1. Organization and Program Information
1.1
Submission Title Page
Full Legal Name of Organization:
University of Ontario Institute of Technology
Operating Name of Organization:
University of Ontario Institute of Technology
Common acronym of Organization:
UOIT
URL for Organization Homepage:
www.uoit.ca
Degree Level and Type to be awarded for program or part of program:
Honours Baccalaureate Degree
Proposed Degree Title: Bachelor of Engineering (Electrical Engineering)
Bachelor of Engineering and Management (Electrical Engineering)
Proposed Degree Nomenclature: B. Eng.
B. Eng. and Mgmt.
Date of Submission: July 28, 2004
Location where program to be delivered:
University of Ontario Institute of Technology,
2000 Simcoe St. N
Oshawa, ON
L1H 7K4
Contact Information:
Person responsible for this submission:
Dr. Marc Rosen
Dean, Faculty of Engineering and Applied
Science,
University of Ontario Institute of Technology,
2000 Simcoe Street North
Oshawa, Ontario, L1H 7K4
Tel: 905-721-3162
Fax:
905-721-3140
E-mail:
marc.rosen@uoit.ca
Site Visit Coordinator:
Dr. Michael Finlayson
Provost,
University of Ontario Institute of Technology,
2000 Simcoe Street North
Oshawa, Ontario, L1H 7K4
Tel: 905-721-3147
Fax:
905-721-3140
E-mail:
michael.finlayson@uoit.ca
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Section of Submission
Page #
1. Submission Title Page
1.
1.2
2
Table of Contents
University of Ontario Institute of Technology Vision, Mission, Values
4
2. Executive Summary
2.1
Executive Summary
5
3. Program Abstract
3.1
Program Abstract
17
4. Program Degree-Level Standard
4.1
Degree-Level Summary
18
5. Admissions, Promotion, Graduation Standard
5.1.1 Table and Policy: Program Admissions Requirements
23
5.1.2 Admission Policies and Procedures for Mature Students
24
5.1.3. Credit Transfer/Recognition Policies
25
5.1.4 Advanced Placement Policies
25
5.2
30
Table: Promotion and Graduation Requirements Policy
6. Program Content Standard
6.1.1 Curriculum and Program Review Committee - Terms of Reference
32
6.2.1 Current Professional/Accreditation or Other Requirements
33
6.2.2 Letters of Support: Professional/Accreditation or Other Requirements
38
6.3
41
Program Comparison Statement
6.3.1 Tables: Program Comparisons
41
6.4
43
Table: Program Level Learning Outcomes
6.5.1 Questions and Table: Program Hour/Credit Conversion Justification
45
6.5.2. Table: Academic Course Schedule Baccalaureate
46
6.5.3 Table: Academic Course Schedule Graduate Full-Time and Part-Time Studies
N/A
6.6.1 Table: Course Descriptions
53
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Section of Submission
Page #
6.7.1 Table: Field Work Practicum Outcomes
65
6.7.2 Field Work Practicum Commitments
71
7. Program Delivery Standard
7.1
Delivery Policies
72
7.2.1 Policy on Student Feedback
72
7.2.2 Student Feedback: Criteria and Instruments
73
7.3
78
Academic Community
7.3.1 Online Learning
78
7.3.2 Academic Community Policies
84
8. Capacity to Deliver Standard
8.7
Table: Enrolment Projections and Staffing Implications
85
8.8.1 Table: Library Resources
86
8.8.2 Table: Computer Access
95
8.8.3 Table: Classroom Space
96
8.8.4 Table: Laboratories/Equipment (where applicable)
97
8.8.5 Resource Renewal and Upgrading Plans
98
8.9
100
Support Services
9. Credential Recognition Standard
9.1
Program Design and Credential Recognition
105
9.2
Consultation
105
10. Regulation and Accreditation Standard
10.1.1 Current Regulatory or Licensing Requirements
110
10.1.2 Letters of Support From Regulatory/Licensing Bodies
110
14. Ministerial Policy Directives
14.4
Applicant Acknowledgement and Agreement
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111
−3−
University Vision, Mission and Values
VISION
The University of Ontario Institute of Technology is an innovative and marketoriented institution, pursuing inquiry, discovery and application through
excellence in teaching and learning, value-added research and vibrant
student life.
MISSION
•
•
•
•
•
•
Provide career-oriented undergraduate and graduate university
programs with a primary focus on those programs that are innovative
and responsive to the needs of students and employers.
Advance the highest quality of research.
Advance the highest quality of learning, teaching, and professional
practice in a technologically enabled environment.
Contribute to the advancement of Ontario and Canada in the global
context with particular focus on Durham Region and Northumberland
County
Foster a fulfilling student experience and a rewarding educational
(work) environment.
Offer programs with a view to creating opportunities for college
graduates to complete a university degree.
VALUES
Integrity and Respect
We will treat each other with dignity, including those with challenges.
Honesty and Accountability
Our actions reflect our values, and we are accountable for both.
Intellectual Rigour
We strive for excellence and challenge convention.
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2. Executive Summary
2.1 Executive Summary
Proposed Program Title: Electrical Engineering and Electrical Engineering and
Management
Proposed Credential Nomenclature: Bachelor of Engineering (B. Eng.) and
Bachelor of Engineering and Management
Discipline/Field of Study: Electrical Engineering
Is a work experience/work placement term required for degree completion?
Not required for degree completion, but an optional Engineering Internship program
is available.
Anticipated Program Start Date: September 2005
Program Description
The University of Ontario Institute of Technology (UOIT) is Canada’s newest
university. It was established on May 9, 2001 and its mission is reflected in Bill 109,
Schedule O University of Ontario Institute of Technology Act, 2002, which received
third reading in the legislature on June 27, 2002. The objectives of the University are
“to provide undergraduate and postgraduate university programs with a primary
focus on those programs that are innovative and responsive to the individual needs
of students and to the market-driven needs of employers; to advance the highest
quality of learning, teaching, research and professional practice; to contribute to the
advancement of Ontario in the Canadian and global contexts with particular focus on
the Durham region and Northumberland County and to facilitate student transition
between college-level programs and university-level programs.” The Bill also
stipulates that the “special mission” of UOIT is “to provide career-oriented university
programs and to design and offer programs with a view to creating opportunities for
college graduates to complete a university degree.”
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The University is governed by the Board of Governors, which has the authority to
conduct University affairs, including approval of strategic plans, policies and budgets
that affect the array, quality and accountability of the academic programs and
services. The University also has an Academic Council which has the power to make
recommendations to the Board on all academic issues.
UOIT received an initial funding for capital expenditures of $60 million from the
Government of Ontario. Funding for buildings under the Superbuild program and
additional start-up funds have also been made available to UOIT. In recent months
the Board of Governors of Durham College, which is also the Board of Governors of
UOIT, acquired a significant portion of Windfields Farms which adjoins the Durham
College campus, and the new University is building its first quad on the northern
sector of the Durham College campus and will subsequently expand northwards on
the rolling fields famous for nurturing Northern Dancer. The architectural firm of
Diamond and Schmitt has designed the initial University quad and library. In addition
to the initial grant, UOIT will receive transition funding from the Ministry of Training,
Colleges and Universities over the next three years.
In accordance with its legislated mandate, UOIT plans to offer employment-focused
degree programs. Because UOIT is a new University a complete faculty
complement, each of its programs has been developed by a team of UOIT deans,
university faculty members, academic specialists from other Ontario universities and,
where applicable, consultants who are expert in the appropriate field. While the
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purpose of each program is to produce individuals educated and trained to assume
professional responsibilities in specific sectors of the community, every program is at
the university degree level and has been benchmarked with comparable programs at
other Ontario or Canadian universities. Each program exposes students to
increasingly complex theory at the degree level and applies that theory to the
practice and the demands of practice in the field.
This submission includes proposals for the four year honours program in Electrical
Engineering with a comprehensive program. Optional specializations in electronics
and telecommunications will be planned for the future. In addition, as with all of
UOIT’s Engineering programs there is a five year honours program in Electrical
Engineering and Management. The “and management “option has been previously
assessed by PEQAB, and Ministerial consent has been granted to UOIT to offer this
program alternative within our previously approved programs in Electrical
Engineering. The program maps which follow this section illustrate the addition of the
business and management courses, to the Electrical Engineering program for
students who choose the Engineering and Management degree.
The proposed four-year honours program in Electrical Engineering and the five year
program in Electrical Engineering and Management will start in 2005 with a projected
intake of 120 full time students, which is expected to increase to a complement of
370 students enrolled in the four years of the program by 2008. Faculty will be
adjusted accordingly from 7 professors in 2005 to 20-21 by 2008.
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Durham Region is home to approximately 500,000 people. It is also the home of a
large number of diverse industries; one of the best known of these is General Motors
of Canada Limited. General Motors and other companies related to the auto sector
throughout Canada and the world, have ongoing recruitment requirements for
engineering graduates, many of whom are required to have a specialized
background in either electrical or mechanical engineering.
The proposed programs in Electrical Engineering and Electrical Engineering and
Management at UOIT are industry-driven in the sense that they were generated after
review of industry requirements and consultation with representatives of the electrical
engineering industry. The proposed programs were built upon advice from an
advisory committee including representatives of industry and faculty from other
universities. The committee recommended that all engineering programs include a
sound basis in fundamentals, a broad exposure to core engineering concepts, and
development of skills which reflect current industry standards.
The proposed curriculum takes into consideration the guidelines established by
professional regulatory bodies and has been benchmarked against existing
accredited programs in other universities. Provincial bodies such as Professional
Engineers Ontario (PEO) control professional licensing in Canada. The principal
ingredient for registration as a Professional Engineer (P. Eng.) is that the individual
be a graduate of an accredited engineering program at the baccalaureate level. The
requirements for accreditation of an engineering program are defined by the
Canadian Engineering Accreditation Board (CEAB), of which each Provincial
regulatory body is a member. The manner in which the proposed curriculum meets
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the accreditation criteria and exceeds the minimum quantitative requirements is
detailed in SECTION 6.2 of this document. In summary, we believe the proposed
program satisfies the criteria for accreditation and that the proposed curriculum
exceeds the minimum quantitative requirements in each of the categories defined by
the CEAB. It is our expectation that the program will receive accredited status in the
year that the first cohorts reach graduation, which is 2009 and 2010. It is therefore
expected that graduates will be eligible to apply for licensure as a Professional
Engineer in Ontario or in any other Canadian province or territory.
The programs in Electrical Engineering and Electrical Engineering and Management
were developed to provide both the quality and the depth of knowledge and skills
needed for entry level and progressive positions in Canada and elsewhere.
The business and management subjects were selected and scheduled in order to meet
the learning outcomes and to develop competencies in business and management
essential for many engineers who will require business, management, and leadership
skills. Such engineers often move on to managerial and leadership roles in companies,
and some times use their entrepreneurial skills to start their own companies. They often
pursue an M.B.A. degree to complement their undergraduate studies.
It is our position that the proposed programs in Electrical Engineering have the following
strengths:
•
They meet the needs of industry and are market-driven and career- oriented.
•
They meet the requirements for professional accreditation.
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•
The programs have been designed to meet the future high-tech market needs
in Canada. They have been designed to be consistent with similar programs not
only in the best Canadian universities, but also in renowned world-wide
institutions of higher learning. In addition UOIT programs have some unique
features.
•
Courses in the program will significantly utilize UOIT’s e-learning technologies
such as ubiquitous use of laptops.
•
The Engineering and Management programs offer a complete engineering
program along with a specialized focus in business and management. These
programs will be somewhat unique in Canada
•
The Engineering and Management programs may provide one-year credit
toward an MBA at UOIT (yet to be developed), or elsewhere. The business and
management courses in the programs have been selected in collaboration with
UOIT’s School of Business and Information Technology, in order to facilitate this
possibility.
The curriculum has been designed to provide graduates with a foundation in the
basic principles of engineering, the particular knowledge and skills needed for the
electrical specialty, the ability to think independently, a systematic approach to
problem solving, and skills in teamwork and collaboration. The design of the
Electrical Engineering curriculum will meet the requirements of both the Ontario
Postsecondary Education Quality Assessment Board and the Canadian Engineering
Accreditation Board. In keeping with the values of UOIT, the curriculum has a
student and market focus. It is based on the principle that a graduate engineer needs
a well founded education that includes strong fundamentals in mathematics and
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science, with the development of analytical and application skills. Graduates will
have creative and innovative approaches to design, the ability to communicate to
both technical and lay audiences, the skills needed work both as an individual and as
a member of a group, and the motivation to be a life-long learner.
The curriculum for students in first year forms a basis in the fundamental subjects prior
to subsequent specialization in various engineering disciplines. The first year is
common for all of the proposed programs, and is common with the first year of the
Mechanical Engineering programs (except for 2 of the 11 courses). This component of
the curriculum is designed to provide the required base in mathematics and sciences,
as well as fundamental engineering subjects. This commonality will allow students the
opportunity to change programs and options within the engineering disciplines, as their
educational goals mature.
The second year for the programs in Electrical, and Software Engineering is very
similar, and leads to specialized study in the last two years. In the fourth year, all
engineering programs contain a capstone design course, which provides students
with the opportunity to carry out individual and group design activities in their chosen
fields of study, and the course Design Thesis, which provides the opportunity to carry
out extensive original work on a topic of interest.
The programs are all intended to provide students with the basic knowledge
necessary to take part effectively in these rapidly developing fields. Each of the
engineering programs is the first step in a continuing process of lifelong learning.
They have been designed with a view that the graduates will be able to have
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successful careers in high-tech industry and to continue to learn by experience and
subsequent professional courses. Alternatively, the programs allow students to
pursue studies at the graduate level. These two routes are not mutually exclusive.
In addition to discipline specific subjects, engineers require a breadth of study which is
provided by four opportunities for liberal studies electives. Courses in Economics and
Ethics and Law, contribute to breadth of knowledge and help to develop the
professional attributes needed for engineering. A course in Collaborative Leadership
which is part of the curriculum for all UOIT students will provide learning experiences
related to teamwork, leadership and other employment success skills which are
essential for the “thinker, doer, leader” who will be the hallmark graduate of the
University.
In addition to discipline specific subjects, the students who choose the Engineering and
Management program will have an enriched breadth component provided by the ten
business courses. These studies contribute to breadth of knowledge and help to
develop the professional attributes needed for engineering and for development of
leadership and management potential.
The ten business course have been selected form the UOIT Bachelor of Commerce
program and present the core of study in each of the functional areas of business
operations and management: finance, accounting, operations, human resources and
marketing. As a result l Engineering and Management graduates will have a sound
knowledge of the key concepts and context of management and the dynamic
environments of business and industry.
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Students will learn and gain experience via a flexible combination of lectures,
laboratory experiments, field trips, computer simulations, independent research and
design tasks, and individual and group projects. They will have experience in
documenting and presenting their findings to both technical and non-technical
audiences. Each student’s progress and accomplishments will be assessed in a variety
of ways, including open-book and closed-book tests, written and oral examinations, and
peer and independent evaluation of projects, reports, and presentations.
All courses offered will significantly utilize the e-learning technologies, such as
ubiquitous use of lap-tops. For instance, extensive use of computer applets will
minimize lab needs (equipment, experiments, and space) and will allow video taping
of the experiments in their entireties to help students understand why and how the
experiments must be done.
The curriculum design assumes that the principal method of teaching will be
classroom activities supplemented by small-group tutorials, laboratory
demonstrations and experiments, computer simulations and field visits. This is the
traditional approach that most students expect when they enrol in a university degree
program. The main benefits of the campus-based program are the structured
learning experience, accessibility to faculty members and physical learning
resources, and the experience of studying with peers in an academic environment.
Learning activities and methods of delivery and assessment will support the
development of the cognitive, interpersonal, technological, and problem-solving and
decision making skills needed for successful careers in engineering, and business
and management.
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Every student enrolled in the Electrical Engineering program is expected to have
unlimited access to a personal computer and the internet. UOIT will provide the
infrastructure for wireless access to the internet, and will require every student to
have a notebook computer with wireless capability. Apart from access to the internet,
many of the courses in the Electrical Engineering curriculum will require the use of a
computer to solve problems, to perform simulations, to access information, and to
produce individual and group reports and presentations.
Plans are currently underway to develop an optional Engineering Internship Program
which would provide students who have completed three years of their academic
program with an opportunity to work in an engineering setting in industry or
elsewhere for 12-16 months before returning to university for their fourth year.
Details of current development of this aspect of the program can be found in
SECTION 6.7.1-6.7.2
Graduates from Electrical Engineering and Electrical Engineering and Management
are expected to find employment in large and smaller enterprises, many of which are
located in southern Ontario. Market data reflects the ever-growing need for these
programs. For example, in the information and communications technology (ICT)
sector:
•
employment continues to outgrow the general employment growth in the
economy, with a 6.6% CAGR (Compounded Annual Growth Rate) for 1997-2002
in the ICT sector, compared with a 2.5% CAGR overall,
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•
the average salary is 45% more than the national average,
•
the ICT sector is responsible for 46% of all private sector R&D expenditures, and
•
57% of R&D scientists and engineers in Canadian business are involved in ICT.
The Canadian Expert Panel on the Skills Advisory Council on Science and Technology
has given the following profile of the ICT sector: Information and Communications
Technologies (ICT) are enabling technologies, which means that they have broad
application and potential to raise productivity levels across many industries. This also
means that many employers in many industries are competing for talent in
implementing and maintaining information & communications systems”. Industry
Canada has confirmed that the “high-tech slow-down” is not a new phenomenon and
the electrical industry went through a similar phase, but it restructured itself. Statistics
Canada has reported that the recent IT market slowdown was only a temporary phase
and that growth in all ICT-related areas has picked up again.
Using from data obtained from 26 Canadian ECE Departments, the Canadian
Institute of Telecommunications Research, a Network of Centres of Excellence,
found that undergraduate enrolment in ECE programs has grown for the period of
1995-2000 by 35%, more than twice as rapidly as that of other engineering
disciplines. Also the NSERC ICT Review Panel made projections for the period
1999-2005 and concluded that Bachelors degrees in Canadian ICT programs will
grow 69% by 2005.
Canada, due to its vast geography, has always been at the forefront of
telecommunications technology and network deployment, such as the invention of the
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telephone, the world’s first coast-to-coast microwave system, the world’s first domestic
satellite system, and the world’s first packet-switching data network. Such digital and
optical communications systems have contributed to the high level of competitiveness
of the Canadian economy. That is in part why the Government of Canada, in the 1997
Speech from the Throne, made a commitment to “Make the information and
knowledge infrastructure accessible to all Canadians, thereby making Canada the
most connected nation in the world.”
Graduates of the proposed Electrical Engineering and Electrical Engineering and
Management programs will be technically proficient engineers who help to create
wealth for the communities they serve, and who will have the requisite expertise to
work and manage the work of others in one or more of the areas of research,
development, design, maintenance, and operations in a wide spectrum of industries
and services. They will be self-directed, life-long learners with excellent management
and interpersonal skills, as well as the required mathematics, science and design
skills. They will also be socially, environmentally, economically and globally aware
professional problem solvers, who are skilled in the use of information technology.
Graduates will be prepared for further education in advanced degrees or in
specialized credentials.
Employers have confirmed their need for graduates of the proposed programs. They
have indicated their willingness to supply information, allow their staff to contribute to
course development and delivery, provide access to their facilities for students,
provide work experience, and offer employment opportunities to graduates.
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3. Program Abstract
3.1 Abstract
The programs, Bachelor of Engineering in Electrical Engineering and Bachelor of
Electrical Engineering and Management have been created to address a growing need
for engineers with this specialized preparation in high tech industries in Canada and
elsewhere.
Graduates will have fundamentals in mathematics and science, the required engineering
competencies and communication and teamwork skills needed for entry-level positions,
and for progression to leadership roles and further education. The management
graduates will also have a sound background in business and management.
The programs have been designed to meet the requirements of the Canadian
Engineering Accreditation Board.
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4. Program Degree- Level Standard
4.1 Degree- Level
The curriculum for the proposed program has been designed to provide learners with
the required level of knowledge, skill and attributes necessary for the honours
baccalaureate degree as described by the Postsecondary Education Quality
Assessment Board, and with reference to the Quality Assurance Agency for higher
Education of the United Kingdom. The courses comprising the proposed Electrical
Engineering program may be considered in the following five domains, corresponding
to the requirements of the Canadian Engineering Accreditation Board.
Mathematics: Five courses of increasing complexity, to be taught by a combination of
lectures, tutorials and problem-based learning. The content of these courses is
designed to ensure that students have the requisite mathematical knowledge and skills
to understand and solve the problems in the science and engineering courses. The
lectures will emphasize the relationships and applications of the mathematical
techniques to the science and engineering courses, with as many as possible practical
problems being drawn from real-life examples in general, and from electrical
engineering in particular. The tutorials will reinforce both the ability to arrive at the
correct answer and an understanding of the meaning of the answer in the broader
applications of the field. A combination of exact or analytic solutions, numerical
methods and standard computer codes will be used to find solutions to the problems
posed.
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Basic Sciences: Two courses in Physics and one course in Chemistry form the
backbone of the basic science content of the program. The courses in Fundamentals
of Electromagnetics, Semiconductor Physics, and Optical Communications also have
significant basic science content in addition to their engineering science content.
These courses will be taught by a combination of lectures and laboratory
demonstrations and experiments. The lecture content is designed to provide students
with the required level of science fundamentals essential for understanding the specific
subjects of electrical engineering and to be able to apply a broad approach to solving
problems in or outside the chosen field of specialization subsequent to entering the
work place.
Engineering Science: Twenty-two courses in the program have significant content in
engineering science. There are several courses in this segment of the program that
are from the domain of other engineering disciplines, but which are also of relevance
to electrical engineering. In addition to the classroom lectures, students will encounter
tutorials, laboratories, computer simulations, field trips, independent and group
research projects. Presentations to peers, to technical specialists and to members of
the general public will be required in several courses. Collectively, these courses will
prepare students for the specialist engineering courses and at the same time provide a
breadth of knowledge that can be useful if the graduate is employed in a field outside
the electrical engineering specialty.
Engineering Design: Nineteen courses in the program have significant content in
engineering design. These courses employ a combination of lectures, tutorials,
laboratory experiments, computer simulations, field visits, research, projects and
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seminars. During the senior year, each student will participate in a capstone design
project with significant analysis and design components, and which will also require
teamwork and project management skills. Students will also complete a thesis which
will require synthesis of knowledge from the program and which will include design,
development, testing and/or evaluation of a system, process or device.
These core courses in mathematics, science, and engineering science and design
contribute to the student’s systematic understanding of the key aspects of the field,
some of which will intentionally be at the forefront of the discipline.
Breadth Requirement/Complementary Studies: The courses in Technical
Communications, Collaborative Leadership, Economics for Professionals, and Ethics
and Law for Professionals, provide students with professional knowledge, skills and
attributes, needed for employment and career success. The four liberal studies
electives and the course Impact of Science and Technology on Society are
complementary studies that provide exposure to at least one discipline outside the
field of engineering and an appreciation of the society and culture in which these
citizens live and work. In addition, two senior year courses; the systems design
project and the thesis, have significant complementary requirements. All of these
courses will emphasize communication skills, promote a broader understanding of
the needs of society, and aim to produce graduates with a well-rounded education.
The many facets of the proposed program in electrical engineering are highly
interdependent, with fundamental courses followed by more advanced topics,
analysis complementing design, and technical expertise developed along with
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business and humanities support. This will contribute to the graduate’s ability to
consolidate, extend and apply knowledge as will be required for a systematic,
integrated approach to electrical engineering.
Safety and quality are cornerstones of the practice of engineering. Professors will
explain, model and require safe practices in all laboratory and field work and will ensure
that students understand, internalise, and practice safe habits. Courses such as
Chemistry, which include basics such as Workplace Hazardous Materials Information
System (WHMIS), and those with significant design content, will incorporate quality and
safety concepts and practices. Students will be required to exercise initiative and
personal responsibility for these important aspects during their program, and will be well
prepared to continue in employment settings.
Graduates must be able to work as individual experts to solve problems and to
contribute to the frontiers of their profession. They need to be able to work in multidisciplinary and multi-cultural teams. Many engineers will eventually assume positions
of leadership in organizations and corporations. Courses in Collaborative Leadership,
Economics for Professionals, Ethics and Law for Professionals and the project based
activities will develop these important leadership and teamwork attributes. This learning,
when partnered with the depth and breadth of knowledge in the electrical engineering
discipline, will enable graduates to contribute to decision-making in the complex and
unpredictable circumstances, which will be found in the workplace.
As can be determined from the program plan and strategies for learning experiences,
efforts have been made to provide students with a systematic understanding of key
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elements of Electrical Engineering. UOIT is committed to providing learning resources
and experiences which will be current, and at the leading edge of the discipline.
Laboratory settings and field trips to industries will lend practical and up to date
dimensions to their knowledge. Graduates will be able to apply an integrated
knowledge of the discipline to solve problems and investigate or contribute to research.
The systems design and thesis courses in the final years will require students to
synthesize and consolidate their knowledge and to develop skills required in problem
solving and in initiating and carrying out projects.
Graduates will be required to develop the ability to manage their own learning and to
use scholarly sources of information, in order to manage required course work and
complete numerous projects. These learning skills, and the comprehensive knowledge,
developed systematically during the program will prepare the graduate for further
training in a specialty or for advanced study in engineering or a related discipline.
The proposed program significantly exceeds the minimum requirements of the
Canadian Engineering Accreditation Board for accreditation. The proposed program has
also received very strong endorsement from the Program Advisory Committee for the
Faculty of Engineering and Applied Science, the members of which represent a crosssection of academic specialists, employers and organizations interested in Electrical
Engineering and related fields.
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5. Admissions, Promotion, Graduation Standard
5.1 Admission Requirements
ACADEMIC
Program Admission Requirements
T
TOntario Secondary School Diploma (OSSD) with
minimum 70% overall average and minimum
70% in Math and Sciences, including:
Six 12U or M credits including
• English
(ENG4U)
with
60%
minimum,
• Advanced
Functions
and
Introductory Calculus (MCB4U),
• Geometry and Discrete Math
(MGA4U) ,
• Chemistry (SCH4U),
• and Physics (SPH4U)
OR
Six OAC credits including
• English (ENGOAC) with 60%
minimum,
• Calculus (MCAOAC),
• Algebra and Geometry (MAGOAC),
• Chemistry (SCHOAC),
•
and Physics (SPHOAC).
Applicants from other provinces or
international students should contact the
Office of Recruitment and Admissions.
E-mail admissions@uoit.ca or visit our
Web site at www.uoit.ca.
RELATED WORK/VOLUNTEER
EXPERIENCE
Other (eg, portfolio, specialized
testing, interview, G.R.E. etc.)
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Extenuating Circumstances
If there are any factors that may have
adversely affected a student’s academic
performance over the past years,
causing his/her average to fall below
the above requirements, the student
may provide a separate statement,
along with supporting documentation to
the Office of Recruitment and
Admissions
−23−
5.1.2 Admission Policies and Procedures for Mature Students
The following is an excerpt from the 2004 UOIT Calendar SECTION 4.5.6.
Mature applicants
A mature applicant is defined as one who:
ƒ
ƒ
ƒ
ƒ
ƒ
will have reached the age of 21 by December 31 of the year of
application;
has been away from formal education for at least two years;
is a Canadian citizen or permanent resident;
has not completed any post-secondary education; and
is not eligible for admission as a secondary school graduate
Mature students may be admitted upon successful completion of
secondary-level courses in the prerequisite subjects for their intended
program of study.
5.1.3 Admission Policies
The following excerpts from the 2004 UOIT Calendar apply to this requirement.
Section 1:
1.1
Admission
Application procedure
With the exception of part-time students, all students apply to the University of
Ontario Institute of Technology through the Ontario Universities’ Application Centre
(OUAC) at www.ouac.on.ca. Students attending an Ontario secondary school are
normally informed of OUAC application procedures and deadlines through their
schools in September.
Part-time students should complete an application form at www.uoit.ca to be
submitted directly to the Registrar’s Office:
Registrar’s Office, UA4240
University of Ontario Institute of Technology
2000 Simcoe St. North
Oshawa, Ontario L1H 7K4
E-mail: admissions@uoit.ca
Telephone: 905.721.3190
Fax: 905.721.3178
1.2
Application deadlines
Specific dates pertaining to the current year are provided on the University Web site
at www.uoit.ca. Applications submitted after published deadlines will be considered
on an individual basis. Applicants should consult the Ontario Universities'
Application Centre and school guidance counsellors for more information.
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1.3
Assessment of eligibility
Grade requirements stated below are normal minimum requirements. The actual
cut-off levels for admission cannot be determined until applications are received.
Students whose grades have been affected by exceptional circumstances which can
be documented are encouraged to write to the Registrar’s Office with appropriate
information.
Ontario universities support the full disclosure of all marks achieved in all attempts at
a secondary school course. The University of Ontario Institute of Technology will
use the highest grade obtained in a course in the calculation of averages.
Applicants seeking information on the applicability of their educational backgrounds
may seek informal guidance from the Registrar’s Office if their circumstances are
straightforward. Applicants wanting a formal assessment of their credentials prior to
application should contact a credential evaluation service. Official determination of
admissibility and transfer of credit cannot be made until the point of application.
1.4
Admission requirements for post-degree programs
1.4.1
1.5
Admission requirements for Bachelor of Education program
(consecutive)
ƒ An undergraduate degree from a recognized university;
preference will be given to students with an Honours degree in the
sciences, mathematics, or computer science.
ƒ Completion of a minimum of 30 credit hours in university courses
(equivalent to five full courses, or 10 one-semester courses) in a
first teachable subject and 18 credit hours (equivalent to three full
courses, or six one-semester courses) in a second one.
ƒ A minimum “B” overall average in the last year of full-time study
with a minimum “B” average in courses applicable to each
teachable subject.
ƒ Personal profile addressing skills and related work experience
ƒ Two letters of reference
ƒ An interview may be required
ƒ Prior to the start of classes, results of a criminal record check and
TB test must be submitted (any costs associated with these are
the responsibility of the applicant).
Admission requirements for undergraduate programs
Regardless of educational background, all applicants to undergraduate programs
must have specific prerequisite subject knowledge for their intended program of
study. The prerequisite subjects for each program are listed in the faculty sections of
this Calendar.
Current students and graduates of secondary schools (no post-secondary education)
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will be evaluated based on their secondary school courses. Students who have
followed a secondary school curriculum other than those listed below are
encouraged to contact the Registrar’s Office for further information.
Those applicants with previous post-secondary education are categorized as transfer
students. For these applicants, prerequisite subject requirements may be met by a
combination of secondary and post-secondary studies.
1.5.1
Applicants from Ontario secondary schools
ƒ Graduation from an Ontario secondary school with a minimum
overall average of 70%.
ƒ Admission will be based on the best six grades at the Grade 12 (U
or M) level. These six courses must include course prerequisites
for the selected program of study as indicated in the faculty
sections of this Calendar.
1.5.2
Applicants from secondary schools in other Canadian provinces
Specific information on admission requirements for students
completing high school in other provinces is available from the
Registrar’s Office. The normal minimum requirement is completion of
secondary school with a minimum overall average of 70% in the final
year. Quebec applicants must have one year beyond the Secondary
V diploma. Equivalent subject prerequisites will apply to out-ofprovince applicants.
1.5.3
Applicants from secondary schools in other countries
Applicants from the United States must achieve high school
graduation with a minimum C average. All applicants must present a
SAT or an ACT score; a minimum combined SAT score of 1200 or an
ACT score of 27 is recommended.
Applicants from British-patterned education (GCE) must achieve the
General Certificate of Education, including a minimum of two
Advanced Level courses. No grade can be below a ‘C’.
Applicants from other countries should contact the Registrar’s Office
for admission requirements specific to their curriculum.
1.5.4
International Baccalaureate students
Full diploma candidates who achieve passes in six subjects with at
least three at the Higher Level, and who accumulate a grade total of
24 with no score lower than four are eligible for admission to first year.
Students must hold the appropriate prerequisite subjects at the Higher
Level. English may be held at either Higher or Standard Level.
Applicants offering prerequisites at Standard Level will be given
individual consideration. See section 4.6 for information on advanced
standing.
1.5.5
Students transferring from other colleges and universities
Transfer students must present the specific prerequisite subjects for
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their intended program of study. The prerequisite subjects for each
program are listed in the faculty sections of this Calendar.
Prerequisite subject requirements may be met by a combination of
secondary and post-secondary studies.
1.5.6
Mature applicants
A mature applicant is defined as one who:
ƒ
ƒ
ƒ
ƒ
ƒ
will have reached the age of 21 by December 31 of the year of
application;
has been away from formal education for at least two years;
is a Canadian citizen or permanent resident;
has not completed any post-secondary education; and
is not eligible for admission as a secondary school graduate
Mature students may be admitted upon successful completion of
secondary-level courses in the prerequisite subjects for their intended
program of study.
1.5.7
Visiting students
With a letter of permission from a recognized institution, a student
studying elsewhere will be allowed to enrol in University of Ontario
Institute of Technology courses pending availability. The letter of
permission will be used in lieu of transcripts from their home
institution. As a result, it is the responsibility of the student to ensure
they have the necessary prerequisites and are academically prepared
for the course. These students will be admitted as special students
not seeking a degree and will be subject to the applicable application
and letter of permission fees.
1.5.8
Home-schooled applicants
Home-schooled applicants will be evaluated on the basis of
standardized tests (through distance learning or alternative education
centres) or on a combination of SAT II tests and a portfolio. Parent
generated transcripts will be accepted as a reflection of courses
completed and marks attained but these transcripts must be
submitted in conjunction with standardized test scores.
Applicants who have completed courses through distance learning or
alternative education centres should include marks from these
courses at the time of application. If official transcripts like these
indicate completion of specific prerequisite subjects then there is no
need to submit SAT II test scores or a portfolio.
Alternatively, applicants may write four subject-specific SAT II tests.
A minimum score of 600 is required to demonstrate sufficient
background in the subject. Below are the required SAT II’s for each
program.
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Faculty of Business and Information Technology – Writing,
Mathematics (Level II C), two other SAT II’s
School of Engineering Systems and Nuclear Science – Writing,
Mathematics (Level II C), Physics and Chemistry
Faculty of Health Sciences – Writing, Mathematics (Level II C),
Biology (Ecological or Molecular) and Physics or Chemistry
Faculty of Social Science – Writing, Mathematics (Level II C), two
other SAT II’s
Faculty of Engineering and Applied Science – Writing, Mathematics
(Level II C), Physics and Chemistry
Faculty of Science – Writing, Mathematics (Level II C), Biology
(Ecological or Molecular) and Physics or Chemistry
Applicants presenting SAT II test scores must also submit a
personal/career portfolio. This should detail personal and community
participation and achievements including academic, volunteering and
mentorship. The portfolio should also include an essay detailing
future goals and reasoning for application to their program of choice.
A letter of reference to support the application should also be
submitted.
We will reserve the right to accept or deny students based on overall
performance through the variety of measures listed above.
1.5.9
Readmission of former University of Ontario Institute of Technology
students
Students previously admitted to the University of Ontario Institute of
Technology who have not been in attendance for a period of one
academic year and have not received a deferral will be required to
apply for readmission to the University. Applications for readmission
are submitted directly to the Registrar’s Office.
A student who has attended another institution since his/her last
attendance at the University will be required to submit official
transcripts from that institution.
1.6
Advanced standing
1.6.1
Secondary school students (International Baccalaureate and
Advanced Placement)
Applicants who have completed Advanced Placement (AP) or
International Baccalaureate (IB) examinations may be granted up to a
maximum of 18 credit hours toward their University of Ontario Institute
of Technology degree. Other university-level courses taken while in
high school/secondary school will be considered on a case-by-case
basis. Official documents must be supplied directly from the issuing
institution to the Registrar’s Office to ensure granting of credit.
Minimum subject scores of four in the Advanced Placement
examinations and five in the International Baccalaureate examinations
are required for advanced standing.
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Credit and exemption will not be given for completion of high school
International Baccalaureate or Advanced Placement courses unless
an acceptable score is attained on the examination administered by
the appropriate board.
1.7
1.6.2
Students transferring from other universities
Credits from other Ontario universities within and outside Canada will
be evaluated on an individual basis. Credit is subject to the
University’s residency requirement (section 5.16).
1.6.3
Expiration of credit
University courses taken more than eight years prior to admission will
not be accepted for credit.
1.6.4
Challenge for credit
Faculties may offer examinations which allow students to demonstrate
their competence in a subject for the purpose of advanced standing.
Please consult the Dean’s Office. The fee for such examinations is 50
per cent of the applicable course fee. Unsuccessful attempts are
counted as failures on the transcript.
English language proficiency
All applicants are required to give evidence of their oral and written proficiency in
English. This requirement can be satisfied with one of the following criteria:
i)
ii)
iii)
their mother tongue or first language is English
they have studied full-time for at least three years (or equivalent in
part-time studies) in a secondary school or university where the
language of instruction and examination was English
they have achieved the required proficiency on one of the tests in
English language acceptable to the University of Ontario Institute of
Technology (see below)
Recommended Scores – English Language Proficiency Tests (higher scores
may be required)
TOEFL (computer based)
220
TOEFL (paper based)
560
IELTS
7
MELAB
85
CAEL
70
1.8
Conditional admission
If an applicant is currently completing courses at a secondary or post-secondary
institution, a conditional admission decision will be made. This decision will be
based upon the applicant’s eligibility for admission subject to successful
completion of the courses for which he/she is currently registered. This decision
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will remain conditional until final results for the applicant’s current program of
study are available.
The University may, in other circumstances, grant conditional acceptance to a
student who is eligible for admission subject to satisfying specified conditions.
These conditions will be outlined in the conditional offer of admission.
5.2 Promotion and Graduation Requirements
Level of Achievement
Program Requirement
Promotion
Graduation
A passing grade in any one course is
50%.
Courses in disciplines
outside the main field of
study
Courses in disciplines
within the main field of
study
Other, (e.g. work
placement/internship)
Other, ( e.g. thesis)
To progress from one semester to the
next, with a clear standing students
must maintain a cumulative GPA of 2.0
Students must pass all
program courses and
achieve a minimum
overall GPA 2.0.
Students must pass all
To progress from one semester to the program courses and
next, with a clear standing students
achieve a minimum
must maintain a cumulative GPA of 2.0 overall GPA 2.0.
Not applicable
Not applicable
Not applicable
Not applicable
Other(e.g. research paper) Not applicable
Not applicable
Other, (e.g. laboratories)
As specified in individual courses
As specified in individual
courses
Overall achievement
To progress from one semester to the
next, with a clear standing students
must maintain a cumulative GPA of 2.0
Students may only take courses in
semesters 5 and 6 if all courses in
semesters 1 and 2 are completed with
passing grades
Students may only take courses in
semesters 7 and 8 if all courses in
semesters 1 to 4 are completed with
passing grades
Students must pass all
program courses and
achieve a minimum
overall GPA 2.0.
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The following information about calculation of the grade point average is taken from the
2004 UOIT Calendar
1.9
Grading
Final grades for all courses will be submitted to the Registrar’s Office on a letter
grade scale. Credit will be granted for only those courses completed with a grade
of D or better. Faculties may require higher grades in some courses to meet
degree requirements. See the faculty sections of this Calendar for more
information.
The following descriptions outline the quality of work associated with each letter
grade. Percentage to grade equivalencies are included as a guideline for
conversion.
Grade
Percentage
Grade
Points
A+
90-100
4.3
A
85-89
4.0
A-
80-84
3.7
B+
77-79
3.3
B
73-76
3.0
B-
70-72
2.7
C+
67-69
2.3
C
60-66
2.0
D
50-59
1.0
Marginal. Some evidence that critical and analytic skills have been developed;
rudimentary knowledge of the subject matter; significant weakness in the
ability to communicate.
F
0-49
0.0
Inadequate. Little evidence of even superficial understanding of subject
matter; weakness in critical and analytic skills; limited or irrelevant use of
literature; failure to complete required work; an inability to communicate.
Description
Excellent. Strong evidence of originality and independence of thought; good
organization; capacity to analyse and synthesize; superior grasp of subject
matter with sound critical evaluations; evidence of extensive knowledge base;
an outstanding ability to communicate.
Good. Substantial knowledge of subject matter; some evidence of organization
and analytic ability; a moderate degree of originality and independence of
thought; reasonable understanding of relevant issues; evidence of familiarity
with literature; an ability to communicate clearly and fluently.
Adequate. Student is profiting from his/her university experience; an
acceptable understanding of the subject matter; ability to develop solutions to
representative problems in the material; some ability to organize and analyse
ideas; an ability to communicate adequately.
A failing grade of WF may be assigned if a student is administratively withdrawn
for non-attendance.
Courses designated for pass/fail grading will be assigned a grade of PAS or FAL.
These grades will not be included in the calculation of the grade point average.
If a student’s grade is not available when final grades are approved at the end of
a term, special designation will be temporarily added to his/her record. If a
deferred examination has been granted, a grade of DEF will be assigned. If a
portion of the work required for the course is incomplete, a grade of INC may be
recorded. These grades may satisfy prerequisites for further courses on a
temporary basis, but not beyond the end of the subsequent term after which
these grades revert to “F.”
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6.
PROGRAM CONTENT STANDARD
6.1
Curriculum and Program Review Committee
Academic details and business plans for all proposed programs must be submitted to
UOIT's Curriculum and Program Review Committee (CPRC) for examination and
approval. Using feedback from the Committee, the program developers then further
refine the proposal in preparation for its review by the University's Academic Council.
The Terms of Reference of the CPRC are included below.
Curriculum and Program Review Committee – Terms of Reference
1. to examine proposals for new degree and non-degree programs and major
changes to existing programs and to recommend their approval, as appropriate, to
the Executive Committee and then to Academic Council;
a. In reviewing programs, the Committee takes responsibility for ensuring the
academic quality of the proposal and the adequacy of the plan for resources to
support it.
b. The Committee should look for evidence that the proposal has emerged from unit
planning processes and will meet the standards established by relevant external
bodies including the Postsecondary Education Quality Assessment Board and the
Ontario Council of Graduate Studies.
c. The Committee should encourage, wherever possible, cooperation and
consultation among academic units including the promotion of complementary
programming.
d. The Committee should flag for the Executive Committee’s attention matters
bearing on academic policy.
2. to review, approve, reject or refer any curricular proposals (additions, deletions, or
revisions to existing curricula) of a routine nature;
3. to formulate policy and make recommendations to Academic Council on all
matters concerning the improvement of teaching and learning in the University;
4. to coordinate and oversee all matters in the University relating to academic
standards; and
5. to explore policy issues related to curriculum and instructional development.
Approved by Academic Council, November 18, 2003
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6.2
6.2.1
Professional/ Accreditation or other Organization Support
Current Professional/Accreditation Requirements
The proposed program has been developed following the guidelines of the Canadian
Engineering Accreditation Board. We believe it significantly exceeds the minimum
requirements of the Canadian Engineering Accreditation Board for accreditation. The
proposed program has also received very strong support from the Program Development
Advisory Committee, the members of which represent a cross-section of stakeholders in
Electrical Engineering. The formal accreditation assessment will occur in the fourth year
of the delivery of the proposed program, in accordance with CEAB guidelines.
Regulatory/Licensing Requirements
The licensing of Professional Engineers in Canada falls under the jurisdiction of each
provincial engineering association, such as Professional Engineers of Ontario (PEO).
Each provincial engineering association, in turn, is a member of the Canadian Council of
Professional Engineers (CCPE). The CCPE establishes the guidelines for the
professional status of university graduates in Canada through its Canadian Engineering
Accreditation Board (CEAB), which reports to the CCPE council. All member
associations, such as PEO, accept the decision of the CEAB with respect to the technical
preparedness of university graduates if the program from which they graduated is
“accredited” by the CEAB. Accreditation covers a five-year period or shorter if the CEAB
decides on a shorter period for some reason (e.g. upgrading of laboratories required).
The provincial associations then tag on their practical experience requirement (typically
four years post-graduation) before licensing an applicant as a Professional Engineer
(P.Eng.).
CEAB: CURRICULUM CONTENT REQUIREMENTS
Definition of Accreditation Units (AU): Accreditation Units (AU) are defined as follows
(hourly basis) for an activity which is granted academic credit and for which the
associated number of hours corresponds to the actual contact time of that activity:
• one hour of lecture (corresponding to 50 minutes of activity) = 1 AU
• one hour of laboratory or tutorial work = 0.5 AU
This definition is applicable to most lectures and periods of laboratory or tutorial work.
Classes of other than the nominal 50-minute duration are treated proportionally.
For an activity for which contact hours cannot be used to properly describe the extent of
the work involved, such as significant design or research projects or similar work officially
recognized by the institution as a degree requirement, an equivalent measure in
Accreditation Units must be used by the institution to be consistent with the above
definition. One method for determining this equivalence, when a unit of academic credit
is defined by the institution to measure curriculum content, is a calculation on a
proportionality basis.
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A factor K is defined as follows:
⎛ AU for all common core compulsory courses for which ⎞
K=
∑ ⎜ the computation was carried out on an hourly basis ⎟
⎝
⎠
∑ ( units defined by the institution for the same courses )
Then, for each course not accounted for on an hourly basis, the number of Accreditation
Units is obtained by multiplying the units defined for that course by K.
Mathematics and Basic Science: A minimum of 420 AU of a combination of these
Mathematics: A minimum of 195 AU of mathematics including appropriate elements of
linear algebra, differential and integral calculus, differential equations, probability,
statistics and numerical analysis.
Basic Sciences: A minimum of 195 AU of basic (natural) sciences, defined as elements
of physics and chemistry and, where appropriate, elements of life sciences and earth
sciences. These subjects are intended impart an understanding of natural phenomena
and relationships through the use of analytical and/or experimental techniques.
Engineering Sciences and Engineering Design: A minimum of 900 AU of a
combination of engineering sciences and engineering design. Within this combination,
each of engineering sciences and engineering design must not be less than 225 AU.
This leaves 450 AU for any combination of engineering sciences and engineering design
that may be deemed desirable.
Engineering science subjects normally have their roots in mathematics and basic
sciences, but carry knowledge further toward creative applications. They may involve
the development of mathematical or numerical techniques, modelling, simulation and
experimental procedures. Application to the identification and solution of practical
engineering problems is stressed. Such subjects include strength of materials, fluid
mechanics, thermodynamics, electric and electronic circuits, soil mechanics, automatic
control, aerodynamics, transport phenomena and elements of materials science,
geosciences, computer science, environmental studies and other subjects pertinent to
the discipline. In addition, the curriculum should include engineering science content
which imparts an appreciation of important elements of related engineering disciplines.
Engineering design integrates mathematics, basic sciences, engineering sciences and
complementary studies in developing elements, systems and processes to meet specific
needs. It is a creative, iterative and often open-ended process subject to constraints
which may be governed by standards or legislation to varying degrees depending upon
the discipline. These constraints may relate to economic, health, safety, environmental,
social or other pertinent factors.
The engineering curriculum must culminate in a significant design experience which is
based on the knowledge and skills acquired in earlier course work and which preferably
gives students an exposure to the concepts of team- work. A research project may be
interpreted as engineering design provided it is clearly shown that the elements of
design, as noted in the definition, are fulfilled in the completion of the project.
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Appropriate content requiring the application of computers must be included in the
engineering sciences and engineering design components of the curriculum.
Complementary Studies: A minimum of 225 AU of studies in humanities, social
sciences, arts, management, engineering economics and communication that
complement the technical content of the curriculum.
While considerable latitude is provided in the choice of suitable courses for the
complementary studies component of the curriculum, some areas of study are
considered to be essential in the education of an engineer. Accordingly, the curriculum
must include studies in engineering economics and on the impact of technology on
society, and subject matter that deals with central issues, methodologies and thought
processes of the humanities and social sciences. Provision must also be made to
develop each student’s capability to communicate adequately, both orally and in writing.
Language courses may be included within complementary studies provided they are not
taken to fulfill an admission requirement. However, course content, which imparts
language skills cannot be used to satisfy the requirements for subject matter that deals
with central issues, methodologies and thought processes of the humanities and social
sciences.
Electrical Engineering – CEAB Category Breakdown Tables
In the following table of CEAB category components in this curriculum, these
abbreviations have been used:
Mat
=
Mathematics
Sci
=
Basic Sciences
Eng
=
Engineering Sciences
Des
=
Engineering Design
Com =
Complementary Studies
The minimum CEAB requirements in each of these five categories are as follows:
Mat
=
195 AU
Sci
=
195 AU
Eng
=
225 AU
Des
=
225 AU
Com =
225 AU
In the above, 1 AU = 1 Academic Unit
= 1 hour of lecture
= 2 hours of laboratory
= 2 hours of tutorial
Notes:
1.
2.
3.
The Eng and Des categories must add up to at least 900 AU.
The sum of all five categories must add up to at least 1,800 AU.
The sum of Mathematics and Science categories must add up to at least
420AU
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Electrical Engineering –CEAB Category Breakdown
YEAR 1 - Term 1
Course code
Lec
Tut
Lab
AU
Mat
Sci
Eng
Des
Com
Physics I
PHY 1010U
3
1
1.5
54.4
0
54.4
0
0
0
54.4
Calculus I
MATH 1010U
3
2
0
51.2
51.2
0
0
0
0
51.2
3
2
0
51.2
0
0
20.5
20.5
10.2
51.2
Information Technology
AU chk
Linear Algebra for Engineers
MATH 1850U
3
2
0
51.2
51.2
0
0
0
0
51.2
Technical Communications
EDUC 1050U
3
1
0
44.8
0
0
0
0
44.8
44.8
YEAR 1 - Term 2
Lec
Tut
Lab
AU
Mat
Sci
Eng
Des
Com
Physics II
PHY 1020U
3
1
1.5
54.4
0
54.4
0
0
0
54.4
Calculus II
MATH 1020U
3
2
0
51.2
51.2
0
0
0
0
51.2
Chemistry for Engineers
CHEM 1800U
3
1
1
51.2
0
51.2
0
0
0
51.2
Collaborative Leadership
BUSI 2000U
3
0
0
38.4
0
0
0
0
38.4
38.4
Introduction to Programming
ENGR 1200U
3
2
0
51.2
0
0
41
10.24
0
51.2
Impact of Science & Tech. on Society
EDUC 1470U
3
0
0
38.4
0
0
0
0
38.4
38.4
YEAR 2 - Term 1
Lec
Tut
Lab
AU
Mat
Sci
Eng
Des
Com
Electrical Engineering Fundamentals
3
1.5
1.5
57.6
0
0
57.6
0
0
57.6
Discrete Mathematics
3
2
0
51.2
51.2
0
0
0
0
51.2
Digital Systems
3
1.5
1.5
57.6
0
0
46.1
11.5
0
57.6
Differential Equations
MATH 2860U
3
1
0
44.8
44.8
0
0
0
0
44.8
Liberal Studies Electives
BUSI 2000U
3
0
0
38.4
0
0
0
0
38.4
38.4
YEAR 2 - Term 2
Lec
Tut
Lab
AU
Mat
Sci
Eng
Des
Com
Introductory Electronics
3
1.5
1.5
57.6
0
0
46.1
11.5
0
57.6
Complex Analysis
3
2
0
51.2
51.2
0
0
0
0
51.2
Design and Analysis of Algorithms
3
1.5
1.5
57.6
0
0
28.8
28.8
0
57.6
Fundamentals of Electromagnetics
3
2
0
51.2
0
30.7
20.5
0
0
51.2
Liberal Studies Electives
3
0
0
38.4
0
0
0
0
38.4
38.4
Com
YEAR 3 - Term 1
AU chk
Lec
Tut
Lab
AU
Mat
Sci
Eng
Des
Semiconductor Physics
3
2
0
51.2
0
51.2
0
0
0
51.2
Signals & Systems
3
0
2
51.2
0
0
41
10.2
0
51.2
Computer Architecture
3
1.5
1.5
57.6
0
0
46.1
11.5
0
57.6
Applications of Electromagnetics
3
2
0
51.2
0
12.8
25.6
12.8
0
51.2
Liberal Studies Electives (Adv.)
3
0
0
38.4
0
0
0
0
38.4
38.4
YEAR 3 - Term 2
Lec
Tut
Lab
AU
Mat
Sci
Eng
Des
Com
Electronic Circuits Design
3
1.5
1.5
57.6
0
0
28.8
28.8
0
57.6
Communication Systems
3
1.5
1.5
57.6
0
0
46.1
11.5
0
57.6
Microprocessor Systems Design
3
1.5
1.5
57.6
0
0
28.8
28.8
0
57.6
Electric Machines
3
1.5
1.5
57.6
0
0
57.6
0
0
57.6
Probability and Random Signals
3
2
0
51.2
51.2
0
0
0
0
51.2
3
0
0
38.4
0
0
0
0
38.4
38.4
Economics for Professionals
BUSI 2050U
Electrical Engineering
Electrical Engineering and Management
−36−
YEAR 4 - Term 1
Lec
Tut
Lab
AU
Mat
Sci
Eng
Des
Com
Microwave & RF Circuits
3
0.5
1.25
49.6
0
0
39.7
9.92
0
49.6
DSP Theory & Design
3
0.5
1.25
49.6
0
0
24.8
24.8
0
49.6
Computer Networks
3
0.5
1.25
49.6
0
0
39.7
9.92
0
49.6
Power Systems
3
1
0
44.8
0
11.2
22.4
11.2
0
44.8
Electrical Engineering Systems Design
3
1
0
44.8
0
0
0
44.8
0
44.8
YEAR 4 - Term 2
Lec
Tut
Lab
AU
Mat
Sci
Eng
Des
Com
Control Systems
3
0.5
1.25
49.6
0
0
39.7
9.92
0
49.6
Optical Communications
3
1
0
44.8
0
0
44.8
0
0
44.8
Engineering Elective
3
0
0
38.4
0
0
0
0
0
0.0
3
0
0
38.4
0
0
0
0
38.4
38.4
0
0
6
49.3
0
0
0
49.33
0
49.5
2072
367
266
745
Ethics and Law for Professionals
JSTS 2210U
Design Thesis
ENGR 4999U
TOTAL HRS PER SEMESTER
1599
592
397
TOTALS:
Eng Sci + Eng Des; Check total AU
K proportionality factor (for Thesis)
49.3
Electrical Engineering
Electrical Engineering and Management
−37−
346
324
1092
2033
2033.3
6.2.2 Letters from Regulatory or Licensing Bodies
In accordance with established accreditation guidelines formal evaluation of the program
will take place in the 2008-9 academic year, when the final year of the program is
delivered for the first time. The design of the curriculum is consistent with the
requirements of the CEAB. Letters from the relevant bodies are attached on the next
page.
Electrical Engineering
Electrical Engineering and Management
−38−
Electrical Engineering
Electrical Engineering and Management
−39−
Electrical Engineering
Electrical Engineering and Management
−40−
6.3 Program Comparison Tables
6.3 The applicant has on file and available upon request the research undertaken to
complete Appendix 6.3. The applicant found that there are more than five similar or
related existing programs offered at Ontario universities and that there are more than
three similar or related existing programs offered at universities in other jurisdictions
that could have been included in Appendix 6.3
Appendix 6.3.1
Institution:
University of Toronto
Program Name and Credential:
Electrical Engineering, B.Sc.
Program Description:
A general four-year Electrical Engineering program
Similarities and Differences:
There is a great deal of similarity between the UOIT EE program and U. of T. EE
program. However, there may be a salient difference is that e-learning technologies,
such as ubiquitous use of lap-tops, will be significantly utilized. This will lend itself to
video-taping the experiments and use of learning objects to understand advanced and
complex concepts.
Appendix 6.3.2
Institution:
McGill University
Program Name and Credential:
Electrical Engineering, B.Eng.
Program Description:
A general three-year program in EE, following CEGEP
Similarities and Differences:
There is a lot of similarity between the UOIT EE program and McGill EE program.
However, in addition to the extensive use of e-learning technologies across the board,
the UOIT provides a greater number of core courses in the field of Electrical
Engineering, i.e., more breadth, as well as more liberal studies courses
Electrical Engineering
Electrical Engineering and Management
−41−
Appendix 6.3.3
Institution:
Ryerson University
Program Name and Credential:
Bachelor of Engineering in Electrical Engineering
Program Description:
A general four-year Electrical Engineering program
Similarities and Differences:
There are many similarities between the UOIT EE program and Ryerson EE program.
But the differences are on extensive use of e-learning technologies, and more depth in
course contents
Appendix 6.3.4
Institution:
Queen’s University
Program Name and Credential:
Electrical Engineering, B.Sc.
Program Description:
A general four-year Electrical Engineering
Similarities and Differences:
There are many similarities between the UOIT EE program and Queen’s EE program.
But the differences are on extensive use of e-learning technologies, and more breadth,
i.e., a wider range of core courses in EE
Appendix 6.3.5
Institution:
University of Manitoba
Program Name and Credential:
Electrical Engineering, B.Sc.
Program Description:
A general four-year Electrical Engineering
Similarities and Differences:
There are some similarities between the UOIT EE program and U. of Manitoba EE
program. But the differences are on extensive use of e-learning technologies, and more
depth, as well as more liberal studies courses
Electrical Engineering
Electrical Engineering and Management
−42−
6.4 Program Level Learning Outcomes
Program Level Learning Outcomes
1. Apply knowledge of mathematics,
physics, chemistry, engineering science
and engineering techniques to identify,
formulate, analyze and solve problems.
2. Find innovative solutions to significant
problems and advance the state of
knowledge in electrical engineering.
3. Utilize a systems approach to the
design and operational performance of
electrical engineering systems and
processes.
4. Understand and apply the principles
and practice of sustainable design and
development.
5. Apply general principles of design and
development to analyze, produce and
evaluate designs for systems,
components or processes to fulfill
specified requirements.
6. Make use of information technology
and of computer hardware and software
to solve problems, to acquire and process
data.
7. Understand the social, cultural, ethical,
environmental, safety and economic
consequences of technical decisions in
local, national and global context.
8. Communicate effectively in written,
spoken and visual form with both
technical experts and with members of
the general public on electrical
engineering matters.
9. Take a leadership role in dealing with
subjects in both technical and nontechnical areas.
10. Have strong independent learning
and analytical skills and be an effective
member of multi-disciplinary and multicultural teams, either as a team member
or as a project manager.
Electrical Engineering
Electrical Engineering and Management
Program requirements or segments of
requirements that contribute to this
Outcome
All Mathematics and Basic Science
subjects; all Engineering Science subjects;
Design courses; Thesis.
Electrical Engineering Fundamentals,
Digital Systems, Introductory Electronics,
Fundamentals of Electromagnetics,
Applications of Electromagnetics
Signals and Systems, Electronic Circuit
Design, Microprocessor Systems Design,
DSP Theory and Design
Signals and Systems, Electronic Circuit
Design, Microprocessor Systems Design,
DSP Theory and Design
Design courses; Thesis.
Signals and Systems, Electronic Circuit
Design, Microprocessor Systems Design,
DSP Theory and Design
Design Thesis.
Information Technology, Introduction to
Programming; Design & Analysis of
Algorithms, Microprocessor Systems Design
Economics for Professionals; Ethics and
Law for Professionals; Impact of Science &
Technology on Society; Liberal Studies
Electives
Technical Communications; Collaborative
Leadership; Design courses; Thesis; Liberal
Studies Electives
Impact of Science & Technology on Society;
Liberal Studies Electives; Collaborative
Leadership; Design courses; Thesis.
Collaborative Leadership; Technical
Communication; Design courses; Thesis.
−43−
6.4 Program Level Learning Outcomes cont’d
Program Level Learning Outcomes
11. Recognize and value the alternative
outlooks that people from various social,
ethnic and religious backgrounds may
bring to electrical engineering.
12. Understand and apply the principles
and key provisions of the Canadian
electrical engineering framework.
13. Appreciate the importance of new and
emerging technologies, and the strategies
available for life-long learning.
14. Understand and apply management
and business practices relevant to
electrical engineering, including the
importance of quality management and
quality assurance.
Course(s) or Course Segments that
contribute to this Outcome
Collaborative Leadership; Liberal Studies
Electives; Impact of Science & Technology
on Society
Design courses; Ethics and Law for
Professionals
Communication Systems, Control Systems,
Engineering Electives
Economics for Professionals; Ethics and
Law for Professionals; Design courses;
Thesis.
6.4 Program Level Learning Outcomes
The following additional learning outcomes are relevant to the program of study in
Electrical Engineering and Management
15.Apply the knowledge of
organizational behaviour and the
human resource function to the
management and development of
people within organizations
Organizational Behaviour & Management of
Human Resources 1&11
16.Utilize knowledge of the key
functional areas of business including
finance, marketing, accounting,
operations management and human
resource management within the
framework of engineering practice
Marketing 1&11,
Finance1&11,Organizational Behaviour &
Management of Human Resources 1&11,
Financial Accounting, Managerial
Accounting
17.Display well-developed leadership
and interpersonal skills in team
environments
Engineering Operations and Project
Management 1&11
Organizational Behaviour & Management of
Human Resources 1&11
Engineering Operations and Project
Management 1&11
18.Apply knowledge of the operations
processes and systems required in the
management of manufacturing,
distribution and services to the
operation of an organization
Electrical Engineering
Electrical Engineering and Management
−44−
6.5 Academic Course Schedule Information
6.5.1 Program Hour/Credit Conversion Justification
1. Does the program include a laboratory component?
Yes
2. If “yes” will the calculation of program breadth be based on a conversion of
program hours into program credits No
3. If “yes”, complete Table 6.5.1. If “no” proceed to Appendix 6.5.2
Electrical Engineering
Electrical Engineering and Management
−45−
6.5.2A Academic Course Schedule-Electrical Engineering
Year and
Semester
2005-06
Year 1
Sem. 1
Course Title
Physics I
Calculus I
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
71.5
65
Information
Technology
Linear Algebra
for Engineers
Technical
Communications
2005-06
Year 1
Sem. 2
Total DL
Course
Semester
Hours
65
65
52
Physics II
71.5
Calculus II
65
Chemistry for
Engineers
Collaborative
Leadership
Introduction to
Programming
Impact of
Science &
Technology on
Society
Electrical Engineering
Electrical Engineering and Management
Course
Prerequisites
and Corequisites
Formal
admission to
the program
is a prerequisite for
all courses
Proposed
Instructor (or
indicate if
faculty to be
recruited)
Registration
in
Engineering
Registration
in
Engineering
Registration
in
Engineering
Registration
in
Engineering
Registration
in
Engineering
V.
Kapoustine
I. Kletskin
Highest
Qualification
earned (or
required of
faculty to be
hired) and,
only where
applicable,
highest
qualifications
in progress
Ph. D.
Ph. D.
Faculty to be
hired
Ph. D.
G. Lewis
Ph. D.
L. De Burger
Ph. D.
A. Chkrebti
Ph. D.
To be
assigned
R.
Bartholomew
Ph. D.
B. Schell
Ph. D.
C. Martin
Ph. D.
A. King
Ph. D.
Physics I
65
Calculus I
Registration
in
Engineering
Chemistry
Ph. D.
39
Registration
in
Engineering
Registration
in
Engineering
65
39
−46−
Year and
Semester
2006-07
Yr 2
Sem. 1
Course Title
Electrical
Engineering
Fundamentals
Discrete
Mathematics
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
78
2006-07
Yr 2
Sem. 2
Complex
Analysis
Design and
Analysis of
Algorithms
Fundamentals of
Electromagnetics
Course
Prerequisites
and Corequisites
Formal
admission to
the program is
a pre-requisite
for all courses
Proposed
Instructor
(or
indicate if
faculty to
be
recruited)
Highest
Qualification
earned (or
required of
faculty to be
hired) and,
only where
applicable,
highest
qualifications
in progress
Physics II
Faculty
to be
hired
Faculty
to be
hired
Faculty
to be
hired
Faculty
to be
hired
Ph. D.
Electrical
Engineering
Fundamentals
Differential
Equations
Faculty
to be
hired
Faculty
to be
hired
Ph. D.
Intro.to
Programming
Faculty
to be
hired
Faculty
to be
hired
Ph. D.
Calculus II
65
Digital Systems
Differential
Equations for
Engineers
Liberal Studies
Elective
Introductory
Electronics
Total DL
Course
Semester
Hours
78
Linear Algebra
Discrete Math
52
Calculus II
Ph. D.
Ph. D.
Ph. D.
39
78
65
78
Physics II
65
Liberal Studies
Elective
Electrical Engineering
Electrical Engineering and Management
39
−47−
Ph. D.
Ph. D.
Year and
Semester
Course Title
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
Course
Prerequisites
and Corequisites
Formal admission
to the program is a
pre-requisite for all
courses
2007-08
Yr 3
Sem. 1
Semiconductor
Physics
Signals and
Systems
Computer
Architecture
Applications of
Electromagnetics
Physics II
65
78
Complex
Analysis
Introductory
Electronics
52
Fundamentals of
Electromagnetics
65
Liberal Studies
Elective(Adv)
2007-08
Yr 3
Sem. 2
Electronic Circuit
Design
Communication
Systems
Microprocessor
Systems Design
Electric
Machines
Probability and
Random Signals
39
78
Introductory
Electronics
78
Signals &
Systems
78
Computer
Architecture
78
Application of
Electromagnetics
65
Signals &
Systems
Economics for
Professionals
Electrical Engineering
Electrical Engineering and Management
39
−48−
Proposed
Instructor
(or
indicate if
faculty to
be
recruited)
Highest
Qualification
earned (or
required of
faculty to be
hired) and,
only where
applicable,
highest
qualifications
in progress
Faculty
to be
hired
A. Grami
Ph. D.
Ph. D.
Faculty
to be
hired
Faculty
to be
hired
Faculty
to be
hired
Ph. D.
Faculty
to be
hired
A. Grami
Ph. D.
Faculty
to be
hired
Faculty
to be
hired
Faculty
to be
hired
Ph. D
Ph. D.
Ph. D.
Ph. D.
Ph. D.
Ph. D.
Year and
Semester
Course Title
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
Proposed
Instructor
(or indicate
if faculty to
be
recruited)
Highest
Qualification
earned (or
required of
faculty to be
hired) and,
only where
applicable,
highest
qualifications
in progress
Applications of
Electromagnetics
Faculty to
be hired
Ph. D.
Signals &
Systems
Computer
Architecture
Electric
Machines
Faculty to
be hired
Faculty to
be hired
Faculty to
be hired
Faculty to
be hired
Ph. D.
Faculty to
be hired
Ph. D.
Faculty to
be hired
Ph. D.
Engineering
Faculty
Ph. D.
Faculty to
be hired
Electrical
Engineering
Faculty
Ph. D.
Course
Prerequisites
and Corequisites
Formal admission
to the program is a
pre-requisite for all
courses
2008-09
Yr 4
Sem. 1
Microwave and
RF Circuits
DSP Theory and
Design
Computer
Networks
Power Systems
61.75
61.75
61.75
52
2008-09
Yr 4
Sem. 2
Electrical
Engineering
Systems Design
52
Control Systems
61.75
Optical
Communications
52
Engineering
Elective
Ethics & Law for
Professionals
39
Design Thesis
78
Signals &
Systems
Microwave & RF
circuits
39
Electrical Engineering
Electrical Engineering and Management
−49−
Ph. D.
Ph. D.
Ph. D.
Ph. D.
Subtotal Course
Hours
Total Program
Hours
Calculate the
percentage of
the Program
offered in DO
and DL courses
Calculate the
percentage of
the breadth
courses offered
in DO courses
Calculate the
percentage of
the breadth
courses offered
in DL courses
A = Sum of
DW Hours=
2067
B = Sum
of
DO
Hours =
390
C = Sum
of DL
Hours=
130
2587
Must be at least 20% of
total program
520/2587=
20%
390/520 =75%
Must be at least 75% of
total DO and DL
courses
130/520=25%
Must not be greater
than 25% of the total
DO and DL courses
Appendix 6.5.2 B, 6.5.3A, 6.5.3 B: Not applicable for this submission
Electrical Engineering
Electrical Engineering and Management
−50−
6.5.2A- Academic Course Schedule: Year four of the Engineering and
Management Programs
Year and
Semester
Year 5,
Semester
1
Year 5,
Semester
2
Course Title
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
Total DL
Course
Semester
Hours
Course
Prerequisites
and Corequisites
Proposed
Instructor (or
indicate if
faculty to be
recruited)
Highest
Qualificati
on earned
(or
required
of faculty
to be
hired)
and, only
where
applicable
, highest
qualificati
ons in
progress
PhD
Marketing I
39
Terry Wu
Finance I
Organizational
Behaviour and
Management of
Human
Resources I
Financial
Accounting
Engineering
Operations and
Project
Management I
Marketing II
39
39
Anjum Siddiqui
Jennifer Percival
and other faculty
to be hired
PhD
PhD
39
John Friedlan
PhD
39
Ali Grami,
Clemens Martin
PhD
39
Marketing I
PhD
Finance II
Organizational
Behaviour and
Management of
Human
Resources II
Managerial
Accounting
Engineering
Operations and
Project
Management II
Total DO Hours
39
39
Finance I
Organizational
Behaviour and
Management of
Human
Resources I
Financial
Accounting
Engineering
Operations and
Project
Management I
Terry Wu and
other faculty to
be hired
Anjum Siddiqui
Jennifer Percival
and faculty to be
hired
39
39
390
Electrical Engineering
Electrical Engineering and Management
−51−
PhD
PhD
Paul Wayne
PhD
Ali Grami,
Clemens Martin
PhD
Calculation of Breadth Requirement for Electrical Engineering and
Management
Subtotal Course
Hours
A = Sum of
DW Hours=
2067
Total Program
Hours
Calculate the
percentage of the
Program offered
in DO and DL
courses
Calculate the
percentage of the
breadth courses
offered in DO
courses
Calculate the
percentage of the
breadth courses
offered in DL
courses
2977
B = Sum
of
DO Hours
=780
C = Sum
of DL
Hours=
130
Must be at least 20% of total
program
910/2977 =
30.5%
Must be at least 75% of total
DO and DL courses
780/910=
85.7 %
Must not be greater than 25%
of the total DO and DL courses
130/910=
14.2%
Electrical Engineering
Electrical Engineering and Management
−52−
6.6.1 Course Descriptions
6.6.1 Course Descriptions Electrical Engineering
Please note that courses which have been previously assessed and approved by
PEQAB during assessment of the previously approved programs in Engineering, have
been titled in blue.
Year and
Semester
Yr 1
Sem 1
Course Title
Physics 1
Calculus 1
Linear Algebra
for Engineers
Information
Technology
Technical
Communications
Calendar Course Description
PHY 1010U Physics I. Introduction to basic mechanics. Newton’s laws of
motion; kinematics and dynamics in one and two dimensions; work and
energy; friction; momentum and collisions; angular momentum, torque and
rotation of rigid bodies; planetary motion; simple harmonic motion; static
equilibrium; fluid mechanics. Lect: 3hrs, Lab: 3hrs bi-weekly, Other: 2hrs biweekly. Prerequisites: Advanced Functions and Introductory Calculus 4U or
OAC Calculus (required); Physics 4U or OAC Physics (recommended).
Notes: Students without the Physics prerequisite require the permission of the
instructor in charge of the course, and will be responsible for making up
background material.
MATH 1010U Calculus I. Study of limits and continuity, the derivative,
Rolle's theorem, the Mean-Value Theorem for Derivatives, Fermat’s
Theorem, the differential and anti-differentiation, the definite integral, area, the
Mean-Value Theorem for Integrals, the Fundamental Theorem of Calculus,
and other topics as time permits. Applications to science and engineering will
be incorporated. Lect: 3hrs, Other: 2hrs. Prerequisites: OAC Calculus or
12U Advanced Functions and Introductory Calculus.
MATH 1800U Linear Algebra for Engineers. Develops the fundamental
ideas of linear algebra and demonstrates their applications to other areas.
Topics include the algebra of matrices; systems of linear equations;
determinants and matrix inverses; real and complex vector spaces, linear
independence, bases, dimension and coordinates; inner product spaces and
the Gram-Schmidt process; least squares and regression; linear maps and
matrices, change of basis and similar matrices; eigenvalues, eigenvectors
and matrix diagonalization; quadratic forms. Lect: 3hrs, Other: 2hrs. Credit
Restrictions MATH 2050U.
INFORMATION TECHNOLOGY
IT: principles, state-of-the-art, opportunities, and trends; IT applications:
science, engineering, and daily life; computer hardware: I/O devices,
semiconductor memory, secondary storage devices, CPU, peripheral
equipment; computer software: application and system software, including
operating systems, utilities; web browsers; Internet, wired and wireless media,
networks, and architectures; IT design criteria (complexity, performance) and
constraints (costs, regulations, schedules).Lect 3 Tut 3hr bi-weekly
EDUC 1050U Technical Communications. This course will assist students
in developing professional writing and presentation skills required for
university assignments and for their professional work in the future. It will start
with basic writing and speaking skills and will emphasize their application in
the preparation of reports and other technical writing. Topics for the course
include using correct grammar and punctuation, organizing ideas, formulating
persuasive arguments, and preparing narrative and written technical reports.
Part of the process will involve students in the critical analysis of the writing
and speaking of others as a means of developing one’s own skills. Lect:
3hrs, Other: 1hr.
Electrical Engineering
Electrical Engineering and Management
−53−
Year and
Semester
Yr 1
Sem. 2
Course Title
Physics II
Calculus II
Chemistry for
Engineers
Collaborative
Leadership
Introduction to
Programming
Impact of
Science and
Technology on
Society
Calendar Course Description
PHY 1020U Physics II. Introduction to electromagnetism and optics. Electric
charge and Coulomb’s law; electric field, electric flux, Gauss' law; electrostatic
potential, capacitance; Kirchoff’s laws in DC circuits. Magnetic forces and
magnetic field; Biot-Savart law; Ampere’s law; magnetic flux, Faraday's law,
inductance; AC circuits. Electromagnetic waves; wave propagation; waves in
matter. Geometrical and wave optics. Lect: 3hrs, Lab: 3hrs bi-weekly, Other:
2hrs bi-weekly. Prerequisites: PHY 1010U.
MATH 1020U Calculus II. A continuation of Calculus I that addresses
techniques of integration, applications of integration to volumes, arc length and
surface area, parametric equations, polar coordinates, functions of two or more
variables, partial derivatives, differentials, Taylor and MacLauren series, double
and triple integrals, and other topics as time permits. Applications to science
and engineering will be incorporated. Lect: 3hrs, Other: 2hrs. Prerequisites:
MATH 1010U.
CHEM 1800U Chemistry for Engineers. Introduction to the four subdisciplines of modern chemistry: analytical, inorganic, organic and physical.
Atoms, molecules, stoichiometry and gas laws; reactions, chemical kinetics,
thermochemistry, entropy and free energy; electronic structure of atoms,
bonding and molecular structure with emphasis on organic molecules;
intermolecular forces, liquids and solids; electrochemistry, fuel cells and
electrolytic cells. Lect: 3hrs, Lab: 2hrs Bi-Weekly, Other: 2hrs Bi-Weekly.
Prerequisites: OAC or 12U Chemistry.
BUSI 2000U Collaborative Leadership. This course intends to develop critical
employability skills such as teamwork, leadership, project management,
communication skills and intercultural understanding, and will focus students’
learning on topics related to interactions with others in personal, educational
and professional contexts. Students will engage in collaborative and dynamic
learning activities involving direct and practical application of the content/skills
critical to professional success. They will explore the practice and impact of
leadership, negotiations and teamwork in organizations and communities.
These practices will be examined in a variety of settings as described in both
popular and academic writings. Learning activities will be directed toward:
developing leadership for exceptional performance, obtaining commitment to
goals and standards, negotiating and resolving conflict, inter- cultural
communications, ethical practice, and relating with others in team environments.
Lect: 3hrs.
ENGR 1200U Introduction to Programming. Personal computer hardware:
CPU, memory, machine cycle; input and output devices; data representation;
operating systems: DOS and Windows; application software: programs and
files, text and document processing; spreadsheets; databases; networks and
computer-computer communications; programming languages; structured
programming; flowcharting; algorithm design; use of procedures, loops and
arrays; programming in ‘C’: data declaration, arithmetic and logic operations,
input and output. Lect: 3hrs, Other: 2hrs.
EDUC 1470U Impact of Science and Technology on Society. In this course,
students will engage in analyses of scientific and technological developments
from the perspective of broad social impacts. Special attention will be paid to
controversial issues currently receiving media attention, but the major emphasis
will be on ways of thinking critically about both the remediation of already
existing problems (e.g., toxic substance cleanup) and the prevention of future
problems (e.g., environmental impact analyses and or economic impact
analyses). Canadian examples will be of primary concern, but students will also
learn to think about impact globally since large-scale problems do not respect
political boundaries. Lect: 3hrs.
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Year and
Semester
Year 2 Sem. 1
Course Title
Electrical
Engineering
Fundamentals
Discrete
Mathematics
Differential
Equations for
Engineers
Digital Systems
Calendar Course Description
Coulomb’s, Ohm’s, and Kirchoff’s laws; electrostatics and electromagnetics;
resistance, capacitance, inductance; series and parallel circuits, independent
and dependent voltage and current sources; energy, power; Superposition,
Thevenin, and Norton Theorems; DC & AC; initial, steady state and transient
conditions; frequency selective circuits and resonance; poly-phase circuits
and transformers. Lect 3 lab 3 hr bi-weekly, Tut. 3hr bi-weekly Prerequisites:
First year Physics courses
Sets and set operations, propositional logic, predicate logic, rules of
inference; methods of proof and reasoning, modular arithmetic, counting,
pigeon-hole principle, induction, deduction, relations, functions, graphs, graph
algorithms, shortest path, trees, combinatorics; applications to cryptosystems,
hashing functions, coding Lect 3, Tut. 3hr bi-weekly Prereq: first year
mathematics
MATH 2860U Differential Equations for Engineers. A study of differential
equations that arise as models of phenomena in engineering. Topics include:
first-order equations; linear equations; second-order equations and their
applications; systems of linear equations; series solutions; Laplace
transforms; introduction to partial differential equations. Lect: 3hrs, Other:
1hr. Prerequisites: MATH 1020U. Credit Restrictions: MATH 2060U.
Boolean algebra and truth tables; combinational logics: AND, OR, NOT, XOR
gates; sequential circuits: flip-flops, counters, memory circuits; logic circuit
analysis, synthesis, and optimization; A/D and D/A interfaces; ROM and RAM;
Filed Programmable Gate Array (FPGA) and Application Specific Integrated
Circuits (ASIC). Lect 3hr, Lab 3hr bi-weekly, tut.3hr bi weekly. Prereq: Linear
Algebra, Discrete Math.
Liberal Studies
Elective
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Year and
Semester
Year 2 Sem. 2
Course Title
Calendar Course Description
Introductory
Electronics
Conduction in semiconductors; single-time-constant networks;
operational amplifiers; diodes; non-linear circuit applications; bipolar
junction and field-effect transistors; transistor amplifiers; small and large
signal models; amplifier frequency response and analysis; multi-stage
amplifiers; filters and oscillators; digital logic, integrated and memory
circuits. Lect.3hr per week, Tut. 3hr bi-weekly, Lab. 3hr.bi-weekly Prereq:
Fundamentals of Electrical Engineering
Complex Analysis
Basic complex analysis; complex numbers and topology of the complex
plane, continuity and differentiability of complex functions, power series
and convergence tests, elementary complex functions, contour
integration, Cauchy theorem and Cauchy integral formula, Taylor and
Laurent series, residue theorem; applications selected from evaluation of
real integrals, planar flows and potential theory, Laplace transform and
inversion by residues, transform solution of ordinary differential equations
with constant coefficients.
Design and Analysis
of Algorithms
Analysis of algorithms and complexity notation; recursion and recurrence
relations; techniques for algorithm design; top-down analysis and modular
design; abstract data structures: list, stacks, queues, trees, graphs,
implementation alternatives; hierarchical data structures and associated
algorithms; abstract data types, classes, interfaces and specifications.
Fundamentals of
Electromagnetics
Vector analysis, including orthogonal coordinate systems, and the
calculus of field quantities; electrostatic fields including the concepts of
electric potential, capacitance, and current and current density;
magnetostatic fields including inductance; time-varying fields and the
complete form of Maxwell's equations; basic transmission line
phenomena including steady-state sinusoidal behaviour and standing
waves, transient performance and impedance matching
Liberal Studies
Elective
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Year and
Semester
Year 3
Sem. 1
Course Title
Semiconductor
Physics
Signals & Systems
Computer
Architecture
Applications of
Electromagnetics
Calendar Course Description
Classical and quantum statistics; quantum mechanics; the Schrödinger
equation and some solutions, atomic structure and solid state bonding;
electrons in solids; electron state density, the Fermi level, energy bands,
Brillouin zone theory; electric properties of conductors, semiconductors
and insulators; intrinsic and extrinsic semiconductors, charge carriers,
generation, recombination and diffusion, strong filed effects, generation,
recombination and diffusion, strong field effects; surfaces and interfaces;
the work function, thermionic and field emission, the Schottky effect.
Linear, time-invariant systems; impulse response and transfer function;
auto-correlation and power spectrum; convolution; Fourier series; Laplace
transforms and Fourier transforms; discrete-time signals and systems; Ztransforms and discrete Fourier transforms; poles and zeros, stability of
analog and digital filters.
Computer systems generation: main-frame, mid-range, micro-computers;
peripherals and interfaces; bus design; input/output systems and
technologies; central processing units: arithmetic logic and control units;
semiconductor memory (RAM & ROM), magnetic disks and tapes, optical
disks; assembly and high-level programming language; integer and
floating point arithmetic, pipelining and parallelism; CISC vs RISC. Lect.3,
Lab3 hr bi-weekly, Tut. 3hr bi-weekly Prerequisites:Second Year
Electronics
Maxwell’s equations and electromagnetic waves; waves in an unbounded
medium; reflection, transmission, and refraction of waves at planar
interfaces; parallel-plate and dielectric slab waveguides; cylindrical
waveguides and cavity resonators, transmission lines; filed-matter
interactions and elementary antennas
Liberal Studies
Elective(Advanced)
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Year and
Semester
Year 3
Sem. 2
Course Title
Calendar Course Description
Electronic Circuit
Design
Circuit analysis principles and bode plots; types of filters; frequency
transformations; feedback amplifier analysis; stability and compensation
techniques for amplifiers using negative feedback; transistor amplifiers, differential
and multistage amplifier, integrated circuit biasing techniques; power amplifiers,
tuned amplifiers; op-amp applications; oscillators; digital design techniques for IC;
CMOS logic design, input-output circuits, latches and flip flops, counters, adders,
decoders, muxes, dynamic gates.
Communication
Systems
Signal types and systems classifications; Fourier and Hilbert transforms;
amplitude modulation (AM, DSBSC, SSB, VSB); frequency modulation; sampling
and quantization; A/D and D/A conversions, pulse modulation: PAM, PPM, PDM;
Nyquist-I criterion and ISI; adaptive equalization; partial response signaling; binary
digital modulation: BASK, BFSK, BPSK; source coding and channel coding
fundamentals.
Microprocessor
Systems Design
Basic structure of a computer; assembly-language and programming; interfacing
and operating systems; machine language and step-by-step instruction execution;
bus interface and memory timing; parallel port elements and handshaking; serial
ports; interrupt handling and flow from reset, state-of-the-art microprocessors:
features and characteristics.
Electric
Machines
Three-phase circuits; magnetic circuits; electrical transformers; force and torque
generation; asynchronous machines, induction machines, DC-machines; steady
state characteristics of electric machines and variable speed drives; power
electronics energy converters; generation, transmission, distribution, and
utilization of electric power
Probability and
Random Signals
Continuous and discrete random variables; probability density and distribution
functions; joint and conditional probability functions; transformation of variables;
Chebyshev’s inequality and law of large numbers; central limit theorem and
Chernoff bounds; white/color, additive/multiplicative Gaussian/non-Gaussian
noise; random processes; stationarity and ergodicity; autocorrelation function and
power spectral density; noise in linear/non-linear band-limited low-pass/band-pass
systems
BUSI 2050U Economics for Professionals. Aspects of theoretical and applied
economics relevant to professionals. Fundamental principles in both micro- and
macroeconomics are introduced. Microeconomics topics include scarcity,
opportunity cost, diminishing returns, elasticity, industrial organization, economies
of scale and concentration. Macroeconomics topics include such as
unemployment, inflation, economic growth, the multiplier, equilibrium, fiscal policy
and monetary policy. The principle of money and banking are introduced along
with the role of the Bank of Canada. Applied economics topics covered include
cost concepts, time value of money, comparison of alternatives, depreciation, tax
considerations, economic analysis of projects, break-even, sensitivity and risk,
and decision models. Lect: 3hrs
Economics for
Professionals
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Year and
Semester
Year 4 Sem. 1
Course Title
Microwave and RF
Circuits
DSP theory and
Design
Computer Networks
Power Systems
Electrical
Engineering Systems
Design
Calendar Course Description
Signal integrity in high-speed digital circuits; wave equation, ideal transmission
circuits; transient on transmission lines; planar transmission lines and introduction to
MMIC’s; design with scattering parameters; planar power dividers; directional
couplers; microwave filters; solid-state microwave amplifiers, noise, diode mixers;
RF receiver chains, oscillators
Sampling and quantization of low-pass and bandpass, deterministic and random
signals; discrete Fourier transform and fast Fourier transform; design and realization
of digital filters: FIR and IIR; DSP hardware: I/O methods, finite word-length
arithmetic and noise; DSP applications in communications, multimedia, and
engineering
Network history and architectures; reference Model for Open systems
Interconnection (OSI): descriptions, examples, and applications; bridges, routers,
gateways; routing, multicast deliver; TCP/IP protocol suite; transmission media
(wired and wireless), network topologies (ring, bus, tree, star, mesh); local area
networks, Ethernet, Token passing, wireless LAN, personal LAN, WAN;
communication network management; ATM & BISDN, the Internet: from services to
security. Lect 3, Lab. 3 bi-weekly, Tut. 3 bi-weekly
Electric power generation transmission, distribution; planning and operating interconnected power systems; operating strategies and economic dispatch;
transmission power line parameters, transformer models, symmetrical components,
power system modeling, power flow on transmission lines; power system fault
analysis
This course will cover the science of design and the morphology of design as well as
the impact of design on society. Students will work in small groups of 3 or 4 and
they will compete in a series of projects in which they will be expected to integrate
efficient production methods, cost effectiveness and modern materials utilization.
The “best” solution will be chosen from a group of solutions presented to them,
based on specified criteria.
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Year and
Semester
Year 4 Sem. 2
Course Title
Calendar Course Description
Control Systems
Mathematical models of systems: differential equations and linear approximations of
physical systems; open- and closed-loop control systems: parameter variations,
steady-state error, sensitivity analysis; performance of feedback control systems:
time-domain performance specifications, transient response, and steady state error;
stability analysis: Nyquist and Routh-Hurwitz criterion; frequency response methods;
stability in the frequency domain; time-domain analysis of control systems.
Optical
Communications
Optical technology and applications; basic characteristics of optical fibers and
associated system components; design considerations for optical fiber links and
multi-stage service requirements; engineering applications of optical devices
Computer Graphic Design
he basic concepts, tools and techniques of computer graphics are described, and
the fundamental transformations of scaling, translation, rotation, windowing, hidden
line removal, image processing and clipping are presented. Mathematical tools
needed for the geometrical aspects of computer graphics are discussed. Particular
emphasis will be placed on new developments in microcomputer graphics. Students
will be expected to develop a graphics application in C++ and/or JAVA in
conjunction with available graphics libraries. Lect 3, Tut 2 Prereq. SDIII, Algebra,
Calculus, Discrete Math
Engineering Elective
Multimedia Systems
Theory, features, design, performance, complexity analysis and application of
multimedia engineering technologies; digital signal compression: audio, image,
video, characterization, compression requirements; source entropy and hybrid
coding, transform and wavelet-based coding; motion estimation; object-based
processing, and multimedia indexing and retrieval. Lect 3hr, Lab 2hr bi-weekly, Tut.
3hr bi-weekly Prereq. Signals and Systems
Computer Graphic Design
The basic concepts, tools and techniques of computer graphics are described, and
the fundamental transformations of scaling, translation, rotation, windowing, hidden
line removal, image processing and clipping are presented. Mathematical tools
needed for the geometrical aspects of computer graphics are discussed. Particular
emphasis will be placed on new developments in microcomputer graphics. Students
will be expected to develop a graphics application in C++ and/or JAVA in
conjunction with available graphics libraries.
Mechatronics
Smart systems comprising electronic, mechanical, fluid and thermal components;
microcontroller programming and interfacing, data acquisition: A/D & D/A
conversion; sensors: position, speed, stress, strain, temperature, vibration and
acceleration, pressure and flow measurements; actuators: DC motors, hydraulics.
Ethics and Law for
Professionals
Design Thesis
JSTS 4210U Ethics and Law for Professionals. Ethical and legal aspects of the
engineering profession; business organizations and corporations; intellectual and
industrial property; conflict resolution; contract law; employment and labour law;
occupational health and safety; Canadian and international engineering standards
and commercial practices; international trade; environmental laws and regulations.
Lect: 3hrs.
ENGR 4999U Design Thesis. An engineering thesis project relating to design will
be carried out under the supervision of a faculty advisor. The course stresses
independent work skills and the synthesis of knowledge acquired from previously
studied courses. A wide range of topics may be covered, including research and
development, testing and/or evaluation of a system, process or device. Each student
will prepare a formal technical report and will make an oral presentation.
Prerequisites: Registration in final year of program.
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6.6.1 Course Descriptions courses from UOIT Bachelor of Commerce which are
combined with engineering courses in all Engineering and Management Programs
These courses have been assessed with previously approved programs in
Engineering and Management
Yr/Sem.
Course
Title
Marketing I
4-1
4-1
Finance I
4-1
Organizational
Behaviour &
Management of
Human
Resources I
4-1
Financial
Accounting
4-1
Engineering
Operations &
Project
Management I
Calendar Course Description
BUSI 2201U Marketing I. This introductory course addresses the basic
concepts and practices of modern marketing. It will provide a firm
understanding of how to define and segment a market; how to develop
products and services for chosen target markets; how to price offerings to
make them attractive and affordable; how to choose intermediaries to make
products available to customers and how to develop a promotional mix in
order that customers will know about and want a firm’s products. For
students, it provides a broad range of marketing skills in order to determine,
serve and to satisfy the needs and wants of a customer. Lect: 3hrs
BUSI 2401U Finance I. This introductory course focuses on the major
decisions made by the financial executive. Topics include analysis of the
financial environment and its components; security valuation; determinants
of interest rates; capital budgeting; the cost of capital; working capital
management and financial planning. Lect: 3hrs.
BUSI 2311U Organizational Behaviour and Human Resources
Management I. This course provides students with an introduction to the
fundamentals of human resources management and organizational
behaviour. The focus in this course is on the management aspects of
human resources in order to create an environment that is conducive to
maximum productivity. Students will be introduced to effective strategies for
attracting, retaining, and motivating staff; demographic challenges; human
resources planning; performance management; establishing and
maintaining
high performance work teams; and managing diversity. Using interactive
techniques, students will have opportunities to apply human resources
management and organizational behaviour theories, concepts, and
practices. Lect: 3hrs.
BUSI 1101U Financial Accounting. This introductory course examines
financial accounting theories, principles, techniques and practices in a
Canadian context. Students are introduced to the role of accounting in the
business environment, measuring income, valuing assets and liabilities,
generally accepted accounting principles, partnership and corporate
accounting. 3 cr, 3 lec.
ENGR 2340U Engineering Operations and Project Management I. This
course introduces students to the functional area of production and
operations management as practiced in engineering and manufacturing
industries and the services sector. It includes decision-making, engineering
project management, facility layout in engineering, manufacturing and
services industries, waiting lines, quality control, just-in-time systems,
forecasting, aggregate planning, inventory management, materials
requirements planning and operations scheduling. 3 cr, 3 lec.
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6.6.1 Course Descriptions courses from UOIT Bachelor of Commerce which are
combined with engineering courses in all Engineering and Management Programs
Finance II
4-2
4-2
Marketing II
4-2
Operations &
Project
Management I
4-2
Managerial
Accounting
4-2
Engineering
Operations &
Project
Management II
BUSI 2402U Finance II. This course builds upon the content of Finance I,
continuing to focus on the major decisions made by the financial executive.
Topics include analysis of the financial environment and its components;
security valuation; determinants of interest rates; capital budgeting; the cost of
capital; working capital management and financial planning.
BUSI 2202U Marketing II. This course builds upon the basic concepts and
practices of modern marketing introduced in Marketing I. It will provide a firm
understanding of how to define and segment a market; how to develop
products and services for chosen target markets; how to price offerings to
make them attractive and affordable; how to choose intermediaries to make
products available to customers and how to develop a promotional mix in
order that customers will know about and want a firm’s products. For
students, it provides a broad range of marketing skills in order to determine,
serve and to satisfy the needs and wants of a customer. Lect: 3hrs.
Prerequisites: BUSI 2201U.
BUSI 2601U Operations and Project Management I.
This course
introduces students to the functional area of production and operations
management as practiced in manufacturing industries and the services
sector. It includes decision-making, project management, facility layout in
manufacturing and service industries, waiting lines, quality control, just-in-time
systems, forecasting, aggregate planning, inventory management, materials
requirements planning and operations scheduling. Lect: 3hrs.
BUSI 2170U Managerial Accounting. This course is an introduction to
managerial accounting concepts with a focus on decision making. The course
is case oriented and stresses both a manager's and an accountant's
perspective on accounting information. Application of techniques is stressed.
Students will learn to evaluate techniques based on their implicit assumptions,
costs and benefits and appropriateness for specific decisions. Application of
concepts and development of critical thinking skills are crucial aspects of this
course. 3 cr, 3 lec.
ENGR 2350U Engineering Operations and Project Management II. This
second level course continues to study the functional area of production and
operations management as practiced in engineering and manufacturing
industries and the services sector. It includes decision-making, engineering
project management, facility layout in engineering, manufacturing and
services industries, waiting lines, quality control, just-in-time systems,
forecasting, aggregate planning, inventory management, materials
requirements planning and operations scheduling. 3 cr, 3 lec. Prerequisite:
ENGR 2340U.
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Other Graduation Requirements: Elective Courses
The following are samples of course descriptions from the UOIT calendar which have
been approved as electives for students in Electrical Engineering. Information on
additional electives available at UOIT can be found in the 2004 Calendar.
EDUC 1200U: History of Science and Technology. This course will focus on the
history and philosophy of science and engineering with special emphasis on scientific
technology and the cultural significance of technology to civilization. The course will
include critical analyses and will pay significant attention on the nature and problems of
industrial technology, benefits and risks of technological progress, and issues around
intellectual property. Throughout, students will examine history and philosophy within the
context of science and engineering as learned professions. Lect: 3hrs.
POSC 1010U: Political Science. This introductory course provides an introduction to
the democratic system of government in Canada. It describes the organization of the
three levels of government; federal, provincial and municipal. It introduces the political
institutions and practices with emphasis on the constitution, parliament and cabinet. The
interaction of each level and the democratic and legislative process is discussed. The
course includes the services of each level of government and the impact on the justice
system. Lect: 3hrs.
PHIL 1040U: Philosophy: Social and Political Issues. This course provides a
comprehensive assessment of classical and contemporary conceptions of justice. The
focus will be on the Libertarian, the Socialist, the Liberal, Democratic, the
Communitarian, the Feminist, the Post-modern, and the Environmental views of justice.
Lect: 3hrs.
SOCI 1000U: Introductory Sociology. Sociology is the study of people and how they
interact with each other and various social groups. This course deals with the study of
people's lives, their relationship to society as a whole, and how people are affected by
the society in which they live. The concepts, theories and methods of the discipline will
be introduced and discussed with particular emphasis on the dynamics of Canadian
society and Canadian social problems. Lect: 3hrs.
PSYC 1000U: Introductory Psychology. This course introduces students to the
vocabulary and principles of psychology. It also surveys the major theories and research
related to the scientific study of human behaviour. Students will be encouraged to develop
an understanding of the principles that underlie human behaviour. In addition, students will
gain some insight into how and why people think, learn and behave. An attempt will be
made to illustrate theory with practical examples, which are meaningful to students. The
course examines the scientific process of research, physiology and perception, learning,
memory and motivation, consciousness, stress, health, adjustment, and social psychology.
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6.6.3 On-Line Course Information
There are currently no plans to deliver any of these courses on-line. As the program
matures, it is expected that development will be undertaken to facilitate on-line
delivery of a number of courses in all schools at UOIT. The Director of Learning
Resources, Dr. William Muirhead will be instrumental in leading the development of
on-line delivery.
Additional Information about plans for on-line learning at UOIT can be found in SECTION
7.3.1
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6.7 Work /Internship Experience Required for Degree Completion
Currently, work/internship experience is not required for degree completion in this
proposed program. An optional Internship Experience will be made available to all
students in the Automotive, Electrical, Software, Mechanical and Manufacturing
Engineering programs. The following is a draft of Dr. Rosen’s proposal which was
presented and approved at the Academic Council. Further details on this aspect of the
program will be available at the assessment site visit.
An optional engineering Co-op program is also available to students, and provides work
terms of 3-4 months in industrial settings, mainly during summers.
6.7 Draft of proposal for Engineering Internship Program
Engineering Internship Program
University of Ontario Institute of Technology
Overview of the Engineering Internship Program
The Engineering Internship Program provides students who have completed three years
of their academic program with an opportunity to work in an engineering setting in
industry or elsewhere for 12-16 months before returning to university for their fourth year.
The Engineering Internship Program is a three-way relationship between employers,
students, and the university that provides benefits to all participants:
•
•
•
Employers benefit from highly motivated and knowledgeable students who are
capable of performing regular engineering duties, special projects and peak-load
assignments.
Students gain valuable work experience and exposure to the workplace.
University of Ontario Institute of Technology and its engineering programs further
their common objectives of providing market-driven education and preparing
students to be productive engineers as well as thinkers, doers and leaders.
The Engineering Internship Program
How the Engineering Internship Program Works
Students who have completed three years of their academic program and who at least a
2.3 cumulative GPA can choose to participate in the Engineering Internship Program.
This program adds one additional year to a student’s academic program through the
incorporation of a 12-16 month internship in an industrial or other engineering setting,
beginning at the end of the third year.
Students participate in the Engineering Internship Program by registering in the course
Engineering Internship: ENGR???? during the academic year in which they work as
interns. The fee charged for this course is available through the University’s Registration
Office.
The University of Ontario Institute of Technology and its Engineering Schools attempt to
attract internship opportunities. Students are also encouraged to find their own
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placements. The placements may be local or abroad. All internship positions must be
approved by the program School to ensure that the internship will involve meaningful
engineering experience. Internship students are paid prevailing wages by the employer.
Although the university and engineering schools try to obtain internship opportunities,
there is no guarantee that an internship placement will be available for each student who
wishes one.
The following details are required from the employer for each internship position:
•
•
•
•
•
The position title.
The expected duties to be performed and the workplace expectations.
The skill set to be utilized in the workplace.
The reporting structure and process for the internship position.
The wages to be paid during the internship period.
The Recruitment Process for the Engineering Internship Program
The recruitment process, during which students meet with prospective internship
employers occurs during September to March of the third year of study. Companies are
requested to submit their job postings during this time. Companies wishing to present
information sessions to convey their specific activities to prospective internship
candidates are invited to do so. The primary recruitment activity, including posting job
opportunities, interviewing and making offers of employment, normally concludes by the
end of February. During this time, the Internship Office provides assistance and support
to recruiting companies in arranging interviews, notifying students of job offers, and
keeping companies informed about the status of their offers of employment. In some
cases, recruitment activities may continue to early April.
Monitoring and Evaluation
Throughout the internship period, an internship coordinator from the student’s academic
School acts as a liaison. In the middle and at the end of the internship, a performance
evaluation is requested from the employer. Within one month of the conclusion of the
internship, the student is required to submit to the Internship Office and employer a
placement report (approximately 3000 words), detailing the internship experience, for
evaluation by the program School.
This course Engineering Internship: ENGR???? is graded on a pass/fail basis. A Passed
grade has no numerical value and is not included in a student’s grade point average. A
failure is graded as an 'F' and is included in a student’s grade point average. Participation
in and successful completion of the Engineering Internship Program appears in the
student’s academic transcript.
Responsibilities of an Employer Participating in the Engineering Internship
Program
The student and the employer invest and benefit through their participation in the
Engineering Internship Program. The employer invests in an opportunity to employ an
energetic, enthusiastic and creative person while, at the same time, assessing a potential
career employee. The student invests an academic year in the Engineering Internship
Program in the anticipation of accumulating significant engineering experience and
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gaining insight into the engineering workplace. Consequently, the employer is expected
to provide a job that:
•
•
•
•
involves a significant engineering challenge.
gives the student an opportunity to enhance his or her communication and
interpersonal skills.
occurs in a supportive and constructive work environment.
is guided or supervised by a professional engineer at some level. This supervision is
essential if the student’s Engineering Internship Program year is to qualify for part of
the professional experience component necessary for professional certification.
The employer is also expected (1) to ensure that an appropriate supervisor meets with
the intern after the he or she arrives on site and explains the job description and
workplace expectations, (2) to provide the intern with an orientation to the workplace
(through appropriate tours, personnel meetings, assigned readings, etc.), and (3) to
arrange a suitable time for regular meetings of the supervisor and the intern so as to
allow for mentoring and discussions of the intern’s progress throughout the internship.
Upon completion of the internship and within two weeks of receiving the intern’s final
report, the employer will be asked to complete a questionnaire about the intern’s
performance and final report, and to submit it to the Director of the Internship Program at
the University of Ontario Institute of Technology. The questionnaire will ask about both the
effectiveness of the intern’s performance for the internship period and the thoroughness
and accuracy of the intern’s report.
Benefits of the Engineering Internship Program
Benefits for Employers of Engineering Internship Students
The potential benefits to employers of engineering internship students are numerous,
and include the following:
•
•
•
•
•
•
Students complete three years of academic study, thereby obtaining a solid base of
theory and technical skills, before they begin an internship placement.
Students are available on a year-round basis.
The work term is of 12-16 months duration, providing ample time for internship
students to become productive for a longer period of time and reducing employer
training costs.
Students are available for specific long-term projects or for a series of short-term
tasks, depending on employer needs.
Companies that hire students as part of an internship program may be eligible for
financial assistance. Some possible sources of support include the Ontario Cooperative Education Tax Credit and certain Natural Sciences and Engineering
Research Council (NSERC) Awards. Information on these programs is available from
University of Ontario Institute of Technology’s Internship Office.
Internship students can be assessed by employers for their ability, professionalism
and aptitude as potential career employees. Studies have shown that company
participation in internship programs reduces costs of employee recruitment and
greatly improves the success of such efforts.
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•
Employers assist University of Ontario Institute of Technology in producing highly
productive engineers and potential future leaders by complementing and enhancing
a student’s academic study through meaningful work experience.
Benefits for Engineering Internship Students
The potential benefits to students of participating in the Engineering Internship Program
are immense, and include the following:
•
•
•
•
•
•
•
•
Internship students gain meaningful and useful engineering experience of various
kinds. Such experience complements well the student’s academic studies.
Internship students become more professional in the performance of their
responsibilities and tasks, and learn about the importance of professionalism in the
real world.
Internship students get the opportunity to assess an employer in terms of a potential
career.
Internship students often obtain more interesting and satisfying jobs because of their
internship experience.
Internship students often stand out from their peers in the eyes of employers hiring
graduates.
Internship students are provided with the opportunity to earn money during their
academic career.
Internship students can normally use the internship year to obtain one year of credit
towards the four years of engineering experience required for licensing by a
professional engineering association in Canada (e.g., Professional Engineers
Ontario).
Internship students can sometimes use the activities carried out during an internship
term as the basis of their fourth-year thesis.
Participating Engineering Programs
The academic programs participating in the Engineering Internship Program include:
• Manufacturing Engineering,
• Manufacturing Engineering and Management,
• Mechanical Engineering (both the regular program and the Mechatronics
Engineering option),
• Mechanical Engineering and Management.
• Automotive Engineering,
• Automotive Engineering and Management
• Electrical Engineering,
• Electrical Engineering and Management
• Software Engineering,
• Software Engineering and Management
The pure engineering programs lead to the Bachelor of Engineering (B.Eng.) degree
and the “and Management” programs to the Bachelor of Engineering and
Management (B.Eng.&Mgt.) degree. All programs have been designed to meet the
criteria for accreditation by the Canadian Engineering Accreditation Board. Each
program has been designed in consultation with, and continually receives feedback
from, an external advisory committee, which includes members from the relevant
industrial community.
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Some common features of all the engineering programs include the following:
•
•
•
•
•
Each program strives to produce graduates with the skills and attributes required to
become highly productive engineers, to take on management responsibilities, and to
be leaders of the future.
The building blocks of engineering, including mathematics, basic sciences,
computing and engineering fundamentals, are introduced in the first year.
A range of fundamental engineering topics, that allow students to apply engineering
theory to the analysis of simple problems, are covered in the second year.
Advanced engineering studies, which focus on the discipline and include major
components of design and synthesis, are the focus of the third and fourth years. The
fourth year includes a capstone design course and a thesis which, for Internship
students, is often linked to a major project that they undertook during the work term.
Non-technical topics, such as economics, ethics and law, communications, teamwork
and leadership, and humanities are covered throughout the program and
complement the technical courses.
Beyond the common features of the engineering programs, each program has its own
focus and unique characteristics.
Careers for Graduates of these Programs
Graduates of all of the engineering programs can be employed in a wide array of
industrial companies and engineering consulting firms, ranging from small organizations
to large multinational conglomerates. These include corporations in the automotive,
aerospace, manufacturing, energy, high technology, and building sectors. Some
graduates find employment at government and other public-sector institutions, while
others start up their own companies or become involved in other entrepreneurial
activities. Some graduates choose to pursue graduate studies before beginning their
working careers.
Graduates often are assigned to activities such as design, engineering analysis,
research and development, evaluation and testing, technical sales, marketing and
management.
For Additional Information
For additional information about Engineering Internship Program at University of Ontario
Institute of Technology, please contact the Internship Office:
Engineering Internship Office
University of Ontario Institute of Technology
<Address, Telephone, Fax, Email>
For additional information about the Engineering programs at University of Ontario
Institute of Technology, please contact:
Engineering Internship Program Coordinator
Faculty of Engineering and Applied Science
University of Ontario Institute of Technology
<Address, Telephone, Fax, Email>
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6.7.1
Work/Internship Experience Outcomes
The following table outlines generic outcomes for the internship experiences and gives
examples of how these outcomes may be achieved. Specific plans for the internship are
currently being developed by the Dean and will be finalized by the professors prior to
implementation.
Work/ Internship Experience
Outcomes
After participation in the work
experience, students will reliably
demonstrate:
the ability to act with honesty and
integrity, which reflect respect for
themselves and others
How work experience puts into practice the program
outcomes
Students will conduct themselves in a professional and ethical
manner at all times, demonstrating respect for themselves and
their co-workers and acting with honesty, integrity and dignity.
use of critical thinking strategies to
solve problems and make decisions
in a systematic and proactive
manner
Students will demonstrate critical and creative thinking skills as
they encounter situations which require that a situation be
assessed, data gathered and analyzed, and effective problem
solving and decision making strategies be utilized. Employers
seek graduates who can think for themselves, who do not wait
to be told what they are to do.
the ability to gather appropriate
Students will conduct research into the organization in order to
resources and information to acquire understand its mission and aims, to become familiar with its
relevant knowledge about the
policies and procedures and to determine the nature of their
organization and to adapt to the
positions within the context of the larger department and
context within which they will work
organization.
the ability to utilize appropriate
Students will develop their ability to function effectively within
interpersonal skills, to participate in
the framework of a team, respecting what other members bring
teams, take the roles of member or
to the process and recognizing that opinions and ideas will vary.
leader; as appropriate, and fulfilling
They will learn that human diversity (encompassing age,
responsibilities assigned to them
gender, culture, race, ability, etc.) will have a significant impact
on the functioning of the team and that each member has a
unique perspective and potential for contribution.
use of relevant knowledge and
Depending on the nature of the work experience, students will
understanding of the organization,
gain a greater understanding of at least some of the functional
the external environment in which it business components of the organization and the ways in which
operates and the way in which it is
they are inter-related. They will be in a position to observe
managed the ability to apply their
ways in which the theory they have studied in class is being put
knowledge of the functional areas of into application within the context of this particular work
a business to this particular
environment. This allows them to explore concepts and issues
organization and describe how they beyond the context of those situations in which they were first
are integrated within its operation
studied.
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Work/Internship Experience
Outcomes
After participation in the work
experience, students will reliably
demonstrate:
use of information technology with
efficiency and confidence to carry
out tasks related to the position
How work experience puts into practice the program
outcomes
Students will use information technology in a variety of ways
that are appropriate to the needs of their position and the
organization. This may include a wide range of applications
including, but not restricted to electronic communication,
research, quantitative analysis, preparation of documents,
spreadsheets, and visual presentations.
communication of information and
Students will use communication skills effectively to share
ideas in oral, written and visual
information, negotiate and resolve conflicts, and build positive
formats that are clear, wellworking relationships with co-workers. Both oral and written
organized and easily understood
skills will be enhanced with ongoing practice.
appreciation for the uncertainty and Students will engage in activities that are new or different from
limits of knowledge and utilize
those in which they had previously engaged. As they move
strategies to support professional
beyond what is known and comfortable, they will develop
development and lifelong learning
strategies to acquire the information and skills they need to deal
with these challenges. This may involve seeking out supports
and resources to help them carry out their responsibilities with
greater confidence and expertise. Using human resources
within the organization or back at the University, written
information from books, manuals or the Internet will help them
realize that learning extends well beyond the classroom and is
an ongoing part of their personal and professional development.
The strategies they develop for lifelong learning enhance their
performance not only in the classroom and work environment,
but in other aspects of their lives as well.
the ability to invite and accept
The work experience is meant to support students’
feedback graciously and take prompt understanding of the theory they are learning in their academic
action on recommendations made by courses and to allow them to observe firsthand how it can be
co-workers and supervisors
applied in the real world. They learn best by being provided
with formative feedback that helps to refine their
understandings, question their assumptions and hone their
beginning skills. Every new challenge is an opportunity.
Students will benefit greatly from being able to take risks, make
mistakes and learn from them in a supportive, and encouraging
environment.
6.7.2
Work experience/Internship Commitments
Durham College has always enjoyed cooperation from relevant organizations and
agencies for student experience in current programs. We anticipate continued and
enhanced arrangements for students in the University programs, as evidenced by past
experience, and by support and interest from employers represented on advisory
committees. The specific commitments for student internship experience will be
completed by the Dean and the professors, in a timely manner, prior to implementation of
the internship program.
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7. Program Delivery Standard
7.1 Course/Requirement Delivery Policies
•
Quality assurance of program delivery methods
UOIT is committed to quality standards in program development and delivery.
Policies and procedures are in place to ensure that the individual courses and programs
are evaluated on a regular basis and that feedback is utilized to support continuous
improvement.
All students will participate in an orientation program, which will be designed to ensure that
students are integrated into university life and prepared for the expectations of their
respective programs. This will take place before the normal start date of classes,
incorporating social activities organized by the Student Life Coordinator and Student
Council (when created). Faculty participation and leadership will be required.
This week will also be used to assess students’ written and oral communication skills, to
help students learn to use the laptop computers comfortably and efficiently, and to
provide students in need of assistance in the areas of communication and/or computer
skills, with remedial supports. For example, students with highly developed skills in
these areas may be paired with students who have low levels of computer knowledge
and comfort, in a peer-support arrangement that will continue throughout the first year of
the program.
Policies and practices are in place to support faculty and students in the use of on-line
learning components of UOIT programs. These are described in SECTION 7.3.1
7.2.1
Policy on Student Feedback
UOIT values the feedback of its students through informal contact and more
formalized evaluation methods. Current students and, in the future graduates will
serve as representatives on Program Advisory Committees in order to provide
feedback during the development phase of new programs or as part of the ongoing
process to monitor the relevance and effectiveness of existing programs.
Current students are asked to provide feedback and make recommendations for
improvement of courses, instruction and other university services. A team of UOIT
staff is currently working to finalize the process and mechanisms for obtaining and
processing student feedback. The draft of procedures for obtaining student feedback
on courses and instruction and the draft of the instrument can be found on the
following pages. Plans are underway to develop student satisfaction indicators and
the related questionnaires. The student satisfaction surveys will be conducted
annually in semester 2. UOIT is working with Compustat Consultants, a Canadian
data management service, to finalize instruments, process the information and
provide aggregate results for all student feedback surveys.
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Procedures for Administration of Feedback Instruments
During the latter weeks of each semester the university will be conducting surveys of
all students in order to obtain feedback on the quality of learning experiences.
Students will be asked to provide opinions on such things as course organization and
content and the delivery of the learning activities by the professor, lab instructor or
tutorial leader.
•
The survey will be completed on-line using the laptop during a scheduled
class period. About 20 minutes of class time will be set aside for this activity.
•
Student feedback will be completely anonymous and confidential.
•
The results will be sent directly to an outside data management service
where the information will be processed and returned to the university
without identifying any individual student.
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STUDENT FEEDBACK FOR FACULTY AND COURSE EVALUATION
Feb.04
Draft
Introduction:
This questionnaire is used to obtain student feedback in order to monitor and
improve the quality of teaching and learning at UOIT. You will be asked to give
feedback about the course, the professor, and laboratories or tutorials, if applicable.
This survey is completely anonymous and confidential. An external company will
process the information and provide results to UOIT
The questionnaire is in three sections. SECTION A asks you for feedback about
courses and where applicable, tutorials and laboratories, and SECTION B asks for
feedback on the professor. In SECTION C you may provide additional written
comments.
Thank you. Your participation in this process is very important.
For each statement please select the response that most accurately reflects your
opinion.
Strongly agree: a.
Agree: b.
Neither Agree nor Disagree c.
Disagree: d.
Strongly disagree: e.
SECTION A 1: The following questions ask for
feedback on this course. Course title
1. The course outline on Web CT is clear and helpful.
a.
2. The course activities are appropriate to the learning
outcomes.
3. The topics and units are well sequenced within the
course.
4. Learning materials such as textbooks and handouts
are directly related to course content.
5. The course takes full advantage of the laptop
hardware and software.
6. The course effectively uses web-based resources.
7. The workload in this course is heavy when
compared to my other courses.
8. Methods of evaluation (e.g. tests, exams,
assignments) are fair.
9. This course makes an important contribution to my
program of study.
10. Overall, the quality of this course is:
Outstanding
Above Average
Average
Below Average
Poor
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b.
c.
d.
e.
SECTION A- 2 The following questions ask for
feedback on this laboratory. Name of Instructor
1. The laboratory activities correspond to the learning
outcomes.
a.
b.
c.
d.
e.
a.
b.
c.
d.
e.
2. The laboratory activities are well sequenced within
the course.
3. Laboratory materials such as manuals and
handouts are helpful.
4. The workload for the laboratory component is
appropriate.
5. The instructor conducts the laboratory sessions in
an organized and well-planned manner.
6. The instructor is effective as a laboratory teacher.
7. The laboratory makes an important contribution to
my program of study.
8. Overall, the quality of this laboratory is: Outstanding
Above Average
Average
Below Average
Poor
SECTION A- 3: The following questions ask for
feedback on this tutorial. Name of Instructor:
1. The tutorial learning activities correspond to the
learning outcomes.
2. The tutorial activities are well sequenced within the
course.
3. Tutorial materials such as handouts and problems
are helpful.
4. The workload for the tutorial component is
appropriate.
5. The tutorial instructor conducts the tutorial sessions
in an organized and well-planned manner.
6. The tutorial instructor is an effective teacher.
7. The tutorial makes an important contribution to my
program of study.
8. Overall, the quality of this tutorial is:
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Outstanding
Above Average
Average
Below Average
Poor
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SECTION B: The following questions ask for feedback
for the professor in this course.
Name of Professor:
a.
b.
c.
d.
e.
1. The professor clearly explained the course
outcomes and grading scheme at the
beginning of the course.
2. The professor conducts class sessions in an
organized and well-planned manner.
3. The professor presents material in a clear and
easy-to-understand manner.
4. This professor demonstrates thorough
knowledge of the subject.
5. The professor presents the course material
with enthusiasm.
6. The professor encourages student discussion
and participation.
7. The professor responds effectively to students’
questions.
8. The professor effectively uses learning
materials such as textbooks and handouts.
9. The professor returns tests and assignments
within a reasonable time.
10. The professor provides useful feedback on
assignments.
11. The professor uses a variety of teaching
methods and materials to accommodate
various learning styles.
12. The professor is available for outside-class
consultation.
13. The professor treats students with courtesy
and respect.
14. The professor maintains control of class.
15. Overall, the professor in this course is:
Outstanding
Above Average
Average
Below Average
Poor
SECTION C: Additional Comments
1. Please use the space below to provide any additional comments you may wish
to make about the quality of instruction or about any aspect of this course.
Unlimited additional space is provided for students to comment.
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Student Satisfaction Surveys
The University is currently conducting Student Satisfaction Surveys, which ask for
student feedback on university services and facilities. These are also conducted online using the services of Compustat Consultants. The instruments and results can
be made available at site visits.
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7.3 Academic Community
UOIT is committed to providing innovative and market-driven programs through
excellence in teaching and learning, value-added research and “vibrant student life.”
The physical design of the university environment will provide many spaces for groups
to meet and interact, for academic and social purposes. The technological links
available to students will ensure that a network of communication and support among
students and between students and university resources is established and
strengthened during their years at UOIT. Support services, student government and
clubs, residence activities and varsity and intra-mural athletics will provide students
with opportunities to interact with individuals outside their program area and to support
their learning and development in all areas – academic, physical, social, emotional and
spiritual.
The student-centred philosophy of UOIT is designed to develop and continually
enhance a strong sense of academic community, in which students, faculty, support
staff and administrators share ideas and experiences.
7.3.1 Online Learning Policies and Practices
The special mission of the University of Ontario Institute of Technology (UOIT) is to
support web-centric and distance education and, more specifically, to utilize
information and communication technologies (ICT) to enhance student outcomes. A
variety of services have been implemented to support both remote and on-campus
students while also assisting faculty to adopt new technologies for teaching on
campus.
ONLINE LEARNING AT UOIT
As part of its mission, UOIT seeks to advance the highest quality of learning,
teaching, and professional practice in a technologically enabled environment. All fulltime students enrolled at UOIT are required to lease a standardized IBM Thinkpad.
This laptop is preloaded with a standard set of software tools for general computing
needs and specialized software for use by particular programs and schools. The
hardware configuration and campus infrastructure ensure that students have both
wired and wireless access to the university network and central information
technology (IT) resources. Moreover, the development of web services ensures that
students also have access to academic resources such as library resources, our
course management system (WebCT), bookstore services, etc.
All UOIT courses include online resources and activities to supplement the traditional
face-to-face delivery format. This component can take many forms: class preparation
and readings, research and access to resources, communication with peers and the
instructor and in-class exercises, quizzes or simulations. Individual course websites
are an integral resource component in every course.
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Over time, it is the University's intent to develop quality learning opportunities which
provide both on-campus and remote access for students engaged in full- and part-time
studies. The primary purpose of the laptops in the University's first year of operation was
to enrich the face-to-face residential academic experience. Distance learning options
were to be added as programs matured.
For the academic year 2004/05, a number of UOIT's Faculties are proposing to offer
courses to full-time residential students using a hybrid model of delivery that
combines online and face-to-face components. Naturally, the extent to which online
activities are integrated into individual courses is dependent on a number of factors,
including: the specific discipline, the architecture of the course, the types of factual
and experiential activities, and the technical proficiency of the professors hired to
teach the courses. UOIT is confident that it has an adequate infrastructure and
system of support to accommodate this model and that appropriate policies are in
place to facilitate a successful transition to hybrid course delivery.
Guiding Principles
•
UOIT will provide online learning components of high academic quality,
comparable to those offered in a traditional face-to-face delivery format.
•
UOIT will provide the necessary services to support and enhance its ability to
design and deliver effective hybrid courses.
•
UOIT will support faculty members who choose to offer their courses through
the hybrid course delivery mode.
ACADEMIC QUALITY ASSURANCE
UOIT aims to provide online learning components of high quality, comparable to
those offered in the traditional face-to-face format. This goal is to be achieved in the
following ways:
Quality of Courses
A common format is used to provide students with information about course
outcomes and requirements for all courses, including online components. Common
elements include: Course descriptions, syllabi, textbook requirements, student
evaluation, learning outcomes, grading scale and timelines.
Communication
Faculty are expected to incorporate requirements for students to communicate with
the course professor and peers via email, chat and/or discussion boards. This
requirement will be clearly explained in the course syllabus.
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Course Development Process
New courses with online components and changes to existing campus-based
courses to include varying amounts of online learning activities must be approved by
the Faculty Council of the respective Faculty. This body will report its plans to the
Curriculum Planning and Review Committee of the University's Academic Council.
Assistance in the development process is provided to faculty by the Centre for
Academic Excellence and Innovation (CAEI).
Course Evaluations
All courses are included in a regular course evaluation process at the end of each
semester. Students complete surveys which address the quality and effectiveness of
course content and instruction, as well as resources and support services related to
online learning components. Results are shared with faculty to enable them to
incorporate feedback into course planning and implementation.
Faculty Expertise
Faculty hired by UOIT are expected to have skills and experience in the integration
of technology into teaching. In addition to appointment, review, renewal, and tenure
policies, UOIT Employment Policies for Academic Staff include expectations for
faculty members to adopt modern information technology to facilitate learning.
SUPPORT SERVICES
The special mission of the University of Ontario Institute of Technology (UOIT) is to
support Web-centric and distance education and, more specifically, to utilize
information and communication technologies (ICT) to enhance student outcomes. A
variety of services have been implemented to support students in their use of ICT for
learning and to assist faculty to adopt new technologies for teaching.
Facilities/Equipment/Funding
The University provides financial support for a diversity of learning delivery
components and courses - i.e. computer upgrades, Internet connectivity, technical
support personnel, laboratory space and furniture, etc. through a variety of services
across the University.
Other investments include:
• Expansion of the UOIT data network to support ubiquitous computing
• Investments to build smart classrooms equipped to support ubiquitous access to
network and academic resources
• Continuing and expanding resources for faculty development and course
development through Centre for Academic Excellence and Innovation
To ensure students receive the appropriate technologies and that they continue to receive
the services and support they require, UOIT has entered into a business agreement with
three industry leaders. A long term agreement has been established with IBM to provide
computer technology, Nortel Networks to provide networking and wireless services and
Bell Canada to provide network installation and broadband services. In addition to these
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agreements, an agreement with Microsoft has been implemented to deliver the software
most commonly needed by students.
Student Services to Support Online Learning Activities
Registration
All UOIT students register on-line for courses. This service ensures that students
enroll in appropriate courses, avoid long lines, and are able to register for courses
from any location with Internet access. Upon registration, most students pay tuition
through on-line banking services. Students can also request transcripts and tax
receipts and engage in other financial transactions across the Internet. Other
registrarial services such as checking grades and academic status, reviewing final
marks or applying for UOIT scholarships are available online.
Student Orientation and Success
UOIT is committed to ensuring that students understand their roles and
responsibilities in a hybrid learning environment and have the skills and tools they
need to be successful. All students are provided with an email account. They are
required to participate in a training session which outlines the care and use of
laptops, as well as providing an orientation to e-learning and to online library
resources. In addition, an extensive set of technical self-help resources is available
on the laptop through a single desktop icon.
Textbooks and Materials
Students have access to a learning environment that supports interaction with faculty
and other students while also ensuring that all course materials can be found in a
single location. Where textbooks, print materials or other resources are required for a
course, students may order these supplies online and have them delivered, or they
may pick them up from the campus bookstore. The course Website will clearly
identify the materials for which students will be responsible and the ways in which
they can be accessed.
Mobile Computing Centre
The Mobile Computing Centre (MCC) is the on-site service centre from which
students obtain their laptops and the suite of software appropriate to their respective
programs. Personal assistance in configuring, installing and testing software is provided
to every student. When students are experiencing technical problems and/or repairs
are required, the MCC offers technical support; this service complements the existing
drop-in or call-in helpdesk services provided by UOIT. The MCC provides telephone
support to students on an extended day basis, including evenings and weekends. A
single toll-free number is available for students to access information and support
pertaining to their online studies.
Submission of Assignments
Often students find submitting assignments a difficult process requiring the
attachment of files to e-mail messages or sending printed assignments by traditional
mail services, often with reduced assurance that the faculty member has received
the assignment. Consequently, students are able to submit assignments both in
person as well as through the assignment submission tool in WebCT. This facility
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allows students to submit assignments from anywhere in the world with Internet
access.
Academic Resources
Academic resources such as registration information, schedules, booklists, course
outlines, lecture notes, assignment criteria, grades, exam schedules, transcripts, etc.
are readily available to students through the University website or individual course
websites. The online format allows students to interact with peers to share ideas, ask
questions, participate in study groups, complete group assignments and offer
general support to one another as they engage in the learning process through
newsgroups, email, discussion groups, web sites and chat facilities. Students benefit
by having the resources to be able to learn by doing. Skill drills and self-testing provide
valuable learning opportunities for students. Of particular value to students is the
posting of test results, problem solutions and marking notes soon after tests and
exercises have been written. Students also access slides, notes, tips, and sample
spreadsheets before or after classes, allowing them more time to focus on learning and
less time on writing notes in class. Every student is able to collaborate directly with
fellow classmates, fellow students, outside contacts, faculty members and content
experts directly. This can be done through newgroups, email, discussion groups, web
sites and chat facilities.
Library/Learning Resources
The library serves as a focal point of academic studies. In accordance with the
University's mandate to serve as a laptop university with “round the clock” accessibility
to resources, the Library will purchase significant holdings and make its services
available in electronic format wherever possible. The mobile program can deliver these
electronic resources from anywhere on the network directly to each student’s laptop.
The investment and acquisition of faculty specific databases provide students with
access to rich academic and research resources across the Internet. Further details
about the Library's electronic resources and services are provided in section 8.8.1.
Access to Other University Services
The Web-centric environment also enables students to access information about a
wide variety of student services and non-academic resources available to them.
They can link directly to such University services as the Health and Wellness Centre,
Career and Employment Services, Financial Aid, Services for Students with
Disabilities, Learner Support Centre, student government, etc. Regular updates
regarding social and athletic events, student clubs, guest presentations and special
events ensure that all students are able to take advantage of the 'vibrant student life'
which is a key element in the vision of UOIT.
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FACULTY SUPPORT THROUGH THE CENTRE FOR ACADEMIC EXCELLENCE
AND INNOVATION (CAEI)
To support faculty to teach online and students to learn online, UOIT has adopted
and centrally supports WebCT as its learning management system. Integration of
WebCT with the University student information system supports a single username
and password login for students, staff and faculty.
To support faculty adoption of web-centric learning on campus and development of
hybrid delivery models, the Centre for Academic Excellence and Innovation (CAEI)
provides services such as instructional design support, multimedia development,
assistance in building WebCT course sites, Webpage authoring, and capturing,
segmenting and streaming of video across the Internet for instructional purposes.
CAEI also provides training for faculty for a variety of content development tools and
in the use of a variety of application software products.
To ensure the highest quality of teaching learning resources and pedagogical
practices, CAEI organizes “quality circles”. These quality circles will allow faculty to
share instructional practices and program and course materials with colleagues and
staff of the CAEI to support reflective practice and continuous improvement to
instructional practices and to learning materials.
UOIT, through CAEI, is committed to monitoring the implementation of hybrid
delivery models, Web-centric learning and the mobile computing program on- and
off-campus. Weekly meetings of key players from Information and Technology
Services and the Mobile Computer Centre (MCC) will be held to monitor progress
and incorporate student feedback into ongoing operations.
Partnership between UOIT, IBM and Bell Canada
A shared services business model has been established between UOIT and Bell
Canada for the provision of data network equipment as well as network management
services, including security, cabling and wireless applications. In addition, Bell
Canada has made a commitment to providing opportunities and services to support
student and faculty development.
IBM has also agreed to provide IBM products, software and solutions for the laptop
program at discounted prices.
The organization has on file and available upon request copies of current software,
hardware, and systems agreements that pertain to the delivery of electronic/online
learning.
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7.3.2
Academic Community Policies
UOIT is strongly committed to the development of a collaborative web-centric
environment to enhance student learning and involvement in university life. Such an
environment will enable the creation of a community of inquiry which promotes closer
relationships between and among students and faculty, students and their peers, and
UOIT and its communities. It also includes access to a rich set of digital learning
resources.
Each student will have the benefit of wireless internet access on campus. This will
provide opportunities for collaborative learning, electronic communities, instant
communication and a more productive relationship between faculty and students. All
students will have an equal opportunity to communicate with faculty, access course
materials, do research and prepare quality presentations without having to wait for oncampus computers.
Students will be able to access a wide variety of information related to academic, social,
athletic and spiritual aspects of their university experience. Academic resources such as
registration information, schedules, booklists, course outlines, lecture notes,
assignment criteria, grades, exam schedules, transcripts, etc. will be readily available
to them through the University website or websites of individual courses and
professors. The on-line format allows students to interact with peers to share ideas,
ask questions, participate in study groups, complete group assignments and offer
general support to one another as they engage in the learning process. Students will
benefit by having the resources to be able to learn by doing. Skill drills and self-testing
will provide valuable learning opportunities for students who learn best from these
modes. Of particular value to students is the posting of test results, problem solutions
and marking notes soon after tests and exercises have been written. Students also
obtain postings of slides, notes, tips, and sample spreadsheets before or after classes,
allowing them more time to focus on learning and less time on writing notes in class.
Every student will be able to collaborate directly with fellow classmates, fellow students,
outside contacts, faculty members and content experts directly. This can be done
through newsgroups, email, discussion groups, web sites and chat facilities.
The library will be a focal point of academic studies. It will provide traditional and
electronic resources accessible by students in the library. The mobile program can also
deliver these electronic resources from anywhere on the network directly to each student’s
laptop.
The web-centric environment also enables students to access information about a
wide variety of student services and non-academic resources available to them.
They can link directly to such University services as the Health and Wellness Centre,
Career and Employment Services, Financial Aid, Services for Students with
Disabilities, Peer Tutoring, Learner Support Centre, student government, etc.
Regular updates regarding residence activities, social and athletic events, student
clubs, guest presentations and special events ensure that students are able to take
advantage of the 'vibrant student life' which is a key element in the vision of UOIT.
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8.0 CAPACITY TO DELIVER STANDARD
8.7 Enrolment Projections and Staffing Implications
Staffing Requirements - Projected
*Cumulative
Enrolment
Fulltime
Parttime
Cumulative
Full-time
Faculty
Equivalents
(F.T.E.)
Cumulative
Part-time
Faculty
Equivalents
(F.T.E.)
Cumulative
Technical
Staff
Assigned to
Program
(F.T.E.)
Ratio of
Full-time
Students/
Full-time
Faculty
Year 1
120
7
1
16
Year 2
205
12
3
17
Year 3
290
17
4
17
Year 4
370
21
6
18
*Calculation of cumulative enrolment is abased on estimated numbers of students, at a
steady state, in years 1-4 of 120, 95, 85, and 80 respectively. The decreases are due to
assumed attrition rates of about 14% in year 2, 6% in year 3, and 0% in year 4.
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8.8 Resources
8.8.1 Library Resources
LIBRARY LEARNING RESOURCES PLAN FOR BACHELOR OF ENGINEERING IN
ELECTRICAL ENGINEERING and BACHELOR OF ENGINEERING AND
MANAGEMENT IN ELECTRICAL ENGINEERING and MANAGEMENT
Compiled by: Carol Mittlestead, B.A., M.L.S., Associate Librarian
Library resources for the “and Management” option have been previously assessed
with the approval process for the B. Comm.
Introduction:
The goal of the University of Ontario Institute of Technology’s Campus Library is to
provide quality library and information services to support the education and
research programs of its Faculties. This definitely extends to include the Electrical
Engineering specialty.
The following document discusses the Campus Library in relation to the collection;
the accessibility of resources and services; and research support, staffing, and
partnerships. The collection is defined as including both the traditional paper book or
periodical, and the more nontraditional—but increasingly common—electronic index,
book or journal database. Librarian recommended web sites are also a unique part
of the collection in that they direct students and staff to valid academic sources.
Accessibility addresses the physical presence of the Library, onsite reference
assistance, the Library web page www.uoit.ca/library as a 24/7 portal, and interlibrary
loan and document delivery. Research support, staffing, and partnerships
emphasize the Library’s role in teaching students, liaising with faculty, and
connecting with government and corporate agencies.
Collections:
It is understood that the Library’s acquisition plan must be based on evolving
pedagogical needs as determined by the academic schools. In close liaison with the
Deans and Professors, subject specialist Librarians will define collection
development strategies for the ongoing curriculum-based purchase of resources as
well as for the evaluation and review of existing material.
Books and Government Documents:
The Campus Library offers a small but comprehensive collection. At present, there
are approximately 53,000 volumes on the shelves, but when the new Library
(described below) is available for occupancy in later 2004, this number will quickly
triple to over 160,000. Currently there are approximately 5,000 volumes available
that focus on pure and applied science topics such as mathematics, metrology,
statistical process control, physics, chemistry, electricity, statics, corrosion,
thermodynamics, fluid power, machine design, and computer automation. The intent
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is to increase this collection to 7,000 volumes shortly after the new library (see
below) opens in late 2004. Since many programs at UOIT have a technological
emphasis, continued investment (e.g. 9,000 volumes by April 2005) in science and
applied science books is planned.
While these texts are essential in providing foundation references for the first two
years of an undergraduate engineering degree, it is also realized that more
specialization and academic examination occurs in years three and four. The Library
already has approximately 1,100 texts focusing specifically on electricity and
electrical topics such as circuit theory and design, semiconductors, network security,
signal processing, control systems technology and automation, wireless capabilities,
and telecommunications. Amongst the titles currently on order are: Electrical
Engineer’s Portable Handbook (McGraw-Hill), Mobile Internet: Enabling
Technologies and Services (CRC Press), Broadcast Engineer’s Reference Book
(Newnes (Elsevier)), High-Speed Digital System Design: A Handbook of Interconnect
Theory and Design Practices (Wiley-IEEE Press, Handbook of Modern Sensors:
Physics, Designs and Applications (AIP Press/Springer-Verlag), and Electric Power
Distribution Handbook (CRC Press). As well as acquiring quality materials from
publishers such as John Wiley, Academic Press, Butterworth-Heinemann, Newnes,
Elsevier, CRC Press, Prentice Hall and McGraw-Hill, the importance of association
releases is also recognized. For example, both IEE (Institution of Electrical
Engineers) and IEEE (Institute of Electrical and Electronics Engineers) are definitely
key sources for technical documents, reports, standards, and texts. Arrangements
were finalized in November 2002 with Blackwell’s Book Services allowing for the
simultaneous purchase of books from a wide array of publishers. Meetings with
Coutts and Midwest, two other companies that also represent a number of book
dealers, have also been held with the possibility of extending and accelerating the
Library’s collection building activities.
Similarly with respect to the management option, the Library currently has
approximately 6,400 business books focusing on topics such as human resources,
accounting, project management, marketing, operations management/supply chain
management, corporate law, electronic commerce, and international relations. The
intent is to increase this number by 20% or approximately to 7,700 volumes by
September 2004 and to continue acquiring business volumes at the same rate for
several successive years (e.g. September 2005 = 9,200 books). Amongst the
Library’s recent circulating acquisitions that may be of interest to engineering
students are: Project Management: A Systems Approach to Planning, Scheduling,
and Controlling (Wiley), The Management of Business Logistics (SouthWestern/Thomson Learning), Industrial Safety and Health Management (Prentice
Hall), Contingency Theory of Organizations (Sage), and Corporate Finance
(McGraw-Hill).
With over 12,500 (not included in the total above), e-books are an integral part of the
UOIT library collection. Currently, NetLibrary, Books 24 x 7 IT Pro, Business Pro and
Finance Pro, Access Science, and The Encyclopedia of Materials Science and
Technology are the databases most likely to interest to Electrical Engineering
students.
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Periodicals:
At present, the Library provides access to over 1,400 science journals of which 720
specifically address mathematics, chemistry, and physics. There are also nearly
1,100 technology periodicals of which approximately 230 focus directly on electricity
and electrical engineering. Journals are available as traditional paper subscriptions,
single electronic titles (e.g. Science) or as one of several titles within an electronic
database. Amongst the relevant databases are: ACM (American Computing
Machinery) Digital Library, AIP (American Institute of Physics), ASME (American
Society of Mechanical Engineers), Ebsco Academic Search Premier, Ebsco
Business Source Premier, Ebsco Inspec (IEE- Institution of Electrical Engineers),
IEEE Xplore (Institute of Electrical and Electronics Engineers), Proquest Science
Journals, and Proquest Wilson Applied Science and Technology Abstracts. Please
note that the numbers stated above do not include the 2,228 conference
proceedings and standards that are also provided within the IEEE Xplore database
along with the journals published by the Institute of Electrical and Electronics
Engineers. An annotated list of databases is included at the end of this report.
It should also be noted that as a recent member of the OCUL (Ontario Council of
University Libraries) and CRKN (Canadian Research Knowledge Network-formerly,
CNSLP (Canadian National Site Licensing Project)) consortia, the number of journals
available for access is increasing constantly and will continue to do so over the next
academic year. The Campus Library is already an active participant in the Ontario
Scholars Portal (OSP or sometimes referred to as scholarsportal.info), an OCUL
initiative that consolidates the electronic periodical holdings of several well-respected
publishers (e.g. Kluwer, John Wiley, Cambridge University Press, American
Psychological Association) to provide a single-access search gateway. For example,
the following titles are included in the Kluwer holdings and are especially pertinent to
the discipline of Electrical Engineering: Analog Integrated Circuits and Signal
Processing, Journal of Electronic Testing, Automation and Remote Control, Journal
of VLSI Signal Processing, and Optical and Quantum Electronics.
Following the mandate of the University of Ontario Institute of Technology as a
laptop university with “round the clock” accessibility to resources, whenever possible,
the Library will purchase significant holdings to a journal in electronic format. For
example, from 1996 to the present, The International Journal of Circuit Theory and
Applications is available in full text from Wiley through Scholars Portal and The
Journal of Electronic Materials is available in full text through Proquest Science
Journals. Likewise, both Applied Physics Letters and The Journal of Mathematical
Physics are available through the American Institute of Physics database from 1968
to the present.
Periodical coverage for the Management option is similarly provided through
business journals in both print and electronic format. It should be noted that many
databases such as Proquest Science Journals and ACM (American Computing
Machinery) with a primarily technical focus also contain industry-related articles,
while products such as Ebscohost Academic Search Premier that have a broader
subject coverage, not only contain academic journals for both the scientific and
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business community (e.g. human resources, marketing, project management,
accounting) but also provide full text trade and professional magazine articles (e.g.
Electronic Engineering Times, Electric Perspectives, Transmission and Distribution
World) with a definite emphasis on market developments and predictions.
Databases that are apt to be used most often in addressing the research needs of
those in the Management Option have been included in the attached listing. It is,
however, acknowledged that there are other possibilities depending on individual
interests. For example, CCOHS (Canadian Centre for Occupational Health and
Safety) would be an excellent source for investigating toxic substances within the
workplace while Lexis Nexis should answer many legal questions.
Internet:
While the prevalence and importance of the Internet is recognized, it is also realized
that not all information on the Internet is of equal value and/or prominence, and that
not all people have equal search skills. The Library, therefore, strives to make staff
and students aware of quality web sites appropriate to their program. This will be no
different for the Electrical Engineering offering. Listings of recommended web sites
are part of the Library Faculty Guides that are prepared with each UOIT program in
mind. Posted on the Campus Library web site www.uoit.ca/library, these Faculty
Guides are discussed in detail under “Accessibility”. For example, amongst the
relevant sites for the Electrical Engineering program are: EEVL (Edinburgh
Engineering Virtual Library – Heriot Watt University), efunda (Engineering
Fundamentals), Project Euclid (Cornell University) and Scirus (Elsevier) along with
specific societal sites such as IEE and IEEE, both referred to previously, and SPIE –
The International Society for Optical Engineering, ASA (Acoustical Society of
America), AMTA (American Mobile Telecommunications Association), and CEA
(Canadian Electricity Association). Those in the Management Option may also wish
to explore the offerings provided through the Faculty of Business and Information
Technology Guide (e.g. Business Gateway (Government of Canada), Business:
Internet Resources (Mansfield University, Pennsylvania), IOMA (Institute of
Management and Administration), Reuters, RFE (Resources for Economists on the
Internet – American Economic Association).
Accessibility:
The Building:
A new state-of-the art, 55,000 square foot Library building is scheduled to be ready
for occupancy by late 2004. The intent of the design is to create a print/electronic
library which will accommodate new and emerging technologies without sacrificing
the personal warmth of a traditional library. The building offers various types of study
and activity spaces to accommodate different learning styles and user needs.
These spaces include:
Quiet public study spaces as well as a formal Reading Room, all
within a “wireless” environment
Collaborative learning spaces for groups of various sizes
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Common spaces and public service research workstations that
facilitate intellectual interaction and engagement
Electronic classrooms for regular ongoing educational sessions on
library resources and research strategies
Attractive and appealing display areas for art and library exhibitions
Special needs adaptive technology equipment
On Campus Reference Assistance:
Reference services are provided by professional librarians for 68 hours of the 89 hours
per week that the Library is physically open or 76.5% of the time. Librarians liaise with
professors so classes that are specific to student research topics can be offered. The
concepts of teaching and collaboration are further explained under the section entitled
“Research Support, Staffing, and Partnerships”. Both staff and students are also
welcome to make individual or small group appointments with Librarians.
Campus Library Web Page:
The Campus Library web page is available at www.uoit.ca/library and is accessible
24 hours a day, seven days a week. A Library e-mail address is provided as well as
telephone information so individuals can leave messages at any time. In
collaboration with other Ontario University Libraries, the Campus Library is also
currently investigating a web-based service such as the Virtual Reference Desk
(www.lssi.com) which uses chat software to deliver reference service to users
regardless of time and location. The Librarian can “push” pages to patrons so they
can literally see both the steps involved and the results achieved with a given search.
Consequently, this technology promises to be more effective than e-mail and
telephone. Beginning with limited hours and an after-hours e-mail default, the
ultimate goal is to make virtual reference a “round the clock” service.
General reference assistance is provided through Campus Library web page
sections that explain topics such as computer search techniques, article searching,
internet evaluation, and bibliographic citation. Amongst the services outlined are
circulation procedures, reserves, and interlibrary loan. What makes the UOIT Library
web page truly unique is its Faculty Guides. Prepared with each program in mind for
a particular Faculty, every Guide outlines and links to pertinent Electronic Databases
and Indexes; provides sample listings with links to relevant journals along with
subject headings for further investigation; highlights the Catalogue with suggestions
from the Reference collection; describes and links to the most appropriate E-book
databases; and offers Recommended Web Sites. As discussed above, collection
material for the Electrical Engineering program is already being consolidated and the
construction of this specialized UOIT Library web page section within the Faculty of
Engineering and Applied Science is well underway. These Guides are indeed
resource portals.
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Interlibrary Loan and Document Delivery:
Interlibrary Loan is available free of charge to students and faculty. Individuals have
the option of making their requests online or in person. RACER (rapid access to
collections by electronic requesting) is a VDX (Virtual Document Exchange)
interlibrary loan system currently being implemented in OCUL member libraries.
Students and faculty can search the catalogues of all Ontario university libraries and
place immediate online requests for any available item. The system populates the
request automatically with the bibliographic information from the record chosen, and
a patron name, i.d. number, and e-mail address are all that need to be added to the
online form. As part of OCUL and the IUTS (Inter University Transit System), the
Campus Library now receives loans in a very reasonable amount of time, but
RACER will significantly lessen the wait.
Faculty and students from UOIT may also visit any of Ontario’s university libraries
and usually, may borrow books directly from them upon presentation of their UOIT
photo identification card; the University of Toronto is an exception in that
undergraduates from other institutions do not have borrowing privileges. Materials
may be returned directly to the lending library or may be left at the Campus Library
where they will be returned to the appropriate lending library. Interlibrary Loans and
document delivery are also available from other lending institutions (e.g. CISTI or
libraries outside the province of Ontario) as required.
Research Support, Staffing, and Partnerships:
UOIT librarians will play a critical role in facilitating knowledge acquisition and teaching
Electrical Engineering students how to access information in an efficient way as well as
how to critically evaluate resources and utilize them in constructing experiments,
formulating research papers, and writing technical reports. The following strategies are
either in place or planned:
1. A professionally qualified librarian (M.L.S.) with subject expertise in the sciences
and health sciences joined the UOIT Library staff in August 2002. Staffing support
for various academic areas within the Library will continue to expand as UOIT
enrollment increases, and student and faculty needs are reassessed after the initial
year of classes.
2. Customized curriculum for instruction in the use of library resources and technology
pertinent to the Program is being designed and will continue to be reformulated as
faculty and student needs are recognized. As professors arrive on the UOIT
campus, librarians are meeting with them to identify their teaching and research
objectives. This will progress to ensure that classes are targeted to the specific
learning outcomes of a given paper.
3. An ongoing objective is to facilitate strong library and faculty collaboration to
guarantee the relevance of collections to the curriculum.
4. The importance of liaising with the UOIT Centre for Academic Excellence and
Innovation (CAEI), a facility where faculty are introduced to and mentored in the use
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of instructional technology such as computerized teaching packages, presentation
software, web development, and distance learning delivery is recognized. This
would ensure that the Library’s resources, in digital format, are included amongst
the links for courses developed within the Faculty of Engineering and Applied
Science. A link to the Library Web Page Faculty Guides from each student’s “My
WebCT” template is planned.
5. The Library will connect to national and global resources that both enhance student
employment opportunities (e.g. Ontario Hydro, General Motors Corporation) and
that support high levels of applied research by scholars in the Faculty.
The Campus Library welcomes the introduction of the Electrical Engineering program.
Support will be provided in terms of the collection, accessibility, staffing, and partnerships.
LIBRARY RESOURCES: Please see full report and attachment
Electrical Engineering
On-Site Library Resources
Relevant to Degree
Program Area (For
Students/Faculty)
# of Holdings (print)
relevant to the field of
study
# of Holdings (electronic)
(include program specific
databases)
5,000 – April 2004
7,000 – October 2004
9,000 – April 2005
17 journal databases
4 e-book databases (see
attached descriptions)
Management Option
6,400 – April 2004
7,700 – September 2004
9.200 – September 2005
Other Library Access (e.g.,
web-based, inter-library
arrangements)
OCUL Interlibrary Loan
arrangements (Racer,
VDX, IUTS)
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Provide a summary of the currency of the holdings at each location specified. Include
a list of the program specific databases.
New material is added and older resources are removed from the shelves on an
ongoing basis. Texts that are practical explaining current applications (e.g. in
mathematics, physics, chemistry or biology) should be no more than 7 years old.
Materials such as reports, commission findings and recommendations, and historical
overviews have varying shelf lives. Dates for the periodical collection vary. This is
true in both paper and electronic format. Some magazine and journal titles may be
available in full text for the past 30 years plus the current time, while others may be
held for three years or less. Longevity (e.g. research findings) rather than currency
(e.g. product releases and updates) and perceived academic value are amongst the
deciding factors. Interlibrary loan and document delivery is very important in that for
many titles included within databases, only indexing and/or abstracting is provided
regardless of date.
Electrical Engineering Electronic Databases
Access Science – Electronic version of the McGraw-Hill Encyclopedia of Science
and Technology.
ACM (American Computing Machinery) Digital Library– Citations, abstracts and
full text for computer-related journals and proceedings – Many articles focusing on
electrical systems
AIP (American Institute of Physics) – Collection of key academic journals in
physics
Books 24x7 IT Pro, Business Pro, and Finance Pro – 5,500+
computer/information technology and business books
Cambridge University Press – Fulltext noteworthy academic collection of journals
addressing sociology, psychology, education, history, politics and the sciences
CISTI (Canada Institute for Scientific and Technical Information) Source –
Electronic database of the table of contents of over 17,516 journals primarily in
science, technology and engineering (65%) – Some business and economics (11%)
Computer and Information Systems Abstracts (Cambridge Scientific)* Coverage of over 3,000 international journals addressing computer applications,
programming, hardware, software, encryption, artificial intelligence, etc.
EBSCOhost Academic Search Premier – Excellent comprehensive journal
collection covering the social sciences, humanities, general science and technology,
nursing, multi-cultural studies and education
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EBSCOhost Business Source Premier – Management, accounting, marketing,
economics, and other business magazines and journals
EBSCOhost INSPEC – IEE (Institution of Electrical Engineers) indexing and
abstracting database to scientific and technical literature worldwide
EBSCOhost Military Library Fulltext – Military, political and defense publications
Encyclopedia of Materials Sciences & Technology – E-book for chemistry,
physics, manufacturing, and engineering
IEEE Xplore – Fulltext of IEEE (Institute of Electrical and Electronics Engineers)
journals, magazines, conference proceedings, and standards
Internet and Personal Computing Abstracts (Cambridge Scientific)* - Current
awareness publications highlighting computer product and related business
developments
ISI Web of Science – Comprised of three indexes – Humanities, Social Sciences
and Science
Kluwer Online – Comprehensive collection of full text journals – Numerous biology,
chemistry, information technology and health-related titles
NetLibrary – Collection of over 5,000 e-books
Proquest CBCA (Canadian Business and Current Affairs) Fulltext Business –
Canadian industry and professional magazines, journals and newsletters
Proquest Science Journals - Journals emphasizing computers, chemistry, physics,
telecommunications, engineering and transportation
Proquest Wilson Applied Science and Technology Abstracts – Indexing and
abstracting with some full text for journals addressing technical issues
Wiley Interscience – Impressive database of full text journals – Excellent coverage
of business, the sciences, and technology
*Currently under investigation and negotiation
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8.8.2
Computer Access
Year
Number of
Computers
Number of
Available
Students
to Students
(Cumulative)
in
Proposed
Program
2005
Number of
Computers
(with Internet
Access)
Available to
Students in
Proposed
Program
120
120
120
270
270
270
2006
2007
2008
•
Location of Computers
On Site
Other
(specify)*
Individual
student laptop
Individual
student laptop
Individual
student laptop
Individual
student laptop
240 additional computers with internet access are available in the Learning
Commons and Library.
Instrumental to the success of the students in the Degree Programs are personal
laptops. Each student will be provided as part of their program, a standard
laptop with resources that match the needs of the university programs. Each
laptop will be leased on a two-year refresh cycle. Each student will be given a
new or one year old laptop. This will ensure adequate capacity and technical
currency in an ever-changing technological marketplace.
Each student will have the benefit of wireless internet access. It provides
opportunities for collaborative learning, electronic communities, instant
communication and a closer relationship between faculty and students. All
students will have an equal opportunity to make quality presentations, do
research, communicate with faculty and access course materials, while not
having to wait for available on-campus computers.
At this time, the academic purpose of these laptops is to enrich the academic
experience. In the future, resources will be put into place to develop distance
learning opportunities. This will not be considered until such a time as the
infrastructure and academic policies and procedures are in place to ensure a
quality distance learning opportunity.
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8.8.3
Classroom Space
Naturally, classes for engineering students will be scheduled in rooms which are an
appropriate size to accommodate the learning activity. Smaller lecture rooms and
break-out rooms for tutorials and small group activities will be available as needed.
Classes and tutorials in many engineering subjects require the use of computers and
so all classrooms used by students will have wireless connectivity or will be wired for
computer use and internet access.
Additional physical requirements will include: data projectors in all classrooms, blinds
on windows to reduce sun glare, comfortable and ergonomically sound chairs and
tables for computing, white board with markers/eraser, and bulletin board display
space in classrooms.
Year
2005
Number of
Students
(Cumulative)
120
Location of Classrooms
Number of Classrooms
Campus
As many lecture rooms and
tutorial rooms as needed in
capacity varying from 30250
9
2006
9
2007
9
2008
270
8.8.4
Laboratories/Equipment
Other (specify)
9
Designated Computer Labs are not needed for engineering students since all
classrooms at UOIT will have wireless connectivity or will be wired for computer use
and internet access.
Professors will typically specify the hardware and software requirements for their
courses one year in advance of when they will be needed.
14-17 engineering laboratories for undergraduate use, have been designed and are
at various stages of construction. Some labs are complete and functioning.
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The following courses in the Electrical Engineering program have laboratory
components.
Year-Sem
Course
Comments
1-1
Physics I
Common course
1-1
Engineering Graphics & Design
Common course
1-2
1-2
2-1
2-1
2-2
Physics II
Chemistry for Engineers
Electrical Engineering Fundamentals
Digital Systems
Introductory Electronics
Common course
Common course
Custom equipment on-site
Custom equipment; on site
Custom equipment; on site
2-2
Design and Analysis of Algorithms
Custom equipment; on site
3-1
Signals and Systems
Custom equipment; on site
3-1
Computer Architecture
Custom equipment; on site
3-2
Electronic Circuit Design
Custom equipment; on site
3-2
Communication Systems
Custom equipment; on site
3-2
Microprocessor Systems Design
Custom equipment; on site
3-2
Electric Machines
Custom equipment; on site
4-1
DSP Theory and Design
Custom equipment; on site
4-1
Computer Networks
Custom equipment; on site
4-2
4-2
Control systems
Design Thesis
Custom equipment; on site
Custom equipment; on site
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8.8.5 Resource Renewal and Upgrading
•
For library renewal and upgrading, refer back to section 8.8.1: Library
Resources
•
Computers and Computer Access:
Each student will lease as part of his/her program, a standard laptop as required for
individual university programs. Each laptop will be leased on a two-year refresh
cycle. Each student will have a new or one-year-old laptop. This will ensure
adequate capacity and technical currency in an ever-changing technological
marketplace.
•
Classrooms and Physical Facilities:
Capital Plans are underway to develop two phases of buildings. The government has
invested $60 million in development of the University of Ontario Institute of
Technology. Initially, construction will occur on the land bounded by Conlin Road,
Simcoe Street, the existing subdivision on the southeast boundary and the valley
lands of the Oshawa Creek to the west. This totals 115 acres. The Board of
Governors of Durham College has also purchased and acquired 350 acres to the
north of this area to accommodate future development.
The first University building, which was ready for occupancy in September 2003,
contains classrooms, laboratories, and academic and staff offices. A 300-bed
residence was also ready for the first class of UOIT students in September 2003.
The second phase of construction, now underway, includes one additional (200 bed)
residence building, two additional academic buildings comprised of classrooms,
laboratories, academic and staff offices and a new library to be shared by UOIT and
Durham College. This phase is to be completed by September 2004.
The initial core facilities for teaching and research at the UOIT are housed in the
three academic buildings. Together with the new University library, these buildings
overlook the landscaped campus commons. This precinct is the heart of the
University and will be its central crossroads.
A key characteristic of each academic building is the provision of generous student
study and lounge space. These are complemented by a faculty lounge, Council
room and student club offices. The lounge and study spaces are concentrated
around a central skylit atrium which provides a point of orientation, gathering and
connection for students and faculty. The buildings are designed to be highly flexible,
adaptable to programs and teaching configurations as yet unknown. Wired and
wireless connection are provided through all dedicated and informal teaching
spaces.
The new University library is designed as the intellectual and social commons for this
21st century university. In particular, the library has two points of focus; the provision
of access to electronic collections and resources and work and study space for 750
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students. While the library will house a print collection of about 125,000 volume
equivalents, with an emphasis on reference materials, it is in the provision of access
through wired and wireless connection to electronic collections that the library will be
distinguished.
The building is designed on three floors with the connectivity and staff resources to
fulfill this mission. Much attention has been devoted to the quality and variety of
student space. Large study halls overlook the landscape commons and provide a
variety of table, carrel and soft lounge seating. Many enclosed rooms are also
provided for group study, seminar discussion and quiet work activities.
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Laboratories/Equipment:
A Teaching Equipment Fund will be established to provide funds for laboratory and
equipment purchase and renewal. In addition, funds will be sought from donations to
upgrade laboratories and equipment.
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8.9
Support Services
UOIT is committed to ensuring all students experience a "rich" atmosphere of
academic and latent education by building upon the high quality of student life,
including advising, counselling and support services for personal, academic and
career goals. Qualified, highly skilled and student-focused staff will work directly with
individual students and in partnership with faculty and other staff as appropriate,
contributing to student success.
The following outlines the types of Student Services available at UOIT.
Support Service
Brief Description of Service
Academic Advising
Academic advisors will be available to assist
students in learning study skills, including listening
and note-taking, personal and time management
and exam and test preparation.
Career & Employment
Services
A comprehensive career and employment
counselling service will be available to both
students and graduates. Counsellors will deliver
workshops and individual assistance in the
following areas: job search techniques, resume and
cover letter writing, and interviewing skills. Special
outreach programs that include resume clinics and
mock interviews will be offered throughout the
school term. Expert labour market information will
be presented by employer panels that will share
information about their specific businesses and
industries. Sixteen-month internship opportunities
will provide practical work experience outside of the
program of studies to increase the graduates
marketability. Successful graduate employment will
be supported by an annual Job Fair in addition to
an online job posting service.
The Financial Aid Office will help students prepare
budgets for the school year and to deal with
financial crisis during the year. This process will
encourage students to consider their income and
expenses and enable a counsellor to identify
potential problems, review them and offer some
solutions. Through budget counselling, students
can learn the skills to keep their finances in good
order.
Personal Counselling
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Support Service
Student Awards
Brief Description of Service
Scholarships will be awarded automatically for
outstanding academic achievement to eligible
students upon completion of at least one year of
full-time study. UOIT will offer athletic scholarships.
Bursaries: A comprehensive bursary program will
be available to students in financial need. Entrance
bursaries will be offered to applicants that are
unable to finance a university education. Three
times a year a formal bursary program will be
available to current students. Throughout the year,
individual bursaries are offered to students who are
challenged by high cost programs, supplies or
equipment. Emergency bursaries will be available
to students facing unanticipated financial problems.
Financial Aid
Services for Students with
Disabilities
Intramural Athletic Academic
Success Program
Alumni Services
On campus employment will allow students to
support themselves while they are attending UOIT.
The Ontario Student Assistance Program (OSAP)
provides financial assistance to help students
finance their education. By completing an OSAP
application, students will be assessed for loan
assistance from both the federal and provincial
governments.
The Centre for Students with Disabilities (REACH)
will assist students with disabilities who require
accommodations to be made in order to be
successful at UOIT.
Students will be encouraged to contact the REACH
office if they plan to attend UOIT, so that supports
can be put in place. Supports may include adaptive
testing arrangements, FM hearing systems, peer
tutors, access to computers and adaptive software,
visual aids, counselling and much more.
The Intercollegiate Athletic Academic Success
Program will encourage academic success for all
intramural athletes through the establishment of
academic standards and a comprehensive program
of success strategies and advising.
UOIT will establish an Alumni Services Department
which will allow former students to continue to
contribute to academic and student life at UOIT
through participation in events and fundraising
initiatives.
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Support Service
Athletics – Varsity/Intramural
Chaplain Services
Health Services
Peer Services/Peer Tutoring
Residences
Student Government
Career Shop
Brief Description of Service
UOIT has five squash courts, double gymnasium,
fitness area with indoor track, two outdoor tennis
courts, basketball court, softball diamonds, football
and soccer field and three beach volleyball courts.
The chaplain's general role will be to promote the
general well being of the University: by means of
her/his presence and concern; through worship and
other liturgical activities and in pastoral and noncredit educational programs. The chaplain's
specific role is to provide pastoral care for
individuals in need. This care is extended in
complete confidence, without prejudice, and apart
from the reporting systems of the University
administration.
A Registered Nurse is available 5 days/week to
provide First Aid, nursing care, advise and
referrals. Lab services and Birth Control are
available on site. A Flu Immunization program is
free to all students and staff. Health and Lifestyle
promotional services are available through group
presentations, guest speakers and one-to-one
appointments.
A Mental Health nurse offers personal counselling
on family, relationship or anger issues. Referrals
are given through our Student Assistance program
to medical specialists outside of the University. Six
free one-hour sessions are available. Each week a
Drug and Alcohol counselling service is on campus.
The cost can be covered through OHIP or on a fee
for service basis.
A Physician will be on campus each week.
Peer tutoring will be available to students
experiencing difficulties with individual subjects.
Students who have successfully completed the
subject will take on peer-tutoring roles.
Students at UOIT will have access to a 650 bed
residence suite with private bedrooms a kitchen
and a bathroom.
A student government office will be established to
enhance the educational experience and quality of
life for all undergraduates at UOIT.
Through the Career Shop, UOIT students will have
fast and easy access to a full range of career and
educational programs, training, services and
resources. The Career Shop is also an excellent
source of information about programs and training
available in the local community and throughout the
province.
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8.9.1
Other Support Services
Learner Support Centre
The Learner Support Centre provides academic support on campus and via the
Internet to students who experience difficulty in adjusting to the academic demands
of university learning. Many students who experience academic difficulty in a specific
program are later successful by utilizing the flexible scheduling and the support
services of the Centre. Academic support is delivered in various ways: individual
tutoring by referral and appointment; individual tutoring for drop-in students;
assignment review (excluding proof reading); workshops; study groups; seminars
and short courses. Students have access to tutorial assistants either on campus or
online. Tutorial support for identified “at risk” or probation students may be arranged
on an individual basis.
Services are available in the following subject areas:
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Writing – all phases of report writing (business, essay, research, scientific,
technical), bibliography (MLA, APA, etc), basic skills (grammar, word usage,
punctuation)
Writing Assessment and Diagnosis
Interviewing Techniques
Oral Presentations
Mathematics
Study Strategies
Accounting
Biology
Chemistry
Physics
Computer Applications and Internet Skills
Pedagogy of Online Learning
Support for Communications Skills for UOIT Students
All graduates of UOIT will develop communication skills necessary to function
effectively as a student and employee. Each program is planned in order to develop
and utilize written, oral, and information technology communication competencies for
all students.
It is expected that all students registered at the University arrive with the
fundamental skills in this area. Some students however, may need additional
instruction, support, and practice in order to develop an appropriate skill set as
required in their program.
The following is a set of competencies required for university study. Practice and
evaluation of these competencies, is built into the learning and assessment plans for
each program.
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The student must be able to:
• Communicate clearly, concisely, and correctly in the written, spoken and
visual form
• Adapt a communication strategy to suit the audience
• Collect, analyze and organize relevant and necessary information from a
variety of sources
• Use a variety of currently available electronic information systems as required
for research, communication, and learning
Students are encouraged to critically evaluate their own skills against this list and to
contact the Learner Support Centre for an individual assessment and assistance
plan if required. Students identified by faculty as needing remediation, will be
required to use the Learner Support Centre services in order to improve their skills
and enhance their potential for success.
Students with Disabilities
UOIT will be creating a policy on students with disabilities much like that of the policy
of Queen’s University. UOIT is committed to facilitating the integration of students
with disabilities into the University community. While all students must satisfy the
essential requirements for courses and programs, the administration, faculty, staff
and students at UOIT will be expected to provide reasonable accommodation to
students with disabilities.
Reasonable accommodation may require members of the University community to
exercise creativity and flexibility in responding to the needs of students with
disabilities while maintaining academic standards.
This policy acknowledges that fundamental to the academic and personal success of
students is their responsibility both to demonstrate self- reliance and to identify
needs requiring accommodation.
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9. Credential Recognition Standard
9.1 Program Design and Credential Recognition
Research was conducted and documentation is on file, to compare the breadth and
rigour of the elements of this proposed Electrical Engineering program to similar
programs, in Canada and elsewhere. The plans for the UOIT curriculum certainly
achieve the breadth and rigor of these similar programs. Details of program comparisons
can be found in SECTION 6.3
Upon graduation, UOIT students will have achieved the Degree Level Standard for the
Honours Baccalaureate Degree. None of the UOIT degrees are terminal and all will
provide a basis from which students may apply to graduate school. It is understood that
applications for graduate school are considered on a case- by- case basis by the
admitting university.
9.2 Consultation
UOIT has initiated formal consultation with universities in Ontario which offer related
programs, in order to ensure recognition of its degree credentials for students who wish
to transfer or to proceed to graduate degrees.
Letters which confirm consultation with other universities and with important stakeholders
and potential employers of graduates are attached on the following pages.
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10. Regulation and Accreditation Standard
10.1 Regulatory/Licensing Requirements
10.1.1 Current Regulatory or Licensing Requirements
The licensing of Professional Engineers in Canada falls under the jurisdiction of each
provincial engineering association, such as Professional Engineers of Ontario (PEO).
Each provincial engineering association, in turn, is a member of the Canadian Council of
Professional Engineers (CCPE). The CCPE establishes the guidelines for the
professional status of university graduates in Canada through its Canadian Engineering
Accreditation Board (CEAB), which reports to the CCPE council. All member
associations, such as PEO, accept the decision of the CEAB with respect to the technical
preparedness of university graduates if the program from which they graduated is
“accredited” by the CEAB. Accreditation covers a five-year period or shorter if the CEAB
decides on a shorter period for some reason (e.g. upgrading of laboratories required).
The provincial associations then tag on their practical experience requirement (typically
four years post-graduation) before licensing an applicant as a Professional Engineer
(P.Eng.). Details about licensing requirements have been explained in SECTION 6.2.1.
10.1.2 Letters of Support from Regulatory or Licensing Bodies
In accordance with established accreditation guidelines formal evaluation of the program
will take place in the 2008-9 academic year, when the final year of the program is
delivered for the first time. The design of the curriculum is consistent with the
requirements of the CEAB.
Letters which are evidence of consultation with regulatory and licensing bodies can be
found in SECTION 6.2.2
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14.
Conformity with Ministerial Policy Directions
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agreement form
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