways in which we make sense of
our experiences. But what happens when experience is so
harrowing that it overpowers the emotions and cannot be
encompassed by the mind? What kind of stories can contain,
explain and perhaps even transcend horrors that overwhelm human
consciousness? In this course we read a range of fictional
responses to trauma and hysteria and think about the relationship
between narrative and memory. Can fiction provide what novelist
Pat Barker calls “regeneration”—the recovery of psychic and
emotional wholeness in the wake of shattering events?
This course leads students through an investigation of the impact of
mass media on culture; specifically Canadian culture. The role of
mass communication in society is examined in terms of its theoretical
and practical applications. The transmission and transformation of
mass media content is discussed in terms of political and corporate
interests, behavioural dynamics, national and international concerns,
advertising and marketing agendas and technological implications.
An emphasis on Canadian cultural goods such as television, radio,
Bachelor of Digital Communications
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Upper
or
Lower
Course Title
Calendar Course Description
film, print media and the Internet lays the groundwork for an
extensive discussion on the overall impact of mass media on a
national and global scale particularly the US and Europe.
Upper
Visual
Communicatio
ns
Upper
War and
Morality
Lower
Web
Development
The role of mass communications in socialization, the formation of
public opinion, critical journalism, democracy and social change are
investigated.
The Visual Communications course provides students with the
experience of analyzing the visual artefacts of our contemporary
culture. Students use the resulting knowledge in designing their own
visual creations. They examine both static and dynamic imagery
(advertisements, photographs, films, television programs and
interactive media), as they broaden their understanding of the
underlying principles of "massaging images" in our electronic age.
The past century has seen a shocking increase in the power – and
perhaps even the willingness – that human beings have to destroy
each other. Two world wars, the targeting of civilians with atomic
bombs, the development of even more deadly nuclear weapons,
countless revolutions, military coups, civil wars, and the rise of
international terrorism all testify to the continuing use of violence and
war as means to achieve political ends. This tendency is even found
in calls for “humanitarian wars” that would be fought for the
preservation of human rights and the protection of vulnerable
populations.
In light of the pervasiveness of war in many regions around the world
today, it is important to critically examine the issue of how military
force might be used for “moral reasons.” This course explores the
possibilities of waging a moral war (if this is indeed possible) by
applying various perspectives from political theory and philosophy to
case studies.
This course addresses the creation of usable and accessible
websites and how to achieve these objectives. It focuses on methods
of integrating various forms of information (text, graphics, animation,
sound and video) on to a website and analyzes the advantages of
each of those methods. Students evaluate the integration of
multimedia components as used in graphical user interfaces (GUI).
Students are introduced to interactive programming on the web and
build a web application using HTML, CSS, and scripting languages.
Bachelor of Digital Communications
Section D – Page 80
D5
D5.2
Academic Course Schedules
Course Schedule 2
Core
Course
Credit
Hours
Course Pre-requisites
and Co-Prerequisites
Highest Qualification
earned (or required
of faculty to be hired)
3
None
M.A.
Photography 1
3
None
M.A.
Media Writing
Fundamentals
3
None
M.A.
Introduction to
Digital Media
and
Communication
3
None
Ph.D.
None
Ph.D.
Year and
Semester
Course Title
Semester
1
Video/Audio
Production 1
Breadth Elective
Semester
2
3
E-Portfolio 1
3
None
M.F.A.
Video /Audio 2
3
Video/Audio Production 1
M.A.
Photography 2
3
Photography 1
M.A.
Communication
Law & Ethics
3
None
M.A.
None
Ph.D.
Breadth Elective
Semester
3
3
Multi-Media
Design 1
3
None
M.A.
Social Media 1
3
None
M.F.A.
Writing &
Research for
New Media
3
Media Writing
Fundamentals
M.A.
Visual
Communications
3
None
M.F.A.
Dependent on selection
Ph.D.
Breadth Elective
Semester
4
Semester
5
NonCore
Course
Credit
Hours
3
Multi-Media
Design 2
3
Multi-Media Design 1
M.A.
Social Media 2
3
Social Media 1
M.F.A.
Digital
Storytelling
3
Writing and Research for
New Media
Ph.D.
Breadth Elective
3
None
Ph.D.
Breadth Elective
3
None
Ph.D.
E-Portfolio 2
3
E-Portfolio 1
M.F.A.
Web &
Interactive
Design
3
Multi-Media Design 2
M.A.
Digital Media
and Society
3
Intro to Digital Media and
Communications
Ph.D.
Bachelor of Digital Communications
Section D – Page 81
Year and
Semester
Course Title
Media Elective
Core
Course
Credit
Hours
NonCore
Course
Credit
Hours
3
Breadth Elective
Semester
6
Semester
7
3
Highest Qualification
earned (or required
of faculty to be hired)
Dependent on Selection
M.F.A., M.A. or Ph.D.
Dependent on Selection
Ph.D.
Web Building
and Site
Management
3
Web & Interactive Design
M.A.
Multi-Media
Project
Management
3
Communication Law &
Ethics
M.B.A.
Media Elective
3
Dependent on selection
M.F.A., M.A. or Ph.D.
Breadth Elective
3
Dependent on selection
Ph.D.
Breadth Elective
3
Dependent on selection
Ph.D.
Professional
Practice
0
None
(non-credit work placement
preparation course)
B.A.
Capstone
Project 1
3
E-Portfolio 2
Ph.D.
Digital Social
Narratives
3
Digital Storytelling
Ph.D.
Persuasive
Campaigns
3
Multi-Media Project
Management
M.A. or M.B.A.
Media Elective
3
Dependent on selection
M.F.A., M.A. or Ph.D.
Dependent on selection
Ph.D.
Breadth Elective
Semester
8
Course Pre-requisites
and Co-Prerequisites
3
Capstone
Project 2
3
Capstone Project 1
Ph.D.
Critical Analysis
of New Media
3
Digital Media and Society
Ph.D.
Web & Social
Media Analytics
3
Web Building and Site
Management
M.A.
Media Elective
3
Dependent on selection
M.F.A., M.A. or Ph.D.
Dependent on selection
Ph.D.
Breadth Elective
Subtotal
Total Course Credit Hours
3
90
30
120
Bachelor of Digital Communications
Section D – Page 82
D5.2.1 Media Electives (Course Schedule 2)
MEDIA
ELECTIVES
Semesters
5,6,7,8
Total
Core
Course
Credit
Hours
Course Title
Course Prerequisites
and Co-prerequisites
Highest
Qualification
earned (or
required of
faculty to be
hired)
Drawing Fundamentals
3
None
M.A.
Colour Fundamentals
3
None
M.F.A.
Digital Art Foundations: Imaging
Possibilities
3
None
M.F.A.
Introduction to Animation
3
None
M.A.
Introduction to Art History I: Ancient World
to Romanticism
3
None
Ph.D.
Introduction to Art History II: Realism to
Postmodernism
3
Introduction to Art
History I
Ph.D.
Introduction to Design Principles
3
None
M.F.A. or Ph.D.
Academic Reasoning & Writing: Creativity,
Crisis and Critique
3
None
M.A.
Introduction to Advertising
3
None
M.F.A.
Artful Persuasion
3
None
Ph.D.
The History of Creative Advertising
3
None
Ph.D.
3
Visual
Communication,
History of Creative
Advertising
Ph.D.
3
Introduction to
Advertising,
Marketing
M.A.
Advertising Copywriting and Layout
3
None
M.A.
Survey of Emerging Media
3
None
Ph.D.
Film Studies 1
3
None
M.A.
Film Studies 1I
3
Film Studies 1
M.A.
3
Writing & Research
for New Media
M.A.
Social Issues Journalism
3
None
M.A.
Introduction to Public Relations: The
Profession and Practice
3
None
M.A.
Presentation Skills
3
None
M.A.
Marketing
3
None
M.B.A.
Integrated Marketing Communications
3
None
M.B.A.
3
Intro to Public
Relations
Ph.D.
3
None
Ph.D.
Creative Concepts
Creative Strategic Development
Internet Survey & Research
Media Relations
Research Methods for Digital
Communications
Bachelor of Digital Communications
Section D – Page 83
D5.2.2 Non- Core Electives (Course Schedule 2)
Lower versus Upper Level Course Characteristics
• All lower level courses are foundation courses.
• All upper level courses require that students have completed one lower level breadth
course in at least two of the three breadth categories as a prerequisite.
• Students are required to complete one upper level breadth courses in at least two of the
three breadth categories.
Course Title
th
20 Century
Fashion
Total
NonCore
Course
Credit
Hours
Level
Highest Qualification
earned (or required
of faculty to be hired)
and, only where
applicable, highest
qualifications in
progress
3
Lower
M.A.
Restrictions
Fashion
Management
M.B.A.
Abnormal
Psychology
3
Lower
Ph.D. (Psychology)
Ph.D (Psychology)
Ph.D.(Psychology)
Criminal Justice,
Nursing, Child &
Youth Care
ACWR1004 Approaches to
Literature
3
Lower
Behaviour
Change for
Healthy Living
and Personal
Growth
3
Lower
Master’s & Ph.D.(Sport
and Exercise
Psychology)
None
Business
Presentations
3
Lower
M.B.A.
M.B.A.
LLM
None
Business Law
3
Lower
LLM
LLM
B.Comm. Degrees
LLM (PhD in progress)
LLM
ECON 402
Business and
Politics
3
Lower
MBA (business
Administration
PhD (social and
political thought)
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
AWCR 1002 –
Business Society
3
Lower
POLS 202 Canada and the
World: Trade,
Diplomacy and
War
3
Lower
MA (History)
PhD (History)
TBD
SOCI 202
3
Lower
PhD (Sociology in
None
Bachelor of Digital Communications
Section D – Page 84
Course Title
Total
NonCore
Course
Credit
Hours
Level
Canadian
Families: Past,
Present and
Future
Highest Qualification
earned (or required
of faculty to be hired)
and, only where
applicable, highest
qualifications in
progress
Restrictions
Education)
PhD(Sociology)
SOCI 405
City Life
3
Upper
PhD (Sociology)
PhD (Sociology)
MA (sociology)
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
Cross Cultural
Communication
3
Lower
M.B.A. (IT)
M.Sc. (business
science)
M.A.
TBD
Cultural
Psychology
3
PhD
PhD
PhD
None
POLS 204 Democracy and
Dictatorship
3
Lower
M.A.
Ph.D. (Social &
Political Thought)
None
PSYC 402
Developmental
Psychology
3
Lower
PhD (Psychology)
MA (Psychology)
PhD (Psychology)
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
ENGL 106
Ecology, Nature
and Society
3
Lower
PhD (English)
PhD (English)
None
Economic Boom
& Bust: Capitalism
In Question
3
Upper
PhD
M.B.A.
PhD
None
Gender, Culture &
Power
3
Lower
MA
PhD
PhD
None
Global
International
Politics
3
Lower
Ph.D. (Social &
Political Thought)
M.A.
Ph.D.
Bachelor Child &
Youth Care
Human Growth
and Development
3
Lower
MES (Pediatric
Ergonomics)
Ph.D. (Child
Development)
M.Sc. (Family)
Child & Youth
Care
POLS 201
Human Security
and World
3
Lower
PhD (Social and
Political Thought)
MA (Philosophy)
None
Upper
Bachelor of Digital Communications
Section D – Page 85
Course Title
Total
NonCore
Course
Credit
Hours
Level
Highest Qualification
earned (or required
of faculty to be hired)
and, only where
applicable, highest
qualifications in
progress
Restrictions
Disorder
PhD(Social and
Political Thought)
Human Sexuality
3
Lower
Ph.D. (Psychology)
Ph.D. (Psychology)
Ph.D. (Psychology)
TBD
ACWR 1005
Individuals and
Communities
3
Lower
PhD (English)
PhD (English)
None
Introduction to
Canadian Justice
System
3
Lower
Ph.D.(Criminology)
Ph.D. (Higher Ed)
M.Sc..(Criminal
Justice)
Ph.D.(Political
Science)
M.A. (Criminology)
Ph.D. (student faculty
of social work)
Criminal Justice,
Paralegal
Introduction to
Criminology
3
Lower
Ph.D., (Sociology)
Ph.D. (Criminology)
Ph.D. (Higher Ed)
M.Sc. (Criminal
Justice)
Ph.D. (Political
Science)
M.A. (Criminology)
Paralegal
Criminal Justice
Introductory
Accounting
3
Lower
Ph.D. (economics)
CMA
M.B.A.
M.Acc.
B. Comm.
Degrees
M.B.A. (financial
management)
POLS 200
Introduction to
Politics
3
Lower
PhD (Social and
Political Thought)
MA(Political Science)
MA(history)
PhD (social and
political thought)
None
PSYC 200
Introduction to
Psychology
3
Lower
PhD (developmental
process psychology)
MA (Psychology)
PhD (Psychology)
None
POLS 410
Leadership
3
Lower
MBA (Business
Administration)
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
Bachelor of Digital Communications
Section D – Page 86
Course Title
Leaders Through
Time
Total
NonCore
Course
Credit
Hours
3
Level
Highest Qualification
earned (or required
of faculty to be hired)
and, only where
applicable, highest
qualifications in
progress
Restrictions
Lower
Ph.D. (Economics)
None
Ph.D. (management)
Ph.D. (business)
Ph.D. (economics)
Marketing
3
Lower
Ph.D. (international
marketing)
Bachelor of Digital
Communications
M.B.A.
Ph.D. (management)
Material Culture
3
Lower
PhD
PhD
PhD
None
Microeconomics
3
Lower
Ph.D. (economics)
B.Comm. Degrees
PhD
Ph.D. (economics)
ECON 200
Money, Markets
and Democracy
3
Lower
MBA (business
Administration
PhD (social and
political thought)
None
Online Social
Networks
3
Upper
PhD
M.A.
PhD
Bachelor of Digital
Communications
PSYC 404
Personality
Psychology
3
Upper
PhD (psychology)
PhD (psychology)
PhD (psychology)
Successful
completion of any
two lower level
breadth courses
or letter of
permission
Philosophy of Law
3
Lower
L.L.M. (PhD in
progress)
Paralegal,
Criminal Justice
POLS 250
Power
3
Lower
MA (Philosophy)
None
PhD (Political Theory)
PhD (Social and
Political Thought)
PhD (Philosophy)
POLS 451
Power: The
Question of
Legitimation
3
ANTH 200 –
Principles of
3
Upper
Lower
MA (Philosophy)
PhD (Social and
Political Thought)
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
PhD (anthropology)
None
Bachelor of Digital Communications
Section D – Page 87
Course Title
Total
NonCore
Course
Credit
Hours
Level
3
Lower
Highest Qualification
earned (or required
of faculty to be hired)
and, only where
applicable, highest
qualifications in
progress
Restrictions
Anthropology
SOC 201
Principles of
Sociology
PhD (Sociology)
PhD (Sociology)
PhD (Sociology)
None
PhD (Sociology)
PhD (Sociology in
Education)
Race and Gender
3
Upper
Ph.D.
Ph.D
None
Role of Media in
Society
3
Lower
Ph.D.
M.A.
Bachelor of
Journalism
Bachelor of Digital
Communications
Social and Digital
Media
3
Lower
Ph.D.
M.A. (politics and
international affairs)
Bachelor of Digital
Communications
Social
Entrepreneurship
3
Upper
Ph.D.
M.A.
None
Sport &
Performance
Psychology
3
Lower
Ph.D. (Sport
Psychology)
None
PSYC 403
Social Psychology
3
Lower
MA (Psychology)
PhD(Psychology)
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
SOCI 401
Sociology of
Consumption
3
Upper
PhD (Sociology)
MA (Sociology)
PhD (Sociology)
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
PhD (Sociology in
Education)
SOCI 200
Sociology of
Health
3
Lower
PhD (sociology)
PhD (sociology)
PhD (sociology)
PhD (Sociology)
None
SOCI 204
Sociology of the
Everyday
3
Lower
PhD (Sociology)
PhD (Sociology)
None
Survey of
Emerging Media
3
Lower
M.A. (English
language and
literature)
Ph.D.
Bachelor of Digital
Communications
Bachelor of Digital Communications
Section D – Page 88
Highest Qualification
earned (or required
of faculty to be hired)
and, only where
applicable, highest
qualifications in
progress
Total
NonCore
Course
Credit
Hours
Level
SOCI 402
Technology and
Social Change
3
Upper
PhD (Sociology)
MA(Sociology)
PhD(Communications
and Culture)
None
POLS 212
The Corporation &
Society
3
Lower
MBA (Business
Administration)
PhD (Social and
Political Thought)
PhD (Social and
Political Thought)
None
AWCR 1003
The Imagination –
Self and Society
3
Lower
PhD (English)
PhD (English)
PhDEnglish)
None
The Making of a
Beautiful Mind
3
Lower
M.A.
M.B.A.
TBD
The Underground
Economy
3
Lower
M.B.A.
PhD
Masters (Economics)
None
SOCI 203 –
Understanding
Mass
Communication
3
Lower
PhD(Communication
and Culture)
Bachelor of Digital
Communications
Visual
Communication
3
Upper
M.A. (English
language and
literature)
Ph.D.
Bachelor of Digital
Communications
POLS 401 -War
and Morality
3
Upper
PhD (social and
political thought)
TBD
HIST 401 - Adolf
Hitler and the
Rise and Fall of
Nazi Germany
3
Upper
MA (History)
Ph.D. (History)
TBD
ENGL 202
Betrayal in
Contemporary
Fiction
3
Lower
PhD (English)
PHIL 409
Brainstorm: Ideas
and Arguments
3
Lower
PhD, (Social & Political
Thought)
PhD (Philosophy)
PhD (Philosophy)
MA (Philosophy)
PHIL 413 Business and
Professional
Ethics: Your
Money and…
3
Upper
PhD (philosophy)
Course Title
Restrictions
PhD (English)
TBD
Bachelor of Digital Communications
Section D – Page 89
Highest Qualification
earned (or required
of faculty to be hired)
and, only where
applicable, highest
qualifications in
progress
Total
NonCore
Course
Credit
Hours
Level
HIST 200
Canadian Studies:
The Challenge
Ahead
3
Lower
MA History
MA History
None
HUMA 406
Desire and
Discontent
3
Upper
MA (Philosophy)
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
PHIL 203
Ethics and Moral
Theory
3
Lower
PhD (Philosophy)
PhD (Philosophy)
PhD (Social and
Political Thought)
PhD (theology)
PhD (social and
political thought)
PhD (philosophy)
MA (comparative
literature)
PhD (Philosophy)
None
Existentialism
3
Upper
PhD
PhD
PhD
None
HUMA 200
Film: Styles,
Narratives and
Techniques of the
Moving Image
3
Lower
MA (comparative
literature)
PhD (Culture and
Communications)
PhD (Communication
and Culture)
Bachelor of Digital
Communications
HUMA 408
Good and Evil
3
Upper
PhD (Social and
Political Thought)
PhD (Religious
Studies)
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
Great
Performances in
Jazz
3
Upper
Ph.D.
M.A.
M. Music
M.M.
Music
History of
Canadian Music
3
Upper
Ph.D.
Music
History of Jazz
3
Lower
Ph.D.
M.A.
M. Music
M.M.
Music
History of Popular
Music
3
Lower
Ph.D.
Music
Course Title
PhD (social and
political thought)
Restrictions
Bachelor of Digital Communications
Section D – Page 90
Highest Qualification
earned (or required
of faculty to be hired)
and, only where
applicable, highest
qualifications in
progress
Total
NonCore
Course
Credit
Hours
Level
History of
Technology
3
Lower
Ph.D.
Ph.D
M.Ed.
HIST 201
Hitler and Stalin:
Architects of Evil
3
Lower
MA History
PHIL 404
How is Society
Possible?
Conflict,
Cooperation &
Social Theory
3
Lower
MA (Philosophy)
Introduction to
Advertising
3
Lower
Ph.D.
M.A. (advertising
design)
M.A.
Bachelor of
Creative
Advertising
Bachelor of Digital
Communications
HIST 402 - Josef
Stalin: Red Tsar
of the USSR
3
Upper
MA (History)
Ph.D. (History)
POLS 411
Business and
Politics
HUMA 413
Justice: A
Philosophical and
Literary Approach
3
Lower
MA (Philosophy)
PHIL 402
Knowing and
Believing:
Epistemology
3
Upper
PhD (Philosophy)
PhD (Philosophy)
MA (Philosophy)
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
PHIL 205 -Love
and Sex:
Philosophical
Perspectives
3
Lower
MA (philosophy)
TBD
ENG 403
Love Stories
3
Lower
PhD (English)
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
Course Title
MA (comparative
literature)
PhD (English)
Restrictions
TBD
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
Music in
Contemporary
Society
3
Lower
M. Music Education
Ph.D.
Ph.D.
Music
HUMA 203 Music, Meaning
and Values
3
Lower
Ph.D.
Ph.D.
Music
PHIL 412
3
Lower
PhD (philosophy)
Bachelor of Digital Communications
Section D – Page 91
Highest Qualification
earned (or required
of faculty to be hired)
and, only where
applicable, highest
qualifications in
progress
Total
NonCore
Course
Credit
Hours
Level
HUMA 407
Popular Culture:
An
Interdisciplinary
Approach
3
Lower
PhD (sociology)
PhD (Culture and
Communications)
PhD (Communication
and Culture)
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
HIST 202 Prohibition
3
Lower
Ph.D. (History)
Ph.D.
None
Religion in
Society
3
Upper
Ph.D.
Ph.D. (Philosophy)
Ph.D.(Theology)
None
Religions of the
World
3
Lower
Ph.D. (Philosophy)
Ph.D.
Ph.D. (Theology)
None
Remix Culture
3
Lower
PhD
MA
None
HUMA 405 Shakespeare and
Film
3
Lower
PhD (English)
TBD
PHIL 201
The Good Life: A
Philosophic
Investigation
3
Lower
PhD (Philosophy)
None
PHIL 405
Theories of
Beauty
3
Lower
MA (Philosophy)
PhD (Philosophy)
PhD (Philosophy)
Successful
completion of any
two lower level
breadth courses
or letter of
permission.
ENGL 201
Trauma and
Memory in
Literature
3
PhD (English)
None
SCIE 200
Astronomy:
Discovering our
Place in the
Universe
3
Business
Information
Systems
3
Course Title
Restrictions
People, Mind and
Body: Selfish
Thoughts
PhD (English)
Upper
PhD(English)
Lower
MSc. (Astronomy)
PhD (theoretical
physics)
Lower
M.Sc. (advanced
computing)
Ph.D. (computer
science)
M.A.
B. Comm.
Degrees
Bachelor of Digital Communications
Section D – Page 92
Highest Qualification
earned (or required
of faculty to be hired)
and, only where
applicable, highest
qualifications in
progress
Total
NonCore
Course
Credit
Hours
Level
Electronic
Fundamentals
3
Lower
Ph.D.
Ph.D.
None
Evolution:
Unraveling Life’s
Mysteries
3
Lower
M.Sc.
PhD
None
Fundamentals of
Digital Electronics
3
Lower
Ph.D.
Ph.D.
None
SCIE 202
Introduction to
Environmental
Studies
3
Lower
PhD (biology)
None
Introduction to the
Human Body
3
Lower
Ph.D. (Animal
Physiology and
Genetics)
PhD (Philosophy in
Biology)
PhD (medical
sciences)
Bachelor of
Nursing
Microbiology
3
Lower
PhD (medical
sciences)
PhD. (Animal
Physiology and
Genetics)
PhD (Philosophy in
Biology)
Bachelor of
Nursing
Performance
Enhancing Drugs
3
Lower
PhD
PhD
None
Popular Diets &
Metabolism
3
Lower
Ph.D. (Human
Metabolism)
Ph.D. (Physiology)
None
MGT. 354 Project
Management
3
Lower
M.Eng. (mechanical &
industrial engineering),
DBA candidate,
P.Eng., PMP
M.B.A. (IT)
TBD
Science and
Pseudoscience
3
Lower
PhD
None
Course Title
Restrictions
M.Sc
SCIE 203 Science Matters:
Introduction to the
Sciences
3
Lower
PhD (theoretical
physics)
TBD
SCIE 403
Scientific
Achievements
3
Upper
PhD (theoretical
physics)
MSc (Astronomy)
Successful
completion of any
two lower level
breadth courses
or letter of
Bachelor of Digital Communications
Section D – Page 93
Course Title
Total
NonCore
Course
Credit
Hours
Level
Highest Qualification
earned (or required
of faculty to be hired)
and, only where
applicable, highest
qualifications in
progress
Restrictions
permission.
Strange Science
3
Upper
PhD
M.Sc
The Body During
Normal and
Extreme
Conditions
3
Lower
Ph.D. (Physiology)
Ph.D. (Human
Metabolism)
Ph.D. (Physiology)
Ph.D.(philosophy)
None
The Wireless Web
3
Lower
Ph.D.
M.A.Sc.
Ph.D.
Bachelor of Digital
Communications
Web
Development
3
Lower
M.Sc. (advanced
computing)
M.B.A.
Bachelor of Digital
Communications
Bachelor of Digital Communications
Section D – Page 94
D6
Work Experience Required for Degree Completion
D6.1
Program Structure Requirement
Year
September
January
April
Fall Semester
Winter Semester
Summer Semester
Year One
On-campus studies
On-campus studies
Vacation
Year Two
On-campus studies
On-campus studies
Vacation
Year Three
On-campus studies
On-campus studies
Paid or Unpaid fulltime work term
Year Four
On-campus studies
On-campus studies
GRADUATION
Paid/Unpaid full-time work term =
D6.2
14
consecutive weeks
Nature of Work Placement
Students will participate in one mandatory paid/unpaid work term of 14 weeks of professional
experience. The placement may be in digital media businesses, communications companies or
other for-profit and non-profit enterprises. Students will have an opportunity to work in creation
of digital media elements or other communications roles. During their work placement, students
may have a variety of responsibilities and take on roles to create, publish or assist in
administrative duties. Students will have an opportunity to identify a specific area of interest for
their work placement.
D6.3
Support for Work Experience
Similar to the placement of students in Humber’s diploma program, it is expected that not all of
these positions will be paid positions. In the employer needs assessment survey conducted for
this proposal, it was found that the majority of organizations would provide more unpaid
placements than paid. Every effort will be made to assist students to find paid work placements;
however, there will be unpaid work opportunities which will be more appealing to some students
depending on their career interests and the work that is available. Humber has a history of
successfully finding quality work placements for students in its media programs. It is anticipated
that many of the employers who provided placements in the past will provide opportunities for
degree students. Based on the experience in the School, it is not expected that there will be
any difficulties finding both paid and unpaid work for the students. The School currently places
100% of its diploma students.
Students will be supported by a placement advisor from the School of Media Studies and
Information Technology. Currently the placement advisor provides tools and resources for
securing placements and will continue to do so for students in the proposed program. Each
year, the school establishes new employer contacts, permitting students to be better informed
about the field’s functions, needs and career opportunities. Students are responsible for
identifying the nature of their work experience, gaining faculty approval, and setting up an
Bachelor of Digital Communications
Section D – Page 95
interview with the industry partner and discussing and agreeing to the job functions and
proposed learning outcomes from the job experience. This process prepares students with real
life job search skills. The course entitled E-Portfolio 2 instructs students in internship placement
research and in preparing and presenting an electronic portfolio which may help them gain
desired internships.
Students are also required to take a non-credit one-hour course, Professional Practice, in the
first semester of the third year of the degree program. (See following course outline.) In this
course, students complete a job/work placement search and document the process through a
series of assignments. This allows them to practice the skills required in self-assessment,
resume and cover letter preparation, Internet and telephone research, job interviews and
networking. Guest speakers from program related industries are invited to speak on employer
expectations, the industry environment and potential career opportunities.
D6.4
Work Experience Learning Outcomes
Note: To reference program learning outcome numbers, please see Section D3.2.1
Work Experience Learning Outcomes
How work experience puts into practice the
program learning outcomes
During their work experience, students may
perform some or all of the following types of tasks
which support achievement of program learning
outcomes:
Describe the organizational and
operational functions of their workplace.
Observe record and evaluate existing conditions,
behaviours and decisions made within the field
and/or organization noting the organizational
hierarchy and reporting structures.
Supports program learning outcomes: 5,9,10
Demonstrate and evaluate the
components of professionalism at work.
Adhere to company conduct, dress code and
communication styles. Follow protocols with
respect to the roles and responsibilities of
professional communicators concerns relating to
accuracy, liability and deadlines.
Supports program learning outcomes: 5,10,12
Synthesize the many facets of digital
communications, decision-making,
planning and problem solving.
Function in a workplace setting by working
effectively both individually and as a member of a
team. Participate in the development of
communication projects.
Supports program learning outcomes: 2,4,8
Solve problems, make decisions and
evaluate the outcomes of decisions.
Research and analyze data and make
recommendations. Identify and analyze needs
and goals. Assess resources and limitations in a
Bachelor of Digital Communications
Section D – Page 96
Work Experience Learning Outcomes
How work experience puts into practice the
program learning outcomes
decision making context. Assist in formulating
plans and concepts to satisfy a particular need or
strategy. Assess strategies used in reaching
target audiences.
Supports program learning outcomes: 1,2,4,7
Communicate clearly, concisely and
correctly as appropriate to the
requirements of the position.
Participate in organizational meetings. Meet with
clients. Communicate with managers, supervisors,
team colleagues, employees. Assist with
presentations. Communicate information,
interpretations, conclusions and recommendations
to all parties involved.
Prepare content.
Supports program learning outcomes: 8,9,10,11
Manage the use of time and other
resources effectively, to attain work goals
within established timelines.
Assist in the preparation of schedules, adhering to
deadlines and timeframes and monitoring
progress. Adjust timeframes if necessary or
redesign work assignments to meet deadlines.
Complete assigned work on deadline.
Supports program learning outcomes: 2,5,12
Demonstrate improvement after receiving
constructive feedback and take
responsibility for own actions and
decisions.
Solicit and respond to supervisor feedback on
performance. Refine work output in response to
feedback.
Supports program learning outcomes: 6,9
Interact with others in groups or teams in
ways that contribute to effective working
relationships and the achievement of
mutual goals.
Meet with managers/supervisor to determine
organizational relationships, department
functionality and decision- making processes.
Participate in and contribute to team meetings.
Work collaboratively with other professionals.
Supports program learning outcomes 5,9,11
Articulate ideas and information
comprehensibly in oral and written forms.
Recognize the importance of producing content
that is timely and accurate. Prepare effective
content and respond to input.
Supports program learning outcomes: 1,2,5,8
Apply, consolidate and extend learning in
different contextual frameworks and
situations.
Apply learning from program to contribute to
communications challenges on the job.
Supports program learning outcomes: 3,5,7,12
Bachelor of Digital Communications
Section D – Page 97
Work Experience Learning Outcomes
Generate ideas, concepts, proposals,
solutions or arguments independently
and/or collaboratively in response to set
digital communications tasks.
How work experience puts into practice the
program learning outcomes
Conduct research and prepare reports, proposals
and recommendations. Take part in meetings to
learn about project development and content
ideas.
Supports program learning outcomes: 4,7
Methods of Evaluating Student During Placement
All on-the-job performance will be evaluated as follows:
A letter of agreement outlining types of work and expected outcomes will be agreed upon by the
employer, student and Humber.
The employer will (using a format provided by Humber):
• review the agreed upon outcomes and the records maintained by the student and evaluate
the student’s performance against each of those outcomes, providing specific examples of
tasks the student performed related to each objective and a rating of how well he/she
performed them;
• complete a checklist evaluating basic characteristics such as punctuality, willingness to take
on different tasks, contribution to the team, etc.; and
• provide an overall rating using a scale provided by Humber which highlights the student’s
strengths and weaknesses.
The student will prepare a journal on the work experience to include:
• a summary of major job responsibilities;
• a summary of agreed upon work outcomes and an analysis of the extent to which each
outcome was accomplished;
• a record of job tasks completed during the work experience and an assessment of how they
contributed to achieving the learning outcomes;
• an assessment of classroom learning used to complete job-related tasks during the work
experience;
• a list of new learning acquired on the job;
• a discussion of problems encountered on the job and how they were resolved;
• a self-assessment of performance on the job based on the agreed upon work outcomes; and
• identification of personal strengths and competency areas needing additional development
in the final year of study.
Both employer and student reports will be reviewed by college staff and a final grade will be
assigned.
Each student will be assigned an advisor for their work term. The advisor will be the student’s
point of contact for the work experience. The advisor will monitor the student during the work
term. In addition to discussing expectations and performance with the student, the advisor
holds similar discussions with the employer. The advisor serves as a mediator in the event of
problems with the work experience and ensures that the experience is meaningful and at an
appropriate level.
Bachelor of Digital Communications
Section D – Page 98
D6.5 Professional Practice Course Outline
Bachelor of Digital Communications
School of Media Studies and Information Technology
Year 3 and Semester 6
Course Outline
Course Name:
Professional Practice
Pre-requisite(s):
None
Co-requisite(s):
None
Course Restrictions:
N/A
Credit Value:
0
Hours of Instruction:
14
% of course that will be delivered
on line:
0%
Minimum qualifications required to
facilitate/supervise course:
Degree in PR, communications, business or
related field, and experience in career advising
Facilitator/Advisor Name /
Credentials:
Course Developer / Credentials:
1.0
 Course designed by faculty eligible to teach in
degree programs.
Course Description
This non-credit course provides students with the skills and knowledge necessary to
prepare for a communications or media work placement in today’s challenging
employment market. Preparation for the work placement includes job search techniques
and discussion of such issues as employer expectations, company policies,
professionalism and self-management. The need for career planning, lifelong learning
and interpersonal communication skills are discussed.
Students conduct a self-assessment of their personality and skills and perform
occupational and company research. Students prepare covering letters and resumes,
create their own database of potential employers within their sector of interest, and
practice their interview skills in mock interviews and by conducting information
interviews. Guest speakers from business and industry provide students with a range of
perspectives on current and future trends in business and priorities and competencies
required in corporate, media, government, non-profit and communications agency
sectors.
Bachelor of Digital Communications
Section D – Page 99
2.0
Course Learning Outcomes
Upon completion of this course, students are able to:
1. Develop a personal career plan by identifying areas of interest, preferences, values,
strengths, weaknesses, aptitudes, and transferable skills.
2. Complete the components of a job search including researching potential employers,
developing networks, making cold calls to uncover opportunities in the hidden job market,
and following up on applications submitted.
3. Effectively use the telephone and Internet to research the labour market, employers,
occupations, salaries, and job opportunities.
4. Prepare a professional resume and cover letter targeted to a specific employer, company and
position.
5. Develop future employment contacts through networking and information interviews.
6. Formulate personal choices and goals based on a self-assessment of personal traits,
interests, preferences, values, strengths, and aptitudes.
7. Demonstrate time management skills and professional behaviour with respect to punctuality,
attendance, and appropriate attire.
8. Identify potential employers within the sector of interest.
9. Role play in a mock interview situation.
3.0
Methods of Instruction/Delivery Format



4.0
Lectures, seminars, workshops, guest speakers, and on-line research.
Role plays
Course notes, resources, assignments and job postings are available on-line
(Blackboard ), allowing students access to information and communication with the
facilitator and each other, outside regularly scheduled class hours.
Reference Texts and Supplies
Greene, Susan D., Martel, Melanie C.L., The Ultimate Job Hunter’s Guidebook Fifth
Edition, Houghton Mifflin, 2008.
Recommended:
Current related literature, related web sites, career directories.
Bachelor of Digital Communications
Section D – Page 100
5.0
Evaluation
Assignment One (self-assessment)
Assignment Two (informational interview and report)
Assignment Three (resume and cover letter)
Assignment Four (strategies and e-portfolio)
Assignment Five (simulated job interviews)
Professionalism
Total
15%
15%
15%
25%
15%
15%
100%
The course and the assignments within it are graded on a satisfactory/unsatisfactory
basis.
6.0
Course Schedule
Weeks
Topics
Readings/Assignments
1
Planning Your Job Search:
Researching the job market
Chapter 1, Greene &
Martel
2
Conducting a Self-Assessment
Chapter 2, Greene &
Martel
Assignment One
Completing self-assessment
module
3
Targeting Potential Employers
Chapter 7, Greene &
Martel
4
Have You Considered…?:
Different types of employment
Backdoor Your Way Into a Job:
Various ways of gaining
experience in your field
Chapters 9 & 10, Greene
& Martel
Assignment Two
Informational interview and report
5-6
7
Preparing Your Resume
Chapter 4, Greene & Martel
Writing Cover Letters
Chapter 5, Greene &
Martel
Assignment Three
Resume and cover letter in
response to job posting
8
Obtaining References and
Assembling a Portfolio
Chapter 6, Greene &
Martel
9
Planning and Organizing the Job
Hunt
Taking Your Job Hunt Online
Chapters 3 & 8, Greene &
Martel
Bachelor of Digital Communications
Section D – Page 101
Weeks
Topics
Readings/Assignments
10
Interviewing: Preparation and
Strategies
Assignment Four
Strategies for job interview
Chapter 12, Greene & Martel
11
Evaluating Job Offers
Chapter 13, Greene & Martel
12
Learning Your New Job
Chapter 14, Greene &
Martel
13-14
Assignment Five
Simulated job interviews
7.0
Classroom and Equipment Requirements
Humber Standard A classroom
Bachelor of Digital Communications
Section D – Page 102
D7
Program of Study
Students entering the program follow the prescribed program of study.
The program consists of 120 course credits: 40 courses each earning 3 credits.
Bachelor of Digital Communications Program
•
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26 required courses (including Capstone Project courses)
4 Media Electives courses
10 Breadth Electives courses
1 Work Placement Preparation Course (no credit)
1 work placement (14 weeks)
Year and Semester
Year 1, Semester 1
Year 1, Semester 2
Year 2, Semester 3
Year 2, Semester 4
Year 3, Semester 5
Year 3, Semester 6
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Bachelor of Digital Communications
Video / Audio Production 1
Photography 1
Media Writing Fundamentals
Introduction to Digital Media and Communication
Breadth Elective 1
E-Portfolio 1
Video / Audio Production 2
Photography 2
Communication Law & Ethics
Breadth Elective 2
Multi-Media Design 1
Social Media 1
Writing and Research for New Media
Visual Communications
Breadth Elective 3
Multi-Media Design 2
Social Media 2
Digital Storytelling
Breadth Elective 4
Breadth Elective 5
E-Portfolio 2
Web and Interactive Design
Digital Media and Society
Media Elective 1
Breadth Elective 6
Web Building and Site Management
Multi-Media Project Management
Media Elective 2
Professional Practice Work Placement Preparation (noncredit)
Breadth Elective 7
Breadth Elective 8
Bachelor of Digital Communications
Section D – Page 103
Year and Semester
Summer
Year 4, Semester 7
Year 4, Semester 8
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Bachelor of Digital Communications
14 week work placement
Capstone Project 1
Digital Social Narratives
Persuasive Campaigns
Media Elective 3
Breadth Electives 9
Capstone Project 2
Critical Analysis of New Media
Web and Social Media Analytics
Media Elective 4
Breadth Elective 10
Media Electives
(4 to be chosen, one per semester in Semesters 5-8)
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Drawing Fundamentals
Colour Fundamentals
Digital Art Foundations: Imaging Possibilities
Introduction to Animation
Introduction to Art History I: Ancient World to Romanticism
Introduction to Art History II: Realism to Postmodernism
Introduction to Design Principles
Academic Reasoning & Writing: Creativity, Crisis and Critique
Introduction to Advertising
Artful Persuasion
The History of Creative Advertising
Creative Concepts
Creative Strategic Development
Advertising Copywriting and Layout
Survey of Emerging Media
Film Studies 1
Film Studies 1I
Internet Survey & Research
Social Issues Journalism
Introduction to Public Relations: The Profession and Practice
Presentation Skills
Marketing
Integrated Marketing Communications
Media Relations
Research Methods for Digital Communications (recommended for students applying to
graduate studies)
Bachelor of Digital Communications
Section D – Page 104
Non-Core Courses – Breadth Electives
(10 to be chosen in semesters 1-8)
Note: Those marked “R” are restricted, and not available to Bachelor of Digital Communication
students. In some cases, restricted courses are available to BDC students as Media Electives,
and are indicated with “*R”)
Society, Culture and Commerce
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20th Century Fashion
Abnormal Psychology
Approaches to Literature
Behaviour Change for Healthy Living and Personal Growth
Business Presentations
Business Law
Business and Politics
Business Society
Canada and the World: Trade, Diplomacy and War
Canadian Families: Past, Present and Future
City Life
Cross Cultural Communication
Cultural Psychology
Democracy and Dictatorship
Developmental Psychology
Ecology, Nature and Society
Economic Boom & Bust: Capitalism In Question
Gender, Culture & Power
Global International Politics
Human Growth and Development
Human Security and World Disorder
Human Sexuality
Individuals and Communities
Introduction to Canadian Justice System
Introduction to Criminology
Introductory Accounting
Introduction to Politics
Introduction to Psychology
Leadership
Leaders Through Time
Marketing (*R)
Material Culture
Microeconomics
Money, Markets and Democracy
Online Social Networks (R)
Personality Psychology
Philosophy of Law
Power
Bachelor of Digital Communications
Section D – Page 105
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Power: The Question of Legitimation
Principles of Anthropology
Principles of Sociology
Race and Gender
Role of Media in Society (R)
Social and Digital Media (R)
Social Entrepreneurship
Sport & Performance Psychology
Social Psychology
Sociology of Consumption
Sociology of Health
Sociology of the Everyday
Survey of Emerging Media (*R)
Technology and Social Change
The Corporation & Society
The Imagination – Self and Society
The Making of a Beautiful Mind
The Underground Economy
Understanding Mass Communication (R)
Visual Communication (R)
War and Morality
Arts and Humanities
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Adolf Hitler and the Rise and Fall of Nazi Germany
Betrayal in Contemporary Fiction
Brainstorm: Ideas and Arguments
Business and Professional Ethics: Your Money and…
Canadian Studies: The Challenge Ahead
Desire and Discontent
Ethics and Moral Theory
Existentialism
Film: Styles, Narratives and Techniques of the Moving Image (*R)
Good and Evil
Great Performances in Jazz
History of Canadian Music
History of Jazz
History of Popular Music
History of Technology
Hitler and Stalin: Architects of Evil
How is Society Possible? Conflict, Cooperation & Social Theory
Introduction to Advertising (*R)
Josef Stalin: Red Tsar of the USSR
Justice: A Philosophical and Literary Approach
Knowing and Believing: Epistemology
Love and Sex: Philosophical Perspectives
Love Stories
Music in Contemporary Society
Bachelor of Digital Communications
Section D – Page 106
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Music, Meaning and Values
People, Mind and Body: Selfish Thoughts
Popular Culture: An Interdisciplinary Approach
Prohibition
Religion in Society
Religions of the World
Remix Culture
Shakespeare and Film
The Good Life: A Philosophic Investigation
Theories of Beauty
Trauma and Memory in Literature
Science and Technology
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Astronomy: Discovering our Place in the Universe
Business Information Systems
Electronic Fundamentals
Evolution: Unraveling Life’s Mysteries
Fundamentals of Digital Electronics
Introduction to Environmental Studies
Introduction to the Human Body
Microbiology
Performance Enhancing Drugs
Popular Diets & Metabolism
Project Management
Science and Pseudoscience
Science Matters: Introduction to the Sciences
Scientific Achievements
Strange Science
The Body During Normal and Extreme Conditions
The Wireless Web (R)
Web Development (R)
Bachelor of Digital Communications
Section D – Page 107
D7.1
D7.1.1
Core Courses
Course Development and External Review
In order to ensure that a baccalaureate standard has been attained in each course and across
the program, the program framework and courses were:
• benchmarked against similar programs and courses in Canada and other jurisdictions,
• developed by faculty members who are familiar with university level study in the field of
practice,
• developed in consultation with Humber’s Planning and Development office which takes the
lead on the development of all of Humber’s degree level programs and manages the
approval process, and
• assessed by an external reviewer, Dr. David Spencer of the University of Western Ontario,
who provided detailed course-by-course analysis and feedback for all of the
communications required and elective courses developed for the program. Excluded from
his review were the non-core breadth electives which have been reviewed as part of
previous Humber degree submissions.
D 7.1.2 Course Outline Submission Requirements
The outlines have been developed in conformity with the Board’s course outline content
requirements as follows:
The Board appreciates the curriculum planning challenge presented by programs that have not been
offered previously. The Board recognizes that once the program is running, the information required
below is likely to change, especially in the upper-year courses, to reflect the current state of knowledge in
the field. Nevertheless, the Board wishes to see how the course would be structured if the applicant
offered the course today.
With respect to the course content, the Board specifies that each outline should include:
Course Title:
Year and Semester:
• course/subject description
• method(s) of instruction
• a content outline by topic
• length in actual contact hours
• method(s) and frequency of evaluation of student performance (e.g., assignments,
presentations, term papers, exams)
• resources to be purchased/provided by students (e.g., course kits, equipment, software)
• textbook requirements (for new programs, indicate illustrative textbooks and other course
materials)
• learning outcomes
• a list of the faculty qualified to teach the course and/or statement “faculty to be hired”
• faculty qualifications required to teach/supervise the course (include academic credentials
and professional experience)
• classroom and equipment requirements
Bachelor of Digital Communications
Section D – Page 108
D7.1.3 Classroom and Equipment Requirements
The program will be delivered at the Humber Lakeshore campus. Humber has sufficient
classroom space at the Lakeshore Campus to accommodate 4,800 students.
The Humber “A” Standard Electronic Classroom Facility
Where course outlines refer to The Humber “A” Standard Electronic Classroom facility under the
“classroom and equipment requirements” section of the course outlines, these classrooms
contain the following equipment:
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Crestron Touch Panel w/ standard user interface GUI
Crestron lighting control with Crestron wall switch, plus lighting “scene” selection via the
touch panel
HD 16x10 projector (Humber standard)
9’ to 10’ electric projection screen (controllable via the touch panel)
Dell PC (latest Humber standard) with 19” monitor (16x10)
BluRay player
Audio amplifier
4+ ceiling speakers (depending on room size)
Wall mounted “program speakers” (in addition to the ceiling speakers) in tiered
classrooms
Auxiliary input: HDMI, VGA w/audio, and Composite RCA video w/audio located on the
podium
Data jack and electrical outlet on the podium
Tech Help phone
“e-control” for remote login to the room AV system (for technical assistance)
Connection to Crestron “Room View” which monitors the status of the room AV (what’s
“on”, lighting scenes, sound levels, projector lamp life/filter life/internal temperatures,
etc.)
Media Services is the central group at Humber responsible for the equipment installation and
maintenance in these rooms. This group is also able to electronically obtain status checks (room
and equipment operation) and usage data (percentage of time equipment has been used) from
these rooms.
Art Studios
Where course outlines refer to Studio space, this refers to a specific studio set up for the type of
art production intended. Plans are underway for the facility to include visual arts studios to
accommodate “wet”, “dry” and “fabrication” activities. Photography and animation shooting
studios will be large, with moveable partitions and equipped with appropriate lighting supports to
permit a wide variety of both still and time-based shooting configurations. The following includes
sample lists of the space and equipment requirements to be considered for the distinct studio
spaces referenced in the submission.
Visual Arts Studios:
Drawing Studios
• easels and drafting tables
Bachelor of Digital Communications
Section D – Page 109
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natural and artificial light
projection capability
change room and stage for models
secure storage for art materials and hazardous materials
space for storing works-in-progress
Painting Studio
• natural and artificial light
• projection capability
• sinks and drains
• exhaust ventilation
• secure storage for art materials and hazardous materials
• space for storing works-in-progress
• open spaces for art production
Sculpture Studio
• natural and artificial light
• projection capability
• sinks and drains
• exhaust ventilation
• heavy-duty wiring for fabrication equipment
• workbenches
• secure storage for art materials and hazardous materials
• space for storing works-in-progress
• open spaces for art production
Photography and Animation Studios
• light controlled
• high ceiling height (minimum 16 feet)
• supports for lighting equipment
• moveable partitions
• large open space for still and time-based production and motion capture
These art studios will be used both for instruction and for independent work by students to
complete their projects. Technicians and security personnel will ensure the safe and equitable
use of the spaces and equipment during open access periods.
Computing Labs, Printing Labs, and Additional Specialized Spaces
Where course outlines refer to Labs, these will include computing and printing, workroom and
digital darkroom spaces with the most current technology for digital arts, photography, timebased media applications and animation and special effects production. The following includes
sample lists of the space and equipment requirements to be considered for the distinct spaces
referenced in the submissions.
Digital Post-Production Labs
• student workstations with flat screen monitors and laptop docking
• digital projector and screen
Bachelor of Digital Communications
Section D – Page 110
Animation Computer Labs
• laptop docking stations
• Wacom monitors
• networking
• digital projector and screen
Print Labs / Workroom
• small, medium and large format printers
• student workstations
• digital projector and screen
• workbenches with electrical outlets for mounting
Additional Spaces
• secure equipment storage / distribution room for cameras, lighting, and other
equipment
• darkroom with appropriate light control, sinks, drains, and electrical outlets
• isolated sound booth attached to classroom with mixing board and playback system
These labs and other work spaces will be used both for instruction and for independent work by
students to complete their projects. Technicians and security personnel will ensure the safe and
equitable use of the spaces and equipment during open access periods.
D7.1.4 Degree Level Standards and Learning Outcomes
The development of course outlines was guided by the Ontario Qualifications Framework to
ensure that learning outcomes were aligned with the undergraduate honours degree level
standards. All learning activities, readings and evaluation methods were designed to facilitate
the achievement of these learning outcomes. Each course outline includes a section entitled
“Learning Outcomes” under which specific course outcomes are listed following the sequence
laid out in the Ontario Qualifications Framework, with one or more specific outcomes directed
towards each standard, namely: depth and breadth of knowledge, knowledge of methodologies,
application of knowledge, communication skills, awareness of limits of knowledge and
professional capacity / autonomy.
D7.1.5 Hours and Methods of Instruction
Instruction in communications courses often includes a mix of lecture and lab time. In addition to
time spent with instructors in guided lab classes, there is an expectation that students will
continue to work independently on their projects beyond scheduled classes, in open access
studios and labs. The hours of instruction indicated on course outlines represents contact hours
with faculty in scheduled classes, recognizing that students will spend additional time in open
access studios and labs.
Bachelor of Digital Communications
Section D – Page 111
D7.1.6
Identification of Previously Assessed Core Course Outlines
Core Course Title
Previously Assessed
Video and Audio Production 1
NO
Photography 1
NO
Media Writing Fundamentals
NO
Introduction to Media and Communication
NO
E-Portfolio 1
NO
Video and Audio Production 2
NO
Photography 2
NO
Communication Law and Ethics
NO
Multi-Media Design 1
NO
Social Media 1
NO
Writing and Research for New Media
NO
Visual Communications
YES
Multi-Media Design 2
NO
Social Media 2
NO
Digital Storytelling
NO
E-Portfolio 2
NO
Web and Interactive Design
NO
Digital Media and Society
NO
Web Building and Site Management
NO
Multi-Media Project Management
NO
Capstone Project 1
NO
Digital Social Narratives
NO
Persuasive Campaigns
NO
Capstone Project 2
NO
Bachelor of Digital Communications
Program in Which
Previously Assessed
Bachelor of Applied
Arts (Film and Media
Production)
Section D – Page 112
Core Course Title
Previously Assessed
Critical Analysis of New Media
NO
Web and Social Media Analytics
NO
Program in Which
Previously Assessed
MEDIA ELECTIVES
Introduction to Animation
PENDING
Pending
BFA(Animation Arts)
Drawing Fundamentals
PENDING
Pending BFA(Visual
Arts)
Colour Fundamentals
PENDING
Pending BFA(Visual
Arts)
Digital Art Foundations: Imaging Possibilities
PENDING
Pending BFA(Visual
Arts)
Introduction to Art History I: Ancient World to
Romanticism
PENDING
Pending BFA(Visual
Arts)
Introduction to Art History II: Realism to
Postmodernism
PENDING
Pending BFA(Visual
Arts)
Introduction to Design Principles
PENDING
Pending BFA(Visual
Arts)
Academic Reasoning & Writing: Creativity,
Crisis & Critique
PENDING
Pending BFA(Visual
Arts)
Introduction to Advertising
YES
Bachelor of Creative
Advertising
Artful Persuasion
YES
Bachelor of Creative
Advertising
Marketing
YES
Bachelor of Creative
Advertising
The History of Creative Advertising
YES
B.A.A.(Film & Media
Production)
Creative Strategic Development
YES
Bachelor of Creative
Advertising
Creative Concepts
YES
Bachelor of Creative
Advertising
Advertising Copywriting and Layout
YES
Bachelor of Creative
Advertising
Survey of Emerging Media
YES
B.A.A.(Film And
Media Production)
Bachelor of Digital Communications
Section D – Page 113
Core Course Title
Previously Assessed
Program in Which
Previously Assessed
Film Studies 1
YES
B.A.A.(Film And
Media Production)
Film Studies 2
YES
B.A.A.(Film And
Media Production)
Internet Survey & Research
YES
Bachelor of
Journalism
Social Issues Journalism
YES
Bachelor of
Journalism
Introduction to Public Relations: The
Profession and the Practice
YES
Bachelor of Public
Relations
Presentation Skills
YES
Bachelor of Public
Relations
Integrated Marketing Communications
YES
Bachelor of Public
Relations
Media Relations
YES
Bachelor of Public
Relations
Research Methods for Communications
NO
Bachelor of Digital Communications
Section D – Page 114
D8
Bridging Courses
D8.1
Bridging Course Descriptions:
Not Applicable to this submission
D8.2
Bridging Course Outlines:
Not Applicable to this submission
Bachelor of Digital Communications
Section D – Page 115
D9
Gap analysis – Diploma and Advanced Diploma to Degree Transfer
D 9.1 Summary of Gaps: Transfer Graduates of 2-year Media Communications Program
(MTCU Code 52009) into the Bachelor of Digital Communications
It is anticipated that some graduates from the Media Communications Diploma program will be
interested in transferring into the Bachelor of Digital Communications program.
Humber’s methodology for identifying and bridging the learning gaps that inevitably exist
between parallel diploma and degree programs has been well documented in its earlier
submissions for degree level study. Following this established practice, the Bachelor of Digital
Communications program learning outcomes were compared to the MTCU program standards
of the 2 year diploma program. Outlined below are the degree and diploma learning outcomes,
skill and knowledge gaps, and a summary of the learning required to bridge those gaps.
D 9.1.1 Gaps Identified
The Media Communications diploma is a two-year Ontario College Diploma program which
produces communications generalists for increasingly cross-functional roles within the
communications or marketing departments of organizations. Graduates of the program will work
on or assist in the development of internal and external communications for businesses,
government departments/agencies and not-for-profit organizations. They develop an
understanding of how information exchange is fundamental to the strategy and operation of
organizations.
Humber’s Media Communications diploma graduates are competent communicators with
knowledge and skills in the complementary fields of journalism, communications and marketing.
The program’s relevant and versatile curriculum develops the ability to research, write and
design communications such as press releases, brochures and calendars. Students study
graphic design, photography and videography to enhance written content and develop a strong
understanding of digital media trends and an ability to design, write for and maintain effective
websites to meet the growing need for talented new media communicators. Students create
content using current software applications such as Photoshop, InDesign, Flash and Fireworks,
and produce corporate video and audio for the web and for other applications. They develop
professionalism through study of freelance and project management skills, development of a
complete portfolio and an industry internship.
There are gaps in the level of analytical skills to analyze and evaluate communication issues
with the expected depth of critical thought required in the communications degree level study.
Additionally, the degree program instructs students in a broader range of production options and
diverse perspectives through its program of media electives. In years 3 and 4 of the degree
program, students are expected to develop innovative ways to express their creative visions.
The development team has not identified significant learning outcome gaps between the 2 year
Diploma and the first three semesters of the degree program, with the exception of the courses
Social Media 1 and Writing and Research for New Media. So, as a result the students who have
completed the diploma program will enter Semester 4 of the regular program with some
customization of the course schedule to allow these students to advance through the required
courses in 5 semesters.
Bachelor of Digital Communications
Section D – Page 116
Note that the comparisons were made with the program learning outcomes for Media
Communications Diploma and the degree program outcomes, leading to specific transfer
recommendations for students transferring from the 2-year diploma program offered at Humber.
Graduates of the MTCU Code 52009 2-year diploma from other Colleges may not have
sufficient non-core breadth courses for transfer and/or may be asked to complete additional
“reach back” courses and thus would have to complete additional courses to meet the degree
requirements. Students transferring from other 2-year diploma programs will be assessed on a
case-by-case basis, in accordance with the Port Hope Accord.
This transfer would meet the Port Hope Accord, which allows for transfer of 40% of degree-level
credit for a 4-year degree program from a completed 2-year diploma (see below). Any gaps in
depth and breadth of study will be addressed in the completion of an additional 7 elective
breadth courses and senior specialization courses in the final two years of the degree in
combination with the lab learning experiences, volume of reading and the nature of assignments
associated with the degree level courses.
In summary, the Port Hope Accord allows for:
Transfer of 65% of degree-level credit for a 4-year degree program from a completed 3year diploma. For a degree with 120 credits/40 courses, this means a maximum transfer
of 78 credits/26 courses.
Transfer of 40% of degree level credit for a 4-year degree program from a completed 2year diploma program. For a degree with 120 credits/40 courses, this means a maximum
transfer of 48 credits/16 courses.
In the case of this gap analysis:
Students who have successfully completed the 2-year diploma in Media Communications
may be granted a maximum transfer credit of 16/40 (40%) of courses (core and non-core).
Non-Core Courses:
Humber graduates of the two-year diploma will have taken 2 designated general education
courses (“College Writing Skills” and “Business Writing Skills”) and 3 general education elective
courses. If graduates of the diploma program have met the 75% grade requirement, they will
receive credit for 3 breadth courses towards the degree.
Non-Core Requirements for Transfer Students:
In the case of other transfers, students who have completed a 2-year diploma or a 3-year
advanced diploma may have completed two or more or fewer general education credits, for
which they will be awarded credit in the Bachelor of Digital Communications provided they have
achieved a 75% average in those courses.
Bachelor of Digital Communications
Section D – Page 117
Bachelor of Digital
Communications
Non-Core
Requirements
Non-core elective
Non-core elective
Non-core elective
4 Non-core Open
Electives
3 Non-core Open
Electives
Total: 10
Media Communications
Diploma-Level Courses
which meet the criteria
for approved
baccalaureate level
credit transfer
General education
elective completed at
75%
General education
elective completed at
75%
General education
elective completed at
75%
Additional Degree Level
Non-Core Requirements
Explanation of
Non-Core Credit
Meets requirements for
a non-core course
Meets requirements for
a non-core course
Meets requirements for
a non-core course
4 degree level non-core
elective courses
3 degree level non-core
elective courses
Completed as part of
the degree studies
Completed as part of
the degree studies
The 10 non-core
degree level course
requirement is met
through 3 transfer
courses from diploma
studies and the
completion of 7 degree
level non-core electives
D9.1.2 Gap Analysis: Media Communications Diploma to Bachelor of Digital
Communications
Note: comparisons were made with the program learning outcomes for Media Communications
(MCTU Code 52009) specifically with the Humber 2-year diploma in mind. Graduates of the
diploma from other Colleges may not have sufficient non-core courses for transfer and/or may
be asked to complete additional “reach back” core courses.
Degree Program
Level Learning
Outcomes
Diploma Learning
Outcomes
Gap Analysis
Remediation of Gap
Employ distinctive
communication styles
grounded in thorough
understanding of
communication
theories, and
Perform the duties,
tasks and activities
required of a digital
communications
specialist in business,
government and the
While diploma
students have
achieved competence
in production for
business uses, work
is not grounded in
7 Breadth electives
Social Media 1& 2
Writing & Research for
New Media
Digital Media and
Society
Bachelor of Digital Communications
Section D – Page 118
Degree Program
Level Learning
Outcomes
Diploma Learning
Outcomes
Gap Analysis
Remediation of Gap
historical and
contemporary trends
in visual design and
media technologies.
not-for-profit sectors.
broad study of
historical, social,
commercial, cultural
trends or theoretical
frameworks. Notably,
in-depth study of
social media and its
impacts is not a
feature of the diploma
program.
Critical Analysis of
New Media
Create effective
media strategies
based on insightful
audience analysis,
principles of branding
and marketing and
considerations of
revenue generation
and media law and
ethics.
Research and gather
information in print,
audio and visual
formats for digital
communications’
products and
strategies.
Diploma students
have gained
foundational skills in
audience analysis,
principles of branding
and marketing which
are studied with
greater depth and
breadth in the
bachelors program.
Digital Media and
Society
Web and Social Media
Analytics
Persuasive Campaigns
Critically analyse and
interpret media
messages,
comprehending the
historical, social,
commercial and
cultural impact of
representational,
explanatory, abstract
and symbolic images
None
Diploma students
have not developed
strong analytic skills.
Social Media 1 & 2
Critical Analysis of
New Media
Web & Social Media
Analytics
Digital Storytelling
Digital Social
Narratives
Gather, review,
evaluate, interpret
and express
information using a
range of welldeveloped analytic
and creative
methodologies.
Research and gather
information in print,
audio and visual
formats for digital
communications’
products and
strategies.
Diploma students
have developed
strong foundation in
media production.
These will be refined
and extended in the
bachelors program.
Diploma students are
proficient in web-site
design and
maintenance, and are
Photography 2
Video / Audio
Production 2
Media Electives
Capstone Project 1 & 2
Develop a portfolio of
digital
communications’
products and
strategies for a variety
of projects and
audiences.
Adhere to ethical and
legal guidelines in
digital
communications
practice.
Analyze clients’
communications
needs and implement
Bachelor of Digital Communications
Section D – Page 119
Degree Program
Level Learning
Outcomes
Diploma Learning
Outcomes
Gap Analysis
solutions for
business, government
and the not-for-profit
sectors.
not required to repeat
such courses.
Remediation of Gap
Create audio, visual
and print
communications
according to the
client’s purpose and
audience.
Design and create
content for websites,
using current software
applications.
Capture, scan,
download, save,
store, and manipulate
digital images using
current software
applications.
Produce corporate
video and audio using
current software
applications.
Develop a portfolio of
digital
communications’
products and
strategies for a variety
of projects and
audiences.
Operate as informed
producers and
consumers of media
communications
recognizing the aims
of commercial
business, nonprofits,
government, and
community enterprise.
Perform the duties,
tasks and activities
required of a digital
communications
specialist in business,
government and the
not-for-profit sectors.
Research and gather
information in print,
While diploma
students have gained
competence in
production for
business purposes,
the degree program’s
breadth electives help
students to view
business within the
larger context of
Bachelor of Digital Communications
7 Breadth Electives
Digital Media and
Society
Social Media 1 & 2
Persuasive Campaigns
Web and Social Media
Analytics
Section D – Page 120
Degree Program
Level Learning
Outcomes
Apply innovative
media strategies to
effectively analyse
and express themes
and issues from a
range of contexts and
perspectives.
Diploma Learning
Outcomes
Gap Analysis
audio and visual
formats for digital
communications’
products and
strategies.
society, culture and
history.
Analyze clients’
communications
needs and implement
solutions for
business, government
and the not-for-profit
sectors.
Diploma students
have gained a strong
orientation towards
business
communications. The
degree program
broadens this focus to
apply skills in a range
of contexts and
perspectives.
7 Breadth Electives
Digital Media and
Society
Visual
Communications
Critical Analysis of
New Media
Persuasive Campaigns
Web and Social Media
Analytics
Diploma students
have gained a strong
orientation towards
business
communications. The
degree program
broaden this focus to
apply skills in a range
of contexts and
perspectives
7 Breadth Electives
Writing and Research
for New Media
Visual
Communications
Digital Media and
Society
Critical Analysis of
New Media
Persuasive Campaigns
Web and Social Media
Analytics
Diploma students are
well-versed in the use
of media
technologies.
None
Design and create
content for websites,
using current software
applications.
Interpret and apply
theoretical and ethical
frameworks to identify
and solve
communication
problems in a variety
of contexts.
Analyze clients’
communications
needs and implement
solutions for
business, government
and the not-for-profit
sectors.
Create audio, visual
and print
communications
according to the
client’s purpose and
audience.
Present ideas and
information accurately
and creatively using
written, oral, audiovisual and web-based
formats.
Perform the duties,
tasks and activities
required of a digital
communications
specialist in business,
government and the
not-for-profit sectors.
Remediation of Gap
Research and gather
information in print,
audio and visual
formats for digital
Bachelor of Digital Communications
Section D – Page 121
Degree Program
Level Learning
Outcomes
Diploma Learning
Outcomes
Gap Analysis
Remediation of Gap
Diploma students are
well-versed in the use
of media
technologies. The
degree programs add
theoretical and
reflective components
to challenge students
creatively and
intellectually as they
grapple with emerging
issues and
technologies.
Social Media 1 & 2
Visual
Communications
Digital Storytelling
Digital Social Narrative
Critical Analysis of
New Media
Diploma students
have begun the
journey towards
professionalism which
is extended in the
bachelors program
through the work
placement and
courses which mirror
Work Placement
Capstone Project 1 & 2
Web & Social Media
Analytics
communications’
products and
strategies.
Create audio, visual
and print
communications
according to the
client’s purpose and
audience.
Design and create
content for websites,
using current software
applications.
Reflect on
communication
strategies and
practices from a
range of perspectives
and willingly adapt,
revise, edit, and
develop
improvements.
Research and gather
information in print,
audio and visual
formats for digital
communications’
products and
strategies.
Analyze clients’
communications
needs and implement
solutions for
business, government
and the not-for-profit
sectors.
Maintain professional
relationships with
business associates
and clients.
Manage
communication
projects effectively,
employing a
professional attitude
towards responsibility,
initiative,
collaboration,
adaptability,
Maintain professional
relationships with
business associates
and clients.
Adhere to ethical and
legal guidelines in
digital
communications
Bachelor of Digital Communications
Section D – Page 122
Degree Program
Level Learning
Outcomes
Diploma Learning
Outcomes
Gap Analysis
Remediation of Gap
accountability and
ethical use of
resources.
practice.
industry practice.
Integrate leadership
and influence skills
with accountability in
media content
creation.
Maintain professional
relationships with
business associates
and clients.
Diploma students
have begun the
journey towards
professionalism which
is extended in the
bachelors program to
foster leadership and
influence.
Persuasive Campaigns
Digital Social
Narratives
Capstone Project 1 & 2
Work Placement
Manage and direct
own continuous
learning, pursuing
opportunities for
constant renewal of
skills and knowledge.
Develop a portfolio of
digital
communications’
products and
strategies for a variety
of projects and
audiences.
While diploma
students have begun
the process of selfdirected learning
through their portfolio
preparation, the
degree program
provides a fertile
ground to build
curiosity, creativity
and lifelong learning.
4 Media Electives
7 Breadth Electives
Capstone Project 1 & 2
Work Placement
D9.1.3 Diploma to Degree Transfer Arrangements from Humber’s 2-year Media
Communications Diploma to Humber’s Bachelor of Digital Communications
Students who have successfully completed the Media Communications Diploma program will be
granted the equivalent of 48 credits (or 16 courses) towards the 120 credits (or 40 courses)
required for graduation from the Bachelor of Digital Communications Program. This is within the
guidelines set by the Port Hope Accord which allows for 40% credit to be granted for diploma
holders towards a degree. As such, diploma holders would be able to complete the degree in 5
semesters of academic study.
The following chart outlines similar courses in the two programs, for which transfer credit is to
be granted.
Media Communications Diploma
Bachelor of Digital Communications (16
Courses)
Introduction to Humanities
Breadth Elective
General Education Elective
Breadth Elective
General Education Elective
Breadth Elective
College Writing skills
Media Writing Fundamentals
Bachelor of Digital Communications
Section D – Page 123
Business Writing Skills
Media Writing
New Media Writing
Communication Strategies
Marketing
Photography and Digital Imaging 1
Photography and Digital Imaging 2
Website Design and Maintenance 1
Introduction to Digital Media and
Communication
Photography 1
Multi-Media Design 1
Website Design and Maintenance 2
Digital Design
Multi-Media Design 2
Website Design and Maintenance 3
Web and Interactive Design
Website Design and Maintenance 4
Web Building and Site Management
Videography 1
Videography 2
Video/Audio Production 1
Portfolio Development
E-Portfolio 1
Freelance and Project Management Skills
Marketing
Multi-Media Project Management
Media Law & Ethics
Communication Law & Ethics
Capstone Project/Internship
E-Portfolio 2
Media Elective
Bachelor of Digital Communications
Section D – Page 124
D9.1.4
Sample Program of Study for Students Having Completed 2-year Media
Communications Diploma
These students will enter the degree program in Year 2, Semester 4 and complete the degree
requirements in 5 semesters. Recognition of 48 credits is allowed (40% of 120 credit program)
with a further 72 credits required. They will follow the program of study as follows:
Colour Code:
RED: courses to be picked up from previous semesters
BLUE: Breadth Elective Courses (diploma students require 7 in total rather than 10)
BLACK: Courses which follow the sequence of the regular program of study
Diploma
Graduate’s
Semester
1- Winter
Semester
2- Fall
Semester
3- Winter
Semester
Year and
Semester
(Regular
Program)
Year 2
Semester 4
Year 2
Semester 5
Year 3
Semester 6
Summer
Summer
Break (14
weeks)
5- Fall
Semester
Year 4
Semester 7
6 - Winter
Semester
Year 4
Semester 8
Courses
Video and Audio Production 2
Photography 2
Digital Storytelling
Breadth Elective 1
Breadth Elective 2
Social Media 1
Writing and Research for New Media
Digital Media and Society
Visual Communication
Breadth Elective 3
Social Media 2
Media Elective 1
Breadth Elective 4
Breadth Elective 5
Work Term Placement (note: a non-credit 1
hour/week seminar for preparation for the
work experience will be taken in Semester
6)
Capstone Project 1
Digital Social Narratives
Persuasive Campaigns
Media Elective 2
Breadth Elective 6
Capstone Project 2
Critical Analysis of New Media
Web and Social Media Analytics
Media Elective 3
Breadth Elective 7
Sub-totals
Totals
Core
Credits
NonCore
Credits
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
21
51
72
Bachelor of Digital Communications
Section D – Page 125
D9.2 Summary of Gaps – Humber’s Multi-Media Design and Development Diploma MTCU
59403 to Bachelor of Digital Communications
It is anticipated that some graduates from the Multi-Media Design and Development or
equivalent diploma programs will be interested in transferring into the Bachelor of Digital
Communications program. This program is listed with MTCU as “Media Arts Diploma”. The
Bachelor of Digital Communications program learning outcomes were compared to the MTCU
program standards of the 2 year diploma program. Outlined below are the degree and diploma
learning outcomes, skill and knowledge gaps, and a summary of the learning required to bridge
those gaps.
D9.2.1 Gaps Identified:
The Multi-Media Design and Development Diploma is a two-year Ontario College Diploma
program which develops the fundamental creative and technical multimedia design and
production capabilities needed to pursue employment in web design and interactive content
development. Through intensive multimedia education a range of interactive media production
skills, including design, motion graphics, web coding, streaming, video and sound editing,
graphics production and interactive design are built. Students learn on and become experienced
with industry-standard software such as Flash, Dreamweaver, Photoshop, Illustrator,
AfterEffects, Audition, Fireworks and Final Cut Pro. Web technologies such as ActionScript,
XML, HTML, CSS, JavaScript, AJAX and PHP are also in the curriculum.
Throughout the program students cultivate important teamwork and project management skills
through group assignments that prepare them for collaborative projects in the field where they
gain a real-world perspective on the nature of multimedia work. They develop the ability to
create compelling and strategic rich media content for the Internet and wireless devices with a
variety of multimedia applications using the full range of industry-standard software. Students
are prepared to pursue new media opportunities by developing a comprehensive portfolio to
present to potential employers or clients online or in person.
Diploma transfer students will have gained proficiency allowing them to enter the degree
program in Year 2 Semester 4 following a customized course schedule to allow these students
to advance through the required courses in 5 semesters. There are gaps in the level of
analytical skills to analyze and evaluate communication issues with the expected depth of
critical thought required in the communications degree level study. Additionally, the degree
program instructs students in a broader range of creative and production options and diverse
perspectives. In years 3 and 4 of the degree program, students are expected to develop
innovative ways to express their creative visions. The development team has identified
significant learning outcome gaps between the 2 year Diploma and the first three semesters of
the degree program which lay foundational skills in writing, photography shooting, law and
ethics and critical thinking. As a result, students will be required to pick up Photography 1,
Introduction to Digital Media and Communication, Social Media 1, Writing and Research for
New Media, and Visual Communications from earlier semesters while being credit for the
production work they have completed in the diploma program.
Note that the comparisons were made with the program learning outcomes for Multi-Media
Design and Development Diploma and the degree program outcomes, leading to specific
transfer recommendations for students transferring from the 2-year diploma program offered at
Humber. Graduates of the MTCU Code 59403 2-year diploma from other Colleges may not
have sufficient non-core breadth courses for transfer and/or may be asked to complete
Bachelor of Digital Communications
Section D – Page 126
additional “reach back” courses and thus would have to complete additional courses to meet the
degree requirements. Students transferring from other 2-year diploma programs will be
assessed on a case-by-case basis, in accordance with the Port Hope Accord.
In the case of this gap analysis, students who have successfully completed the Multi-Media
Design and Development 2-year diploma in may be granted a maximum transfer credit of 16/40
courses (core and non-core).This transfer would meet the Port Hope Accord, which allows for
transfer of 40% of degree-level credit for a 4-year degree program from a completed 2-year
diploma. Any gaps in depth and breadth of study will be addressed in the completion of an
additional 7 elective breadth courses and senior specialization courses in the final two years of
the degree in combination with the lab learning experiences, volume of reading and the nature
of assignments associated with the degree level courses.
Non-Core Courses:
Humber graduates of the two-year diploma will have taken 2 designated general education
courses (“College Writing Skills” and “Business Writing Skills”) and 3 general education elective
courses. If graduates of the diploma program have met the 75% grade requirement, they will
receive credit for 3 breadth courses towards the degree.
Non-Core Requirements for Transfer Students:
In the case of other transfers, students who have completed a 2-year diploma or a 3-year
advanced diploma may have completed two or more or fewer general education credits, for
which they will be awarded credit in the Bachelor of Digital Communications provided they have
achieved a 75% average in those courses.
Bachelor of Digital Communications
Section D – Page 127
Bachelor of Digital
Communications
Non-Core
Requirements
Non-core elective
Non-core elective
Non-core elective
4 Non-core Open
Electives
3 Non-core Open
Electives
Total: 10
Media Communications
Diploma-Level Courses
which meet the criteria
for approved
baccalaureate level
credit transfer
General education
elective completed at
75%
General education
elective completed at
75%
General education
elective completed at
75%
Additional Degree Level
Non-Core Requirements
Explanation of
Non-Core Credit
Meets requirements for
a non-core course
Meets requirements for
a non-core course
Meets requirements for
a non-core course
4 degree level non-core
elective courses
3 degree level non-core
elective courses
Completed as part of
the degree studies
Completed as part of
the degree studies
The 10 non-core
degree level course
requirement is met
through 3 transfer
courses from diploma
studies and the
completion of 7 degree
level non-core electives
1.2.2. Gap Analysis: Media Arts Diploma MTCU 59403 ( Web Design and
Development- Humber Program) to Bachelor of Digital Communications
Note: comparisons were made with the program learning outcomes for Media Arts (MCTU Code
59403) specifically with the Humber 2-year Multi-Media Design and Development diploma in
mind. Graduates of the diploma from other Colleges may not have sufficient non-core courses
for transfer and/or may be asked to complete additional “reach back” core courses.
Degree Program
Level Learning
Outcomes
Diploma Learning
Outcomes MTCU
59403
Gap Analysis
Remediation of Gap
Employ distinctive
communication styles
grounded in thorough
understanding of
communication
theories, and
Evaluate the use of
audio, iconographic
and written
communications in
new media
applications in
While diploma
students have
achieved competence
in production for
business uses, work
is not grounded in
7 Breadth electives
Visual
Communications
Social Media 1 & 2
Photography 1
Writing & Research for
Bachelor of Digital Communications
Section D – Page 128
Degree Program
Level Learning
Outcomes
Diploma Learning
Outcomes MTCU
59403
Gap Analysis
Remediation of Gap
historical and
contemporary trends
in visual design and
media technologies.
relation to product
goals and purposes
Justify the visual and
interface design and
navigational
structures of a
website.
broad study of
historical, social,
commercial, cultural
trends or theoretical
frameworks. Notably,
in-depth study of
Social Media and its
impacts is not a
feature of the diploma
program.
New Media
Introduction to Digital
Media and
Communication
Digital Media and
Society
Critical Analysis of
New Media
Create effective
media strategies
based on insightful
audience analysis
and considerations of
revenue generation
and media law and
ethics.
Evaluate the use of
audio, iconographic
and written
communications in
new media
applications in
relation to product
goals and purposes
Diploma students
have gained
foundational skills in
audience analysis,
which are studied with
greater depth and
breadth in the
bachelors program.
Diploma students
have not studied
media law and ethics.
Communication Law
and Ethics
Digital Media and
Society
Web and Social Media
Analytics
Critically analyse and
interpret media
messages,
comprehending the
historical, social,
commercial and
cultural impact of
representational,
explanatory, abstract
and symbolic images
None.
Diploma students
have not developed
strong analytic skills.
Diploma students
have not had
opportunities to
broaden studies in the
liberal arts.
7 Breadth Electives
Social Media 1 & 2
Visual
Communications
Critical Analysis of
New Media
Web & Social Media
Analytics
Digital Storytelling
Digital Social
Narratives
Gather, review,
evaluate, interpret
and express
information using a
range of welldeveloped analytic
and creative
methodologies.
Employ a variety of
computer hardware
and peripheral
devices (scanners,
read/write drives,
cameras, printers,
etc.) in the
development of
multimedia products.
Design, implement,
and integrate
database
applications.
Diploma students
have developed
strong foundation in
media production.
These will be refined
and extended in the
bachelors program.
Diploma students are
proficient in web-site
design and
maintenance, and are
not required to repeat
such courses. They
Photography 1
Digital Storytelling
Digital Social
Narratives
Media Electives
Capstone Project 1 & 2
Bachelor of Digital Communications
Section D – Page 129
Degree Program
Level Learning
Outcomes
Diploma Learning
Outcomes MTCU
59403
Gap Analysis
Remediation of Gap
are required to learn
photographic shooting
and other creative
processes.
Operate as informed
producers and
consumers of media
communications
recognizing the aims
of commercial
business, nonprofits,
government, and
community enterprise.
Evaluate the use of
audio, iconographic
and written
communications in
new media
applications in
relation to product
goals and purposes
Develop and
implement business
and marketing
strategies, plans, and
utilities as required
for Project
Management.
While diploma
students have gained
competence in
production for
business purposes,
the degree program’s
breadth electives help
students to view
business within the
larger context of
society, culture and
history.
Intro to Digital Media
and Communication
Digital Media and
Society
Critical Approaches to
New Media
7 Breadth Electives
Apply innovative
media strategies to
effectively analyse
and express themes
and issues from a
range of contexts and
perspectives.
Develop, produce and
implement
multimedia and web
products for multiple
browser applications,
operating systems
and platforms using a
process model.
Diploma students
have gained a strong
orientation towards
web-based business
applications. The
degree programs
broaden this focus to
apply skills in a range
of contexts and
perspectives.
7 Breadth Electives
Digital Media and
Society
Critical Analysis of
New Media
Web and Social Media
Analytics
Interpret and apply
theoretical and ethical
frameworks to identify
and solve
communication
problems in a variety
of contexts.
None
Diploma students
have gained a strong
orientation towards
applications. The
degree program
broaden this focus to
apply skills in a range
of contexts and
perspectives
7 Breadth Electives
Writing and Research
for New Media
Digital Media and
Society
Critical Analysis of
New Media
Web and Social Media
Analytics
Present ideas and
information accurately
and creatively using
written, oral, audiovisual and web-based
formats.
Develop, produce and
implement multimedia
and web products for
multiple browser
applications,
operating systems
Diploma students are
well-versed in the use
of web-based
technologies,
however have not had
guidance in digital
Photography 1
Digital Storytelling
Digital Social
Narratives
Web Building and Site
Management
Bachelor of Digital Communications
Section D – Page 130
Degree Program
Level Learning
Outcomes
Diploma Learning
Outcomes MTCU
59403
Gap Analysis
and platforms using a
process model.
storytelling,
photographic shooting
for original images, or
in Content
Management
Systems
Design, implement,
and integrate
database
applications.
Remediation of Gap
Employ scripting for
the development and
enhancement of
products. The types of
scripting include:
HTML, XML, CSS,
JavaScript,
Actionscript, Lingo
and Max Script.
Employ a variety of
computer hardware
and peripheral
devices (scanners,
read/write drives,
cameras, printers,
etc.) in the
development of
multimedia products.
Reflect on
communication
strategies and
practices from a
range of perspectives
and willingly adapt,
revise, edit, and
develop
improvements.
Evaluate the use of
audio, iconographic
and written
communications in
new media
applications in
relation to product
goals and purposes
Diploma students are
well-versed in the use
of web-based
technologies. The
degree programs add
theoretical and
reflective components
to challenge students
creatively and
intellectually as they
grapple with emerging
issues and
technologies.
Social Media 1 & 2
Digital Storytelling
Digital Social Narrative
Critical Analysis of
New Media
Manage
communication
projects effectively,
employing a
professional attitude
Develop and
implement business
and marketing
strategies, plans, and
utilities as required for
Diploma students
have begun the
journey towards
professionalism which
is extended in the
Work Placement
Capstone Project 1 & 2
Web & Social Media
Analytics
Multi-Media Project
Bachelor of Digital Communications
Section D – Page 131
Degree Program
Level Learning
Outcomes
Diploma Learning
Outcomes MTCU
59403
Gap Analysis
Remediation of Gap
towards responsibility,
initiative,
collaboration,
adaptability,
accountability and
ethical use of
resources.
Project Management.
bachelors program
through the work
placement and
courses which mirror
industry practice.
Management
Integrate leadership
and influence skills
with accountability in
media content
creation.
None
Diploma students
have begun the
journey towards
professionalism which
is extended in the
bachelors program to
foster leadership and
influence.
Digital Social
Narratives
Multi-Media Project
Management
Capstone project
Work Placement
Direct own continuous
learning, pursuing
opportunities for
constant renewal of
skills and knowledge.
None
While diploma
students have begun
the process of selfdirected learning
through their portfolio
preparation, the
degree program
provides a fertile
ground to build
curiosity, creativity
and lifelong learning.
4 Media Electives
7 Breadth Electives
Capstone Project 1 & 2
Work Placement
D9.2.3. Diploma to Degree Transfer Arrangements from Humber’s 2-year Multi-Media
Design and Development (Media Arts) Diploma to Humber’s Bachelor of Digital
Communications
Students who have successfully completed the Multi-Media Design and Development Diploma
program will be granted the equivalent of 45 credits (or 15 courses) towards the 120 credits (or
40 courses) required for graduation from the Bachelor of Digital Communications Program. This
is within the guidelines set by the Port Hope Accord which allows for 40% credit to be granted
for diploma holders towards a degree. As such, diploma holders would be able to complete the
degree in 5 semesters of academic study.
Bachelor of Digital Communications
Section D – Page 132
The following chart outlines similar courses in the two programs, for which transfer credit is to
be granted.
Media Communications Diploma
Introduction to Humanities
Bachelor of Digital Communications (16
Courses)
Breadth Elective
General Education Elective
Breadth Elective
General Education Elective
Breadth Elective
College Writing skills
Business Writing Skills
Media Writing Fundamentals
Digital Video
Digital Audio
Video Production 1
Digital Stills Editing with Photography
Video/Audio Production 1
Video/Audio Production 2
Web Design 1
Coding the Web
Multi-Media Design 1
Principles of Digital Media Interface
Building Dynamic Web Pages
Multi-Media Production 1
Multi-Media Design
Field Placement Preparation
Digital Media Branding Strategies
Streaming Media Technologies
Digital Compositing
Advanced Multi-Media Technology
Multi-Media Production 2
Web Design 2 – Motion on the Web
Portfolio Development
Multi-Media Design 2
Photography 2
Web and Interactive Design
E-Portfolio 1
Persuasive Campaigns
Media Elective 1
Media Elective 2
Media Elective 3
E-Portfolio 2
Bachelor of Digital Communications
Section D – Page 133
D9.2.4
Sample Program of Study for Students Having Completed 2-year Multi-Media
Design and Production Diploma
These students will enter the degree program in Year 2, Semester 4 and complete the degree
requirements in 5 semesters. Recognition of 48 credits is allowed (40% of 120 credit program)
with a further 72 credits required. They will follow the program of study as follows:
Colour Code:
RED: courses to be picked up from previous semesters
ORANGE: Course to be taken from more advanced year
BLUE: Breadth Elective Courses (diploma students require 7 in total rather than 10)
BLACK: Courses which follow the sequence of the regular program of study
Diploma
Graduate’s
Semester
1- Winter
Semester
Year and
Semester
(Regular
Program)
Year 2
Semester 4
2- Fall
Semester
Year 2
Semester 5
3- Winter
Semester
Year 3
Semester 6
Summer
Summer
Break (14
weeks)
4- Fall
Semester
Year 4
Semester 7
5 - Winter
Semester
Year 4
Semester 8
Courses
Communication Law & Ethics
Web Building and Site Management
Digital Storytelling
Breadth Elective 1
Breadth Elective 2
Social Media 1
Writing and Research for New Media
Intro to Digital Media and Communications
Photography 1
Breadth Elective 3
Social Media 2
Multi-Media Project Management
Media Elective 1
Breadth Elective 4
Breadth Elective 5
Work Term Placement (note: a non-credit 1
hour/week seminar for preparation for the
work experience will be taken in Semester
6)
Digital Media and Society
Visual Communication
Capstone Project 1
Digital Social Narratives
Breadth Elective 6
Capstone Project 2
Critical Analysis of New Media
Web and Social Media Analytics
Breadth Elective 7
Sub-totals
Totals
Core
Credits
NonCore
Credits
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
21
51
72
Bachelor of Digital Communications
Section D – Page 134
D 9.3 Summary of Gaps: Transfer Graduates of 3-year Web Design and Interactive Media
Advanced Diploma Program (MTCU Code 60513) into the Bachelor of Digital
Communications
It is anticipated that some graduates from the Web Design and Interactive Media Advanced
Diploma Program will be interested in transferring into the Bachelor of Digital Communications
program. Bachelor of Digital Communications program learning outcomes were compared to the
MTCU program standards of the advanced diploma program. Outlined below are the degree
and advanced diploma learning outcomes, skill and knowledge gaps, and a summary of the
learning required to bridge those gaps.
D9.3.1. Gaps Identified:
The Web Design and Interactive Media is a three-year advanced diploma program that helps
students build the fundamental skills required by the industry, gives room to self-specialize in
this diverse field, and guides students through the creation of a portfolio of work.
The program also strives to create a culture that is passionate about the medium, fearless about
new technology and eager to engage in the interactive media community. Technologies studies
include: Flash/ActionScript, HTML5/CSS3,AJAX/PHP,Photoshop/Illustrator/Fireworks,Final Cut
Mobile development. Students are involved in the creation of interactive media, developing a
diverse skill set that includes visual design, coding, and creative thinking to imagine what has
not been built yet and to develop the production skills to build it.
There are gaps in the level of analytical skills to analyze and evaluate communication issues
with the expected depth of critical thought required in the digital communications degree level
study. Additionally, the degree program instructs students in a broader range of production
options and diverse perspectives through its program of media electives. In years 3 and 4 of the
degree program, students are expected to develop innovative ways to express their creative
visions. It is expected that transfer students will have acquired competence in writing for new
media, which will be corroborated through the submission of writing samples prior to
acceptance.
The development team has identified opportunities for advanced standing for transfer students
especially in the areas of web, video and audio production as well as the diverse skill set that is
addressed within the degree program. Significant learning outcome gaps are identified in digital
storytelling skills, social media and its impacts, photography, critical and theoretical approaches
and web analytics. So, as a result the students who have completed the advanced diploma
program will enter Semester 5 of the regular program with some customization of the course
schedule to allow these students to advance through the required courses in 4 semesters.
Students requesting transfer credit from the advanced diploma in Web Design and Interactive
Media will have completed a capstone project and industry project. These are acknowledged
within the transfer, however, it is expected that such students will continue to develop and refine
their professional portfolios and will undergo portfolio review with a faculty advisor.
Note that the comparisons were made with the program learning outcomes for the Web Design
and Interactive Media Advanced Diploma Program and the degree program outcomes, leading
to specific transfer recommendations for students transferring from the 3-year advanced
diploma program offered at Humber. Graduates of the MTCU Code 60513 3-year advanced
Bachelor of Digital Communications
Section D – Page 135
diploma from other Colleges may not have sufficient non-core breadth courses for transfer
and/or may be asked to complete additional “reach back” courses and thus would have to
complete additional courses to meet the degree requirements. Students transferring from other
3-year advanced diploma programs will be assessed on a case-by-case basis, in accordance
with the Port Hope Accord.
This transfer would meet the Port Hope Accord, which allows for transfer of 65% of degree-level
credit for a 4-year degree program from a completed 3-year advanced diploma (see below).
Any gaps in depth and breadth of study will be addressed in the completion of an additional 7
elective breadth courses and senior specialization courses in the final two years of the degree in
combination with the lab learning experiences, volume of reading and the nature of assignments
associated with the degree level courses.
In summary, the Port Hope Accord allows for:
Transfer of 65% of degree-level credit for a 4-year degree program from a completed 3year diploma. For a degree with 120 credits/40 courses, this means a maximum transfer
of 78 credits/26 courses.
Transfer of 40% of degree level credit for a 4-year degree program from a completed 2year diploma program. For a degree with 120 credits/40 courses, this means a maximum
transfer of 48 credits/16 courses.
In the case of this gap analysis:
Students who have successfully completed the 3-year advanced diploma in Web Design
and Interactive Media Advanced Diploma Program may be granted a maximum transfer
credit of 52.5% or 21/40 courses (core and non-core).
Non-Core Courses:
Humber graduates of the three-year advanced diploma will have taken 2 designated general
education courses (“College Writing Skills” and “Business Writing Skills”) and 3 general
education elective courses. If graduates of the diploma program have met the 75% grade
requirement, they will receive credit for 3 breadth courses towards the degree.
Non-Core Requirements for Transfer Students:
In the case of other transfers, students who have completed a 2-year diploma or a 3-year
advanced diploma may have completed two or more or fewer general education credits, for
which they will be awarded credit in the Bachelor of Digital Communications provided they have
achieved a 75% average in those courses.
Bachelor of Digital Communications
Section D – Page 136
Bachelor of Digital
Communications
Non-Core
Requirements
Non-core elective
Non-core elective
Non-core elective
4 Non-core Open
Electives
3 Non-core Open
Electives
Total: 10
Web Design and
Additional Degree Level
Interactive Media
Non-Core Requirements
Advanced Diploma
Program Level Courses
which meet the criteria
for approved
baccalaureate level
credit transfer
General education
elective completed at
75%
General education
elective completed at
75%
General education
elective completed at
75%
4 degree level non-core
elective courses
3 degree level non-core
elective courses
The 10 non-core
degree level course
requirement is met
through 3 transfer
courses from diploma
studies and the
completion of 7 degree
level non-core electives
Explanation of
Non-Core Credit
Meets requirements for
a non-core course
Meets requirements for
a non-core course
Meets requirements for
a non-core course
Completed as part of
the degree studies
Completed as part of
the degree studies
D9.3.2 Gap Analysis: Web Design and Interactive Media Advanced Diploma Program to
Bachelor of Digital Communications
Note: comparisons were made with the program learning outcomes for Web Design and
Interactive Media Advanced Diploma Program specifically with the Humber 3-year advanced
diploma in mind. Graduates of the advanced diploma from other Colleges may not have
sufficient non-core courses for transfer and/or may be asked to complete additional “reach back”
core courses.
Degree Program
Level Learning
Outcomes
Advanced Diploma
Learning Outcomes
Gap Analysis
Remediation of Gap
Employ distinctive
communication styles
grounded in thorough
Identify and select
appropriate desktop
publishing
While advanced
diploma students
have achieved
7 Breadth electives
Social Media 1 & 2
Photography 1 & 2
Bachelor of Digital Communications
Section D – Page 137
Degree Program
Level Learning
Outcomes
Advanced Diploma
Learning Outcomes
Gap Analysis
Remediation of Gap
understanding of
communication
theories, and
historical and
contemporary trends
in visual design and
media technologies.
techniques,
appropriate graphics,
and various type
styles for a variety of
website development
projects.
competence in
production for
business uses, work
is not grounded in
broad study of
historical, social,
commercial, cultural
trends or theoretical
frameworks. Notably,
in-depth study of
Social Media and its
impacts and shooting
for photographic
production are not
features of Advanced
Diploma
Digital Media and
Society
Critical Analysis of
New Media
Create visually
appealing websites
with appropriate links.
Create effective
media strategies
based on insightful
audience analysis,
principles of branding
and marketing and
considerations of
revenue generation
and media law and
ethics.
Develop websites
reflective of
customers’ needs
through the
application of
relevant research
skills.
Advanced Diploma
(A.D.) students have
gained foundational
skills in audience
analysis, principles of
branding and
marketing which are
studied with greater
depth and breadth in
the bachelors
program. A.D.
students have not
studied media law
and ethics.
Writing and Research
for New Media
Digital Media and
Society
Communication Law
and Ethics
Web and Social Media
Analytics
Persuasive Campaigns
Critically analyse and
interpret media
messages,
comprehending the
historical, social,
commercial and
cultural impact of
representational,
explanatory, abstract
and symbolic images
Think analytically and
logically, solve
problems and
express thoughts and
ideas clearly, both
orally and in writing.
A.D. students have
not developed strong
analytic skills.
Bachelors program
extends storytelling
skills beyond simple
content production.
Social Media 1 & 2
Critical Analysis of
New Media
Web & Social Media
Analytics
Digital Storytelling
Digital Social
Narratives
Gather, review,
evaluate, interpret
and express
information using a
range of welldeveloped analytic
Identify and select
appropriate desktop
publishing
techniques,
appropriate graphics,
and various type
A.D. students have
developed strong
foundation in web
production, however
not original
photography. This
Writing and Research
for New Media
Photography 1 & 2
Social Media 1 & 2
Digital Storytelling
Digital Social
Bachelor of Digital Communications
Section D – Page 138
Degree Program
Level Learning
Outcomes
Advanced Diploma
Learning Outcomes
Gap Analysis
Remediation of Gap
and creative
methodologies.
styles for a variety of
website development
projects.
Develop websites
reflective of
customers’ needs
through the
application of relevant
research skills.
will be refined and
extended in the
bachelors program.
A.D. students are
proficient in web-site
design and
maintenance, and are
not required to repeat
such courses.
Narratives
Operate as informed
producers and
consumers of media
communications
recognizing the aims
of commercial
business, nonprofits,
government, and
community enterprise.
Develop websites
reflective of
customers’ needs
through the
application of relevant
research skills.
While advanced
diploma students
have gained
competence in
production for
business purposes,
the degree program’s
theory courses and
breadth electives help
students to view
business within the
larger context of
society, culture and
history.
7 Breadth Electives
Writing and Research
for New Media
Digital Media and
Society
Persuasive Campaigns
Critical Analysis of
New Media
Apply innovative
media strategies to
effectively analyse
and express themes
and issues from a
range of contexts and
perspectives.
Think analytically and
logically, solve
problems and express
thoughts and ideas
clearly, both orally
and in writing.
Manage projects in a
variety of workplace
environments.
Install, configure, and
administer Internet
network servers.
Advanced Diploma
students have gained
a strong orientation
towards business
communications. The
degree program
broadens this focus to
apply skills in a range
of contexts and
perspectives.
7 Breadth Electives
Digital Media and
Society
Critical Analysis of
New Media
Persuasive Campaigns
Web and Social Media
Analytics
Research Methods for
Digital Communication
Interpret and apply
theoretical and ethical
frameworks to identify
and solve
communication
problems in a variety
of contexts.
Develop websites
reflective of
customers’ needs
through the
application of relevant
research skills.
Advanced Diploma
students have gained
a strong orientation
towards business
communications. The
degree program
broaden this focus to
provide theoretical
7 Breadth Electives
Digital Media and
Society
Communication Law
and Ethics
Critical Analysis of
New Media
Persuasive Campaigns
Bachelor of Digital Communications
Section D – Page 139
Degree Program
Level Learning
Outcomes
Advanced Diploma
Learning Outcomes
Gap Analysis
Remediation of Gap
and ethical
frameworks which
apply skills in a range
of contexts and
perspectives
Web and Social Media
Analytics
Research Methods for
Digital Communication
Present ideas and
information accurately
and creatively using
written, oral, audiovisual and web-based
formats.
Think analytically and
logically, solve
problems and
express thoughts and
ideas clearly, both
orally and in writing.
Advanced Diploma
students are wellversed in the use of
media technologies.
Degree program
offers further training
in visual literacies and
digital storytelling.
Photography 1 & 2
Digital Storytelling
Digital Social
Narratives
Reflect on
communication
strategies and
practices from a
range of perspectives
and willingly adapt,
revise, edit, and
develop
improvements.
Conduct a formal
development project
from an initial idea to
its final presentation
Advanced Diploma
students are wellversed in the use of
media technologies.
The degree programs
add theoretical and
reflective components
to challenge students
creatively and
intellectually as they
grapple with emerging
issues and
technologies.
Social Media 1 & 2
Digital Storytelling
Digital Social
Narratives
Critical Analysis of
New Media
Advanced Diploma
students have begun
the journey towards
professionalism which
is extended in the
bachelors program
through the work
placement and
courses which mirror
industry practice.
Work Placement
Web & Social Media
Analytics
Manage
communication
projects effectively,
employing a
professional attitude
towards responsibility,
initiative,
collaboration,
adaptability,
accountability and
ethical use of
resources.
Conduct a formal
development project
from an initial idea to
its final presentation
Develop websites
reflective of
customers’ needs
through the
application of relevant
research skills.
Collect and
disseminate
information according
to all applicable laws.
Install, configure, and
administer
infrastructure for
secure and
confidential electronic
Bachelor of Digital Communications
Section D – Page 140
Degree Program
Level Learning
Outcomes
Advanced Diploma
Learning Outcomes
Gap Analysis
Remediation of Gap
commerce
transactions.
Design electronic
commerce websites.
Integrate leadership
and influence skills
with accountability in
media content
creation.
None
Diploma students
have begun the
journey towards
professionalism which
is extended in the
bachelors program to
foster leadership and
influence.
Persuasive Campaigns
Digital Social
Narratives
Work Placement
Direct own continuous
learning, pursuing
opportunities for
constant renewal of
skills and knowledge.
None
While advanced
diploma students
have begun the
process of selfdirected learning
through their portfolio
preparation, the
degree program
provides a fertile
ground to build
curiosity, creativity
and lifelong learning.
7 Breadth Electives
Work Placement
Research Methods for
Digital Communication
D9.3.3 Advanced Diploma to Degree Transfer Arrangements from Humber’s 3-year Web
Design and Interactive Media to Humber’s Bachelor of Digital Communications
Students who have successfully completed the Web Design and Interactive Media Advanced
Diploma program will be granted the equivalent of 63 credits (or 21 courses) towards the 120
credits (or 40 courses) required for graduation from the Bachelor of Digital Communications
Program. This is within the guidelines set by the Port Hope Accord which allows for 65% credit
to be granted for advanced diploma holders towards a degree. As such, advanced diploma
holders would be able to complete the degree in 4 semesters of academic study.
Bachelor of Digital Communications
Section D – Page 141
The following chart outlines similar course in the two programs, for which transfer credit is to be
granted.
Media Communications Diploma
Introduction to Humanities
Bachelor of Digital Communications (21
Courses)
Breadth Elective
General Education Elective
Breadth Elective
General Education Elective
Breadth Elective
College Writing skills
Business Writing Skills
Media Writing Fundamentals
Video for the Web 1
Video/Audio Production 1
Video for the Web 2
Video/Audio Production 2
Introduction to Interaction Design
Emerging Design Trends
Digital Design 1
Digital Design 2
Interactive Production 1
Web Programming 1
Interactive Production 2
Web Programming 2
Interactive Media Development 1
Web Programming 3
Interactive Media Development 2
Content Management Systems
Business of Interactive Media
Portfolio Development
Rich Internet Application Development 1
Advanced Digital Design Tools
Rich Internet Application Development 2
Capstone
Advanced Interface Design
Industry Project
Web Application Development
Motion Graphics 1
Interface Primitives
Motion Graphics 2
Mobile Web Development
Interactive Media Development 3
Introduction to Digital Media and
Communication
Visual Communications
Multi-Media Design 1
Multi-Media Design 2
Web and Interactive Design
Web Building and Site Management
Multi-Media Project Management
E -Portfolio 1
E-Portfolio 2
Capstone Project 1
Capstone Project 2
Media Elective 1,2,3,4
Bachelor of Digital Communications
Section D – Page 142
D9.3.4
Sample Program of Study for Students Having Completed 3-year Web Design
and Interactive Media Advanced Diploma
These students will enter the degree program in Year 3, Semester 5 and complete the degree
requirements in 4 semesters. Recognition of 63 credits is allowed (52.5% of 120 credit program)
with a further 57 credits required. They will follow the program of study as follows:
Colour Code:
RED: courses to be picked up from previous semesters
BLUE: Breadth Elective Courses (diploma students require 7 in total rather than 10)
BLACK: Courses which follow the sequence of the regular program of study
Diploma
Graduate’s
Semester
2- Fall
Semester
Year and
Semester
(Regular
Program)
Year 3
Semester 5
3- Winter
Semester
Year 3
Semester 6
Summer
Summer
Break (14
weeks)
5- Fall
Semester
Year 4
Semester 7
6 - Winter
Semester
Year 4
Semester 8
Courses
Social Media 1
Writing and Research for New Media
Photography 1
Digital Media and Society
Breadth Elective 1
Social Media 2
Digital Storytelling
Photography 2
Communication Law and Ethics
Breadth Elective 2
Work Term Placement (note: a non-credit 1
hour/week seminar for preparation for the
work experience will be taken in Semester
6)
Digital Social Narratives
Persuasive Campaigns
Breadth Elective 3
Breadth Elective 4
Breadth Elective 5
Critical Analysis of New Media
Web and Social Media Analytics
Breadth Elective 6
Breadth Elective 7
Sub-totals
Totals
Core
Credits
NonCore
Credits
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
36
21
57
Bachelor of Digital Communications
Section D – Page 143
SECTION E:
PROGRAM DELIVERY
Humber ensures the quality of degree program delivery through a number of practices,
processes and strategies. These include:
1. Formal processes for the development and review of new programs by institutional
committees and councils, program advisory committees and the Board of Governors.
2. Formal processes for course development, course outline review and curriculum changes
3. Annual Review of Student Satisfaction Data
4. Additional mechanisms such as:
• Review of student feedback data
• Faculty development and review process
• A formal program review process
• Annual assessments and upgrading of college facilities and program specific resources.
These mechanisms are described further in the following sections.
1.
The Development of New Programs
At Humber, program quality starts with the development of new programs. New program
ideas for degrees are initially reviewed by the Vice President Academic, the Academic
Deans and the Associate Vice President of Planning and Development. The first step in
the development of a new degree program is to address a number of key variables
which are then further researched and analyzed as needed for the development of the
full submission. These include a review of the:
1. Background, Program Description and Rationale:
• Title and description of the program (What type of program is it? How does it fit
with other programs? What opportunities exist for students to experience
industrial placements, field placements and/or cooperative education?)
• The identification of occupations toward which the program is directed
• The identification of relevant licensing and regulatory requirements
• An analysis of the strategic fit of the new program (How is the proposed program
relevant to Humber’s mission and goals and specific school mandate. What
impact will this program have on other current Humber programs? How does it
complement other program areas? Will it overlap with any other Humber program
areas? What adjustments are needed in other programs offered by the school in
order to accommodate the new program? (e.g., decreases in enrolment, program
rationalization)
• Target Market (Define the target market and rationale. What type of student is
likely to enrol in the program? (e.g., high school graduates, college/university
graduates, those already employed, international students). Where are they likely
to come from (e.g., GTA, outside GTA)?
2. Market Research and Competitive Analysis:
• Labour Demand - What are the economic trends in the industry? What is the
level of employer demand for this program? What job opportunities exist for
graduates?
• Student Interest - What is the level of student or graduate (if appropriate) interest
in the proposed program? Include KPI student related employment data (relative
Bachelor of Digital Communications
Section E, Page 1
•
comparison) if appropriate (program similar). Establish enrolment estimate for
start-up and steady state.
Analysis of Competition - How does the program compare with those offered by
other colleges and Ontario universities (particularly in the GTA)?
The development of the program proposal includes an analysis of the Humber’s capacity
to deliver the program which involves assessments of:
•
•
•
•
Human Resource Requirements - Identify the human resources needed to complete
the development and implementation of the program. Will the program rely on
existing faculty or will there be new hires? Does the school have the faculty
members with the appropriate academic and professional credentials to develop and
deliver the program? If not, what will be required?
Physical Resource Requirements - What new physical resources, facilities and
equipment (if any) are required to deliver the program (including renovations, lab and
office space, installation, capital costs such as new equipment, furniture)? Is there
current space for the program? Are space improvements required? How will space
for the program be accommodated?
Library Resources Required - What library resources are available and/or need to be
purchased to support the new program?
Financial Requirements - Cash flow statement for 6 years that includes all of the
revenue that is available and needed and all of the costs of the program. The
statement addresses a number of questions listed here. What is the proposed
funding model? What external partnerships exist to help support the program and the
effect of these partnerships on program costs? What are the specific start up costs
((estimated program development costs (e.g., faculty release time), library costs,
capital costs (furniture, new lab, equipment), renovations, installation costs,
marketing costs))? What is the estimated delivery costs (faculty, technicians’ salary
and benefits) for each year? What are the operating expenses (e.g., lab supplies,
new software, chemicals)? What are the direct administrative costs (includes direct
support costs)? What is the level of risk (sunk costs)? How will start-up be funded
(by the School from current revenues or other sources)?
The development of the degree submission is managed by the Planning and
Development office whose staff members work with faculty and administrative
representatives from the academic schools and program advisory committees to prepare
those submissions.
2.
A formal process for the review of new programs by institutional committees and
councils, program advisory committees and the Board of Governors.
Institutional Operations and Advisory Committees
New programs are reviewed by the following operations committees and councils:
• The Vice President Academic and the Deans
• The Vice Presidents’ Operations Committee
• The Academic Operations Committee
• Degree Council
• The Academic Council of the College
• The Board of Governors
Bachelor of Digital Communications
Section E, Page 2
New programs are reviewed at both the conceptual stage as well at the proposal stage.
At the conceptual stage for degree programs, the discussion normally addresses the
following:
• Program description
• An analysis of why Humber wants to offer the degree program (How does it fit with
the College Mission, strengths of the College and School, and College and School
strategic plans? What are the indications that there is an economic and educational
need for such a program?)
• An analysis of how the proposed degree program will affect any related diploma
program(s) as well an evaluation of the relationship of the proposed degree program
to programs in other Schools?
• The identification of when is the proposal expected to be ready and when the
program is likely to be offered.
Once a program proposal has been prepared, executive summaries are prepared for
review by the Academic Council and the Board of Governors. These summaries include:
•
•
•
•
•
•
•
•
•
Program description
Credential to be awarded
Strategic fit analysis
Evidence of need
Competitive analysis
Entrance requirements
Academic course schedule
Target market analysis
Costs
In addition the Board of Governors requires confirmation that the program has passed
through all of the approval stages and that it is satisfied with the projected enrolment and
student satisfaction rates. Formal approval of the program by the Board is required
before programs may be submitted to the Minister for referral to PEQAB for review.
Additional Advisory Committees & Reviews
New programs and courses are reviewed by program advisory committees and
licensing, professional or regulatory groups. Advisory committees play a vital role in the
development of the new program. Every program (or cluster of programs) has an active
voluntary Advisory Committee of 8 to 12 members. Membership reflects both the private
and public sector and includes representatives from companies, trade and professional
associations, accreditation bodies, government and program graduates in the same or
related program areas. In the case of degrees every effort is made to have university
academics join the advisory committees or provide some level of external consultation.
Advisory Committees help to ensure that the curriculum is both current and relevant.
Desk Reviews by University Academics
In addition to the input from advisory committees, at the development stage the degree
curriculum is normally sent out for a desk review by a university faculty member in a
Bachelor of Digital Communications
Section E, Page 3
related field of study. This independent review is to help assure that the program is at
the degree level, is comprehensive in depth and scope and relevant to the field of study.
Degree Council
Formed in 2002, Humber’s Degree Council also reviews new degree plans and the
progress of existing degrees. The majority of the Council members are faculty members
from across the eight academic schools who teach in the degree programs offered
directly by Humber and/or in partnership with the University of New Brunswick and the
University of Guelph.
The Council serves in an advisory capacity to the office of the Vice President, Academic
by reviewing and advising on new program ideas and degrees including those to be
offered in partnership with other postsecondary institutions.
3.
Formal Processes for Course Development, Course Outline Review and
Curriculum Changes
Course Development & Course Review:
The Degree Council and the Planning and Development Office are kept up to date with
respect to the development and the delivery of the courses for the programs. For
PEQAB applications, the academic Dean or his/her designate is responsible for ensuring
that the courses are delivered as per the degree submission. Any program changes
beyond changes which are permitted during the period of consent, must be documented
and submitted to the Minister for consideration.
Every year, program coordinators and faculty members review the degree program
courses to ensure that the most up to date textbooks and course materials are included
in the delivery of each of the courses as well as to ensure that the delivery method and
evaluation strategies are achieving the desired results. Detailed plans and schedules are
developed annually for the renewal and upgrading of program related resources such as
library, computers, classrooms, labs and equipment.
Any changes beyond the requirements set by the Ministry require that the school notify
the Planning and Development Office. No curriculum changes for any program in the
college can be entered into the registration system without approval from the academic
school and the Planning and Development Office. .
Each program has an active Advisory Committee that is composed of practitioners and
other academics and the faculty members and Associate Dean responsible for the
program consult with the committees in the twice yearly meetings.
Advisory committee members are also contacted in between meetings with regular
emails and phone discussions to discuss program-related matters as needed.
Student Feedback
Student Feedback Questionnaires
Bachelor of Digital Communications
Section E, Page 4
All students complete student feedback questionnaires in all of their courses. The
Student Feedback Questionnaire developed for classroom and/or lab-based instruction
focuses on the quality of instruction, including perceptions about whether or not:
•
•
•
•
•
•
•
•
•
•
•
the professor was prepared for classes;
instructional material was presented in a clear manner;
the pace set for the course was appropriate;
the professor helped student think critically about topics;
a variety of teaching methods were used;
students were treated with courtesy;
the professor provided clear explanation about how student work would be
evaluated;
useful feedback was provided about student progress in the course;
the professor was available for consultation outside of the classroom;
the professor managed student classroom behaviour well;
assignments were returned within a reasonable time.
The Student Feedback Questionnaire also asks students to rate their own effort in the
course and for feedback about what they liked most about the course, and how it might
be improved. In addition, up to three (3) professor-generated questions may be added,
specific to a particular course or course section. These items are not to be used for other
types of research unrelated to the course itself.
The data from student feedback questionnaires is compiled and the information is
returned to the professor in both aggregate and individual form. School heads and key
senior managers receive also receive feedback in aggregate form. Should the data
reveal areas for improvement in teaching approaches, these are discussed with the
individual professor. Each year the Vice President, Academic and the academic
managers of each school review faculty whose performance falls short of college
expectations, discuss development plans, and consider other interventions.
Student Feedback and the Humber Engagement and Learning Profile (HELP)
Key to informing strategies around student success and retention is the effective
collection and reporting of student data. As a key institutional initiative, Humber
developed and administered the Humber Engagement and Learning Profile (HELP)
survey to incoming certificate, diploma and degree students during Weeks 3 and 4 of the
Fall 2010 semester. The survey asks first-semester students about their preparation for
college, their educational and career goals, early opinions about their program and
Humber generally, and to identify particular student support services they may use.
The objective was to find out more about new students in order to provide some “early
warning signs” with respect to characteristics that best-practice research suggests may
mean they are at risk of leaving their program early.
Broadly speaking, these characteristics fall into four categories:
• Level of engagement with the institution and program
• Clarity of career goals/expectations, program fit, and motivation
• Demands on the student’s time
• Academic preparedness
Bachelor of Digital Communications
Section E, Page 5
This is a new mechanism being used by Humber which replaces previous research
strategies for monitoring student success. The Institutional Research group has
prepared a number of reports using the data from the HELP survey. The information in
these reports is designed to support and add value to each school’s existing focus on
retention.
Student Feedback and the Key Performance Indicator Survey Data
Each year the student satisfaction data from the key performance indicator surveys is
reviewed. Program satisfaction is analyzed across schools, across the college and
across the system. Humber reviews its degrees against other degrees to determine the
drivers of satisfaction. In addition, student success is measured course by course across
the degree programs as are enrolment and financial projections. The Associate Vice
President of Planning and Development reviews this data with the Vice President
Academic and the Academic Dean responsible for each degree area.
National Survey of Student Engagement (NSSE)
For the past two years, Humber has participated in the National Survey of Student
Engagement. NSSE was established in 2000 with a grant from the PEW Charitable
Trusts and sponsored by the Carnegie Foundation for the Advancement of Teaching.
Since its inception nearly 1,400 baccalaureate-granting colleges and universities have
participated in NSSE.
The survey is currently available in paper and Web versions. Humber opted for the Web
version to make the survey truly voluntary and to avoid taking class time away from
instruction. In 2009, the average institutional response rate was 36% and Humber’s
response rate in 2010 was 37%.
Humber’s results compare favourably with those of the 22 Canadian institutions
participating in NSSE in 2010. Humber scored at or above the Canadian mean on each
of the five benchmarks (see below).
National Survey of Student Engagement
Executive Snapshot 2010
Benchmarks of Effective Educational Practice
To represent the multi-dimensional nature of student engagement, NSSE developed five
indicators of effective educational practice. These “benchmarks” are created from clusters of
NSSE questions that best represent these practices.
The table below summarizes key benchmark results for your institution and institutions in your
selected comparison group. The ‘+’ symbol indicates that your institution’s score is higher than
the respective comparison group (p<.05), the ‘-’ symbol indicates a score lower than the
comparison group, and a blank space indicates no significant difference.
Bachelor of Digital Communications
Section E, Page 6
Comparison Group
Humber
Canada
First-year
Senior
56
56
+
First-Year
Senior
49
55
+
+
First-Year
Senior
30
41
+
+
First-Year
Senior
25
37
First-Year
Senior
62
56
Class
Level of Academic Challenge (LAC)
How challenging is your institution’s intellectual
and creative work?
Active and Collaborative Learning (ACL)
Are your students actively involved in their
learning, individually and working with others?
Student-Faculty Interaction (SFI)
Do your students work with faculty members
inside and outside the classroom?
Enriching Educational Experiences (EEE)
Do your students take advantage of
complementary learning opportunities?
Supportive Campus Environment (SCE)
Do your students feel the institution is
committed to their success
+
National Survey of Student Engagement
NSSE 2010 Selected Comparison Groups
Comparison Group Institutions:
Ambrose University College
Brandon University
Brescia University College
Capilano University
Grant MacEwan University
King’s University College at the University of Western Ontario
Kwantlen Polytechnic University
Mount Royal University
Quest University Canada
Simon Fraser University
Thompson Rivers University
Trent University
Trinity Western University
Tyndale University College and Seminary
Université d’Ottawa/University of Ottawa
Université de Hearst
Université de Sherbrooke
University of New Brunswick – Fredericton
University of the Fraser Valley
University of Victoria
University of Winnipeg, The
Vancouver Island University
Other mechanisms which contribute to the quality of program delivery include
• Humber’s faculty development and review process (See electronic policies file)
• A formal program review process (See electronic policies file)
Bachelor of Digital Communications
Section E, Page 7
Online Learning
Humber’s policies and practices relating to online learning have been reviewed and approved as
a separate submission to the Minister and PEQAB. The policies on file with PEQAB are current.
Bachelor of Digital Communications
Section E, Page 8
SECTION F:
CAPACITY TO DELIVER
Evidence of Humber’s capacity to offer degree-level programming:
Humber’s vision is excellence in polytechnic education and it has been developing the
programming and resources to make this vision a reality.
Humber has been offering degree-level education since 2001. Humber’s experience with
degree delivery began with the launch of the collaborative nursing program in
conjunction with the University of New Brunswick in September 2001. This four-year
B.N. program is delivered by Humber faculty using UNB’s curriculum. The following year
saw the launch of the University of Guelph-Humber. In partnership with the University of
Guelph, Humber offers integrated 4-year honours degree/diploma programs in the
following areas: Business, Early Childhood, Family & Community Social Services,
Justice Studies, Kinesiology, Media Studies and Psychology. The development and
delivery of the programs is shared between the two institutions.
Humber received its first consent to offer degrees in 2002 and launched its first three
degrees in September 2003. It currently offers the following degrees:
Degree
Date of First
Consent
Bachelor of Applied Arts – Criminal Justice
Sept. 2008
Bachelor of Applied Arts – Film and Media Production
June 2008
Bachelor of Applied Arts – Paralegal Studies
May 2002
Bachelor of Applied Technology – Industrial Design
Sept. 2003
Bachelor of Child and Youth Care
August 2010
Bachelor of Commerce – Accounting
August 2010
Bachelor of Commerce – e-Business Marketing
May 2002
Bachelor of Commerce – Fashion Management
Feb. 2007
Bachelor of Commerce – Finance *NEW*
Apr. 2012
Bachelor of Commerce – Hospitality and Tourism Management
March 2005
Bachelor of Commerce – Human Resources Management
Feb. 2007
Bachelor of Commerce – International Business
Feb. 2007
Bachelor of Commerce – Management Studies *NEW*
Apr. 2012
Bachelor of Commerce – Marketing *NEW*
Apr. 2012
Bachelor of Commerce – Supply Chain Management *NEW*
Apr. 2012
Bachelor of Creative Advertising
Dec. 2004
Bachelor of Interior Design
March 2005
Bachelor of International Development
Oct. 2011
Bachelor of Digital Communications
Section F, Page 1
Degree
Date of First
Consent
Bachelor of Journalism
Nov. 2010
Bachelor of Music
March 2005
Bachelor of Nursing - Regular and Second Entry *
Sept. 2001
Bachelor of Public Relations
August 2010
*In collaboration with the University of New Brunswick
Humber received consent to offer its first Media Studies and IT degree in December
2004. Humber currently offers several degrees which are related to digital
communications, including creative advertising, film and media production, journalism
and public relations.
The first graduating class from Humber degrees occurred in 2007. Since then graduates
of Humber degrees have found success both in the workplace and in continuing their
education. Graduates have been accepted for entrance into law school, teaching
programs, and into graduate programs both here and abroad. For example, some of
Humber’s graduates have been accepted into masters programs at York University,
Vancouver Island University, Queensland University of Technology (Australia), UMEA
University (Sweden), George Washington University, the B.Ed. program at York and law
at University of Windsor, Bond University (Australia), University of British Columbia,
University of Leicester (England), University of Birmingham (England), Thomas M.
Cooley Law School (USA), and the University of London (England).
Over the last 10 years, Humber has undertaken numerous initiatives to enhance the
resources to support degree delivery, including:
Faculty – Humber recognizes the importance of increasing the number of faculty with
terminal credentials as degrees are planned and implemented. Since 2002, Humber has
hired 68 faculty members with Ph.D.’s. In planning for each new degree, the School
prepares a detailed faculty plan which identifies current faculty with credentials in the
discipline, as well as the need for any new hires and a recruitment plan is developed.
Since launching its first degree in 2004, the School of Media Studies and Information
Technology has hired seven faculty members with doctoral degrees.
Scholarship – Humber recognizes the importance of having faculty engage in a level of
scholarship and research or creative activity to ensure their currency in the field. Humber
is committed to providing opportunities for faculty to attend conferences, present papers,
and produce some scholarly work and encourages faculty members to identify and
pursue such activities.
In 2009, Humber introduced a new position, Dean of Research, to advance the research
agenda at the college. For Humber, research is a fundamental element for:
•
enriching the Humber experience for our students by providing direct and indirect
benefits including differentiating and enhancing academic programming;
Bachelor of Digital Communications
Section F, Page 2
•
•
•
enhancing the teaching, learning, and scholarship capabilities of Humber’s
faculty, including fostering teaching, advancing disciplinary knowledge, and
promoting interdisciplinary activities;
fostering Humber’s polytechnic vision, agenda, and goals, including key priorities
in Humber’s Strategic Plan 2008-2013, Business Plan 2012-2013 and
Institutional Research Plan;
facilitating positive economic development outcomes for Ontario and beyond
through applied innovation and research and development.
Humber Research works in partnership with local business, faculty, and students to
provide solutions to real problems faced at the industry and community level in order to
enrich the student and faculty experience, and facilitate economic development for
Ontario and beyond. Humber emphasizes the integration of Humber research activities
with our academic programming. As such, research at Humber enriches our core
business – providing excellence in education and training for our highly diverse student
population studying in programs that range from apprenticeships through four-year
degrees to graduate certificates. Research and research related activities are a key
component of Humber’s institutional strategic vision for a number of reasons:
•
•
•
•
Research provides direct benefits for Humber students
“Scholarship of Discovery” is a key Humber value
Research keeps our faculty and staff at the leading edge of their fields
Humber research leads to economic benefits for the GTA, Ontario, and beyond
The Humber Research website is located at: http://humber.ca/research/research-humber
Library Collections – To support the requirements of degree students and faculty,
Humber has invested $7,564,730 in expanding library collections over the past 12 years.
Working in collaboration with faculty, the librarians identify key new resources.
The Lakeshore Library was renovated and now has more capacity to handle larger print
collections. There are also more student computers and increased study space. The
total square footage is 15,580. Student seating now totals 219. Student computers
number 30, and there is wireless Internet capacity throughout the Library. Lakeshore's
newer features include three individual DVD/video viewing stations, five group study
rooms (all five have computers, three have high-end computer/multimedia equipment),
an adaptive technology room, and a multipurpose library instruction/quiet study room.
The Library is open seven days a week during the fall and winter semesters.
Facilities - Humber is committed to providing quality facilities to our students and
continues to acquire new property, renovate and build. The Humber Lakeshore campus,
which houses most of Humber’s degrees, has undergone significant expansion and
classroom facilities have been enhanced. Some recent examples include the following:
•
conversion of a Mercedes dealership (3120 Lake Shore Blvd. W) into the Centre
for Justice Leadership. This facility contains classrooms, a forensic studio and
simulated crime scenes, including a mock crime scene apartment. As well there
Bachelor of Digital Communications
Section F, Page 3
•
•
•
•
are mock interview rooms complete with an overhead viewing theatre to allow an
entire class to observe and critique interviews.
recent long term lease (99 years) and conversion of the Lions Hockey Arena.
This ten million dollar plus renovation produced the Humber Arts and Media
Studios, the new home for Creative and Performing Arts programs including
Theatre, Comedy, and Acting for Film and T.V. Specialty facilities include
rehearsal studios, a comedy cabaret, prop and scene building shops, and a 100
seat Black Box Theatre. This facility also houses two new film studios (2,600
square feet each) for the new degree program in Film and Media Production. As
well, a gymnasium to be shared with the community provides additional
recreational space for students.
purchase of a building at the corner of Lake Shore Blvd. and Kipling Avenue
which was renovated to house the Fashion Institute, a key component of the
Fashion Management degree. This two storey structure includes a 66 seat
classroom, 36 seat computer lab, display areas and display windows, a meeting
room, student lounge and faculty offices.
purchase of the Medical Arts Building at 3170 Lake Shore Blvd. W. This building
has some long term leases, and these tenants are being relocated to the ground
floor freeing the upper two floors for academic use. For fall, 2011 a play therapy
lab for the Child and Youth Care degree will be constructed. As other degrees
are added, this building will house a variety of special purpose labs and studios.
building L on the East campus is now fully operational having opened in fall,
2011 and replaces a smaller older building which housed programs relocated to
the Humber Arts and Media Studios. This four-storey, 100,000 square foot
building represents an investment in excess of $55 million. In addition to
specialized academic space, this building provides extensive formal and informal
space for study and student interaction. The first floor contains an art gallery,
eight 65 seat tiered classrooms as well as a learning commons providing quiet
study, group study and informal space for over 150 students at any given time. In
addition, there is a 2,500 square foot community room for special events. The
second floor is a cafeteria/lounge and study area with a capacity of 330 seats.
(This facility replaces the cafeteria in Building H allowing this space to be
repurposed for classrooms and labs.) The third floor houses eight classrooms
ranging in size from 35 to 80 seats. Two 46 seat PC labs and one 46 seat MAC
lab will also be located here. A number of the classrooms have been built so that
they can be easily converted to computer labs as needs shift. The fourth floor
contains two editing suites and a digital media centre primarily for media related
degree programs. As well, there are faculty offices and a meeting room.
In the period 2007 to Fall, 2011 the college had invested over $80 million in construction
projects at the Lakeshore campus and continues to source properties in the area to meet
the needs of this growing, complex campus.
Humber is committed to providing the space for the proposed Bachelor of Digital
Communications program at the Lakeshore Campus beginning with available existing
space and moving into additional studios, labs and teaching spaces as the campus
facilities grow in the future.
Bachelor of Digital Communications
Section F, Page 4
F1
Learning and Physical Resources
F1.1
Library Resources
Bachelor of Digital Communications
Number of holdings
Print
On-site library resources
relevant to degree program
area
# of core books print
Lake 11,967
North 27,024
Total 38,991
# of core print journals
Lake 9
North 19
Total 28
# of elective print books
Lake 8,909
North 24,406
Total 33,315
# of elective print journals
5
Other library access
Number of holdings
Online
# of core books online
1,278
# of core journals online
512
# of core databases
8
# of elective books online
1,984
# of elective journals online
374
# of elective databases
online
3
ILL support
Direct borrowers agreement
I. Books (Print)
Humber Library has 115,769 print books in its collection, 87,465 at the North campus
and 28,304 at the Lakeshore campus. Within this larger collection, the Library has a core
print book collection that supports the Bachelor of Digital Communications.
Appendix A below identifies the current book holdings available to support core and
elective courses. These documents show Humber’s holdings by call number range and
campus location in order to identify the strengths of the book collection as well as to
identify potential gaps.
Overall, Humber’s print book collection is generally strong in the core subject areas that
cover the degree. There are, however, still some call number ranges that could be
augmented in order to provide a greater depth of resources for some areas, particularly
at Lakeshore.
Bachelor of Digital Communications
Section F, Page 5
Specifically, having reviewed the course descriptions for this degree a number of
textbooks and recommended readings are not in the library’s collection.
Based on 2011/12 prices paid by Humber Libraries, the average cost of a Media Studies
book is $80.00. In order to address the collection issues noted above and to update the
collection on an annual basis, the following book budget is recommended:
Core and general subjects in this area – one-time budget to address collection gaps
$8,000
(100 books $80 per book)
Core subjects – annual commitment to continually update collection
$4,000 (allocated as follows: $4,000 print and ebooks; the costs of journals and
databases are absorbed by other budgets/programs)
II. Books (Electronic)
In addition to print books, the Library also has access to 11,000+ ebooks via
subscriptions to e-book collections. Safari Tech Books Online and Audio and Ebook
Collection include over 8,000 ebooks in a variety of subject areas.
Key word searches “digital media and production” in these collections confirm there are
1,278 titles:
Core Online Books
Safari Tech Books Online
Audio and Ebook Collection
Total
1,268
10
1,278
Additional key word searches confirm there are approximately 1,984 e-books relevant to
the elective courses.
Over the past year, the Humber Library has changed book vendors, which will provide
the opportunity to buy more electronic books to augment the collection.
III. Periodicals: Print and Electronic
The Library has access to over 29,925 e-journals and 334 print periodicals.The print
subscriptions are divided between the two campuses: North Campus holds 218 and
Lakeshore Campus has 116. Full text e-journals are part of some of the electronic
database subscriptions (which are listed below).
In total, there are 28 print and 303 electronic journals in Humber’s collection that support
this degree. For a complete list of print titles, see Appendix B below. The core
electronic journals are titles that fall under the following categories in Serial Solutions:
Bachelor of Digital Communications
Section F, Page 6
Core Journals (Electronic)
Telecommunications
Information Technology
Communication and Mass Media
Photography
Total
226
77
158
51
512
With respect to the proposed electives, there are 5 print journal subscriptions and 374
electronic journal subscriptions relevant to these courses.
IV. Electronic Databases
The Library has current subscriptions to over 121 electronic databases.
Core databases for Communications include:
▪ ABI/Inform Global
Search nearly 1800 international business journals for in-depth coverage of business
and economic conditions, management techniques, theory, and practice of business,
advertising, marketing, economics, human resources, finance, taxation, computers, and
more.
▪ Art Full Text
Provides full-text articles, abstracts, peer-selected publications and expanded coverage
of Canadian art. Areas in the art field covered include Advertising Art, Architecture, Art
History, Canadian Art, Costume, Decorative and Graphic Arts, Industrial and Interior
Design, Motion Pictures, and Photography.
▪ Business Source Premier
Search more than 2300 full-text business journals. The database also includes detailed
Datamonitor company and industry profiles as well as country economic reports from the
EIU, Global Insight and CountryWatch.
▪ CBCA Business
Provides in-depth access to a broad range of Canadian business periodicals. It satisfies
the information needs of business professionals, journalists, students, and teachers
interested in business issues in Canada.
▪ Communication and Media Collection
Provides current information from more than 100 journals on all aspects of the
communications field. Examples of topics covered include: advertising, linguistics and
public relations.
.
▪ Communications and Mass Media Complete
Bachelor of Digital Communications
Section F, Page 7
Offers full text articles for over 200 journals in the fields of communication and mass
media studies.
▪ Computer Database
This database contains a large number of full text articles that deal with electronics and
telecommunications. It includes magazines like Game Developer, Computer Graphics
World, TechTrends Reporter, Wired, PC Magazine Online, and many more.
▪ Science Journals
Contains full text articles from 350 journals and magazines on science, computers and
telecommunications. You will find articles here on mobile architecture and design,
gaming, multimedia and graphics software, etc.
Electives databases include:
▪ Academic Search Complete
This comprehensive multi-disciplinary database includes the same journals as the
Premier collection plus 3000 more journal titles. Use the Images tab to find photos.
Coverage includes business, social sciences, music, humanities, general academic,
general science, education and multicultural fields.
▪ Applied Science & Technology Full Text
Search full-text articles in 150 journals and article abstracts to 453 core scientific and
technical periodicals. Covers scientific journals in fields such as chemistry, computer
technology, construction industry, electronics, mathematics, mechanical engineering,
physics, plastics and telecommunications.
▪ JSTOR
Includes the Arts & Sciences I and Language and Literature archive collections.
Library Services
The Lakeshore Library was renovated and now has more capacity to handle larger print
collections. There are also more student computers and increased study space. The
total square footage is 15,580. Student seating now totals 219. Student computers
number 30, and there is wireless Internet capacity throughout the Library. Lakeshore's
newer features include three individual DVD/video viewing stations, five group study
rooms (all five have computers, three have high-end computer/multimedia equipment),
an adaptive technology room, and a multipurpose library instruction/quiet study room.
The Library is open seven days a week during the fall and winter semesters.
In 2011, the Lakeshore Commons was officially opened. This building is the hub of the
Lakeshore campus and has room for 2,000 students. The building provides access to
five study rooms, computers, printers, photocopies, and library research help.
Bachelor of Digital Communications
Section F, Page 8
Library staff are available to provide circulation, support (in-person, by phone, email or
web chat), and class instruction (upon faculty request). Intercampus loan services
(resource sharing among Humber's three campuses) and interlibrary loan services
(resource sharing with external libraries) are provided to Humber students and faculty to
directly borrow library materials from any Ontario community college library.
Reference and research support for Humber students is available at two service points the Reference Desk in the Lakeshore Library, and the Inquiry Desk in the Lakeshore
Learning Commons in the L building.
The Library's content-rich website (http://library.humber.ca) provides both on-campus
and remote access to the Library's catalogue and various online resources such as
electronic journals and databases.
Additionally, a number of technology enhanced services have been introduced in the last
three years, including virtual reference chat, and streamed video. The library maintains a
blog newsletter, a Twitter and Facebook account.
The Library is also taking part in AskON, a real-time chat reference service staffed
collectively by participating academic and public libraries in Ontario. At the time of this
assessment, 12 colleges were offering the service, which provides students with
reference assistance even when they are not in the Library.
Bachelor of Digital Communications
Section F, Page 9
Appendix A
Core Print Books for Bachelor of Digital Communications
LC Range
BF1-990
HD28-9999
Subject
Philosophy.
Psychology.
Religion
Psychology
Social Sciences
Industries.
Land Use.
Labor
Courses
Persuasive
Campaigns
Holdings Lake
591
Holdings North
2729
Multi-Media
Project
Management
1732
5789
Social Media 2
2653
4581
Digital Media
and Society
454
1358
Web Building
and Site
Management
HF1-6182
HM1-1281
Social Sciences
Commerce
Social Sciences
Sociology
Social Media 1
KE1-9450
Law
Law of Canada
Communication
Law and Ethics
1302
1261
NC1-1940
Fine Arts
Drawing.
Design.
Illustration
Language and
Literature
Philology.
Linguistics
E-Portfolio 2
636
516
Introduction to
Digital Media
and
Communication
334
868
P1-1091
Critical Analysis
of New Media
Visual
Communication
PE1-3729
Language and
Literature
English
Media Writing
Fundamentals
1073
942
PN1-6790
Language and
Literature
E-Portfolio 1
2677
4056
Bachelor of Digital Communications
Section F, Page 10
LC Range
Subject
Literature
Courses
Writing and
Research for
New Media
Holdings Lake
Holdings North
QA1-939
Science
Mathematics
Capstone 1
119
1861
205
1968
191
1095
11 967
27 024
Capstone 2
Digital Social
Narratives
Digital
Storytelling
Multi-Media
Design 1
Multi-Media
Design 2
TK1-9971
TR1-1050
Technology
Electrical
Engineering.
Electronics.
Nuclear
Engineering
Web and
Interactive
Design
Photography
Photography 1
Web and Social
Media Analytics
Photography 2
Video 2
Totals
Bachelor of Digital Communications
Section F, Page 11
Appendix B
Core Print Periodicals for Bachelor of Digital Communications
3-D World
Advertising Age (Lake)
Aperture
Applied Arts Magazine (Lake)
B&W
Boards
Broadcaster
Communication Arts (Lake)
Computer Arts
Computer Arts Projects
Digital Imaging
Domus
Dynamic Graphics (Lake)
Graphis (Lake)
How (Lake)
Marketing Magazine (Lake)
Media
Metropolis
Novum Gebrauchsgraphik
Playback (Lake)
PMA Magazine
Photo Marketing
Popular Photography
Professional Photographer
Professional Sound (Lake)
Rotunda
Studio International
Strategy
Bachelor of Digital Communications
Section F, Page 12
F1.2
Computer Resources
Across the college, Humber students have access to more than 2400 computers in both open
access (e-link) labs and computer labs, many of which are available for student use when
classes are not scheduled.
Wireless services are available across the college in classrooms, public areas, and offices. The
wireless network allows faculty, staff, students, and visitors Internet and network resources such
as email and the web from many different on campus locations without having to plug in a
network cable. Humber offers both a secure and an open public wireless network service.


HumberSecure is a secure wireless network service that connects to the Internet using
WPA2 (Wi-Fi Protected Access 2). WPA2 encrypts data before it is transmitted over the
wireless network. HumberSecure is available to Humber faculty, students, and staff with
an active HCnet username and password.
HumberPublic is an open, unsecured, wireless network service. It does not encrypt data.
Therefore, information sent across the wireless network using HumberPublic is "in the
clear."
Students can print to select printers at North and Lakeshore through the wireless network.
No special software or drivers are needed. Although designed for students, the service is also
available for staff to use. Wireless printing supports both black and white and colour printing.
Printers are located in all E-link labs and select Library locations.
Software for Students
Beginning in September 2010, students have access to select Microsoft software at no
additional cost for use on their personal computers. Information Technology Services has
partnered with the Humber Students' Federation to expand its licensing agreement with
Microsoft. The following software is covered by the agreement:
 Windows 7
 Office 2010 Pro
 Office for Mac 2011
Office Pro includes: Access, Excel, Outlook, PowerPoint, Publisher, Word.
Open Access Labs
E-link computer labs (also known as Open Access Labs) are funded-in-part by HSF and are
open to all students actively enrolled in courses.
North Campus E-Link labs
HSF partially funds the supplies to enable these labs to continue to operate with current
technology. E-Link labs are open to all students and have both black and white and colour
printing.
H205 is the first and largest of the E-Link labs. It is located in the centre of the North Campus on
the second floor just east of the main staircase. H205 has 110 computers and a group study
area equipped with white boards.
N205 features software for technical programs. It is located on the way to the catwalk
connecting Humber to the University of Guelph-Humber. N205 has 37 computers and access to
plotting printers.
Bachelor of Digital Communications
Section F, Page 13
Lakeshore Campus E-Link labs
HSF partially funds the supplies to enable these labs to continue to operate with current
technology. E-Link labs are open to all students and have both black and white and colour
printing.
A240 has software musicians need. It is located in the centre of the A/B building on the second
floor. A240 has 50 computers. Assistance is available across the hall from the Support Centre at
A212.
FB102 is an E-Link lab with access to poster-size and quality printing. It is located in the
basement of F building. It has 46 computers. Assistance is available down the hall from the
Support Centre in FB111.
FB103 is an E-Link Mac lab with access to poster-size and quality printing. FB103 is next door
and attached to FB102 in the basement of F building. It has 30 Mac computers. Assistance is
available down the hall from the Support Centre in FB111.
H205 is housed within HSF's quiet study hall. It is located at the north end of H-building on the
second floor. It has computers and access to poster-size and quality printing.
Computer Labs
Computer labs are open to students actively enrolled in courses. There are 75 computer labs at
the North Campus, plus an additional 15 that are located in the University of Guelph-Humber
building, 42 at Lakeshore, 7 at the Centre for Trades and Technology and 2 at the Orangeville
Campus. Some of these labs allow public access when classes are not scheduled.
The School of Media Studies and Information Technology has 10 computer labs with a total of
66 computers at the Lakeshore Campus for its students. These labs are equipped with the
College’s standard - Optiplex 960 and include specialized software in addition to the base image
for the college. There are also four open access labs with a total of 136 computers at the
Lakeshore Campus with colour printing, scanners and Internet access.
The software image includes packages such as:
Base Image
•
•
•
•
•
•
•
•
•
•
•
•
•
Lab Specific Software for the School of Media
Studies and Information Technology and
Bachelor of Digital Communications Program
7Zip
Acrobat Professional 9.3
Altiris Clients (DCM, Aclient) 6.9 SP4
DeepFreeze
FileZilla
Firefox
Firstclass Client
Flash Player
Foxit
HostExplorer
Internet Explorer
Java 2, Standard Edition (J2SE)
NetSupport Notify
•
•
•
•
•
•
•
•
•
•
•
•
•
Adobe Acrobat Professional
Adobe After Effects
Adobe Audition
Adobe Creative Suite
Adobe Dreamweaver
Adobe Fireworks
Adobe Flash Professional
Adobe Illustrator
Adobe InDesign
Adobe Photoshop Extended
Adobe Premiere Pro
Adobe Lightroom
Bridge
Bachelor of Digital Communications
Section F, Page 14
Base Image
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Lab Specific Software for the School of Media
Studies and Information Technology and
Bachelor of Digital Communications Program
Office Professional
Paint Shop Pro
Pharos
Project Professional 2007
PuTTY
QuickTime
Real Alternative
Shockwave Player
App-V Client 4.6
textHELP Read and Write
TrendMicro OfficeScan Client
Visio Professional
VLC 1.0.5
Windows Media Player
Windows 7
WinSCP
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Autodesk 3DS Max
Autodesk Maya
Autodesk Softimage
Autodesk MotionBuilder
Autodesk Mudbox
Avid Media Composer
Avid Pro Tools LE
Avid Pro Tools HD
Boujou
Compressor
Corel Painter
Crazy Bump
DVD Studio Pro
Final Cut Pro
Final Cut Studio
Flash
FontExplorer
FontLab Studio
Font sets
Houdini
Mental Ray
Motion
Movie Magic Budgeting
Movie Magic Scheduling
Movie Magic Screenwriters
NukeX
Perl
Pro Tools
Python
Storyboard Pro
SynthEyes
Toast Titanium
Toon Boom Pencil Check Pro
Vue
Wacom Bamboo
Wacom Intuos
Bachelor of Digital Communications
Section F, Page 15
F1.3
Existing Classroom Space
This degree will be delivered at the Lakeshore campus where just over 7,032 full-time students
attend classes and 400 live in residence. The Lakeshore campus is currently home to a number
of Humber’s degree programs including:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Bachelor of Applied Arts – Criminal Justice
Bachelor of Applied Arts – Film and Media Production
Bachelor of Applied Arts – Paralegal Studies
Bachelor of Applied Technology – Industrial Design
Bachelor of Child and Youth Care
Bachelor of Commerce – Accounting
Bachelor of Commerce – e-Business Marketing
Bachelor of Commerce – Fashion Management
Bachelor of Commerce – Finance *NEW*
Bachelor of Commerce – Hospitality and Tourism Management
Bachelor of Commerce – Human Resources Management
Bachelor of Commerce – International Business
Bachelor of Commerce – Management Studies *NEW*
Bachelor of Commerce – Marketing *NEW*
Bachelor of Commerce – Supply Chain Management *NEW*
Bachelor of Creative Advertising
Bachelor of Interior Design
Bachelor of International Development
Bachelor of Journalism
Bachelor of Music
Bachelor of Public Relations
Lakeshore Classroom Space:
With regard to dedicated classroom space, the School of Media Studies and Information
Technology has 25 assigned classrooms and labs, accommodating class sizes of 30 to 60
students in addition to a broadcast centre which accommodates 137 students. In addition, the
School has access to 11 classrooms and labs managed through a central pavilion model, when
needed with seating capacities as shown below:
Overall at the Lakeshore campus, the number of classes/labs and seats per class breaks down
as follows:
Classroom
Seats Per Class
≤ 31
32-55
56-80
81+
Number Available
7
36
23
7
Labs
Seats Per Class
≤30
31-45
40+
Bachelor of Digital Communications
Number Available
25
18
16
Section F, Page 16
Also the following teaching/learning spaces are available at Lakeshore:
•
•
•
•
Lab – Theatre – 600 seats
Media Lab – 220 seats
Media Broadcast Lab – 137 seats
Theatre – 125 seats
All classrooms at the Lakeshore campus are electronic classrooms which contain the following
equipment:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Crestron Touch Panel w/ standard user interface GUI
Crestron lighting control with Crestron wall switch, plus lighting “scene” selection via the
touch panel
HD 16x10 projector (Humber standard)
9’ to 10’ electric projection screen (controllable via the touch panel)
Dell PC (latest Humber standard) with 19” monitor (16x10)
BluRay player
Audio amplifier
4+ ceiling speakers (depending on room size)
Wall mounted “program speakers” (in addition to the ceiling speakers) in tiered
classrooms
Auxiliary input: HDMI, VGA w/audio, and Composite RCA video w/audio located on the
podium
Data jack and electrical outlet on the podium
Tech Help phone
“e-control” for remote login to the room AV system (for technical assistance)
Connection to Crestron “Room View” which monitors the status of the room AV (what’s
“on”, lighting scenes, sound levels, projector lamp life/filter life/internal temperatures,
etc.)
Media Services is the central group at Humber responsible for the equipment installation and
maintenance in these rooms. This group is also able to electronically obtain status checks (room
and equipment operation) and usage data (percentage of time equipment has been used) from
these rooms.
F1.4 Specialized Space Facilities
Art Studios
Plans are underway for a new facility to include visual arts studios to accommodate “wet”, “dry”
and “fabrication” activities. Photography and animation shooting studios will be large, with
moveable partitions and equipped with appropriate lighting supports to permit a wide variety of
both still and time-based shooting configurations. The following includes sample lists of the
space and equipment requirements to be considered for the distinct studio spaces referenced in
the submission.
Bachelor of Digital Communications
Section F, Page 17
Visual Arts Studios:
Drawing Studios
• easels and drafting tables
• natural and artificial light
• projection capability
• change room and stage for models
• secure storage for art materials and hazardous materials
• space for storing works-in-progress
Painting Studio
• natural and artificial light
• projection capability
• sinks and drains
• exhaust ventilation
• secure storage for art materials and hazardous materials
• space for storing works-in-progress
• open spaces for art production
Photography and Animation Studios
• light controlled
• high ceiling height (minimum 16 feet)
• supports for lighting equipment
• moveable partitions
• large open space for still and time-based production and motion capture
These art studios will be used both for instruction and for independent work by students to
complete their projects. Technicians and security personnel will ensure the safe and equitable
use of the spaces and equipment during open access periods.
Computing Labs, Printing Labs, and Additional Specialized Spaces
These will include computing and printing, workroom and digital darkroom spaces with the most
current technology for digital arts, photography, time-based media applications and animation
and special effects production. The following includes sample lists of the space and equipment
requirements to be considered for the distinct spaces referenced in the submissions.
Digital Post-Production Labs
• student workstations with flat screen monitors and laptop docking
• digital projector and screen
Animation Computer Labs
• laptop docking stations
• Wacom monitors
• networking
• digital projector and screen
Print Labs / Workroom
• small, medium and large format printers
• student workstations
• digital projector and screen
Bachelor of Digital Communications
Section F, Page 18
• workbenches with electrical outlets for mounting
Additional Spaces
• secure equipment storage / distribution room for cameras, lighting, and other
equipment
• darkroom with appropriate light control, sinks, drains, and electrical outlets
• isolated sound booth attached to classroom with mixing board and playback system
These labs and other work spaces will be used both for instruction and for independent work by
students to complete their projects. Technicians and security personnel will ensure the safe and
equitable use of the spaces and equipment during open access periods
F2 RESOURCE RENEWAL AND UPGRADING
Lakeshore Campus Development
The federal Knowledge Infrastructure Program (KIP) is a $2-billion, two-year economic stimulus
program to support infrastructure enhancement at postsecondary institutions across Canada
while supporting job creation and strengthening the economy. The program will provide $800
million to colleges and universities in Ontario. Through the Government of Ontario’s 2009
Budget, overall matching funds ($780 million) were invested by the province. This joint
infrastructure funding initiative will modernize facilities and boost long-term research and skills
training capacity at Ontario colleges and universities. The program responds directly to needs
identified by the institutions, which were encouraged to submit deferred maintenance and
revitalization projects.
Humber has been awarded $35 million ($29.8 million from the province and $5.1 million from
the federal government) for Lakeshore revitalization. The funding has been used to support
three phases of work: completion of the Centre for Justice Leadership; repurposing of an
existing sports complex for use as studios for the School of Creative and Performing Arts and
School of Media Studies and Information Technology Programming; and the replacement of the
existing Building L at Lakeshore Campus East.
Building L, which opened in September 2011, is a four-storey, 100,000 square foot building
costing in excess of $55 million. In addition to specialized academic space, this building
provides extensive formal and informal space for study and student interaction.
The first floor contains an art gallery, eight 65 seat tiered classrooms as well as a learning
commons providing quiet study, group study and informal space for over 150 students at a time.
In addition, there is a 2,500 square foot community room for special events. The second floor
includes a cafeteria/lounge and study area with a capacity of 330. The third floor houses eight
classrooms ranging in size from 35 to 80 seats. In addition, two 46 seat PC labs and one 46
seat MAC lab are located here. A number of classrooms have been built so that they can be
easily converted to computer labs as needs shift. There is also a conference room with
moveable walls to create one or two meeting rooms. The fourth floor contains two editing suites
and a digital media centre primarily for media related degree programs. Floors three and four
also house some faculty office space.
Bachelor of Digital Communications
Section F, Page 19
The KIP investment is an integral component of Humber’s long term Lakeshore revitalization
plans, and will improve existing facilities for a variety of programs and academic schools.
Enrolment at the Lakeshore Campus has grown by 53% since 2005 and Humber is challenged
with accommodating an additional 3,000 undergraduate degree spaces at Lakeshore over the
next 5 years.
The KIP funded Lakeshore revitalization projects will:
• Optimize classroom capacities and flexibility
• Contribute to the establishment of school identity and Centres of Excellence by
clustering specialized facilities
• Repurpose existing facilities
• Create much-needed student individual and group study space.
Bachelor of Digital Communications
Section F, Page 20
Humber Capital Planning and Development
Annual resource planning and development is managed through a number of standing
committees and funds.
1. Capital New Start Fund – Managed by the Finance Department
This is yearly set aside capital funds to cover new program start-up capital costs.
2. College Equipment and Research Fund (CERF) – Managed by the Planning and
Development Office. Funded by MTCU – approximately $800,000 per year.
3. Annual Capital Fund (for equipment) – Managed through the VP Academic Office. For
the last 3 years, Humber has set aside 4 million dollars to support requests from across
the schools for funds for equipment renewal.
4. Facility Renewal Fund – Managed by the Facility Planning Committee. In 2010-2011, 3
million dollars was set aside for the renovation of facilities (classroom and labs).
All plans and expenditures are approved by the Board of Governors.
In addition, each academic school is responsible for conducting an annual review to assess
needed capital items, renewal of resources, and the upgrading of equipment and supplies.
Where resources are shared, such as labs and studio space, priority ranking is higher and costs
are shared among programs. All items are prioritized by the associate deans and addressed in
priority order. Much of the equipment is replaced on a cyclical basis (i.e., computer labs). A
yearly curriculum review identifies new equipment/capital/space requirements that programs
may have. In some instances, our industry partners will assist in providing necessary equipment
and supplies. In the case of the Media Studies and IT School, industry partners have provided
corrugated materials for the Package Design Program and film stock for the production
programs as a couple of examples of this type of support.
Library Resources
Humber has annual budget for library collections. In addition the library receives funds from the
Humber Student Federation, the Office of the VP Academic and the Academic Schools.
Humber is in partnership with the University of New Brunswick for the delivery of a nursing
degree program. There is a separate collections budget for the nursing degree program.
Similarly, there is a separate budget for the collections associated with the joint blended
degree/diploma programs offered with the University of Guelph.
Bachelor of Digital Communications
Section F, Page 21
F3 SUPPORT SERVICES
Student Services is committed to ensuring that the quality of student life at Humber is conducive
to intellectual and personal growth and to the achievement of academic success. Student
Services’ departments provide advising, counseling and support services to assist all students
to achieve their personal, academic and career goals. Qualified and trained staff members work
directly with individual students and in partnership with faculty and others in contributing to
student development.
The functions in Student Services include: Alumni Services, Athletics and Recreation, Awards,
Career Services, Chaplaincy, Counseling Services, Disability Services, Health Services,
International Student Services, Orientation, Peer Services, Residence Life, Student
Responsibilities and Rights and linkage with student government.
Support Service
Brief Description of Service
Counseling Services
Overview
Counseling Services assist a diverse community of students in
functioning effectively as individuals and as learners. The primary
function of Counseling is to provide students with services that optimize
their psychological well-being by addressing their emotional,
developmental and adjustment needs, thus enabling them to focus on
their goals and to achieve academic success. The various domains of
Counseling are Academic Advising, Academic Counseling, Career
Counseling and Personal Counseling.
Academic Advising
Counselors assist students in accurately assessing their strengths,
limitations and abilities in order to make academic decisions and plans
that lead to the realization of their life/career goals. Further advisement
involves assisting students in identifying and working through academic
difficulties; teaching skills and strategies to enhance learning; and
aiding students in research and locating resources to further their
educational options and careers.
Career Counseling
Counselors assist students in formulating career goals by helping them
to identify their interests, skills and aptitudes and by helping them to
make the connection between themselves and the qualities and
education/training necessary to be successful in their chosen career.
Personal Counseling
Counseling Services offer confidential, professional counseling to help
students deal with personal or psychological problems in order to foster
personal and academic growth. Areas of expertise include: trauma,
relationship issues, stress, anxiety, depression, sexual harassment,
eating disorders, substance abuse and others.
Student/Graduate
Employment
Career Services offer many different programs and services to assist
students in their career planning and job search. The service is
provided directly by staff on both a one-to-one and group basis and
includes the use of appropriate technology. Programs and services
include career and labour market information and resources,
employment preparation tools and techniques (e.g., resume writing,
interview practice and self-marketing tips), as well as a job posting and
Bachelor of Digital Communications
Section F, Page 22
Support Service
Brief Description of Service
referral services for part-time, summer and permanent employment. A
Graduate Employment Plan provides a systematic service outreach to
all graduating students through in class presentations, the distribution
of a Grad Toolkit, and individual student follow-up, when requested.
Service responses are matched to specific needs. Career Services coordinate the Work Study Program which assists approximately 900
students in finding part-time jobs on campus.
Services for
International
Students
Over the past five years, there has been a significant increase in the
number of International students studying at Humber. In order to meet
the needs of our international students, four International Student
Advisors (ISA’s) assist the academic schools in their support of
International Students. The goal is to work with program coordinators
to support international students and positively influence retention.
Each school has one student advisor assigned to them who will be their
main contact within the International Centre for student support issues.
Services for
Students with
Disabilities
Postsecondary education should be open to every student who is
academically qualified. Humber’s Services for Students with Disabilities
work towards removing physical and educational barriers and
encouraging healthy open communication among faculty, staff and
students, regarding disabilities.
To assist the Humber community with its shared commitment to an
open, supportive learning environment, the Disability Services Office
has produced a Policies and Procedures Manual on Disabilities. In
addition, Disability Services staff work directly with students who have
hearing, visual, learning, medical, physical or psychological disabilities
and arrange accommodations that are intended to offset the effects of
the student’s particular disability. The goal is to assist students in
functioning as independently as possible within the academic and
social context of Humber. Services include assessment, disabilityrelated counseling and support, referral to community agencies, test
invigilation, note takers, interpreters, computer assisted technology,
learning strategy instruction, advocacy and help with accessing
financial resources to cover the cost of equipment and services.
Peer Tutoring
Humber’s Peer Tutoring program offers one-on-one assistance to any
student who wants to improve his/her grades. Extra practice and review
of previously taught material is provided by fellow students outside of
regularly scheduled class time. Tutors are students who have
demonstrated high levels of competence in the subject to be tutored
and they have the necessary interpersonal skills to be effective tutors.
Tutors receive specific training in teaching and group skills, and they
are monitored and supported by Humber staff during their employment
as tutors. Tutors also take on the role of mentors to the students that
they work with and in this role they may identify other issues or
concerns and either provide peer advice or refer to appropriate Humber
services.
Peer Tutors are available in all learning labs where they provide on-call
support.
Bachelor of Digital Communications
Section F, Page 23
Support Service
Brief Description of Service
Humber hires and trains students to provide peer services in many
different departments. There are peer Resume Assistants, peer Web
Helpers, peer Lab Monitors, peer Guides/Ambassadors, peer Event
Organizers, peer Advisors and others.
Student Awards
The Awards Office, with the assistance of an Awards Committee,
administers a large program of over 500 donor awards and over 600
College awards that recognize and reward student achievement. The
awards are presented at a series of evening celebration ceremonies in
October/November each year attended by the donors, parents and
friends of recipients, Humber staff, faculty and administrators. The
awards are in the form of money, plaques and trophies and educational
materials and equipment. Additionally, the Awards Office co-ordinates
two events each year that recognize student creative talent with the
Juried Art Show and student contribution to student life outside the
classroom with the Student Appreciation Banquet.
Alumni Services
While still pursuing their diploma, degree or certificate studies, Humber
students are introduced to the benefits of staying connected to the
organization after graduation through an alumni affiliation. The Alumni
Office offers the usual range of personal and business services,
reunion events and publications as well as ongoing access to Humber
facilities and services such as the Athletics Centre, the Library and the
Career Centre for job search assistance. To further Humber’s strategic
priority of lifelong learning, an educational and career planning service
for Alumni has been developed. The Career Advancement Service
offers career coaching/counseling, testing and assessment, the
development of a career and educational plan and the building of a
lifelong learning portfolio.
Athletics –
Varsity/Intramural
The Athletic Department offers a wide range of quality activities and
programs to complement any student’s leisure time and to maximize
personal growth in the areas of fitness, recreation,
varsity/intercollegiate, intramural, sports and instruction. There is
something for everyone whatever the level of individual skill and
interest.
Varsity/Intercollegiate – for skilled and competitive student athletes
dedicated to the pursuit of excellence, men’s and women’s programs
are offered in basketball, volleyball, soccer, golf, cross country and
badminton. Humber’s varsity teams have a history of competing and
winning at both the provincial and national level.
Intramural Sports and Recreation – There is an organized program of
male, female, co-ed and individual activities both of a friendly
competitive nature and “just for fun” that includes basketball, volleyball,
hockey, swimming, indoor soccer, badminton, squash and gymnasium
activities.
Fitness –Many students take advantage of fitness classes as well as
Bachelor of Digital Communications
Section F, Page 24
Support Service
Brief Description of Service
pursuing personal training programs in the Athletic Centre. Jogging,
walking and cycling are popular activities on Humber’s extensive
system of trails.
Instruction – The Athletic Department offers a number of certificate
programs in the areas of fitness leadership, outdoor education and
coaching. In addition, the Athletic Department provides a range of
student support and developmental services including: the Student
Athletic Association, a peer leadership organization; the PASS program
which provides academic advising and tutoring for student athletes;
athletic scholarships, awards, recognition events and part-time jobs for
approximately 100+ students in the Athletic and Recreation facility.
Chaplaincy Services
The Chaplaincy Service exists to respond to the spiritual needs of
students. Humber’s chaplain is committed to an interfaith and
intercultural ministry. All contact by appointment, telephone or email is
confidential. An Interfaith Prayer Room is available for use by all
students.
Health Services
Health Services provide the support and resources to enable students
to address and solve health problems that may interfere with their
ability to learn. Health Services encourage students to take
responsibility for their own health and to adopt a healthy lifestyle that
will improve their ability to learn. The nurse practitioner/manager,
nurses and physicians of the Health Centre provide primary health care
for the treatment of physical illness and the treatment of
mental/emotional health. Health Services is also very involved in health
education, sexual education and preventive medicine utilizing the
medical staff and a trained student team of Peer Health Educators.
Health Services provide a supervised clinical placement for one or
more nursing students.
Residences
Residence Life is a Student Services function within Humber’s
Residence. The role of Residence Life is to provide not only a
convenient, secure living/learning community environment but to also
provide highly trained staff and social and educational programs that
are responsive to student needs and that support the personal and
academic growth of students in residence. The Residence Life staff (a
Residence Life Manager, three live-in Residence Life Coordinators and
40 student Resident Assistants) are responsible for providing
counseling, advising, extensive social and educational programming,
room assignments, conduct monitoring/discipline and emergency
response. Specific Humber Counselors are assigned to the residence
to assist with peer training, counseling/advising and crisis intervention.
Student Government
The more than 20,500 full-time students at Humber are represented by
the Humber Students’ Federation (HSF) – the official student
government elected by all full-time students every year. HSF represents
the full-time students of Humber to the provincial and federal
governments, Humber Administration, the Board of Governors and
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Section F, Page 25
Support Service
Brief Description of Service
various Humber Committees, Task Forces and Councils as they arise.
HSF provides a range of services and activities to enhance the campus
life experience for students.
Bachelor of Digital Communications
Section F, Page 26
F4 FACULTY
F4.1
Projected Staffing Requirements
Staffing Requirements - Projected
Cumulative
Enrolment
Cumulative
Part-time
Faculty
Equivalents
(P.T.E.)
Classroom
support
technicians
Full-time
Cumulative
Full-time
Faculty
Equivalents
(F.T.E.)
Ratio of
Full-time
Students/
Full-time
Faculty
Year
1
60
0.9
0.4
1
67/1
Year
2
111
1.7
1.1
2
65/1
Year
3
152
2.4
1.6
3
63/1
Year
4
187
3.1
2.1
4
60/1
Method used to calculate cumulative enrolment:
Year
1
2
3
4
Total
Retention
Rate
Year 1
Year 2
Year 3
Year 4
2013/14
2014/15
2015/16
2016/2017
60
60
51
60
51
41
60
51
41
35
60
111
152
187
85%
88%
86%
Bachelor of Digital Communications
Section F, Page 27
F4.2
Faculty Recruitment and Development Plan
The School of Media Studies and Information Technology has increased the number of
faculty with terminal credentials since first beginning to offer degrees in 2004 and will meet
the requirement to have core courses delivered by faculty members holding terminal
credentials in the appropriate fields. Humber will employ a complement of identified
members of current faculty augmented by newly hired members recruited for their academic
and professional qualifications, expertise in media communications and their commitment to
the guiding principles of the proposed program.
F4.2.1 Recruiting Procedures
Together, the Vice President, Academic, the Academic Deans and the Director of Human
Resources develop human resource hiring and development plans for each of the academic
Schools. From these plans, the number of faculty members to be hired is determined for all
levels of study offered by the School. The recruitment of faculty with the requisite
qualifications to teach at the degree level includes a national advertising strategy. Humber
employs a number of strategies to search for faculty to teach in degree level programming.
Briefly, the College:
1. advertises positions in key industry publications as well as the Journal of Higher
Education;
2. advertises positions and networks with related associations;
3. approaches American universities which have masters and doctoral programs in
related areas to recruit graduates who might be interested in a teaching position at
Humber;
4. enters into discussions with local universities such as Carlton, Western, University of
Toronto, Ryerson, York and others with related programs, to promote part-time
teaching opportunities at Humber;
5. enters into discussions with other Canadian universities regarding the recruitment of
qualified faculty;
6. assesses potential cross-appointments of other degree level faculty within the
institution. In addition, at the University of Guelph-Humber, faculty members are
selected from both Humber and Guelph to teach in the joint programs. It is not
unusual for a Humber faculty member to teach degree level courses at both the
University of Guelph-Humber and Humber.
7. Humber posts all positions internally at Humber, as is normal practice, and on
Humber’s website. These postings are also available to faculty at other colleges in
Ontario.
In addition to recruiting new faculty, as part of its commitment to professional development,
Humber provides tuition assistance and sabbaticals for current faculty members who are
committed to pursuing doctoral degrees in appropriate areas of study.
Bachelor of Digital Communications
Section F, Page 28
F4.2.2
Specific Hiring Plans for Core Courses:
The search for potential faculty for this program will include graduates of Canadian
universities where graduate programs in media communications are offered, such as
Carlton, Concordia, Western, Ryerson, York, McGill and Calgary. If the search does not
yield suitable candidates, the search will be broadened to include American universities
where such programs are offered, or to include candidates with a desirable mix of academic
credentials and field experience.
The hiring plan is divided into 4 sections:
Section One – The table in the first section shows the proposed academic credential
required of faculty teaching each of the study streams in the degree.
Section Two – This section details the current faculty complement, and the anticipated
number of new hires required.
Section Three –This section shows a sample plan identifying current and proposed qualified
faculty members and where gaps occur requiring new hiring. This plan represents Humber’s
best projections for the program.
Section Four – This section summarizes the anticipated results of faculty recruitment and
development plans.
Bachelor of Digital Communications
Section F, Page 29
SECTION ONE: Proposed Academic Credentials
Humber is committed to fulfilling the PEQAB requirement to have at least 50% of core
courses delivered by instructors holding terminal academic credentials in their field of study.
This target will be met or exceeded by assigning and hiring a faculty complement of
approximately 40% of faculty holding doctoral degrees and approximately 15% holding
Masters of Fine Arts which is generally considered the terminal credential for studio-based
study. The remaining 45% of faculty would hold masters level degrees with extensive
experience in media, business or other communications industry.
Humber has concluded that the proposed faculty complement will provide an optimal mix of
theoretical and applied foci. This conclusion is based on:
• the nature of the program which fully integrates theoretical and applied courses,
• observations of comparable programs at universities in Ontario,
• Humber’s experience in offering related degree-level study in applied areas of study.
For communication theory courses, the terminal credential in the field of study constitutes a
Ph. D. in Communications, Journalism, Media Studies or a related field. All theory-based
courses will be delivered by faculty members holding doctoral degrees, as illustrated in the
following table.
Year
Semester
Course
1
1
Introduction to Digital Media and
Communications
1
2
Communication Law and Ethics
2
3
Visual Communication
2
4
Digital Storytelling
3
5
Digital Media and Society
4
7
Digital Social Narratives
4
7
Persuasive Campaigns
4
7
Capstone Project 1
4
8
Critical Analysis of New Media
4
8
Capstone Project 2
Bachelor of Digital Communications
Highest Qualification earned or
required of faculty to be hired
Ph.D. (Communication, Media
Studies, Communication and
Culture)
Ph.D. (Communication, Media
Studies)
Ph.D. (Communication, Media
Studies, Image Arts, Communication
and Culture)
Ph.D. (Communication, Media
Studies, Communication and
Culture)
Ph.D. (Communication, Media
Studies, Communication and
Culture)
Ph.D. (Communication, Media
Studies, Communication and
Culture)
Ph.D. (Communication, Media
Studies, Communication and
Culture)
Faculty with Ph.D. (Communication,
Media Studies, Communication and
Culture) will participate in delivery
Ph.D. (Communication, Media
Studies, Communication and
Culture)
Faculty with Ph.D. (Communication,
Media Studies, Communication and
Culture) will participate in delivery
Section F, Page 30
In addition to the above-mentioned courses, students are also required to take four Media
Elective courses from the offerings of other media degree programs. Of the 24 options
available to students, 50% are currently delivered by faculty holding PhD’s and another 18%
by faculty holding M.F.A.’s (terminal credential in fine arts). Depending on the courses
chosen by students, the media electives may increase the number of contact hours with
instructors holding terminal credentials substantially in Years 3 and 4.
For studio-based hands-on production courses, Humber usually hires faculty with Masters
level degrees in Fine Arts, Photography, Film, Digital Communications, or related field and
who also have substantive studio/entrepreneurial experience. This practice is supported by:
•
Humber’s experience in delivering other successful studio-based degree programs in
related applied areas of study, Creative Advertising, Public Relations and
Journalism, shows that students benefit from contact with faculty holding a
combination of credentials. These include master’s degrees coupled with extensive
industry experience. Students are offered a broad range of scholarship, hands-on
technical skill, business orientation and contemporary, relevant viewpoints.
Instructors orient courses towards hands-on practical skill infused with critical
thinking.
•
Favourable comparisons of the proposed distribution of faculty credentials with
Ontario universities where applied study in communication is offered, as observed
through information available on their public websites. For example at Ryerson
University Faculty of Communication and Design, and Carleton School of Journalism
and Communication, the proportion of full and associate professors holding doctoral
degrees is relatively low, with a predominance of master’s qualified professors.
Research regarding faculty complements will be available during site visits.
•
Favourable comparisons of the proposed distribution of faculty credentials with
collaborative communication programs jointly offered by universities and colleges
which award both bachelor degrees and accompanying diplomas. Typically,
collaborative programs give credit towards both the degree and diploma for studiobased courses delivered by college instructors, typically holding master’s level
degrees. These programs include:
o University of Toronto Mississauga and Sheridan College: Institute
of Communication, Culture and Information Technology (an
undergraduate Bachelor of Arts degree and a college certificate in
Digital Communications from Sheridan)
o Carleton University and Algonquin College: Bachelor of
Information Technology with Diploma in Interactive Multimedia
and Design from Algonquin)
o University of Guelph and Humber College: Honours Bachelor of
Applied Arts in Media Studies & Diploma in Media
Communications from Humber
The faculty plan for the proposed program capitalizes on the experience and strength of
many fine scholars and instructors employed by Humber currently. Their CV’s indicate the
depth of their expertise and commitment to lifelong learning. The plan also ensures that all
faculty will hold an academic credential at least one degree higher than offered by the
program. Any requests for “CV exceptions” will be reviewed and agreed to by the President.
Bachelor of Digital Communications
Section F, Page 31
SECTION TWO: Faculty Complement
Current Status
Humber’s diploma program in Media Communications is taught by well-qualified faculty,
most with recognized master level degrees. In addition faculty from degree and diploma
programs in Journalism, Creative Advertising, Public Relations, and Film and Media
Production, Visual Arts, Photography, and Web Design holding masters or doctoral degrees
may be cross-appointed in the new Bachelor of Digital Communications programs. Currently
the School of Media Studies and Information Technology employs seven faculty members
with Ph.D. credentials and 3 with M.F.A. credentials, along with several more with M.A.
degrees who may be expected to teach in the Bachelor of Digital Communications program.
Required New Hires
In the first year of operation a newly-hired faculty member with a doctoral degree in
Communications, Media Studies or related field will be required, with particular expertise in
Communications Law and Ethics. In the second year hiring of full or part-time faculty with
PhD credentials with emphasis in visual communication and digital production is expected.
In Years 3 and 4, hiring will be reassessed to ensure that faculty with terminal credentials in
appropriate fields are assigned to teach in all theory-based classes and Capstone Project
courses. In addition 1 full-time support technician will be hired for approximately 60
students.
The following chart summarizes faculty complements over the first 4 years of the
program:
Note: Determined using formula of 60% full-time and 40% part-time.
Full-time faculty
FTE
Part-time faculty
FTE
Full time
Support
Technicians
Year 1
Year 2
Year 3
Year 4
0.9
1.7
2.4
3.1
0.4
1.1
1.6
2.1
1.0
2.0
3.0
4.0
Bachelor of Digital Communications
Section F, Page 32
SECTION FOUR: Summary of Anticipated Results
As a result of the faculty plan, it is anticipated that:
•
All faculty teaching in the Bachelor of Digital Communications program will hold
Masters or higher level degrees related to the field of study.
• The core program faculty will be comprised of at least 50% holding the terminal
credential in their field (Ph.D. or M.F.A.)
The following chart summarizes the percentage of core courses anticipated to be taught by
faculty holding different post-graduate degree types:
Media
Electives
Full Core
Program
0%
20%
Theory
/ResearchBased
Courses
100%
0%
50%
18%
Total Terminal
Credential
20%
100%
68%
M.A. / *M. Ed.
M.B.A.
75%
5%
0%
0%
27%
5%
Total Holding Masters
Level
80%
0%
32%
39%
16%
55%(may be
higher
depending
on media
electives
chosen)
42%
3%
45%
Faculty Credential
Studio-Based
Courses
Ph.D.
^M.F.A.
Notes :
1. Chart assumes that degrees presently “in progress” by current faculty will be completed
by the date of launch. Faculty who fail to complete graduate level standing by the startup date will not be assigned or hired for teaching positions in the program.
2. ^Master of Fine Arts (M.F.A.) is generally considered to be a terminal credential in the
studio fields.
3. *Humber’s policy for degree level courses is to assign faculty holding a minimum of a
master’s level degree in the field of study or related field. However, for the indicated
courses, current Humber faculty members are proposed who hold either M.Ed. or M.A.
in Adult Education. These members have taught degree-level study as part of GuelphHumber collaborative programs as well as in Humber’s Media Studies degrees. Their
unique backgrounds and academic experience make them acceptable as exceptions to
Humber’s policy.
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Section F, Page 33
F5 CURRICULUM VITAE OF FACULTY ASSSIGNED TO THE DEGREE PROGRAM
F5.1 Curriculum Vitae Release
The college has on file and available for inspection, from all faculty and staff whose CV’s are
included in this submission, signatures that attest to the truthfulness and completeness of
the information contained in their CV and agreeing to the inclusion of their curriculum vitae
in any documents/web sites associated with the submission, review and final status of the
program application.”
Bachelor of Digital Communications
Section F, Page 34
5.3 Curriculum Vitae of Faculty Assigned to Deliver Non-Core Courses
The Humber Breadth Task Force has recently received and reviewed 39 new breadth
courses for future delivery. These courses and the CV’s of the proposed instructors
were included in this submission for the Bachelor of Applied Technology (Industrial
Design) Consent Renewal.
CVs for faculty responsible for delivery of existing non-core courses have been
submitted in a previous submission and are on file with PEQAB.
Bachelor of Digital Communications
Section F, Page 35
SECTION G:
G1
CREDENTIAL RECOGNITION STANDARD
Program Design and Credential Recognition
The design of this program is expected to facilitate credit transfer to and credential recognition
by other postsecondary institutions. This is based on the content and academic rigour of the
program, the expertise of the faculty, and the fact that many courses offered by Humber are
already recognized by universities in Canada, the United States, and Australia.
Issues of transferability and equivalence of credit have been a focus of Humber’s attention in
order to facilitate the mobility needs of its graduates. Efforts have been made to ensure that
courses are commensurate with undergraduate instruction (both at the lower and upper levels)
at other postsecondary institutions. For example, the curriculum designers have compared the
proposed curriculum to other similar baccalaureate programs to ensure the curriculum is at a
comparable level. University professors from related programs served as advisory committee
members and provided advice and feedback as the program was developed. These include: Dr.
Amanda Coles of the Interuniversity Research centre for Globalization and Work (previously
Professor at Brock University), Prof. Vince Manzerolle of Western University, and Dr. Barbara
Crow of York University.
In terms of the curriculum quality and currency, an outside qualified academic in the field, Prof.
David Spencer of the Faculty of Information and Media Studies at the University of Western
Ontario thoroughly assessed the program during its development phase, and commended the
institution for its interdisciplinary approach, its integration of theoretical frameworks with handson skill building, its articulation of clear and measurable learning outcomes, and the honouring
of creativity. He suggested modifications which were considered by the development team,
program administration, coordinators and faculty and the curriculum was amended where
appropriate. A summary of the review has been included in this submission (see Section Q).
In addition, the breadth elective courses should, in most cases, be transferable. Many of
Humber’s existing courses (for example, courses offered through the Liberal Arts and Science
Division) have already been recognized as equivalent by universities such as the University of
Guelph, the University of New Brunswick, York University and Thompson Rivers University, as
well as various universities in the United States and Australia.
Rigorous assessments have been built into each course in the Bachelor of Digital
Communications including production projects, written reflections, essays, tests and
examinations. These assessment strategies parallel degree course requirements in other
jurisdictions and will provide graduates with samples of degree-level work to include in their
applications to other postsecondary institutions.
Bachelor of Digital Communications
Section G, Page 1
G2
Consultation
Post-Secondary Education Consultation and Credential Recognition
Humber is committed to ensuring recognition of its degrees by other post-secondary institutions.
As discussed above, throughout the design of the program, Humber staff consulted with
academics from other institutions to ensure the program is at a baccalaureate level and meets
the requirements of the field of study. These efforts have helped to ensure that graduates have
the depth and breadth of knowledge to be considered for advanced degrees.
In 2007, the first students graduated from Humber degrees. Since then graduates of Humber’s
degrees have found success both in the workplace and in continuing their education. Graduates
have been accepted for entrance into law school and into graduate programs both here and
abroad. For example, some of our graduates have been accepted into masters programs at
York University, University of Toronto, Vancouver Island University, Queensland University of
Technology (Australia), UMEA University (Sweden), George Washington University, Bond
University (Australia), University of British Columbia, University of Leicester (England),
University of Birmingham (England), Thomas M. Cooley Law School (USA), and the University
of London (England) and also the B.Ed. program at York, and law program at University of
Windsor.
With respect to Humber’s media degrees specifically, Humber has formal agreements with
Davenport University (USA) and the University of Western Sydney (Australia).
For example, under the terms of these agreements, graduates of Humber’s Bachelors of
Applied Arts (Creative Advertising) are considered for direct admission into Masters programs.
Ontario universities, through a statement issued by the Council of Ontario Universities (see
section G3), have indicated they will consider graduates of college degree programs on an
individual basis. Letters of understanding have been received from Simon Fraser University,
Concordia University, Northwestern University, The University of Washington, and Saginaw
Valley State University, confirming that graduates from the proposed Bachelor of Digital
Communications programs at Humber College will be assessed alongside students from other
accredited programs, on a case-by-case basis. These letters are included in section G3.
Humber’s commitment to developing articulation and transfer credit arrangements with
universities and university programs can be seen in the annual publication of the Humber
College University Transfer Guide, available in print upon request and on the web at
http://transferguide.humber.ca/. In addition over the years, Humber has developed several
examples of innovative and extensive credit transfer/recognition arrangements with universities.
They include:
• the University of Guelph-Humber which offers students an opportunity to earn both a
diploma and a degree in four years;
• the General Education electives which have been approved by the York University Senate
so that students receive credit for them at Humber and then credit for them at York
University when they register at York.
Humber continues to work with institutions both here and abroad to develop opportunities for its
students.
Three members of the Program Advisory Committee are (or have been) university professors
from Brock, York, and Western Universities. They have offered their support of the program and
Bachelor of Digital Communications
Section G, Page 2
provided positive feedback to indicate that the program is designed to offer the breadth and
depth of understanding expected in a bachelor’s level program.
Organizational Consultation
Professional associations were contacted about the program to determine if they believed it was
relevant to the profession and to see if they would support Humber’s application to offer this
degree. A letter of support from the International Association of Business Communicators
(IABC) has been received which outlines their support and commitments towards this program.
A copy of the letter is included in Section G4.
Letters from Organizations
The following description provides background on IABC.

International Association of Business Communicators
The International Association of Business Communicators (IABC) is a global network of
communicators that promotes professionals in diverse areas of marketing and
communications to identify, share and apply the world’s most effective communications
practices.
By providing professional communicators with the tools they need to manage communication
today in an effective and integrated manner, IABC inspires and demands the highest
professional standard of quality, innovation and integrity in organizational communication.
IABC Canada represents more than 4,500 members across Canada, organized into 14
chapters.
Employer Consultation
In the development of this submission, Humber consulted the Program Advisory Committee and
surveyed potential employers regarding the need for a baccalaureate program in digital
communications and to confirm recognition of the credential and program. Employers are willing
to support the proposed degree in a number of ways including providing work placements, hiring
graduates, acting as student mentors, and serving as guest lecturers. A summary of these
employer commitments as well as letters of support follow in Section G5. Many members of the
Program Advisory Committee who represent employers in the field enthusiastically supported
the introduction of our Bachelor of Digital Communications.
Bachelor of Digital Communications
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G3
Letters of Credential Recognition – Universities
•
•
•
•
•
•
Council of Ontario Universities
Simon Fraser University
Concordia University
Northwestern University
University of Washington
Saginaw Valley State University
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October 15, 2012
Dear Sandra Cardinal,
The Graduate School at Northwestern asked Medill if we would reply to your inquiry about
recognition for Humber’s new Bachelor of Digital Communications program. Unfortunately,
there is no university-wide position on your question.
TGS at this university is responsible for a number of advanced education programs at
Northwestern; other schools are responsible for their own and Medill is one of them. We offer
MS degrees in Journalism or Integrated Marketing Communications (as well as undergrad
degrees; no doctoral studies in our disciplines.) At any rate, TGS wondered if it wouldn’t be
more relevant for Medill to comment, given the nature of the degree.
There is no question that students with such a degree, recognized by the province/its assessment
body, would be considered by Medill for admission to the MSJ or MSIMC, both of which are
professional degrees.
Beyond that, it is a case-by-case process with a number of factors influencing admission and our
judgment on whether an applicant will be successful in the program:
• Performance in the undergraduate degree.
• Breadth of the courses taken. In Journalism, we tend to look for a solid representation of
liberal arts (though not necessarily a preponderance any more – journalism increasingly needs
students with more specialized knowledge in fields like computer science and others.)
• Performance on GREs/GMATs.
• Motivation and commitment to the field.
• In the case of IMC, experience in the workplace is valued.
Best,
Mary Nesbitt,
Associate Dean, Medill
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October 10, 2012
Dear Sandra Cardinal,
The University of Washington readily accepts applicants with bachelor’s degrees from
regionally accredited colleges and universities. We do not, however, provide letters of
support for any individual programs.
Sincerely,
Gerald J. Baldasty
Gerald J. Baldasty
Senior Vice Provost for Academic and Student Affairs
Professor, Communication
Adjunct Professor, American Ethnic Studies; Gender, Women and Sexuality Studies
University of Washington
Seattle, WA 98195-1237
Phone: 206 543 6616
FAX 206 685 3218
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G4
Letters from Organizations and Employers
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G5
Evidence of Employer Support
Company
Co-op
Placement
Hire
Graduate
Brown & Cohen
Communications
and Public Affairs
x
x
x
x
x
x
Crescent Group
Communications
x
x
x
x
x
x
x
x
x
x
x
x
Environics Public
Relations
Jesson &
Company
Communications
x
Canadian Institute
of Chartered
Accountants
x
Punch Canada
x
x
Student
Award or
Bursaries
Advisory
Committee
Guest
Lecturer
Mentor
x
x
x
Bachelor of Digital Communications
x
Letter of
Support
Other
x
x
x
x
Section G, Page 18
SECTION H: REGULATION AND ACCREDITATION
Not applicable to this submission.
Bachelor of Digital Communications
Section H, Page 1
SECTION I: PROGRAM EVALUATION
Not applicable.
Humber has previously submitted a program evaluation/review process that meets all of
the Board’s benchmarks.
See electronic policy file for Humber’s policy on program evaluation.
Bachelor of Digital Communications
Section I, Page 1
SECTION J:
NOMENCLATURE
Until fall 2009, colleges were required to include the term “applied” in all of their degree titles.
This followed a standard convention which included both the applied “faculty area” (Bachelor of
“Applied” Arts, Technology Business, and Information Science etc.) and the specific subject
area in brackets following the degree title. Changes to the Board’s nomenclature requirements
have given the CAATs/ITALs greater choice when determining an appropriate degree title. More
significantly, this change gives the colleges the opportunity to benchmark and align their degree
offerings/curriculum with those more commonly found in the province to better reflect the nature
of the degree and the discipline of study. The change also continues to respect that the degrees
offered by the colleges are aligned with the definitions/requirements (e.g. normally 4 years, 120
credits etc.) of an honours baccalaureate degree in an applied area of study as determined by
the PEQAB degree level framework and, by extension, the baccalaureate criteria published in
the Canadian Degree Qualifications Framework.
Historically, at many postsecondary institutions the degrees conferred by the institution were
named after faculties or departments and given to students who “majored” in a specific
subject/discipline area(s) associated with those departments. To date, Humber’s “academic
schools” reflect areas of concentration and, while limited, begin to parallel some of the
established conventions in the relationship between faculty and degree area of study found in
Ontario universities. The degrees currently offered by Humber can be clustered into several
main academic/faculty areas: 1) Arts, Design and Media; 2) Humanities, Literature, and Social
Science; 3) Business and Commerce; 4) Science and Technology; 5) Health; and 6)
Multidisciplinary. These areas are supported by the Humber Academic Schools which also
support the delivery of interdisciplinary degrees.
Main Academic/Faculty Area
Arts, Design and Media
Humanities, Literature and Social Science
Business and Commerce
Science and Technology
Health
Humber Schools
Applied Technology – Design Programs
Creative and Performing Arts
Media Studies & IT
Liberal Arts and Science*
Social and Community Services
Liberal Arts and Science
Business
Hospitality Recreation and Tourism
Liberal Arts and Science
Applied Technology
Health Sciences
Liberal Arts and Science
Health Sciences
Hospitality, Recreation and Tourism
Liberal Arts and Science
All Schools
Interdisciplinary/Multidisciplinary
Notes:
• To date, the Liberal Arts and Science School has provided the majority of non-core breadth
electives for all of the academic areas and degrees in addition to specific core courses as
needed. Humber currently has before PEQAB a submission which reflects a change to this
strategy. All academic areas have been given the opportunity to submit breadth course
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•
proposals.
Humber’s programs relating to legal studies are located in the Business School.
The degrees which have been created at Humber:
• reflect the academic expertise found in the Schools and have been based on the program
areas of strength not only at the diploma level, but also at the graduate level of study.
(Humber offers 32 graduate certificates to baccalaureate degree holders);
• demonstrate varying levels of collaboration between the schools to develop and deliver
curriculum;
• have formed a good foundation for Humber’s degree development strategy. By design, they
reflect the PEQAB requirement for a maximum of 80% in the core area of study and a
minimum of 20% breadth; and
• have specific characteristics which distinguish them from the degrees offered by Ontario
universities without jeopardizing the intent/focus of study or the potential for credit
recognition.
As Humber moves forward with its applications for new degree programs and consent renewal
for existing degrees, the initial “applied” nomenclature is reviewed for each of its existing
programs.
The suggested nomenclature for the proposed Humber degree is Bachelor of Digital
Communications, following the PEQAB benchmark for naming the bachelors credential to
denote the subject of study. This nomenclature is recognizable in North American, Australia and
Europe with precedents in the many post-secondary institutions.
In alignment with PEQAB’s requirements for degree nomenclature Humber considered:
-
whether the name clearly conveys the focus of the degree;
whether the degree meets the degree-level standards expected of a program in
communications;
the orientation of the degree in terms of approach and preparation of students.
Humber has appreciated the flexibility shown by the Board in accepting degree nomenclatures
which reflect their innovative orientation. Of the many Ontario models for framing the types of
credentials, Humber’s Board of Governors has agreed that the nomenclature Bachelor of
Subject is the most appropriate form for a number of its degree offerings. Such titles clearly
convey the intense applied focus of the degree; acknowledge that its graduates have studied
with the expected academic rigour of bachelor’s level program; and that the program’s
orientation is differentiated from those commonly associated with universities’ research-based
offerings.
Examples include the Bachelor of Child and Youth Care, Bachelor of Journalism and Bachelor
of Public Relations. The proposed Bachelor of Digital Communications is consistent with this
nomenclature convention, and will continue to facilitate public recognition of Humber’s degree
qualifications. In the early stages of development, the working title for the degree was Bachelor
of Communications. However, under the advisement of the Program Advisory Board, the title
was changed to Bachelor of Digital Communications, giving a more accurate representation of
the program’s intent to prepare graduates for the fast changing and demanding digital world,
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rather than the more traditional approaches of communication or media studies. That said,
some universities have offered digital communication focused degrees under more conventional
titles.
A similar nomenclature convention is used in some universities in the western provinces where
the designation of Bachelor of Communication or Bachelor of Communication Studies is
awarded, for example at Simon Fraser University, University of Calgary, McEwan University and
Mount Royal University. Similarly to Humber’s proposal, the nomenclature designates a broad
critical understanding of the cultural role of communication while developing practical skills in
areas such as public relations, journalism, corporate communications and technical production.
Similarly, universities in Australia typically award degrees with titles which articulate the subject
of study, hence the nomenclature Bachelor of Communications is common, from such
universities as Victoria, Queensland and Charles Strut. In Europe, the Bachelor of Digital
Communications is awarded at Geneva University and IE University with campuses in Spain
and Poland.
In Ontario and elsewhere in Canada and the United States, the usual credential for university
graduates having pursued communication and media studies is Bachelor of Arts with the
designation of a Major in Communication Studies or Media Studies. This follows the typical
nomenclature connotation for research-based degrees. However, as Ontario universities
endeavor to meet the demands for employment-focused education which blends together
theoretical perspectives and practical cutting-edge skills, several university-college
collaborations have emerged. In such four-year programs (e.g. University of Toronto & Sheridan
College, Western University & Fanshawe College, Brock University & Mohawk College,
University of Guleph-Humber), graduates are awarded the Bachelor of Arts with an
accompanying major as well as a college diploma or certificate with a title indicating the nature
of the applied study, such as the Certificate in Digital Communication (Sheridan), Diploma in
Contemporary Media (Fanshawe), Graduate Certificate in Public Relations (Mohawk) or the
Diploma in Media Communications (Guelph-Humber).
Typically programs which confer both a university degree and a college certificate or diploma,
take an approach where research-based, theoretically-based courses are delivered by the
university and the hands-on, applied subject courses are delivered within the college setting.
The total number of academic credits does not exceed other bachelors programs.
Humber’s approach differs from that of collaborative partnership programs by marrying theory
and practice in all core courses. The mix tends to favour one or the other depending on the
course and its purposes towards the attainment of program learning outcomes. Theoretical
perspectives and scholarly research are brought to bear on the production of media elements,
and vice versa. The proposed nomenclature, Bachelor of Digital Communications, reflects this
integrated approach by effectively blending together the name of the degree with its area of
applied focus into one recognizable title.
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Section J, Page 3
SECTION K: ACADEMIC FREEDOM AND INTEGRITY
Not applicable.
Humber has previously submitted policies on academic freedom and integrity that meet all of
the Board’s benchmarks.
See electronic policy file for Humber’s policies on academic freedom and integrity.
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Section K, Page 1
SECTION L: STUDENT PROTECTION
Not applicable.
Humber has previously submitted a student protection policy that meets all of the Board’s
benchmarks.
See electronic policy file for Humber’s policy on student protection.
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Section L, Page 1
SECTION M:
EVIDENCE OF ECONOMIC NEED
The need to develop a Bachelor of Digital Communications was based on an analysis of the
communications field as a contributor to the well-being of Canadians, in a broad sense,
employment prospects for graduates as well as employer support and student interest. Data
was gathered through a number of mechanisms including a literature review, a search of related
websites and surveys of employers and students. This section of the application is an
examination of the social, cultural and economic need for the program, informed by a number of
perspectives including:
1. Recognition of the inter-relatedness of social, cultural and economic factors in
determining the value of the Bachelor of Digital Communications program as an addition
to the available educational offerings in media, journalism, public relations, film and
media production and creative advertising and an opportunity to build on an area of
Humber’s strength;
2. An analysis of other programs offered by Ontario postsecondary degree-granting
institutions and the conclusion that there is an opportunity to offer a broader and more
contemporary program specialty in digital communications. The proposed program offers
a strong theoretical basis which fosters resiliency, flexibility and critical thinking in a fastchanging business landscape. It prepares students with sought-after digital production
and content-producing writing and visual skills, recognizing that the highest paid jobs
continue to be filled by those with degrees;
3. Alignment with current research and thinking towards employment trends and the profile
of “digital native” students for whom this program would be attractive;
4. The acknowledgement that the current diploma in Media Communications offered by
Humber attracts students who may already have requirements for degree level
admission;
5. Employer and Program Advisory Committee support for the program.
1.0
Economic Need for the Bachelor of Digital Communications
Richard Florida (2009) has provided direction for Ontario’s future prosperity through creativity.
He writes:
“Creativity-oriented occupations require workers to apply their knowledge to changing
situations, make responsive decisions, and communicate. The proportion of people
performing creativity-oriented work has increased threefold over the past century and
continues to grow even in the current economic crisis, as their jobs are much less
vulnerable to recession than routine jobs. Over the coming decade, they will account for
about half of all jobs created in Canada and the U.S. alike. If we want a high-wage
economy, we also have to ensure that our training programs and schools develop social
and analytical skills, and focus our efforts on attracting businesses that invest in the
creativity of their workers. To be successful, we must tap and harness our most
important resource: the creative capabilities and talents of all.”
Humber’s proposed digital communications program is positioned to answer the call for creative
communicators with the social and analytic skills that will drive prosperity for the province.
Communication is central to all corporations, nonprofits and governmental organizations.
Communication is what allows organizations not only to function, but to flourish (Brown &
Brown, 2000). There is a definite correlation between high-performing organizations and strong
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communication practices (IABC, 1997). Successful enterprises recognize that effective
communication is much more than public relations; contributing to missions that are understood
and accomplished, an engaged workforce, increased customer confidence, strengthened
management cohesiveness, crisis avoidance, credibility and an informed market (Brown &
Brown 2000). Organizations are setting and achieving high standards for transparency,
accountability and reputation-enhancing practices, requiring skilled and sensitive
communicators within their staffs.
Internal and external communications are increasingly creative and digitalized, requiring
expertise in a range of production and content-creation areas such as writing, photography,
video, web design, multi-media, and social media, as seen in the 10-year 40% increase in digital
media companies. The knowledge economy is evolving and requiring graduates with a mix of
technological skills, communication facility, entrepreneurial passion, and curious minds. The
proposed Bachelor of Digital Communication program provides that mix.
Paul Axelrod (2012) of York University argues that a technically focused education that deemphasizes social science and liberal arts will not address the needs of the knowledge
economy. When technical skills and critical thinking are fostered in symbiosis, graduates are
able to formulate questions about how people behave and interact, and find creative answers
through technology and digital communication. Chelsea Newton, Senior talent management
advisor for Athabasca Oil Corporation stated recently that businesses are moving towards hiring
the tech-savvy, critical thinker, and says it is the well-rounded graduates who are catching the
eyes of recruiters (Lawrence 2012). Employers today demand the soft skills of interpersonal
communication, team-play and leadership, the hard skills of content production and the positive
influence of a well-established and respected on-line presence (Schawbel 2011). A recent study
by EMC Research shows that 75% of employers value writing skills and 79% value analytic
skills (quoted by Schawbel 2011).
The proposed Bachelor of Digital Communication program meets this imperative with an
intentional symbiosis of technical digital skills, writing and critical thinking fostered through
digital production courses, media studies, breadth electives and media electives.
Ontario now has over 1000 digital media companies, up from 600 a decade ago (Thorne-Stone,
2012). The growth of digital content production does not preclude the need for strong
interpersonal communications to foster engagement and productive relationships and to prevent
and solve problems. Progressive organizations recognize the need for an integrated approach
to communications which includes print, telephone, audiovisual, electronic and personal
strategies (Conference Board of Canada 2000). The past decade has seen the proliferation of
social media as an important communication addition, requiring professionals to become critical
consumers and producers of social products, adapting and strategizing to enhance the on-line
presence of their organizations (Graveline 2010). Spending in digital advertising is surging
worldwide, with an expectation for 18% growth in 2012 to $99 billion, and in 2013, 22% growth.
All digital spending trends are positive, irrespective of local economic conditions, says Adam
Smith, director of GroupM Futures. Internet advertising is growing in every country, so powerful
is its structural and evolutionary development (Smith 2012).
As agents of change, professional communicators have the capacity to effect positive change in
social behaviours, contributing to the environmental, social and economic aspirations of Ontario
and the world. For example, using vivid communication and advocacy tools, community-based
social marketing campaigns can foster sustainable environmental practices that take root and
flourish (Jones 11/08/2011). Text-heavy, jargon-laden, abstract reports intended to inform the
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public often act antithetically, as barriers to engagement. Communication practitioners who can
translate technical information into plain language, bold visuals and strong messaging are
valued for their ability to encourage and empower community participation (Jones 18/08/2011).
Employers are looking for communicators with the right mix of leadership, creativity and agility
to understand their needs and respond effectively (Linsey 2012). The proposed Humber degree
program is positioned to meet this need.
Social media presents a particular challenge for Canadian businesses, and this is an area of
emphasis for the Bachelor of Digital Communications program. Measuring social media’s return
on investment remains elusive for Canadian marketers, according to a survey conducted by
Marketing Magazine in July 2012. (Harris 2012) Respondents indicated that finding
knowledgeable staff to execute and measure the impact of social media campaigns is
challenging. While the study of social media is still in its earliest phases, Humber is dedicated to
leading the province in innovative ways to develop the next wave of digital communications
professionals for whom social media is a strength and focus.
The proposed Bachelor of Digital Communications program will prepare communications
practitioners with the integrated skillset in demand today to address the internal and external
communications challenges of a broad range of organizations.
2.0
Employment Outlook
A quick one-day snapshot of employment prospects in the field was taken recently as a sample
of the job-market that might be encountered by graduates of this program. Three employment
websites were consulted: Workopolis.com, Monster.com and CharityVillage.com with filters for
the Greater Toronto Area geographically and Communications descriptively. An analysis of
these positions follows:
• The search returned 48 full-time jobs, of which 31% were short-term contracts, and the
remaining 79% were long-term permanent jobs.
• 2% were internships, 39% of the jobs were entry-level, 47% were mid-level, and 12%
were senior level
• Salary range was available for only 11 job descriptions, and of these 18% were in the
$40-49 K range, 18% in the $50-59 K range, 27% in the $60-69 K range, 18% in the
$70-79 K and 18% in the $80 K+ range.
• For 35 of the job descriptions, educational level was specified. Of these 14% required a
diploma and 86% required at least a bachelor’s level degree. The most commonly
mentioned degrees preferred were Communications/Public Relations (67%),
Computer/Web Design (10%) and Business/Marketing (10%).
• The sectors seeking employees included: Health, Non-profits & Charities, Education,
Sports & Entertainment, Information Technology, Outreach and Job Development,
Media Production, Transportation, Engineering, Financial and Retail sectors.
It may be concluded that prospects for graduates of a Bachelor of Digital Communications
degree program may expect a promising employment outlook for well-paid, permanent positions
within a variety of settings.
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Humber also surveyed employers directly to gauge employment support for graduates. The
results were summarized to show:
• Respondents represented independent practitioners (48%) and organizations (52%)
across a variety of sectors including, Financial, Professional Services, Health Services,
Public Relations and Government Agencies.
• 68% of respondents indicated that have hired at least one new employee in the past 12
months or plan to hire within the next 6 months.
• 90% indicated they would hire within the next 3 years.
• 100% of respondents indicated that a degree is highly valued in considering applicants
for new positions, with 45% indicating a degree is mandatory, and 55% responding that
it is considered a plus.
• 70% of respondents said that their organization has found it somewhat difficult to find
qualified communication professionals, and 10% found it difficult. 20% found it rarely
difficult.
• 74% described the role for which they would hire graduates as “communication
coordinator” or “assistant”. 21% described specialist roles such as social media, editing,
or marketing.
• 74% of respondents felt that the employment demand in Ontario for communications
professionals is Good, 9% felt it to be Excellent and 17% felt it to be Fair.
• The most commonly given key competency valued by employers was strong writing
skills (65% of respondents), followed by professional soft skills such as organization,
multi-tasking, initiative, relationship-building and responsibility (40%), continuous
learning (35%) strategic planning (30%), social media skills (30%), project management
(15%), business acumen (15%) and technology skills (15%).
It may be concluded that there is a high degree of employer support for this program and a
willingness to provide entry-level jobs for graduates with strong writing, professional, continuous
learning, strategic planning, social media, and technology and business skills.
3.0
Student Demand
A recent survey of Humber College’s diploma and certificate students studying in the field of
media communications provided strong indicators of support for a program of the type
proposed. 78% of students surveyed indicated their opinion that offering the degree is a good
idea. 47% indicated that they would consider completing this degree if offered. 83% of diploma
students cited their belief that completion of this degree program would improve their
employment prospects, and 58% indicated they believe their starting salary would be higher
with a degree over a diploma. There was also a clear indication that students who had
completed a related diploma would be interested in degree completion options if offered
(Humber Student Survey 2012).
4.0
Student Recruitment, Engagement and Retention
For almost a decade, students coming into the post-secondary system now have been referred
to as “digital natives”, for whom digital communication channels and social networks are
internalized and naturalized. According to Marc Prensky, one of the more radical consequences
of their technology rich environment is a hypothesized change in the brain structure that means
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young people think and process information in fundamentally different ways compared to older
generations. He explains,
“Digital Natives are used to receiving information really fast. They like to parallel process
and multi-task. They prefer their graphics before their text rather than the opposite. They
prefer random access and function best when networked. They thrive on instant
gratification and frequent rewards. They prefer games to ‘serious’ work.” (Prensky, 2001)
Prensky defines this younger generation as the digital natives, “native speakers” of the digital
language of computers, video games and the Internet”. He advocates educational content and
methods which capitalize on the digital native’s language and learning styles.
A recent study by Hewlett–Packard found that 97 percent of post-secondary students
responded that they prefer to receive information via digital channels, rather than from a nondigital source. (H-P 2012). There is a growing imperative in colleges and universities to honour,
understand and capitalize on the strengths and proclivities of the digitally-native cohort. In order
to attract, retain and engage students in meaningful ways, there is a need to extend the
traditional notion of literacy to include developed competencies that leverage reading and
writing skills toward the goal of effective communication. In today’s world, a proficient
communicator needs to be computer literate, visually literate, information literate, media literate,
and digitally literate. (Adobe 2005)
Palfrey and Gasser, in their book Born Digital (2008), describe the digital learner for whom the
program is designed:
“Digital natives are tremendously creative. It is impossible to say whether they are more
or less creative than previous generations, but one thing is certain. They express
themselves creatively in ways that are very different from the ways their parents did at
their age. Many digital natives consider information to be malleable, it is something they
can combine and reshape in interesting ways. Whether they realize it or not they have
come to a degree of control over their cultural environment that is unprecedented. “
The Bachelor of Digital Communications program is designed to reflexively engage students in
their favoured digital modes of communication as they develop a literate and critically-minded,
technologically- savvy approach to their chosen field.
The premier of Ontario, Dalton McGuinty has set a target of 70% of Ontarians receiving a postsecondary education (as quoted by John Milloy, Minister of Training, Colleges and Universities,
May 30, 2011). Humber‘s proposed Bachelor of Digital Communications program may assist in
meeting that bold target.
Statistically, adults holding bachelors or higher degrees earned 56% more than those with
college diplomas, and 105% more than those with only high school diplomas in 2006 (Statistics
Canada 2010). The Bachelor of Digital Communications program provides an attractive
incentive towards the completion of higher education for the cohort of digitally-native students
whose inclinations in early adulthood tend towards the communications field and its broad
application. As graduates with advanced digital communication skills of conceptualizing,
designing, and producing rich digital assets and experiences, it will also permit them entry to a
range of graduate certificate or degree programs, such as Masters of Arts or Master of
Communications.
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Conclusion
After a review of the need for a Bachelor of Digital Communications program, Humber
determined it was valuable to add it to its postsecondary offerings because:
•
•
•
•
Humber has the proven capacity to provide quality programming in related fields,
on which to draw and build.
The current employment prospects for graduates of the proposed program are
strong, as evidenced by our primary and secondary research.
The proposed program is innovative and attractive to contemporary students,
providing pathways from secondary school and from existing diploma programs
towards degree-level education, with high levels of engagement, retention and
graduation.
Graduates of the proposed program will be prepared to meaningful contributions
in a range of organizations towards the prosperity, sustainability and resiliency of
Ontario’s socio-economic future.
References:
st
Adobe (2012) The Evolving 21 Century Digital Communication Skills Development Ecosystem
http://wwwimages.adobe.com/www.adobe.com/content/dam/Adobe/en/education/pdfs/highereducation-silent-transformation-white-paper-ue-r4.pdf
Axelrod, Paul (2012) quoted in Lawrence, D. (2012) Man and Machine: So-called T-Educationsocial science skills plus technological literacy- helps prepare students for the workforce in
Canadian University Report, Toronto: The Globe and Mail and Higher Education Strategy
Associates
Brown, D. & Brown D.A. (2000) A Time to Speak: Strategic Leadership for Effective Corporate
Communications, Conference Board of Canada, Feb. 2000.
Colleges Ontario (2009, 2010, 2011), Key Performance Indicators, Retrieved June 1, 2011 from
www.humber.ca/content/kpi-survey
Common University Data Ontario (2006), OCAD’s Multi-Year Plan for 2006-7 Retrieved June 1,
2011 from http://www.ocad.ca/mini/cudo/2006
Common University Data Ontario (2009). Institutional Analysis and Planning. Retrieved June 1,
2011 from http://uwaterloo.ca/statistics/cudo_2009
Florida, Richard (2009) Our Economic Future Depends on the Creativity of All,
http://www.creativeclass.com/_v3/creative_class/2009/02/07/our-economic-future-depends-onthe-creativity-of-all/
Graveline, D. (2010) The Networked Communicator: Skills You Need Now in
www.dontgetcaught.biz/2010/12
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Harris, Rebecca (2012) Marketing Magazine, Retrieved July 19, 2012 from:
http://www.marketingmag.ca/news/agency-news/study-shows-marketers-still-struggling-withsocial-media-57525
Hartley, Matt (2011). Canada’s digital media economy: youth movement fuelling innovation
(Toronto: http:// business.financial post.com/2011/05/25)
Hewlett-Packard (2012) Can colleges meet students’ preference for digital communication? ,
http://www.ecampusnews.com/technologies/can-colleges-meet-students-preference-for-digitalcommunication/?ast=36&astc=5345
Humber College (2012). Student Survey- Bachelor of Digital Communications Toronto: Humber
College Planning and Development
Humber College (2012): Employer Needs Assessment Toronto: Humber College Planning and
Development
International Association of Business Communicators (IABC) (1997) Communicating for Global
Competitive Advantage, Report 1193-97 New York: The Conference Board Inc.
Jones, B. (2011/08/11) Social marketing starts with your coffee cup in
Toronto.iabc.com/iabctoronto-blog.
Jones, B. (2011/08/18) I am not an urban planner. I am not an engineer. I am a communicator.
in Toronto.iabc.com/iabctoronto-blog.
Lawrence, D. (2012) Man and Machine: So-called T-Education- social science skills plus
technological literacy- helps prepare students for the workforce in Canadian University Report,
Toronto: The Globe and Mail and Higher Education Strategy Associates
Linsey, A. (2012) Leadership, Creativity and Agility: 3 Skills to help build your career in
www.iabc.com/cwb/archive/2012/0212
Martin, Roger L., & Florida, Richard (2009). Ontario in the Creative Age Toronto: Martin
Prosperity Institute
Milloy, John (2011). Remarks by the Honourable John Milloy, Minister of Training, Colleges and
Universities at the Canadian Club May 30, 2011. Retrieved June 1, 2011 from
http://www.tcu.gov.on.ca/eng/postsecondary/speech_may
Ontario Universities Application Centre (2010 June). Secondary School Monthly Application
and Confirmation Statistics Toronto Retrieved June 1, 2011 from http://www.ouap.on.ca
Palfrey, John & Gasser, Urs (2008) Born Digital, Understanding the First Generation of Digital
Natives, NY: Basic Books
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Pineau, Alain, cited in Emerging and digital media: opportunities and challenges, Report of the
Standing Committee on Canadian Heritage, House of Commons, Canada, Feb. 2011 page 7.
Presnky, Marc (2001) Digital Natives Digital Immigrants
http://www.marcprensky.com/writing/prensky%20%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf
Scawbel, D. (2011) New skills necessary for today’s job market in
www.metro.us/boston/life/article/880608
Smith, A. (2012) cited by Harris, R. in Marketing Magazine, retrieved July 24, 2012 at
http://www.marketingmag.ca/news/marketer-news/groupms-latest-canadian-and-global-adspend-forecast-released-57663
Statistics Canada (2006). Average employment income, by age group and education level,
Canada Ottawa: Retrieved June 1, 20011 from www.statcan.gc.ca/edu02
Statistics Canada (2008). The Daily: Study: Role of culture occupations in the economy, Ottawa:
Retrieved Feb. 4, 2010 from www.statscan.gc.ca/edu
Toronto Workforce Innovation Group. (2010). Toronto’s Opportunities and Priorities: Top Report
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SECTION N:
DUPLICATION
Introduction
Canadian postsecondary institutions have responded to the educational needs of people
interested in or currently employed in the digital communication field by developing and offering
a range of diplomas, certificates, and degrees. Some of the programs provide a broad approach
to communication studies, and some programs offer students the opportunity to develop
specialized skills in specific areas of practice. There are obvious similarities amongst the
programs since they all deal with communications in some fashion.
N1
Similar/Related College Programs
In this section of the comparative summary, programs offered by Ontario colleges have been
clustered by credential and duration. The college analysis starts with the related degrees offered
in the CAAT system. This is followed by an examination of three-year Ontario College Advanced
Diplomas, one and two-year Ontario College Certificates and Diplomas, and Ontario College
Graduate Certificates in similar or related fields. Included in each cluster is a summary of the
definition and general characteristics of each credential as defined by the College Credentials
Framework (see complete copy of Credentials Framework in Section O3). These defining
characteristics help to differentiate the credential levels, thus highlighting the primary differences
between the baccalaureate degree level study in Digital Communications and college certificate,
diploma, advanced diploma and graduate certificates in Digital Communications program areas.
Information about the programs was drawn from each institution’s website.
A.
Degree Programs
There are currently no Ontario college programs granting degrees with an applied focus in
digital communications, such as this proposed degree.
B.
Three-Year Ontario College Advanced Diplomas
For general characteristics as defined by the Ontario Colleges of Applied Arts and Technology
Credentials Framework see Appendix O3.
These diplomas meet the provincial requirements for Ontario College Advanced Diplomas, but
not degree-level study. These requirements include:
• Vocational learning outcomes, breadth and depth of knowledge and skills as specified by
provincial standards for advanced diplomas, but not the same as the degree-level
standards;
• Fundamental generic employability skills as defined for college diplomas and advanced
diplomas;
• 3-5 general education courses but not necessarily of increasing complexity as specified
for degree-level study; and
• Admission requirements as established in Regulations and Minister’s Binding Policy
Directives, but not equivalent to degree-level admission requirements.
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Institution: Humber College, Durham College
Program Name and Credential: Web Design and Development, Multi-Media Designer
Program Description:
Graduates from this program will be prepared to design and develop internet, intranet and ecommerce applications. It is expected that graduates of this program will enter the workforce in
entry-level positions as web designers, content managers, project managers or create their own
businesses and provide contracted web development services to companies and organizations.
Similarities and Differences:
The advanced diploma programs focus on content production and management for a range of
digital platforms. The degree program develops some similar skills and adds theoretical
perspectives, strong writing and critical thinking skills and extensive breadth education.
C.
Two-Year Ontario College Diplomas in Related Fields
These diplomas meet the provincial requirements for Ontario College Certificates or Diplomas,
but not degree-level study. These requirements include:
• Vocational learning outcomes, breadth and depth of knowledge and skills as specified by
provincial standards for college diplomas, but not the same as the degree-level
standards;
• Fundamental generic employability skills as defined for college diplomas and advanced
diplomas;
• 3-5 general education courses but not necessarily of increasing complexity as specified
for degree-level study; and
• Admission requirements as established in Regulations and Minister’s Binding Policy
Directives, but not equivalent to degree-level admission requirements.
Institutions: Humber College, Seneca College
Program Name and Credential:
Two-Year Ontario College Diploma: Media Communications, Digital Media Arts
Program Description:
This is a two-year Ontario College Diploma program which will produce communications
generalists for increasingly cross-functional roles within the communications or marketing
departments of organization with a growing focus on emerging technologies including mobile,
social media and new development platforms.
Similarities and Differences:
While there are similarities is the content and skills, the courses in degree programs are offered
at a more advanced level, and there is an increased level of scholarship expected of the
degree-level students. The degree places a greater emphasis on breadth courses. Humber’s
degree program includes a mandatory work term and a senior level project.
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Institutions: Humber, Durham College
Program Name and Credential:
Two-Year Ontario College Diploma: Multi-Media Design & development, Internet Applications &
Web Development
Program Description:
This four semester program is designed to provide students with the skills and abilities
necessary to design, develop, maintain and administer a website. Students also gain the skills
and knowledge necessary to develop small businesses in Internet Website development.
Similarities and Differences:
While both programs offer students the ability to design and maintain digital content, the
courses in degree programs are offered at a more advanced level, are applicable across a
variety of media forms, and there is an increased level of scholarship expected of the degreelevel students. The degree places a greater emphasis on breadth courses. Humber’s degree
program includes a mandatory work term and a senior level project.
D.
Ontario College Graduate Certificates
These certificates meet the provincial requirements for Ontario College Graduate Certificates,
but not degree-level study. These requirements include:
• Vocational learning outcomes, breadth and depth of knowledge and skills as specified by
provincial standards for Ontario College Graduate Certificates. The intent is to provide a
complex understanding/greater depth in a narrow range of skills;
• Fundamental generic employability skills not required but locally determined;
• General education courses not required but locally determined; and
• Admission requirements usually necessitate possession of an Ontario College Diploma,
Ontario College Advanced Diploma or University Degree, as established in Regulations
and Minister’s Binding Policy Directives.
Institutions: Humber, George Brown, Centennial College
Program Name and Credential: Ontario Graduate Certificates: Web Development, Digital
Design, Interactive Digital Media
Program Description:
The Web Development program focuses on the development of websites and web services for
multiple environments, including database-driven programming, content management, and
mobile services. Working on team projects and individually, students create commercial
applications that apply theories of user-centred design, usability, information architecture and
quality assurance testing. Project management and presentation skills are key components of
the program. Students finish the program working on websites that meet business and
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development requirements. At the end of the program students have a portfolio website
showcasing their work. Students complete a seven-week internship prior to graduation.
Similarities and Differences:
The graduate certificate programs are narrowly focused on specific technologies, to enhance
employability for students who already possess general arts bachelor’s degrees. The Humber
degree program provides a curriculum which blends undergraduate liberal arts education with
the development of highly relevant skills for employment within the span of four years. Breadth
courses are an important component of Humber’s degree while they are not in the Graduate
Certificate programs.
The College has on file and available upon request the research undertaken to complete this
section.
N2
Similar/Related University Programs
Below is a summary and analysis of the similarities and differences between the proposed
program and the five programs offered at Ontario universities that are most related to it. These
include both collaborative programs offered jointly by universities and colleges as well as standalone university programs.
Information about the programs was drawn from each university’s and related college’s
websites. A notable difference between Humber’s proposed program and collaborative
programs jointly offered by universities and colleges is the distribution of faculty credentials.
Information regarding specific faculty members’ credentials was not always available on public
websites, particularly for college faculty teaching in the collaborative programs.
Institution: U Toronto Mississauga - Sheridan College
Program Name and Credential:
BA (CCIT) Communication, Culture and Information Technology Major and Certificate in Digital
Communication from Sheridan
Program Description:
The focus of the CCIT program is on the generation, diffusion, and social impact of new
technologies, and how media and technologies interact with commerce, culture and
communication. The CCIT program combines academic courses in the arts and social sciences
taught at the University of Toronto Mississauga with hands-on applied courses in digital media
and technology taught at both UTM and the Sheridan Institute of Technology and Advanced
Learning, offering an opportunity for students to concurrently obtain both an undergraduate
bachelor of arts degree and a Certificate in Digital Communications from Sheridan.
Similarities and Differences:
The program builds a foundation of theory courses before students begin to develop production
skills. The Humber proposed program interweaves theoretical perspectives while developing
hands-on digital skills, writing and critical thinking, with production courses beginning from the
first semester and continuing throughout the program. In the U of T/Sheridan model, students
attend Sheridan in years 3 and 4 taking 6 half courses in hands-on production skills such as
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development and use of visual, audio and tactile technologies, management of technologies.
Institution: University of Ontario Institute of Technology
Program Name and Credential: BA in Communications
Program Description:
Undergraduates pursuing a Bachelor of Arts (BA) (Honours) in Communication degree
experience a broad array of communications courses including a combination of humanities and
social science, as well as commerce and marketing, digital media, health science, and science
and technology courses. Students may follow comprehensive program in communications or
specialize in digital media, science and technology, health sciences or commerce and marketing
Similarities and Differences:
The UOIT program follows a traditional academic research model preparing graduates for such
careers as advertising executive, multimedia developer and public information officer. The
Humber proposed program offers an innovative production-based program preparing
technically-savvy and socially-aware graduates for a broad range of communication careers.
Institution: McMaster University
Program Name and Credential: BA in Communication Studies or BA in Multimedia
Program Description:
Communication Studies provides students with a blended theoretical and practical approach to
the study of human and mediated communication. The program is interdisciplinary, offering a
wide variety of perspectives on the interplay between media, culture, technology and
professional communication from linguistics, history, cultural studies, political economy,
performance studies, policy studies, mass media and public relations. The program has a strong
focus on research methods, which provides students a solid critical and practical foundation as
researchers in both academic and professional settings. The Multimedia program provides
students with an opportunity to engage in hands-on media production while learning about the
social, historical, and theoretical aspects of new media, design, and humanities computing.
Students gain a wide range of experience and skills by creating independent and group projects
utilizing audio, video, animation, digital games, web and graphic design, and programming.
Similarities and Differences:
The Humber proposed degree blends aspects of both McMaster programs including critical
analysis of interplay of media, culture, technology and professional communications alongside
hands-on multi-media production.
Institution: Brock University – Mohawk College
Program Name and Credential: BA in Media and Communication Studies with an option for
an additional Mohawk Graduate Certificate in Public Relations
Program Description:
The Media and Communications Studies program focuses on the impact of media and
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communication in the creation of meaning, identity and social change, emphasizing the study of
media content, audiences, and institutions in their political, economic and social contexts in
Canada and elsewhere. A concentration in Digital Culture is also available to Media and
Communication Studies students. Students who are majoring in Communication Studies have
the option of a collaborative college program.
Similarities and Differences:
The Brock program follows a traditional academic research model of theoretical courses
followed by college courses in public relations. The Humber program interweaves theory with
practical skills and creative work from the first semester onward, with a heavier concentration on
digital platforms, rather than public relations. The Humber program engages students in
entrepreneurial perspectives and reflective practice from an early stage, helping them to identify
their goals, strengths, and interests in order to tailor their efforts towards their future careers in
communications.
Institution: University of Western Ontario - Fanshawe College
Program Name and Credential: BA In Media Theory and Production and Diploma in Interactive
Media Design and Production, Journalism - Broadcast, Broadcasting - Television, or
Broadcasting – Radio from Fanshawe College
Program Description:
The program provides hands-on experience in production and the theoretical background
necessary to critically analyze media. This program is tailored to students who have a strong
desire to pursue a career in media production but also want to set themselves apart from the
crowd and augment their production skills by studying the cultural, economic and social issues
surrounding media and information technologies. MTP is an innovative and collaborative joint
degree/diploma program between the Faculty of Information and Media Studies and Fanshawe
College. Enrolment in MTP is limited to 80 students per year. Upon completion of the four-year
MTP program, students receive a three-year Bachelor of Arts in Media, Information &
Technoculture (MIT) and a two-year college diploma from Fanshawe.
After the successful completion of first year, students are asked to select from one of the
following four areas of study: Interactive Media Design and Production, Journalism - Broadcast,
Broadcasting - Television, or Broadcasting – Radio.
The MTP program is not an entry mechanism to university-level graduate programs. Students
who wish to pursue a graduate degree would have to complete an additional undergraduate
year at Western or another university to achieve the equivalent of a 4-year university degree,
which is required by most graduate programs.
Similarities and Differences:
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There are similarities in the development of theoretical perspectives and hands-on skills within
the program. However, at Humber, the two are interwoven from first semester onwards, using
student work as the point of departure for critical studies. Also, Humber’s four-year program
would be recognized for entry into Canadian and American graduate programs without an extra
year of study, as indicated in the letters of credential recognition received (see Section G).
Institution: University of Guelph- Humber
Program Name and Credential: BAA in Media Studies- Diploma in Media Communications
with specialties in Image Arts, Digital Communication, Journalism or Public Relations
Program Description:
The Media Studies program allows students to explore emerging trends and to study the
historical, social, cultural and ethical dimensions of the field through exposure to courses that
challenge them to think, read and write critically. Other courses aim to teach students how to
work in a team environment to achieve a goal related to their specialization, such as: producing
a newspaper or television broadcast, or promoting and managing a large event, producing a
body of photographic work or creating of multi-platform communication vehicles through digital
technology.
Similarities and Differences:
The Digital Communications degree differs from the Guelph-Humber degree in that it weaves
together theoretical and more applied courses on a year-to-year basis. The G-H program
provides students with applied courses in the third and fourth years of the program. Students
enrolled in the Humber program will graduate with a degree in Digital Communications while
students graduating from the G-H program will have earned a diploma in Digital
Communications.
The College has on file and available upon request the research undertaken to complete this
section.
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SECTION O: OPTIONAL MATERIAL
O1
Humber Overview
Established in 1967, Humber is one of Canada’s leading educational institutions, offering
postsecondary certificates and diplomas, apprenticeship education, as well as specialized
bachelor’s degree programs. In addition, Humber offers distinctive programs for university and
college graduates. Its mandate is to provide a comprehensive and balanced mix of educational
programs and services, which assist students and corporate clients to identify and pursue
educational, career and life goals. Located in Toronto, Humber receives more than 56,000
applications annually; more than any other Ontario college. In Fall 2010, Humber enrolled
20,500 full-time students and had 56,000 part-time registrations. Humber also provides
customized corporate training through business-to-business partnerships to thousands of
employees annually. Over 90 per cent of Humber students find employment within six months of
graduating.
In February 2003, Humber received a new designation as an Institute of Technology and
Advanced Learning, which builds upon the strategic direction that was embarked on several
years ago. Humber will continue to provide a comprehensive range of programming including
apprenticeships, certificates, advanced diplomas, diplomas and graduate certificates. The
designation allows Humber to further expand its offerings to meet changing skill requirements
and provide up to 15 % of its programming in degree programs. In September 2003, Humber’s
first three honours bachelor degree programs with an applied focus were launched in Bachelor
of Applied Arts (Paralegal), Bachelor of Applied Business (Electronic Business) and Bachelor of
Applied Technology (Industrial Design). Since that time, a Bachelor of Applied Music
(Contemporary Music), Bachelor of Applied Arts (Interior Design), Bachelor of Applied Arts
(Creative Advertising), Bachelor of Applied Business (Tourism Management), Bachelor of
Applied Business (Human Resources Management), Bachelor of Applied Business
(International Business), and Bachelor of Applied Business (Fashion Management), Bachelor of
Applied Arts (Film & Media Production) and Bachelor of Applied Arts (Criminal Justice)were
approved and started. To date, Humber has received consent to offer 21 degrees.
Over the years Humber has embarked on a number of innovative partnerships with other
postsecondary institutions to increase access to degree completion for our students. Some
examples of these include:
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The University of Guelph–Humber, which opened its campus in the fall of 2003, offering
a unique blend of integrated diplomas and honours degrees in four years of full time
study
A Bachelor of Nursing degree at Humber in partnership with the University of New
Brunswick
A York University Senate approved transfer agreement for a number of Humber general
education courses
24 formal transfer agreements with Ontario and other Canadian and international
universities
Humber has a number of unique areas of specialization that provide services for niche markets.
They provide a wide array of learning services for employers and individuals, many of which are
fee-for-service offerings. These include:
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
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Centre for Employee Benefits
Sailing and Powerboating Centre
Transportation Training Centre
Digital Imaging Training Centre
Humber School for Writers
Ontario Post-Production Training Centre
IT Certification Centre
The Language Centre
Project Management Centre
Five Community Job Search/Career Planning Services
Humber International Centre
As a strong supporter of International involvement and multicultural values, Humber is
committed to being a good neighbour in a global sense. Since 1968, Humber has engaged in
international partnerships and activities, aiming to develop infrastructure to support technical
and vocational education overseas, and to create new opportunities for staff development. Over
the years these partnerships have included educational activities in countries such as
Bangladesh, Barbados, Botswana, Brunei, China, Egypt, Grenada, Guyana, India, Indonesia,
Kenya, Lesotho, Malaysia, the Philippines, Singapore, South Africa, St. Vincent, Swaziland,
Taiwan, Tanzania, Thailand, Ukraine, and Zimbabwe. From its inception, some 40 years ago,
Humber has prided itself on quality services, programming, academic processes, continuous
improvement and a global mission.
Humber has a number of successful partnerships with universities and colleges abroad in which
students study at both Humber and at the overseas institution. These partnerships include The
Humber-Ningbo Program in International Business Administration, Administration and The
Humber – National Kaohsiung Hospitality Program, all aimed at uniting efforts between Humber
and students abroad to ensure quality education for in-demand careers and an introduction to
Canadian life and values before studying at Humber.
Humber also has over 25 years’ experience in the development and delivery of international
development projects around the world. This work is built on principles of global citizenship,
equity, reciprocity, responsiveness, accountability and sustainability.
Over the last fifteen years Humber has worked with partner institutions primarily in Africa and
Asia. Among the many Humber projects are: Bhutan: Management Development Program
(MDP), Tanzania: Rural Microfinance Management Project, Bangladesh: Women
Entrepreneurship Development Project and Botswana: E-Learning Capacity Building Project.
Vision
Humber – excellence in polytechnic education.
Humber Mission
Humber develops broadly educated, highly skilled and adaptable citizens who significantly
contribute to the educational, economic and social development of their communities. We
accomplish this by:
 preparing learners for careers through a comprehensive choice of educational
credentials in a broad range of programming;
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developing informed and engaged citizens through an applied and liberal education;
enabling organizations to enhance their effectiveness through customized training and
lifelong learning opportunities; and
supporting our local communities through outreach activities.
Humber Values
Excellence… by maintaining high academic standards and emphasizing quality academic
programming and services
Learner Focus… by placing students at the centre of all decisions
Innovation… by anticipating changes in global society and the workplace and responding with
creative and flexible learning approaches
Respect... by acknowledging the dignity and contribution of each individual in our diverse
community through fair, ethical and courteous actions and communications
Goals
1.0
Lifelong Learning – Provide a high quality learning experience through a variety of
options and pathways that students and clients choose throughout their lives.
Today’s increasingly competitive and changing global marketplace makes it imperative
for Humber to become a learning community that learners choose throughout their lives.
Their decision will be based on Humber’s competence and reputation for best meeting
the needs of learners and clients. Humber will be known for its learning-first approach
and the quality of its programs and services.
2.0
Learner Centered – Cultivate an organizational culture in which policies, programs,
practices and personnel place learning as the top priority.
Over the last few years, Humber has taken action to increase the level of learner and
learning-centered activities, thereby enhancing learner success, improving institutional
effectiveness, reinforcing values and behaviours consistent with a lifelong learning
culture and ensuring a commitment to staff development and recruitment. This journey is
ongoing and fundamental to our future success.
3.0
Enabling Employees – Enhance the skill levels of Humber employees to reach their
personal potential and meet the changing learning and service needs of Humber’s
students and clients.
For Humber to find and respond effectively to current and potential markets, all
employees must understand and assimilate the vision. This goal challenges all
employees to participate actively in developing their own learning plans and accessing
appropriate professional development to remain current and to prepare for future roles. It
also challenges the Humber community to provide all employees with the tools they need
to do the best job possible and to recognize and appreciate employees for their
contribution.
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4.0
Market Responsiveness – Position Humber to anticipate, assess and respond to learning
needs to reflect changing workplace needs in select Canadian and global markets.
Humber must respond faster to shifts in traditional markets including the development of
new initiatives in select Canadian and global markets. To maintain its position as a leader
in education and training, strategic partnerships and alliances are essential to infuse new
ideas and promote growth. Humber must continue to align its strengths in program
delivery in conjunction with the marketplace. Programs and services need to keep pace
with the rapidly changing job market for full time students and to meet the continuous
learning needs of these students, part time learners, and our corporate clients. Each
employee carries the responsibility for being Humber’s “eyes and ears”. Research
practices and information systems need to be developed to track market intelligence that
employees gather. Employees and partners must keep market responsiveness in their
thinking, and all planning decisions must be based on a Humber-wide marketing plan.
5.0
Financial Sustainability – Create a financial environment that will support high quality
learning and service experiences.
Government funding cuts and caps have eroded our traditional revenue base. At the
same time, changes in learning modes present new costs and offer new revenue
opportunities. These factors affect the financial planning framework and necessitate the
evolution of financial processes at Humber, as well as the alignment of organization
policies to support new initiatives.
Humber Code of Ethics
Humber Institute of Technology and Advanced Learning has established principles and values
governing the conduct of all Humber employees which honour and promote the preservation
and protection of fundamental freedoms and human rights. Humber’s Code of Ethics stresses
the importance of fairness, honesty, professional integrity, respect, and trust, and the Code
spells out, in detail, what is expected of employees in relation to each of these principles.
The Code of Ethics forms an integral part of Humber’s quality assurance system in that it sets
out the principles, and some of the practices, against which performance is measured through
the Operational Review and Program Review Self-Assessment Reports.
The Code of Ethics outlines the principles and values that guide the conduct of all Humber
employees and honours the preservation and protection of fundamental human rights.
Underlying the code is a belief that each employee has the right to dignity and respect. By
supporting and abiding by this Code, the employees of Humber will demonstrate by their
behaviour that they have concern for the fundamental rights and freedoms of students, other
employees, and the community at large.
We support the following principles:
Fairness – In our relationships with others, we strive to be fair and just in our decisions and
actions. To provide fair and just treatment, we carefully weigh the circumstances and variables
linked with any decisions and make the best attempt to be consistent and equitable in the
application of our principles.
Honesty – We can achieve an open working and learning environment when we feel secure
enough to provide honest commentary about the operation and management of the
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organization. From our work in the classroom to the delivery of administrative and support
services, we strive to encourage a climate of honesty, which serves the interests of the
institution and protects the well being of all individuals.
Professional Integrity – In educating students, we strive to act in their best interests. As a
community dedicated to providing education, we demonstrate professional integrity and
exemplary behaviour in all that we do in and for Humber.
Respect – We demonstrate a high regard for the rights and opinions of others. It is our
responsibility to establish a climate of mutual respect; to protect the rights and freedoms of
others; and to be discreet in dealing with confidential matters.
Trust – A healthy organization is built on trust. The development of trust relies on our ability to
recognize threats to the psychological and/or physical safety of others and to eliminate those
threats by treating others equitably, fairly, and in a non-exploitive manner. We strive to provide a
secure learning and work environment.
Generic/Employability Skills
Generic/employability skills form a critical component across the curriculum in Humber College
programs, and their inclusion stresses Humber’s commitment to a learning culture that fosters
critical thinking, communication skills, and cultural and social understanding in our learners.
Humber recognizes the part that generic skills play in fostering social inclusion and good
citizenship, and Humber’s staff, faculty, and administration take this role seriously.
In the mid-1990’s, Humber set up the Generic/Employability Skills Task Force to identify, and
then implement across the institution, a set of identifiable and measurable core generic skills.
These are abilities, attitudes and behaviours that employers look for in recruits and often
develop through training programs for current employees. These skills are developed in school
and through a variety of life experiences outside of school. The concept of generic/employability
skills originated with educators, especially those working on programs specifically designed to
facilitate finding, keeping, and progressing in a career. Generic skills are often defined as
transferable, “preparatory or foundational” skills upon which a person builds job specific and
lifelong learning skills.
Historically, assessment for the purpose of employment has consisted of general ability and
personal skills assessment tests supplemented by job-specific assessments. Recently, that has
changed with ever increasing numbers of employers testing foundational skills before hiring.
This trend underlines the importance of developing generic skills in our graduates. The best
results in developing these skills seem to be achieved when generic skills are integrated with
academic and vocational skills training, forming a set of foundational, employability skills.
In the past few years, Humber has made a concerted effort to ensure that generic skills are
included on course outlines and that professors and program coordinators track where they are
introduced, reinforced, and assessed. Humber’s list of Generic Skills is as follows:
Communication Skills - the skills that allow human beings to respond to written and oral
instructions; to communicate ideas and concepts in written and oral forms; to write assignments
and reports; to respond to questions and documentation.
Personal Skills – the skills that help people understand how to manage their lives. They include
effective resource management, working in time frames, an ability to meet deadlines,
appropriate stress management strategies, and the feeling and demonstration of self-confidence
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and self-directedness. These skills are especially helpful in the workplace and in effective career
development strategies.
Interpersonal Skills – the skills that help human beings adjust to life in society and with others.
They include the ability to recognize diversity and individual differences; to accept responsibility
for one’s actions in groups; to lead a group effectively; to evaluate the behaviour of others and
provide constructive feedback; and more.
Thinking Skills – the skills that allow people to reason, to use logic, to hypothesize, to rationalize
and understand, to conceptualize, to contemplate, to invent, and to create.
Mathematics Skills – the skills that allow people to cope confidently with the mathematical
demands of adult life. They allow people to perform various tasks such as managing finances,
estimating amounts, verifying discounts, reading graphs and charts, and making reliable
judgments on the information presented.
Computer Skills – the skills needed to use electronic technology devices including computer
software programs, the Internet, e-mail, and more. Humber’s generic skill set was accepted in
its entirety by the University of Guelph in the development of courses for all joint programs.
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O2
School of Media Studies and Information Technology Overview
The School of Media Studies & Information Technology is one of eight academic schools at
Humber College. Based at the North and Lakeshore Campuses, the school offers 4 degree
programs, one joint diploma / degree program in cooperation with University of Guelph-Humber,
17 full-time post-secondary diploma programs, and 12 graduate programs to approximately
3500 students. The school also offers an extensive list of part-time and on-line certificate
programs.
The full-time degree programs offered by the School are:
• Bachelor of Journalism
• Bachelor of Public Relations
• Bachelor of Creative Advertising
• Bachelor of Applied Arts in Film and Media Production.
The School of Media Studies and Information Technology is also involved in delivering
programming at the University of Guelph-Humber in the Honours Bachelor of Applied Arts
(Media Studies) / Media Communications Diploma program.
The full-time post-secondary 3-year advanced diploma programs offered by the School include:
• 3D Animation, Art and Design
• Film and Television Production
• Game Programming
• Graphic and Package Design
• Graphic Design
• Journalism – Print and Broadcast
• Journalism – Print and Broadcast - Accelerated
• Public Relations
• Web-Design and Interactive Media
The full-time 2-year diplomas include:
• Advertising and Graphic Design
• Broadcast Television / Videography
• Broadcasting – Radio
• Computer Programmer
• Creative Photography
• Media Communications
• Multimedia Design and Production Technician
• Visual and Digital Arts
The full-time one-year certificates include:
• 3D Modelling and Visual Effects
• Graphic Design for Print and Web
• Media Foundation
• Web Design, Development and Maintenance
The full-time graduate certificate programs in the School include:
• .NET Developer
• Advertising Copywriting
Bachelor of Digital Communications
Section O, Page 7
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Advertising – Account Management
Broadcasting – Radio
Enterprise Software Development
Fundraising and Volunteer Management
Information Technology Solutions
Post-Production
Public Relations
Television Writing and Producing
Web Development
Many certificate programs are also offered on a part-time basis and part-time programming in
the School is extensive. The following certificate programs are offered through continuing
education:
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3DS Max Modeling and Design
Advanced Computer Programming Certificate
Blogging Platforms and Content Management Systems Certificate
Certificate in Corporate Communications
Certificate in Event Management
Certificate in Photographic Techniques
Computer Programming Foundations
Digital Graphic Design - Advanced Certificate
Digital Graphic Design Certificate
Digital Media Video Production Certificate
Freelance Writing for All Markets Certificate
Graphic Design for Print and Web
Microsoft SQL Server Certificate
Oracle Database Administration (DBA)
Oracle PL/SQL Developer Certificate
PHP for Web Designers Certificate
Professional Windows .NET Programming
Public Relations Management Certificate
Web Design and Production - Dynamic Content Certificate
Web Design and Production Certificate
Web Design, Development and Maintenance
Wedding Planning
In addition to the traditional delivery mode, some courses are available to students in an online
delivery format. The following courses are offered on-line:
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Object-Oriented Programming Using Java
Critical Thinking and IT Concepts
Operating Systems
VB .NET
Web Programming and Design
Java Application Development
Relational DB Design and SQL
Bachelor of Digital Communications
Section O, Page 8
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Foundations of Gaming
Feature Screenwriting 1
Feature Screenwriting 2
Introduction to Freelance Writing
Introduction to Public Relations
Special Event Planning 1: Theory and Practice
Special Event Planning 2: Conferences to Galas
Special Event Planning 3: Entertainment and Sports Events
Sponsorships and Promotions
Wedding Planning
In addition, the School provides customized training and education to agencies and institutions
in the sectors that it serves. Examples of organizations and companies for whom it provides
training include Metroland, Business Information Group, The Directors Guild of Canada, and
Women in Film and Television - Toronto, to name a few.
The School also has initiated a number of learning partnerships with various organizations and
corporations including Adobe, Apple Inc., Cisco Systems Inc., Microsoft Corporation and Oracle
Corporation. It has hundreds of partnerships with businesses which offer field placement
opportunities to its students. The School’s commitment to field placement provides students
with an applied learning experience, supported by faculty.
Each full-time program in the School has an Advisory Committee to advise the program faculty
on curriculum, awards, scholarships, placement opportunities, and trends in the field. The
Advisory Committees for each program meet twice per year.
Bachelor of Digital Communications
Section O, Page 9
O3
Ontario Colleges of Applied Arts and Technology – Credentials Framework (02/03)
Non-Credit
Certificate
Ontario College
Certificate
Ontario College
Diploma
Ontario College
Advanced Diploma
Ontario College
Graduate Certificate
Applied Degree
1. SCOPE OF
CURRICULUM
OUTCOMES:
BREADTH AND
DEPTH
Locally
Determined
1.1 Complexity
of Knowledge and
Vocational
Outcomes
Complexity of
knowledge may
focus on preparing
graduates to begin
postsecondary
studies or may
focus on targeted
vocationally
specific skills.
Meets all specific
vocational learning
outcomes as defined
by provincial
program standards,
where these exist.
Meets all specific
vocational learning
outcomes as defined
by provincial
program standards,
where these exist.
Meets all specific
vocational learning
outcomes as defined
by provincial
program standards,
where these exist.
Meets all specific
vocational learning
outcomes as defined
by provincial
program standards,
where these exist.
Breadth, depth, and
complexity of
knowledge would
prepare graduates to
perform in a range of
varied activities or
knowledge
application situations
where the range of
contexts in which the
choice of actions
required is usually
clear, and there is
limited complexity in
the range of options
to be applied.
Breadth, depth, and
complexity of
knowledge cover the
planning and
initiation of
alternative
approaches to skill
and knowledge
application across a
broad range of
technical and/or
administrative
requirements,
coordination, and
evaluation.
Breadth, depth and
complexity of
knowledge involve
analysis, diagnosis,
design, planning,
execution, and
evaluation across a
broad range of
technical and/or
management
functions.
Breadth, depth, and
complexity of
knowledge would
enhance the ability of
graduates to perform
a more specialized
range of activities,
most of which would
be complex or nonroutine. Leadership
and guidance may be
involved when
organizing self or
others as well as
contributing to
technical solutions of
a non-routine or
contingency nature.
Complexity of
knowledge prepares
graduate for further
postsecondary
studies.
Bachelor of Digital Communications
Opportunities may
exist for new /
additional
applications of
technical, creative, or
conceptual
knowledge to
practical and/or real
world situations.
Degree level
standards are
established by the
Postsecondary
Education Quality
Assessment Board
(PEQAB) under
the authority of the
Post-secondary
Education Choice
and Excellence
Act, 2000.
Section O – Page 10
Non-Credit
Certificate
Ontario College
Certificate
Ontario College
Diploma
Ontario College
Advanced Diploma
Ontario College
Graduate Certificate
Performance of a
prescribed range of
functions involving
known routines and
procedures and some
accountability for the
quality of outcomes.
Performance of a
range of skills, with
associated
knowledge, showing
substantial depth in
some areas where
judgment is required
in the planning and
selecting of
appropriate
equipment, services,
or techniques for self
and others.
Performance of a
significant range of
skills associated with
fundamental
principles and
complex techniques
across a wide and
often unpredictable
variety of contexts in
relation to either
varied or highly
specific functions.
Contributions to the
development of a
broad plan, budget, or
strategy are involved,
as is accountability
for self and others in
achieving the
outcomes for a team.
Performance of a
prescribed range of
skilled operations that
includes the
requirement to
evaluate and analyze
current practices,
develop new criteria,
and may include the
provision of some
leadership and
guidance to others in
the application and
planning of skills.
Applications may
include some
complex or nonroutine activities
involving individual
responsibility or
autonomy and/or
collaboration with
others as part of a
group or team.
Applications involve
participation in the
development of
strategic initiatives,
as well as personal
responsibility and
autonomy in
performing complex
technical operations
or organizing others.
It may include
participation in
teams, including
teams concerned with
planning and
evaluation functions.
Group or team
coordination may be
involved.
Applications of skill
and knowledge
involve significant
judgment in the
planning, design, and
technical leadership
and / or guidance
functions related to
products, services
operations, or
procedures.
Applications may
involve some
complex or nonroutine activities
involving individual
responsibility or
autonomy and/or
leadership and
guidance for others as
part of a team or
group.
Applied Degree
Bachelor of Digital Communications
Section O – Page 11
Non-Credit
Certificate
Ontario College
Certificate
Ontario College
Diploma
Ontario College
Advanced Diploma
Ontario College
Graduate Certificate
Applied Degree
The degree of
emphasis on breadth
as against depth of
knowledge and skills
may vary, with most
weighting placed on
depth.
The qualification may
involve broadening
the skills of
individuals already
gained in a
postsecondary
program of
instruction, or
developing vocational
knowledge and skills
in a new professional
area.
Portions of the above section are reproduced by kind permission of the Australian
Qualifications Framework Advisory Board to the Ministerial Council on Education,
Employment, Training and Youth Affairs, Australia
Bachelor of Digital Communications
Section O – Page 12
Non-Credit
Certificate
Ontario College
Certificate
Ontario College
Diploma
Ontario College
Advanced Diploma
Ontario College
Graduate Certificate
Applied Degree
1.2 Generic
Employability
Skills
Locally
Determined
Graduates have
achieved the
fundamental,
personal
management, and
teamwork skills to
get, keep, and
progress in a job-ofchoice, or to enter
further postsecondary
studies. There is an
appropriate depth of
achievement,
consistent with the
Generic
Employability Skills
learning outcomes,
identified for this
level of credential
(i.e., the current
generic skills learning
outcomes for
certificate programs).
Graduates have achieved the fundamental,
personal management, and teamwork skills to
get, keep, and progress in a job-of-choice.
There is an appropriate depth of achievement,
consistent with the Generic Employability
Skills learning outcomes, identified for these
levels of credentials (i.e., the current generic
skills learning outcomes for diploma
programs).
Bachelor of Digital Communications
Locally Determined
Section O – Page 13
Non-Credit
Certificate
Ontario College
Certificate
Ontario College
Diploma
Ontario College
Advanced Diploma
Ontario College
Graduate Certificate
Applied Degree
1.3 General
Education
2. TYPICAL
DURATION FOR
COMPLETION
Locally
Determined
Locally determined,
however it is
desirable that
graduates at this
level will have been
engaged in learning
that incorporates
some breadth beyond
the vocational field
of study, especially
in programs of
instruction intended
to lead to further
postsecondary study
in a related field.
Consistent with the General Education Policy
for colleges of applied arts and technology,
graduates have been engaged in learning that
exposes them to at least one discipline outside
their main field of study, and increases their
awareness of the society and culture in which
they live and work. This will typically involve
students taking 3 – 5 courses (or the
equivalent) designed discretely from
vocational learning opportunities. This
learning would normally be delivered using a
combination of required and elective
processes.
Locally Determined
Specific design, delivery, and duration of curriculum is locally determined, and may vary amongst programs and
disciplines, recognizing that some colleges may use a system other than hours (e.g., credits) to determine program
completion.
It is understood that there may be a range of hours that will apply to the achievement of program learning outcomes
leading to any particular credential.
1. This framework outlines the typical duration of a program at this level for students entering with the minimum
admission requirements.
Bachelor of Digital Communications
Section O – Page 14
Non-Credit
Certificate
Ontario College
Certificate
Ontario College
Diploma
Ontario College
Advanced Diploma
Ontario College
Graduate Certificate
Applied Degree
3. ADMISSION
REQUIREMENT
S
Locally
Determined
Locally
Determined
Typically the
duration to achieve
this credential is 2
academic semesters
or approximately 600
- 700 instructional
hours or equivalent.
Typically the
duration to achieve
this credential is 4
academic semesters
or approximately
1200 - 1400
instructional hours or
equivalent.
Typically the
duration to achieve
this credential is 6
academic semesters
or approximately
1800 - 2100
instructional hours or
equivalent.
Locally
Determined
Admission requirements are established in Regulations and Minister’s
Binding Policy Directives.
Typically the
duration to achieve
this credential is 2
academic semesters
or approximately 600
- 700 instructional
hours or equivalent.
Ontario College
Diploma,
Ontario College
Advanced Diploma,
Degree,
Or
Equivalent
4. NAME OF
CREDENTIAL
Locally
Determined,
excluding the use
of the words
contained in any
provincially
approved
credential titles.
May use such
terminology as
Attestation,
Award, Statement,
etc.
Certificate
Ontario College
Certificate
Ontario College
Diploma
Ontario College
Advanced Diploma
Ontario College
Graduate Certificate
Certificat
Certificat d’études
collégiales de
l’Ontario
Diplôme d’études
collégiales de
l’Ontario
Diplôme d’études
collégiales de
l’Ontario – niveau
avancé
Certificat postdiplôme de l’Ontario
Bachelor of Digital Communications
Section O – Page 15
SECTION P: POLICIES
Humber submitted an electronic policy file as part of a previous submission. The policies on file
with PEQAB are current.
Bachelor of Digital Communications
Section P, Page 1