ABOUT JOHN ABBOTT COLLEGE
Named after Sir John Abbott, Canada's third prime minister, the College primarily serves Montreal's
West Island community, although you can also meet students here from other parts of Quebec and
Canada. Located in historic Sainte-Anne-de-Bellevue, on the western tip of the Island of Montreal, John
Abbott’s distinctive red brick buildings and magnificent campus were originally deeded to McGill
University in 1906 by wealthy industrialist Sir William Macdonald.
Established in 1971, John Abbott offers five pre-university and eleven career programs, including
Quebec’s only English-language CEGEP training in Pre-Hospital Emergency Care, Dental Hygiene,
Information and Library Technologies, Engineering Technologies, Police Technology, and Youth and
Adult Correctional Intervention. Over 5000 students are enrolled in the Day Division and another 2000
in Continuing Education. Only a half hour drive from downtown Montreal, the College is easily
accessible by city bus or commuter train.
CEGEP JOHN ABBOTT COLLEGE
MISSION AND STATEMENT OF PURPOSE
WE ARE COMMITTED TO:
Learning
• Foster in our students the ability to make and articulate informed intellectual, aesthetic and ethical
decisions, while demonstrating skills needed for success in modern society.
• Cultivate a love of learning, autonomy and responsible citizenship in our students, both in the
classroom and through socio-cultural, leadership, recreational and sports activities.
• Respect and learn from diverse world views and international perspectives, as reflected in our
programs, our approach and our community.
Quality
• Provide well-rounded and balanced pre-university and career programs that meet high standards of
quality and ethical consciousness, and respond to the requirements of universities, employers and
society.
• Value excellence in teaching and learning as dynamic and interactive processes.
• Promote lifelong learning and continuous improvement in the College community, with a
commitment to innovative pedagogy, effective administration and quality support services.
• Deliver leading-edge training, tailored to the needs of business, industry and other sectors, through
our continuing education services and specialized programs.
Students
• Cultivate a safe, caring and challenging learning environment that bolsters self-esteem and promotes a
sense of belonging and purpose, mutual respect, and healthy lifestyles, leading students to attain
academic, professional and personal success.
• Ensure governance that reflects the active engagement of students, staff and faculty, and places
student learning at the centre of our decisions and actions.
• Establish effective partnerships with academic, professional and social communities, to maximize our
students’ success and continued growth.
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Publication:
Communications and Admissions Office
Production:
John Abbott College Press
Sainte-Anne-de-Bellevue, Québec
Dépôt Légal:
Bibliothèque nationale du Québec
National Library of Canada
May 2009
ISSN:
1710-3622
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TABLE OF CONTENTS
Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Certificates of Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7, 8
Programs Offered and Entrance Requirements . . . . . . . . . . . 9, 10
Preparatory Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Pre-University Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Career Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
General Education Courses . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Complementary Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Fees and Financial Assistance . . . . . . . . . . . . . . . . . . . . . . . . 160
Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Library and Audiovisual Services . . . . . . . . . . . . . . . . . . . . . . 166
Bursaries and Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . .167
Centre for Continuing Education . . . . . . . . . . . . . . . . . . . . . . 168
Institutional Policy On The Evaluation of . . . . . . . . . . . . . . . . 169
Student Achievement (IPESA)
General Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . 178
Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Department Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
ABOUT THIS COURSE CALENDAR
This Calendar provides general information on admission policies, programs and courses as well as on
student services and activities. But, it is only an introduction.
To learn more about John Abbott College’s many academic programs, prospective students and their
parents are invited to call the College, talk to faculty and attend events such as our open houses which
are held every February and October. Individual and school tours of John Abbott College are available
and may be arranged through the Admissions Office.
Students and parents are also invited to visit
John Abbott College’s website at: www.johnabbott.qc.ca
and discover the many links to Admissions, Registrar,
Student Services and individual departments.
For further information about our academic programs and student services,
please contact high school guidance counsellors or:
John Abbott College’s Admissions Office
514-457-6610, local 5355, 5361 or 5358
Come visit us, e-mail us, ask as many questions as you like and discover how you can get the most
from your education at John Abbott College.
The College reserves the right to make changes without prior notice to the information contained in this
publication, including the alteration of various fees, schedules and the revision or cancellation of
particular courses.
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4
ADMISSIONS
GENERAL ADMISSIONS POLICY
John Abbott College accepts applicants who meet the minimum admission requirements as defined by
the Ministry of Education and who, in the College's opinion, have a reasonable chance of succeeding in
the program to which they apply. Permanent Quebec residents receive consideration over non-residents.
Fulfillment of the minimum academic requirements does not guarantee acceptance. Program Selection
Committees are responsible for admissions decisions and reserve the right to defer or refuse admission
to any applicant whose qualifications are inappropriate to the demands of the program. A personal
interview, audition, and/or portfolio may be required for admission to specific programs. The
qualifications of applicants educated outside Quebec will be assessed on an individual basis by the
appropriate selection committee.
ADMISSION REQUIREMENTS
Quebec High School Students
To be admissible in a program leading to a Diploma of College Studies, applicants must have:
a Secondary School Diploma which includes the following subjects:
(1)
(2)
(3)
(4)
(5)
Secondary
Secondary
Secondary
Secondary
Secondary
V Language of Instruction;
V Second Language;
IV Mathematics;
IV Physical Science; and
IV History of Québec and Canada
OR
A Secondary School Vocational Diploma which includes the following subjects:
(1) Secondary V Language of Instruction;
(2) Secondary V Second Language; and
(3) Secondary IV Mathematics.
Out-of-Province Applicants
Applicants with Canadian secondary school certificates other than the Quebec Secondary V Diploma
are required to have completed an equivalent high school diploma from their province. Non-Québec
residents are subject to out of province fees of $990.00 per semester (fees subject to change).
Advanced Standing
Students who have accumulated credits from other post-secondary institutions – i.e., CEGEPs, community
colleges or universities – may request that these credits be transferred to their program of study at John
Abbott. All requests must be made through Academic Advising in the Student Services Department.
Mature Students
Applicants who obtained their high school diploma more than five years ago and have not attended any
post-secondary institution, should contact the Admissions Office prior to applying.
International Applicants
Please contact the International Programs Office should you have any questions about the SRAM online
application process.
e-mail: international@johnabbott.qc.ca or phone: local 5469
The College will consider applicants who have attended school systems outside Canada if their
certificates are equivalent to the Quebec Secondary V Diploma. Specific program prerequisites and all
other requirements particular to John Abbott College must be met.
All international students must submit their online application at: sram-international.omnivox.ca .
Applications sent directly to the College will not be processed. You may contact the International Programs
Office should you encounter difficulties with the online submission via SRAM.
If your test TOEFL results are not available at the time of the SRAM application, please inform the International
Programs Office accordingly.
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ADMISSIONS
Applicants whose language of instruction is not English must submit the results of the Test of English as a Foreign
Language (TOEFL) with their application. Information about TOEFL may be obtained at Consulates, Cultural
Affairs Offices or, by visiting their website at: www.ets.org.
International applicants may apply for the fall and winter semester. Note: Winter admissions are not always
possible due to time restrictions. Those requesting admission from outside the country must submit a French or
English translation of their academic grades for the last two years of study and diplomas obtained (legible copies
certified by the school). Equivalences will be processed through SRAM. International students must pay a nonrefundable application fee of $75.00.
All international applicants are advised of admission decisions by mail. Once notified of acceptance into a
program, the applicant must confirm his/her decision by returning the confirmation form along with a confirmation
fee payable to John Abbott College. The student is responsible for following immigration procedures to obtain a
Quebec Certificate of Acceptance (CAQ - issued by the government of Quebec), a Study Permit (issued by the
Government of Canada) and, if applicable, a student visa (issued by the Canadian embassy in the country of
residence). The student must show proof of his/her immigration documents upon arrival. These documents must
be presented to the Registrar’s office. If the student fails to do so, he/she will be prohibited from studying at John
Abbott College. Information on procedures to follow may be obtained from the Canadian Embassy, Consulate or
the Service d’immigration du Québec. Students should consult the websites below for application procedures for a
CAQ and study permit. International students must pay tuition fees in addition to health and accident insurance
before they register. Please note that John Abbott College is part of a mandatory group insurance plan for
international students. Students must purchase health insurance through John Abbott College. The College does
not accept any health insurance bought through other insurance providers. The insurance card will be distributed
by the International Programs Office (Herzberg 416) upon arrival at John Abbott College.
Please refer to the FEES AND FINANCIAL AID section of the Calendar for specific information on tuition
fees and health insurance.
Applicants with Foreign Certificates
Applicants currently living in Canada who have completed high school leaving certificates in a foreign
country must also submit a French or English translation of their academic grades and diplomas
obtained (certified copies). SRAM will then proceed to a study of equivalence for which candidates
must add an additional $45.00 to the admission fee (total $75.00).
IMPORTANT WEB SITES FOR INTERNATIONAL APPLICANTS
Important information for international students can be found on the following web sites. Students
should consult these prior to submitting their application:
Government of Quebec: www.immigration-quebec.gouv.qc.ca/en/index.asp
click on international students
Government of Canada: www.cic.gc.ca/english click on to study
APPLICATION PROCEDURES
APPLICATIONS TO
JOHN ABBOTT COLLEGE
APPLICATIONS TO
THE HONOURS PROGRAMS
John Abbott College is affiliated with le Service régional
d'admission du Montréal métropolitain (SRAM), which
processes student applications. Applications to the College
must be submitted to SRAM by March 1st for the Fall
semester and November 1st for the Winter semester.
John Abbott College offers different honours or enriched
programs. They are Honours Science, Honours Social
Science and Honours Commerce. Admission into these
programs requires students to complete a separate application. Contrary to their application to the College which
must be sent to SRAM, applications to the honours programs accompanied by the required documents, must be
submitted directly to the College.
The application fee of $30.00 payable to SRAM
is non-refundable.
Applications must be submitted online at
http://sram.omnivox.ca. Students can print a copy of the
Admissions Guide directly from this site or they may obtain
one from the Admissions Office, or high school guidance
departments.
For further information about the honours programs, or on
how to access the application forms, please refer to the
Pre-University Programs section of this Calendar or contact
the John Abbott College Admissions Office, local 5355,
5358 or 5361.
International students must submit their online application
at: http://sram-international.omnivox.ca
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CERTIFICATES
Certificates can be earned with any regular DEC, without extra courses or workload. They allow
students to focus on and explore topics of interest to them within “clusters” of courses. Certificates are
the most self-directed learning option a student can register for at John Abbott, and they are
accompanied by extra-curricular opportunities as well as academic rewards.
ENVIRONMENTAL STUDIES
Over the last fifty years the environment has increasingly
become important to all sectors of society. Pollution,
species extinctions, climate change, resource depletion,
and a host of other environmental problems touch everyone now more than ever.
from a variety of perspectives drawn from the natural sciences, the social sciences, physical education, the
humanities, and the arts. Students in the certificate
choose from a variety of courses that best suit their own
personal approach to environmental studies.
Our basic life-support system is maintained by all the
species that make-up the biosphere—from the smallest to
the largest. The survival of these species are interconnected and dependent on each other. The actual processes
that take place between species and the environment are
extremely complex and fragile. If humanity causes the
extinction of one species—it inevitably means the extinction of numerous species and the decline of our life-support system for future generations and us.
Perhaps the best reason for pursuing an environmental
studies certificate is a student's own personal interest in
learning more about the environment. In some cases,
earning a certificate can also make a graduate more
attractive to employers and to gaining entry into university
programs. Problems encountered in the "real-world"
often require understanding beyond that of a single
academic discipline. For this reason, more and more
employers seek people with interdisciplinary training.
The Environmental Studies Certificate Option exposes
students to a broad range of knowledge. It helps put
other courses into perspective. The Environmental Studies
Certificate is evidence to university departments and
employers that the student has acquired not only depth
in the major field, but breadth beyond that field—an outstanding combination.
Unfortunately, our current economic models have neglected to factor into the equation the tremendous benefits nature provides. However, when economists and
environmental scientists have tried to estimate in dollars
what it would cost us to accomplish the services nature
provides the results are staggering. Using multiple databases, they estimate that nature provides $33 trillion dollars worth of services every year—that's nearly twice the
annual Gross National Product or GNP of all the countries in the world combined. For example, forests prevent soil erosion, landslides, and flooding; maintain the
purity of the air and water; affect local and global rainfall;
temper climatic fluctuations; and promote watersheds
and biodiversity. Other ecosystems like bogs, wetlands,
grasslands, deserts, oceans, coral reefs, tundra-arctic
regions, and so on similarly provide unique benefits.
Students within any of the college's programs can receive
an Environmental Studies Certificate.
Learning to live in harmony with the natural environment
and thinking critically about environmental issues requires
an interdisciplinary approach.
For more information, please contact Doris Miller,
Coordinator of Environmental Studies, local 5167, or
email: envirostudies@johnabbott.qc.ca
The Environmental Studies Certificate Option is an interdisciplinary curriculum that seeks to improve the student’s understanding of key scientific, economic, and
political issues that underlie environmental problems and
their management. Students can address environmental
issues
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CERTIFICATES
To achieve the Certificate students must take at least six
courses designated as Environmental Studies courses, and
complete a "Special Project", involving a self-designated
assignment, in one of those courses. A list of eligible
courses can be found semester by semester in the
Schedule of Courses or on the John Abbott College website. Such courses can be taken as the student's General
Education requirements, as well as within their program
of study. The Certificate will be granted upon graduation.
peace, while others work in the opposite direction
toward maximum exploitation and consumption. In
Canada there is a project to develop a federal
Department of Peace, and many initiatives responding to
the UN millennium call for a culture of peace through
peace education. John Abbott is a pioneer in peace
teaching: the Peace Certificate is over 30 years old, the
oldest in the country.
PEACE STUDIES
Peace is multi-layered and multi-faceted. It is non-violence in thought, word and act; it is radical and reactionary, personal and political. It is urgent. As we attend
to ourselves and personal interactions we reflect global
problems.
The Peace Studies Certificate brings together college
courses which inform students about world issues and
their impacts on our personal lives. It works to empower
them to take action on their own, to allow them to state
clearly, “Peace matters.”
The Peace Studies Certificate helps individuals to unfold
their own courses toward peace and deal with the repercussions of others’ violence. Students can learn to identify models which promote peace, and move in that direction. To complete the Certificate, register with the certificate co-ordinator, take at least six Peace Studies
courses from the Schedule of Classes course list, and
undertake a special project, which is a self-designated
assignment in one of those courses. The list of eligible
courses can also be found on the JAC website:
www.johnabbott.qc.ca/student_zone/departments/
peacestudiescertificate/courseofferings
We are all involved in the exploitation and distribution of
resources and services, and need to be aware of what our
choices as consumers and civilians entail. The potential
for widespread conflict is great in the interplay of global
trade, consumption and aid. War is one of the least sustainable activities on earth, yet conflicts of ideology can
result in violent confrontations bringing incalculable
immediate and long-term human tragedy. Absolutism, the
belief in the superiority of one set of ideas over all others,
often the refuge of the powerless and sometimes the
smokescreen of the powerful, charts a course towards
conflict and interference in the autonomy of others.
These courses can be chosen among the student’s
General Education requirements as well as within their
program of study. If you wish to learn more about Peace
Studies or wish to register as a Peace Studies student,
please contact the Peace Studies Coordinator, local 5448,
who will help you register for Peace Studies at any time
of the year before your final term, and build ideas for
your special project. Peacestudies@johnabbott.qc.ca
Charters, Conventions, pressure groups, individuals and
international institutions attempt to define peace. The
UN and the International Court of Justice are key institutions. Organizations of civil society struggle to help
achieve goals of social and economic justice, human
rights, education, health, environmental responsibility and
WOMEN’S STUDIES
AND GENDER RELATIONS
Students involved in deciding upon a career, creating or
maintaining a relationship, functioning in a work place,
attending classes, or simply receiving messages of the various mass media can benefit from the awareness that
seemingly personal feelings, actions, decisions and problems are subtly influenced by society’s concepts of male
and female. The Certificate in Women’s Studies and
Gender Relations helps students attain this understanding,
work carefully through its implications for their own lives,
and thus increase their personal freedom, power, and fulfillment. By providing a dynamic and comprehensive
study of gender issues and women’s accomplishments
placed within psychological, social, political, and historical
contexts, the courses help students achieve personal
growth and they promote their awareness of and participation in social issues and change.
Gender and Communication, Male/Female, Women in Film,
Women and Literature, Human Relations, La Condition
Féminine, Sociology and Philosophy of Sexuality, Physical
Education, and Sociology of Women. Many courses are
available for Women’s Studies and Gender Relations credit.
Women’s Studies and Gender Relations courses span a
wide variety of disciplines and include such offerings as
For more information, please contact the Co-ordinator
for Women’s Studies and Gender Relations, at
feminism@johnabbott.qc.ca .
This certificate is offered to both female and male students.
Students choose a minimum of five specially designated
courses. These courses fulfill the requirements of both the
student’s diploma and the Women’s Studies and Gender
Relations Certificate at the same time, and may also meet
the requirements of the Environmental Studies Certificate,
and/or the Peace Studies Certificate.
For specific course offerings, please consult the Women’s
Studies and Gender Relations Certificate course listing in
the Schedule of Classes.
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PRE-UNIVERSITY PROGRAMS / OPTIONS and PROFILES
PROGRAM
NAMES
SPECIFIC PREREQUISITES
200.12
Science and Social Science – Double-DEC
Math 536
Physics 534
Chemistry 534
70%
70%
70%
200.B0
Science
Math 536
Physics 534
Chemistry 534
70%
70%
70%
300.A0
Social Science
No specific prerequisites
300.A1
Social Science with Math Profile
Math 526 or 536
300.A2
Commerce Profile
Math 526 or 536
500.27
Creative Arts, Literature & Languages
Media Arts Profile
No specific prerequisites
500.47
Creative Arts, Literature & Languages
Arts and Culture Profile
No specific prerequisites
500.48
Creative Arts, Literature & Languages
Arts and Culture with Languages Profile
No specific prerequisites
500.57
Creative Arts, Literature & Languages
Languages Option
No specific prerequisites
500.67
Creative Arts Literature & Languages
Theatre Profile
No specific prerequisites
510.A0
Fine Arts
No specific prerequisites
700.A0
Arts and Sciences
Math 536
Physics 534
Chemistry 534
700.B0
Liberal Arts
No specific prerequisites
PROFESSIONAL PROGRAMS and OPTIONS CONTINUED ON NEXT PAGE
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70%
70%
70%
PROGRAMS OFFERED AND ENTRANCE REQUIREMENTS
PROGRAMS OFFERED AND ENTRANCE REQUIREMENTS .
PROGRAMS OFFERED AND ENTRANCE REQUIREMENTS
cont’d
PROFESSIONAL PROGRAMS and OPTIONS
PROGRAM
NAMES
SPECIFIC PREREQUISITES
111.A0
Dental Hygiene
Chemistry 534
Math 536 highly recommended
*180.A0
Nursing
Physical Science 436
Chemistry 534
Math 436 highly recommended
181.A0
Pre-Hospital Emergency Care
Candidates must have a minimum of a probationary drivers’s license at the March 1st
application deadline. They must also pass
pre-admission testing and once conditionally
accepted, a medical exam, and be a Canadian
citizen or landed immigrant.
244.A1
Engineering Technologies Photonics Option
Physics 534, Math 526
244.A2
Engineering Technologies Energy Management Profile
Physics 534, Math 526
offered to students in 3rd year of 244.A1
*310.A0
Police Technology
Math 514
Candidates must have a minimum of a probationary drivers’s license at the March 1st
application deadline. They must also pass
pre-admission testing and once conditionally
accepted, a medical exam, and be a Canadian
citizen or landed immigrant.
310.B0
Youth and Adult Correctional Intervention
No specific prerequisites
*393.A0
Information & Library Technologies
No specific prerequisites
410.B0
Business Administration
Math 436 or 526
412.A0
Publication Design & Hypermedia Technology
No specific prerequisites
420.A0
Computer Science Technology
Math 526
561.C0
Professional Theatre (Acting)
No specific prerequisites - Audition
561.A0
Professional Theatre (Production and Design Options)
No specific prerequisites - Interview
* Program also offered in a 2-year intensive format for students who have completed all of their CEGEP general education
courses and the program prerequisites.
TRANSITION PROGRAM 081.03
The Transition Program is a one-semester program designed to give students an opportunity to pick up
missing prerequisites to enter a selected program. New students may begin their studies in the
Transition program in their second semester if their selected program is not available. Returning
students should discuss their plans with an Academic Advisor, and submit a change of program request
to the Admissions Office.
To be eligible for the Transition program, students must be transitioning to another cegep
program. Students can only be in Transition for one semester unless the program they are
heading to is not offered in the Winter semester.
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PREPARATORY PROGRAMS
John Abbott College offers a variety of programs for high school students whose preparation for CEGEP
studies may not be complete. The aim of these one- or two-semester programs is to equip students
with the skills required to be successful in their studies and to help them acquire any missing
prerequisite courses for entrance into a particular program of study. Each program is individually
designed to meet each student’s specific needs and combines a mix of regular program courses, general
education courses, make-up and/or introductory courses, and a compulsory course in Learning
Techniques or Career Explorations.
Please note: 1)
2)
To be eligible for any of the Pathways programs, students must have a Quebec
Secondary School Diploma and meet CEGEP entrance requirements or have
an equivalent high school diploma.
Students must be applying directly from high school OR may never have attended
CEGEP before.
Students who successfully complete their Pathways Program will be eligible to apply to their intended
program of study. Students will be required to submit a change of program request to the Admissions
Office by the deadline: March 1st for the Fall semester and November 1st for the Winter semester.
For further information about any of these programs,
and their entrance requirements or prerequisites,
please contact the Admissions Office,
local 5355, 5361 or 5358, or the Pathways Coordinator, pathways@johnabbott.qc.ca.
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PROGRAMS
OFFERED
AND ENTRANCE REQUIREMENTS
PATHWAYS
PROGRAMS
PATHWAYS PROGRAMS
PATHWAYS TO SCIENCE (200.14)
PATHWAYS TO SCIENCE (200.14)
PROGRAM OF STUDY
FALL 2005 AND LATER
This one- or two-semester program is designed for students who wish to pursue a diploma in the Sciences, but
who lack one or more of the Science prerequisites (Math
536, Chemistry 534 and Physics 534), or who have a
grade of 60 - 69% in their Science prerequisites and
require some improvement in their basic foundation in
Science. In their first semester, students will take a science
Learning Techniques course, along with regular Science
courses, and any missing prerequisite course(s) and/or
introductory courses in their weak Science subject(s).
Successful completion of the Learning Techniques course
and their missing prerequisite/introductory courses is a
requirement to remain in Pathways to Science in their second semester, and/or for entrance into the Science program.
(Note: “introductory” courses are make-up courses for
students who have passed the prerequisite in high
school or CEGEP, but who did not obtain a minimum
grade of 70%.)
FIRST SEMESTER
2 GENERAL EDUCATION COURSES
___-___
ENGLISH (according to your placement test)
___-___
PHYSICAL EDUCATION
3 CONCENTRATION COURSES CHOSEN FROM:
___-___
201-NYA or 912-015 Mathematics
or *201-007 or *201-009
___-___
202-NYB or 912-016 Chemistry
or *202-006
___-___
203-NYA or 912-017 Physics
or *203-006
___-___
982-021 Physical Science
* Students normally will be permitted to take no more than
two Make-up or introductory courses per semester
* Students must obtain a grade of 70% or greater to be eligible
for science courses.
Notes:
1 LEARNING TECHNIQUES COURSE
___-___ 360-902-85 Learning Techniques (for Sciences)
1) Students who are failing a Science prerequisite at the
time of application will be refused admission to the
program.
Successful completion of this course, and the science prerequisite
course(s) are required to either remain in Pathways to Science in the
second semester, or to transfer into the regular Science Program.
2) Admission to the Pathways to Science Program will be
cancelled if a student fails a Science prerequisite at
the end of the school year or during the summer.
Should this be the case, students will be allowed
to select another program of study at the College
pending availability of space in the chosen program.
6 = Regular Course Load
Students will be pre-registered in their missing prerequisite and/or
introductory courses and in their Learning Techniques course.
PATHWAYS TO SOCIAL SCIENCE (300.14)
PROGRAM OF STUDY
PATHWAYS TO SOCIAL SCIENCE (300.14)
This one-semester program is designed to ease the
transition into CEGEP for Social Science students with
marginal Secondary V grades. The program concentrates
on providing students with the necessary skills required to
succeed in the Social Science program. In their first
semester, students take a Learning Techniques course
along with a reduced load of regular Social Science
courses. Successful completion of the Learning
Techniques course is a requirement for entrance into the
Social Science program in the student’s second semester.
FIRST SEMESTER
3 GENERAL EDUCATION COURSES
___-___
ENGLISH (according to your placement test)
___-___
HUMANITIES
___-___
PHYSICAL EDUCATION
2 CONCENTRATION COURSES
___-___
350-102-AB
___-___
330-910-AB
___-___
___-___
Psychology
(co-requisite with Learning Techniques)
OR
History
(co-requisite with Learning Techniques)
PLUS
ONE LEVEL 1
Social Science Course
1 LEARNING TECHNIQUES COURSE
___-___
360-902-85
Learning Techniques
(for Social Science)
Successful completion of this course is a requirement for students to
enrol in the regular Social Science Program in their second semester.
6 = Regular Course Load
Students will be pre-registered in their Psychology or History course and in
their Learning Techniques course.
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PATHWAYS TO THE CREATIVE ARTS,
LITERATURE AND LANGUAGES (C.A.L.L.)
PROGRAM (500.14)
The Pathways to Police Technology is a two-semester integration program for students wishing to enter into the
Police Technology program at John Abbott College, but
who may not meet all the requirements for immediate
entrance. In their first semester students will take General
Education courses, a sample of first year Police
Technology courses, and a Career Explorations course.
The aim of this last course is to help students explore
their career interests and to improve upon their academic
skills. Successful completion of the Career Explorations
course is a requirement to remain in the Pathways to
Police Technology Program in their second semester.
This one-semester program provides a first semester
integration into the general C.A.L.L. program. It is
designed to ease the transition into CEGEP for C.A.L.L.
students with marginal Secondary V grades. The program concentrates on providing students with the necessary skills required to succeed in the C.A.L.L program. In
their first semester, students will take a Career
Explorations course, along with a reduced load of regular C.A.L.L. program courses. Successful completion of
this course is a requirement for entrance into the
C.A.L.L. program in the student’s second semester.
PATHWAYS TO POLICE TECHNOLOGY (310.14)
PROGRAM OF STUDY FALL 2007 AND LATER
PATHWAYS TO THE CREATIVE ARTS, LITERATURE AND
LANGUAGES (C.A.L.L.) PROGRAM (500.14)
PROGRAM OF STUDY
FIRST SEMESTER
FIRST SEMESTER
4 GENERAL EDUCATION COURSES
3 GENERAL EDUCATION COURSES
___-___
ENGLISH (according to your placement test)
___-___
FRENCH
___-___
ENGLISH
___-___
HUMANITIES
___-___
HUMANITIES
___-___
PHYSICAL EDUCATION (Police section)
___-___
PHYSICAL EDUCATION
1 CONCENTRATION COURSE
310-112-AB
2 CONCENTRATION COURSES
Criminology & Judicial Process
___-___
502-DCA-03
1 CAREER EXPLORATIONS COURSE
360-103-AB
plus
Career Explorations
Introduction to Driving Seminar (Theory)
PLUS
___-___
___-___
SECOND SEMESTER
3 OR 4 GENERAL EDUCATION COURSES
___-___ ENGLISH
___-___
HUMANITIES
___-___
Complementary Course
ONE COURSE CHOSEN FROM
THE LIST OF CREATIVE ARTS
CONCENTRATION COURSES
(see list below)
1 CAREER EXPLORATIONS COURSE
___-___
FRENCH
___-___
Exploring the Universe
of the Arts and Letters
360-103-AB
Career Explorations
Successful completion of this course is a requirement for students to
enrol in the regular C.A.L.L. in their second semester.
6 = Regular Course Load
310-111-AB
310-610-AB
Students will be pre-registered in their Career Explorations and Exploring
the Universe of the Arts & Letters Course.
First Responder
Private Law
CREATIVE ARTS CONCENTRATION COURSES:
Painting and Drawing I
Filmmaking I
Darkroom Photography I
Video Production I
Radio I
Animation I
Journalism I
Theatre Workshop:Techniques
Theatre Workshop: Production I
A 7th course may be selected in consultation with an Academic Advisor
This Pathways stream is designed exclusively for high school students to provide the
opportunity to explore their career goals in policing, experience Cegep level courses,
participate in physical fitness, and extra-curricular activities. Students will follow regular application procedures for Police Technology as follows:
1. Pass the pre-admission testing.
2. Apply to SRAM by March 1st..
3. Students accepted to Pathways will be waived out of the medical exam for one
year.
4. Students will only be required to have a learner’s driving permit for the
Pathways program.
5. Students will be required to sign a letter of understanding.
6. Students will be required to request a change of program by March 1st of the following year, at which time they must present a probationary driver’s license.
There is no guarantee of admission to the Police Technology program after the
Pathways program is completed, as the admission process is competitive. If the student is given a conditional acceptance to the Police Technology program, a medical exam will be required. Students will be required to redo the pre-admission
testing at a reduced fee of $35.00. Bilingualism (English/French) and computer literacy are necessary.
CREATIVE ARTS - LANGUAGES PROFILE COURSES
Spanish I & II (607-SP1/607-SP2)
Italian I & II
(608-TL1/608-TL2)
German I & II (609-GR1/609-GR2)
13
PROGRAMS OFFERED AND ENTRANCE REQUIREMENTS
PATHWAYS TO
POLICE TECHNOLOGY (310.14)
PATHWAYS TO
A CAREER PROGRAM (800.14)
The Pathways to a Career Program is a one or
two semester integration program for students wishing to
enter into a Career program at John Abbott College. The
program concentrates on preparing students for entrance
into the Career program of their choice, and teaches students the necessary skills required to be successful.
Students who are undecided about which Career program
is right for them have the opportunity to explore a variety
of Career programs before they make a choice. Students
can also obtain missing prerequisites or improve their academic record in order to meet entrance requirements for a
particular Career program. In their first
semester students will take General Education courses, a
sample of first year Career program courses, any missing
prerequisite courses, and a Career Explorations course.
The aim of this last course is to help students explore their
career interests and to improve upon their academic skills.
Successful completion of the Career Explorations course is
a requirement to remain in the Pathways to a Career
Program in their second semester.
For further information about any of these programs, and
their entrance requirements or prerequisites, please contact the Admissions Office, local 5355, 5361 or 5358, or
the Pathways Coordinator, pathways@johnabbott.qc.ca.
PATHWAYS TO A CAREER PROGRAM (800.14)
PROGRAM OF STUDY
FALL 2004 AND LATER
FIRST SEMESTER
SECOND SEMESTER
3 GENERAL EDUCATION COURSES
3 OR 4 GENERAL EDUCATION COURSES
___-___
ENGLISH
___-___
ENGLISH
___-___
HUMANITIES
___-___
PHYSICAL EDUCATION
___-___
PHYSICAL EDUCATION
___-___
HUMANITIES
OR
PREREQUISITE COURSE(S)
Courses depend on choice of career program and which prerequisites the student is missing: in most cases this will include Math or Science courses.
___-___
FRENCH
PREREQUISITE COURSE(S)
Courses depend on choice of career program and which prerequisites the student is still missing after one semester in Pathways; in most cases this will
include Math or Science courses.
CAREER PROGRAM COURSE(S)
Courses depend on the career program; students may explore more than one
career program, as their schedule allows.
CAREER PROGRAM COURSE(S)
Courses depend on choice of career program and the availability of SECOND
SEMESTER career courses.
1 CAREER EXPLORATIONS COURSE
___-___ 360-103-AB Career Explorations
Successful completion of Career Explorations is a requirement
for students to continue in Pathways in their SECOND SEMESTER.
OPTIONAL COURSES
Students are encouraged to explore courses from other programs at the College,
as their schedule allows. Students are encouraged to consult an Academic
Advisor in the Student Services Department for help with these choices.
5 or 6 = regular course load
Students will be pre-registered in their prerequisite, career program & Career
Explorations courses.
STUDENTS MUST TAKE A MINIMUM OF 5 COURSES
CAREER PROGRAM COURSE OFFERINGS
CAREER PROGRAM COURSE OFFERINGS
FALL SEMESTER
WINTER SEMESTER
PROGRAM
COURSE
COURSE TITLE
PROGRAM
Business Administration
410-125-AB
Global Vision
Business Administration 410-235-AB
COURSE
COURSE TITLE
Computer Science
420-126-AB
Introduction to Computers
Computer Science
420-226-AB
Technical Support
Dental Hygiene
111-103-AB
Introduction to the Profession
Dental Hygiene
350-203-AB
Communication & Teamwork
Engineering Technologies
No courses offered
Information & Library
393-DCA-03
Profession of Documentation
Technician
Information & Library
393-DDJ-03
Communcation
and Teamwork
Nursing
&Communities
387-803-AB
Sociology of Diverse Families
Publication Design
& Hypermedia
412-202-AB OR
412-203-AB
Web Design II (Dreamweaver)
Digital Photo Processing
Theatre
560-DCC-03
Introduction to Theatre – Scenes
350-803-AB
Developmental Psychology
Publication Design &
Hypermedia
412-100-AB
Web Design 1 (HTML)
Theatre
560-DCA-03
Introduction to Theatre –
Techniques
310-100-AB
420-126-AB
Engineering Technologies No courses offered
Nursing
Youth & Adult
Correctional Intervention
PRE-REQ
Marketing
Youth & Adult
310-200-AB
Correctional Intervention
Analysis of the Profession
14
Communication Techniques
393-DCA-03
PRE-UNIVERSITY PROGRAMS
John Abbott College offers six pre-university programs in: Science, Social Science (including Commerce),
Creative Arts, Literature and Languages, Fine Arts and Liberal Arts double - DEC in Science and
Social Science, and an DEC in Arts and Sciences.
PRE-UNIVERSITY PROGRAM STRUCTURE
Each pre-university program is made up of two components: GENERAL EDUCATION and
CONCENTRATION courses. (Note: The Liberal Arts Program and Arts and Sciences does not have any
complementary courses.) Please refer to the Diploma Requirement charts on the following pages to
determine the diploma requirements for your program.
GENERAL EDUCATION REQUIREMENTS
GENERAL EDUCATION
The compulsory subjects common to all CEGEP programs are English, French, Humanities, Physical Education and
complementary. These subjects are referred to as GENERAL EDUCATION courses.
General Education requirements are as follows: English (four courses); French (two courses); Humanities (three courses);
Physical Education (three courses). The courses and requirements are listed in the course description section of the
Calendar.
Complementary courses, which also make up a part of the General Education requirements, provide an opportunity for
students to explore subjects outside their field of concentration. For example, Science students may choose a Film course.
CONCENTRATION COURSES
COURSE TITLES AND NUMBERS
Every course in the Course Description section of the Calendar is identified with a number, title and ponderation.
For example:
INTRODUCTION TO COLLEGE ENGLISH (Course Title)
603-101-04 (2.2.4)
ponderation
year number or number of contact hours
identifies course content
English - subject discipline code
PONDERATION
Ponderation specifies the weekly learning activities of the course. In the above example, ponderation is listed as:
2 . 2 . 4
homework hours
laboratory, workshop hours
teaching hours
HOW TO CALCULATE CREDIT VALUE
A credit is equal to three hours of learning activities (teaching, laboratory, stage or workshop and homework) per week.
Credits for every course are determined by adding the total number of hours in the ponderation and dividing by three. For
example:
2 + 2 + 4 = 8 hours ÷ 3 = 2-2/3 credits
Understanding the pre-university program structure while trying to choose courses can be confusing. Academic
Advisors are available throughout the year to provide assistance with course selection and diploma requirements.
Make an appointment well before registration by dropping in to Herzberg, Room 148 or by calling, local 5290.
15
PRE-UNIVERSITY PROGRAMS
Concentration courses are those courses which are directly related to your field of study. In the Science, Social Science,
Creative Arts, Literature and Languages and Liberal Arts programs, the concentration component of the program is made
up of both compulsory and optional credits. The Fine Arts Program is composed of compulsory concentration courses only.
Please refer to the Diploma Requirement charts on the following pages for more details.
PRE-UNIVERSITY MATHEMATICS SEQUENCE CHART
FOR SCIENCE STUDENTS
HIGH SCHOOL
COURSES PASSED
GRADE
JOHN ABBOTT COLLEGE
MATH COURSE YOU MAY REGISTER IN
JAC MATH
PLACEMENT LEVEL
514, 574
60%
MIN
201-007-50 INTRO TO ALGEBRA
LEVEL 2
426, 436, 526
60%
MIN
201-009-50 ALGEBRA & TRIGONOMETRY
LEVEL 4
60% - 69%
534, 536
60% - 69%
534, 536
70% OR
HIGHER
70% OR HIGHER
912-015-94 INTRO TO COLLEGE MATH
LEVEL 5
201-NYA - 05 CALCULUS I (SCIENCE)
LEVEL 6
201-NYB-05 CALCULUS II (SCIENCE)
201-NYC-05 LINEAR ALGEBRA I (SCIENCE)
201-DDB-05
CALCULUS III (SCIENCE)
201-DDC-05
LINEAR ALGEBRA II
201-DDD-05
STATISTICS
NO LEVEL
NO LEVEL
FOR SOCIAL SCIENCE & COMMERCE STUDENTS
HIGH SCHOOL
COURSES PASSED
GRADE
*
JAC MATH
PLACEMENT LEVEL
514, 574
60%
MIN
201-007-50 INTRO TO ALGEBRA
LEVEL 2
426, 436
60%
MIN
201-009-50 ALGEBRA & TRIGONOMETRY
LEVEL 4
526, 534, 536
60%
MIN
201-103-RE CALCULUS I (NON-SCIENCE)
LEVEL 6
201-301-RE *
ADVANCED QUANTITATIVE
METHODS
JOHN ABBOTT COLLEGE
MATH COURSE YOU MAY REGISTER IN
201-105-RE
LINEAR ALGEBRA
(NON SCIENCE)
201-203-RE
CALCULUS II
(NON SCIENCE)
NO LEVEL
Does not count towards a diploma
Required Math courses for Science students. Students are advised to take the required courses first.
This course is a prerequisite for BA Psychology programs at universities in Quebec and requires 360-300-RE
Quantitative Methods as a prerequisite.
Mathematics/Academic Advising Departments
16
SPRING 2006
SCIENCE (200.BO)
The Science Program is a pre-university program of the Ministry of Education intended to provide
students with a balanced education, which integrates the basic components of a rigorous scientific and
general education.
The Science Program at John Abbott College provides a solid grounding in mathematics, chemistry,
physics, biology and geology. The approach is competency-based and interdisciplinary, emphasizing the
ways in which scientific problem-solving techniques can be applied to many other disciplines. It
prepares students for a number of university science and professional programs. Students select their
option courses according to their intention to enter either a Pure and Applied or Health Science
program at university.
• To apply the methods of differential calculus to the study
of functions and problem solving.
Admission into the program requires a strong overall average
and a minimum of 70% in the prerequisite courses, Math
536, Chemistry 534 and Physics 534.
• To apply the methods of integral calculus to the study of
functions and problem solving.
The John Abbott College Science Program graduate masters
the knowledge and skills of a basic general education as
detailed in the objectives of the General Education courses.
The goals of general education are to provide students with
a common cultural core, to help them acquire and develop
generic skills and to foster desirable attitudes. As well, graduates master the knowledge and skills of a basic scientific
education as listed in the outcomes below.
• To apply the methods of linear algebra and vector
geometry to problem solving.
• To analyze various situations and phenomena in physics
using the basic principles of classical mechanics.
• To analyze various situations and phenomena in physics
using the basic laws of electricity and magnetism.
The following is a list of the Ministerial program objectives
linked with Science courses.
• To apply acquired knowledge to one or more subjects in
the sciences.
• To analyze the organization, functioning and diversity of
living beings.
• To apply the experimental method in a scientific field.
• To analyze chemical and physical changes in matter using
concepts associated with the structure of atoms and molecules.
• (Optional) To analyze the structure and functioning of
multi-celled organisms in terms of homeostasis and from
an evolutionary perspective.
• To analyze the properties of solutions and reactions in
solutions.
• (Optional) To solve simple problems in organic chemistry.
Graduates from the Science Program may pursue further studies at university in:
Agriculture
Computer Science
Geology
Pharmacy
Architecture
Dentistry
Mathematics
Physical Education
Astronomy
Dietetics
Medicine
Physics
Biology
Education
Nursing
Physiotherapy
Biochemistry
Engineering
Nutrition
Veterinary Medicine
Chemistry
Environmental Science
Occupational Therapy
Forestry
Optometry
17
PRE-UNIVERSITY PROGRAMS
• To analyze various situations or phenomena associated
with waves, optics and modern physics using basic
principles.
The program is organized according to objectives to be
attained in each course.
GRID OF COMPETENCIES TAUGHT AND
ASSESSED IN COMPULSORY COURSES
COMPREHENSIVE ASSESSMENT AND
INTEGRATION IN THE SCIENCE PROGRAM
The Ministry of Education requires every student to pass a
“program comprehensive assessment” and a program “integrating activity” (Exit Profile Competency 14: “to apply what
has been learned to new situations” and Ministry objective
00UU: “To apply acquired knowledge to one or more subjects in the sciences”). The Ministry introduced these
requirements because it recognized the importance of connecting the various components within each program.
Competency
Math 201-NYA
Physics 203-NYA
To Apply a systematic approach to problem solving.
5.
To Use appropriate data processing techniques.
6.
To reason with rigour, i.e. with precision.
8.
To learn in an autonomous manner.
X
SECOND/THRID SEMESTER
Biology 101-NYA
Chemistry 202-NYA
X
X
Math 201-NYB
Physics 203-NYB
X
X
X
THRID/FOURTH SEMESTER
Math 201-NYC
Physics 203-NYC
Note:
7a Written communication (reading/writing scientific
material)
The following competencies are taught and assessed in most
courses of the program:
4.
10 11 12
FIRST SEMESTER
The various competencies taught and assessed in the
Science Program are outlined in the outcomes and standards of the Science Program Exit Profile and listed below.
They are divided into two groups: those competencies that
are taught and assessed in virtually every course in the program, and those that will be the primary focus of the option
courses. It is recognized, of course, that many of the former
will also be included in the option courses.
To Apply (the) a scientific method.
9
Chemistry 202-NYB
Rather than impose a major exam or paper at the end of
the program, or requiring a single course to fulfill these
requirements, John Abbott College has integrated them into
the ‘option’ courses taken late in the program. These courses have been designed so that by passing any three option
courses a student will have met the above requirements of
the program.
3.
7.a 7.b
Term and Course
7b Oral communication of scientific material
In these courses, the assigned competencies will be taught
and assessed a grade as part of the course grade, but this
grade will not be part of the formal assessment of the competency. The course outline for each of these courses will
clearly outline how the competency is to be taught and
assessed.
13. To display attitudes and behaviour compatible with the
scientific spirit and method.
The following competencies will be the special focus of the
option courses of the program:
7.
To communicate effectively.
9.
To work as a member of a team.
HONOURS SCIENCE (200.16)
The Honours Science Certificate program is designed for
students interested in pursuing science-related careers and it
focuses on interdisciplinary learning and student development. In their first year, Honours students take their
required science courses as a group and share a common
meeting time for science-related field trips and invited
speakers. They also work on individual and team projects.
10. To recognize the links between science, technology
and the evolution of society.
11. To develop a personal system of values.
12. To put into context the emergence and development
of scientific concepts.
To be considered for Honours Science, students must
graduate from high school with an overall grade average of
85% or higher, and minimum marks of 80% in chemistry,
mathematics and physics. In addition to the SRAM
application, students must also submit a separate written
application to Honours Science.
14. To apply what has been learned to new situations.
Most, though not all, of these six competencies will be
addressed in each option course. The requirement is that a
combination of any three option courses will address them
all. It is the responsibility of the Science Program that this
requirement be met. Each option course will clearly state in
its course outline which competencies are to be taught and
how they are to be assessed.
For further information about John Abbott’s Honours
Science program, please contact the John Abbott College
Admissions Office, local 5355, 5361 or 5358; or the
Honours Science Coordinator at: honours.science@johnabbott.qc.ca.
To prepare the student for formal assessment of the competencies assigned to the option courses, these competencies
will be introduced in the compulsory courses of the program
according to the following grid:
18
SCIENCE (200.BO)
SCIENCE 200.B0
PROGRAM OF STUDY
FALL 1999 OR LATER
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
345-
HUMANITIES
602-
FRENCH
109-
PHYSICAL EDUCATION
345-
HUMANITIES
_____-_____ Complementary Course
109-
PHYSICAL EDUCATION
AND
AND
201-NYA-05 Calculus I
THREE OF THE FOLLOWING:
202-NYB-05 Chemistry of Solutions
101-NYA-05 General Biology I
203-NYA-05 Mechanics
201-NYB-05 Calculus II
202-NYA-05 General Chemistry
203-NYB-05 Electricity & Magnetism
THIRD SEMESTER
FOURTH SEMESTER
ENGLISH
603-
ENGLISH
345-
HUMANITIES
602-
FRENCH
109-
PHYSICAL EDUCATION
_____-_____ Complementary Course
ONE OF THE FOLLOWING NOT TAKEN IN THE SECOND SEMESTER
AND
101-NYA-05 General Biology I
Remaining 3 Science Courses
202-NYA-05 General Chemistry
_____-_____ Science Option course*
201-NYB-05 Calculus II
_____-_____ Science Option course*
203-NYB-05 Electricity & Magnetism
_____-_____ Remaining Science Option or required course
AND
TWO OF THE FOLLOWING:
201-NYC-05 Linear Algebra I or
203-NYC-05 Waves Optics & Modern Physics or
_____-_____ Science Option course*
* Refer to Science Option Chart for choices
Complementary courses: Please refer to the Schedule of Classes for rules/restrictions on complementary courses.
Students will be required to pass an English Exit Exam and a Program Comprehensive Assessment.
19
PRE-UNIVERSITY PROGRAMS
603-
SCIENCES PLACEMENT CHART
FALL 2007 or later
For SCIENCE (200.B0) and PATHWAYS TO SCIENCE (200.14) STUDENTS
Pathways to Career (800.14) Students should consult with an Academic
Advisor regarding their program
course selection/prerequisites.
High School / Cegep course passed
John Abbott College science course
you may register in.
101 - BIOLOGY
Biology recommended
101-NYA General Biology
202 - CHEMISTRY
Final grade of 70% or higher in
High School Chemistry 534 or 584 or
Cegep Chemistry 202-006.
Final grade of 60% - 69% in
High School Chemistry 534 or 584 or
Cegep Chemistry 202-006
Level 3
202-NYB Chemistry of Solutions
Level 2
912-016 Introduction to College
Chemistry *
Physical Science 430, 436
Level 1
202-006 Make-up Chemistry *
201 - MATHEMATICS
See Pre-University Mathematics Sequence Chart
982 - PHYSICAL SCIENCE
982-021 Introduction to
Physical Science*
No pre-requisite or Physical Science 416
203 - PHYSICS
Final grade of 70% or higher in
High School Physics 534 or 584 or
Cegep Physics 203-006 and also have
a Final Grade of 70% in Math 536.
Final grade of 60%-69% in
High School Physics 534 or 584 or
Cegep Physics 203-006.
Level 3 203-NYA Mechanics
Level 2 912-017 Introduction to College
Physics*
(Students must also have passed Math 536
or Cegep Math 009).
Math 536 passed or Cegep Math
201-009 in progress.
Level 1 203-006 Make-up Physics
Course*
* Course does not count towards a College Diploma
Questions – Please see an Academic Advisor for clarification.
February, 2008
20
PRE-UNIVERSITY PROGRAMS
21
LIST OF SCIENCE OPTION COURSES
Science students need 3 (2.66 credit) science option courses to meet
the minimum 8 credit optional science component.
BIOLOGY (101)
CHEMISTRY (202)
101-DCN-05
GENERAL BIOLOGY II
EARTH/OCEAN
SCIENCE (205)
MATHEMATICS (201)
PHYSICS (203)
202-DCP-05
205-DDP-AB
ORGANIC CHEMISTRY I EARTH SYSTEM
SCIENCE
201-DDB-05
CALCULUS III
203-DDB-05
PHYSICS FOR
ENGINEERS
101-DDB-05
HUMAN ANATOMY
AND PHYSIOLOGY
202-DDB-05
205-DDM-05
ORGANIC CHEMISTRY II UNDERSTANDING
PLANET EARTH
201-DDC-05
LINEAR ALGEBRA II
203-DDC-05
ASTROPHYSICS
101-DDM-05
HUMAN GENETICS
202-DDN-05
CHEMISTRY OF THE
ENVIRONMENT
201-DDD-05
203-DDM-05
STATISTICAL METHODS ASTRONOMY
205-DDN-AB
INTRODUCTION TO
OCEANOGRAPHY
202-DDP-05
FORENSIC CHEMISTRY
203-DDN-05
PHYSICS OF SPORTS
Note: Not all courses are offered every semester
CHECK UNIVERSITY ADMISSION REQUIREMENTS AND
DISCUSS YOUR EDUCATIONAL PLANS WITH AN ACADEMIC ADVISOR
BEFORE YOU REGISTER
22
BIOLOGY
Biology courses provide students with an
opportunity to develop an understanding
and appreciation of important biological
concepts. Students also develop an appreciation of the implications of technological developments on the biological world.
All students should verify with Academic
Advising which of the following Biology
courses are required for admission to specific university programs.
GENERAL BIOLOGY I
101-NYA-05 (3.2.3)
General Biology I is an introductory
level course compulsory for all science students and is a prerequisite for
all other Biology courses offered in
the Science Program.
This course offers students an introduction to the life sciences focusing
on the organization, functioning and
diversity of life forms . Upon completion of General Biology I students will
be able to:
2. Understand membrane transport
systems;
3. Describe the transformation of matter and energy that occurs during
cell respiration and photosynthesis;
4. Explain how the regulation of gene
expression occurs;
5. Understand and apply various
techniques used in biotechnology;
6. Explain the contribution of various
systems to the maintenance of
homeostasis in plants and animals.
HUMAN ANATOMY AND
PHYSIOLOGY
101-DDB-05 (3.2.3)
This is a science option course useful
to students planning to enter the
Biological or Health Sciences at
university. This course may be taken
before, concurrently with or after
Biology DCN.
2. Understand cell division and the
genetic mechanisms important in
inheritance;
HUMAN GENETICS
101-DDM-05 (3.2.3)
3. Appreciate the mechanisms of evolution and understand how life
forms adapt to their environment;
4. Develop a basic understanding of the
principles of ecology and some of the
environmental issues facing man.
GENERAL BIOLOGY II
101-DCN-05 (3.2.3)
General Biology II is the second level
course in College Biology for students
in the Science Program. This course is
required for individuals planning to
enter the Biological or Health Sciences
(including Medicine) at university.
This course builds upon the concepts
introduced in General Biology I by
analyzing how the structure and functioning of organisms at the chemical
and cellular levels work to maintain
homeostasis.
Upon completion of General Biology
II students will be able to:
1. Recognize the relationship
between structure and function at
different levels of organization;
A Biology option course open to science students, this course is designed
to present the principles of human
genetics and to allow the student to
understand some of the latest developments in the field and how they are
shaping and revolutionizing society.
General course content includes:
1. The application of the laws of inheritance to human characteristics;
2. The basic principles of molecular
genetics and the significance of
DNA;
3. Discussion of social and moral
implications of genetic research on
society;
4. Genetic counselling, genetic
diseases, and the genetics of cancer
5. Modern DNA technology, cloning,
reproductive technologies.
After completing this course, students
should have a basic knowledge of
inheritance in humans and an awareness of modern developments in the
field of genetics.
23
PLACEMENT
Students are placed in College
Chemistry courses according to
Secondary V provincial results.
Please refer to the Science Placement
Chart on page 20.
Students should verify with Academic
Advising which of the following Chemistry
courses are required for admission to
specific university programs.
CHEMISTRY OF SOLUTIONS
202-NYB-05 (3.2.3)
P: SEE SCIENCE PLACEMENT CHART
Oriented towards understanding concepts, this course examines numerous
macroscopic properties of solutions
and chemical reactions. Major topics
in this physical chemistry course
include colligative properties, reactions, equilibrium (both general and
solution equilibria), electrochemistry,
kinetics, and acids and bases.
GENERAL CHEMISTRY
202-NYA-05 (3.2.3)
P: 202-NYB-05
This course introduces atomic and
molecular structures. Topics covered
include development of modern
atomic theory; chemical bonding and
its effect on the chemical and physical
properties of matter.
ORGANIC CHEMISTRY I
202-DCP-05 (3.2.3)
P: 202-NYA-05
An introduction to the chemistry of
organic molecules including alkanes,
alkenes, alkynes, aromatic systems and
their derivatives, this course employs a
mechanistic approach to the understanding of typical organic reactions.
Laboratory work is an important part
of the course.
ORGANIC CHEMISTRY II
202-DDB-05 (3.2.3)
P: 202-DCP-05
A continuation of 202-DCP, this
course extends the study of mechanism, structure and synthesis in organic chemistry. The methods introduced
in 202-DCP are reviewed by application to the study of aromatic and carbonyl compounds. The use of
spectropic techniques for determining
PRE-UNIVERSITY PROGRAMS
1. Recognize the relationship
between structure and function at
different levels of organization;
Designed to introduce science students to the study of human anatomy
and physiology, this course covers
many of the human body systems by
examining the anatomy of each system and studying how each system
works to maintain the balanced functioning of the body.
CHEMISTRY
molecular structure is emphasized.
Practical laboratory work, including
the use of chemical instrumentation,
is emphasized.
FORENSIC CHEMISTRY
202-DDP-05 (3.2.3)
P: 202-NYA-05
Is that blood on your hands? Did the
urbane Claus von Bulow attempt to
murder his rich socialite wife by surreptitiously injecting insulin into her
medication? Remember the famous
‘Acid Experiments’ of the 1960’s conducted in our back yard at McGill
University and secretly funded by the
CIA? What role does a chemist play
in the mysterious death of a woman a death later uncovered as murder
due to arsenic poisoning?
From sensational high-tech cases like
the O.J. Simpson trial to less wellknown crimes, intriguing details are
revealed in the course appropriately
subtitled Arsenic Milkshake. In this
course, which gives students a
behind-the-scenes look at what motivates today’s new scientific sleuths,
you’ll get a chance to play forensic
detective, learn how to analyze gunshot residues, detect fingerprints,
check Breathalyzer test results, identify different blood types and analyse
drug poisonings.
CHEMISTRY OF THE
ENVIRONMENT:
CHEMICALS AROUND US
202-DDN-05 (3.2.3)
P: 202-NYA
This course is designed for science
students who want to learn more
about the chemistry of a healthy environment, and techniques of assessing
environmental uses and abuses. This
course deals with:
1. environmental pollutants in water,
air and soil;
2. their sources, effects on plants and
humans and;
3. controls to minimize pollutants.
Topics include acid rain, nuclear
waste, radiation hazards, oil pollution, effects of smoking on
humans, toxic waste, pesticides,
smog, nutrition, environment and
physical fitness.
EARTH & OCEAN SCIENCE
EARTH SYSTEM SCIENCE
205-DDP-AB (3.2.3)
P: 202-NYB-05 & 203-NYA
You probably already know that a
feedback occurs when a guitar gets
too close to an amp, but did you
know that feedbacks also occur in
Earth Systems? The geosphere,
hydrosphere, atmosphere, and biosphere on Earth are functioning systems in and of themselves that also
interact in complex ways with each
other, creating the weather, rocks,
ecosystems, and climate. What happens when humans tinker with complex Earth systems that have been in
place for millions of years? Learn the
science behind the climate change
headlines and examine the evidence
for potential significant change in our
lifetimes from a global geo-historic
perspective.
INTRODUCTION TO
OCEANOGRAPHY:
205-DDN-AB (3.2.3)
P: 202-NYB-05 & 203-NYA
Oceanography is truly an interdisciplinary science incorporating aspects of
geology, chemistry, physics, and biology to study the present and past of
the world ocean. Learn about the
generation of tsunamis and tidal
waves (not the same thing!), beaches
and tides, surface ocean currents and
global thermohaline ocean circulation. Learn why oceans exist in the
first place, how their shapes are constantly changing, and explore the
chemosynthetic communities of
organisms that live at the birthplaces
of oceans. Human impacts on the
oceans and the potential resulting climate changes will also be explored.
UNDERSTANDING PLANET
EARTH: 205-DDM-05 (3.2.3)
P: 202-NYB-05 & 203-NYA
Have you ever wondered why volcanoes erupt in Hawaii, but not in
Quebec? Did you know that
Montreal is moving away from Paris at
about the same rate that your fingernails grow? Why are mountain chains
where they are? What makes earthquakes tick? Follow the history of
Earth from magma ocean to giant iceball; through super-continents and
mountain-building episodes to
ancient seas; from recent glaciation to
24
modern-day global warming. Learn
how geoscientists uncover Earth's 4billion-year-story and decipher the
deep-Earth and surface processes that
continue to shape our home: it's all in
the rocks.
MATHEMATICS
All students are placed into Mathematics
courses according to their Secondary V
Provincial results. Refer to the Math
Sequence chart for Pre-University
students on page 16.
All students planning course selection to
meet university entrance requirements
should consult an Academic Advisor.
CALCULUS I
201-NYA-05 (3.2.3)
P: SEE MATH SEQUENCE CHART
This course includes a review of
algebra, functions, limits, continuity;
differentiation of algebraic, trigonometric, exponential and logarithmic
functions; related rates, curve
sketching, optimization, including
word problems, antiderivatives,
definite integrals and areas
CALCULUS II
201-NYB-05 (3.2.3)
P: 201-NYA
This course covers inverse trigonometric functions: graphs, differentiation,
integrals involving inverse trigonometric functions; integration techniques:
substitutions, powers of trig functions,
trig substitution, partial fractions, integration by parts; physical applications
of integration, areas between curves,
volumes of solids of revolution,
L’Hopital’s Rule and indeterminate
forms, improper integrals, sequences,
infinite series, power series, tests for
convergence, plus the Maclaurin and
Taylor series and applications.
LINEAR ALGEBRA I
201-NYC-05 (3.2.3)
P: 201-NYA
This course covers the solution of systems of linear equations, matrices,
determinants; vectors in 2-space and
3-space, dot product, cross product,
lines and planes, introduction to concepts of linear combinations, spans,
subspaces, linear dependence and
independence, basis, dimension, row
space, column space, null space and
applications.
CALCULUS III
201-DDB-O5 (3.2.3)
P: 201-NYB WITH AT LEAST 65%.
This course is strongly recommended
for students who intend to study
Engineering, Physics, or Mathematics
at university. Among the topics discussed are power series and Taylor
series, parametric equations, graphs
using polar co-ordinates, vector-valued
functions, limits, continuity and graphs
of multivariate functions, partial derivatives, optimization problems, Lagrange
multipliers, multiple integrals, cylindrical and spherical co-ordinates.
LINEAR ALGEBRA II
201-DDC-O5 (3.2.3)
P: 201-NYC
Recommended for students who
intend to pursue Engineering, Physics,
or Mathematics in university, this
course includes general vector spaces
and subspaces, inner product spaces,
linear transformations, eigenvalues
and eigenvectors, diagonalization and
selected applications (linear differential equations, quadric surfaces, linear
programming).
This introductory statistics course is
especially recommended for all
Science students. Topics covered
include frequency distributions, probability distributions of a discrete random variable, probability distributions
of a continuous random variable
using calculus, mathematical expectations including moment generating
functions, sampling and sampling distributions, linear models, point and
interval estimation and hypothesis
testing of one and two parameters.
PHYSICS
PHYSICS PLACEMENT
Students are placed in Physics courses
according to their Secondary V provincial
results. Please refer to the Science
Placement Chart on p. 20.
MECHANICS
203-NYA-05 (3.2.3)
Topics covered in this basic mechanics course include linear and rotational kinematics, trajectories, Newton’s
laws of motion, work, energy and
momentum. Emphasis is placed on
problem solving and laboratory work.
ELECTRICITY AND MAGNETISM
203-NYB-05 (3.2.3)
P: 203-NYA
This course emphasizes the basic
physical principles of electricity and
magnetism, with calculus being introduced where necessary. Topics
include Coulomb’s Law, electric field,
electric potential, motion of charged
particles in electric fields, capacitors,
DC circuits, Kirchhoff’s Laws, RC circuits, Biot-Savart Law, magnetic fields,
motion of charged particles in magnetic fields, torque on a current loop
and Faraday’s Law.
WAVES, OPTICS AND
MODERN PHYSICS
203-NYC-05 (3.2.3)
P: 203-NYA & 201-NYA
C: 203-NYB (PASSED OR IN
PROGRESS)
Wave behaviour is fundamental to an
astonishing list of physical phenomena.
The student in this course will learn
how to analyze waves in both a qualitative and quantitative manner, and
will come face-to-face with some of
the bizarre and counterintuitive implications of modern physics. Topics
include simple harmonic motion,
waves and sound, interference and
diffraction of light, quantum mechanics, and special relativity. Students
entering the course will be expected
to have solid physics, math and laboratory skills.
PHYSICS FOR ENGINEERS
203-DDB-05 (3.2.3)
P: 203-NYC OR 203-NYB
& 201-NYA
Open to all science students, this
course is primarily designed for students planning to study engineering or
applied science at university and helps
bridge the gap between CEGEP Physics
and university engineering courses.
Topics include data analysis using
spreadsheets, simple electronic circuits,
AC circuit theory, rotational motion
and static equilibrium. Laboratory
work includes projects which could
include such things as building radios,
popsicle bridges, small-scale robots, a
fully functional wind turbine, and electric soap-box go-cart, or something
along those lines.
25
ASTRONOMY
203-DDM-05 (3.2.3)
P: 203-NYA
This course is designed for science
students as a general introduction to
the fascinating world of Astronomy.
We begin with the historical roots of
the subject: the forecast of seasons for
farmers; the desire to predict the
future by astrologers; the many and
varied religious beliefs; and finally the
birth of modern science. Topics
include: understanding the night sky,
the evolution of the solar system,
planetary motions and composition,
the structure of the sun, the birth, life
and death of stars, the origin of galaxies, the “big bang” and the future
evolution of the universe. There will
be observation nights and students
will be introduced to the use of telescopes. We plan trips to the
Planetarium if time permits.
ASTROPHYSICS
203-DDC-05 (3.2.3)
P: 203-NYA
Designed for science students, this
course attempts to help the student
understand why the universe is the
way it is. Topics include: orbital theory and Kepler’s laws, Newton’s
Universal Law of Gravity, conservation
of energy, the ideal gas law, blackbody radiation, the solar system, planetary evolution, the minor bodies in
the solar system such as comets and
asteroids, stellar structure and lives
including white dwarf stars, neutron
stars and black holes, the “big bang”
and the formation of galaxies and various cosmological theories. There will
be observation nights and, if time permits, a field trip to the Planetarium or
other facility is a possibility.
SCIENCE MAKE-UP
COURSES
BRIDGING
For Pathways to Science students and
students in the Transition Program.
INTRODUCTION TO
COLLEGE MATHEMATICS
912-015-94 (3.2.3)
P: SEE MATH SEQUENCE CHART
This course is designed for students
lacking a solid background in high
school level math. Topics covered are:
basic algebraic functions, factorization, equations, functional notation,
PRE-UNIVERSITY PROGRAMS
STATISTICAL METHODS
201-DDD-05 (3.2.3)
P: 201-NYA
Many laboratory exercises involve using
computers for data acquisition, and students are encouraged to use computers
to analyze data and plot graphs.
inverse of a function, trigonometric
functions, identities, trigonometric
equations, sine law, cosine law, graphs
of trigonometric functions.
INTRODUCTION TO
COLLEGE CHEMISTRY
912-016-94 (3.2.3)
The material covered in this course
provides basic chemistry and prepares
students with poor grades in
Secondary V Chemistry for subsequent chemistry courses.
Emphasis is placed on nomenclature,
types of bonding, meaning and interpretation of chemical equations, stoichiometry, concentration terminology,
dilution, solution stoichiometry, titration and pH. Laboratory work is
included.
INTRODUCTORY PHYSICS
912-017-94 (3.2.3)
P: MATH 526, 536
OR 201-009
This course, which provides the necessary background to students with
poor Secondary V grades in Physics,
considers fundamental concepts in
electricity and motion. In dealing with
these topics emphasis is placed on
improving problem solving skills, collection and interpretation of data and
use of graphs in the representation
and interpretation of data.
CHEMISTRY
CHEMISTRY
202-006-06 (3.3.4)
Equivalent to Secondary V Chemistry
(051-534), this course is intended for
students who wish to pursue science
or technology programs and have
passed Secondary IV Physical Science,
or its equivalent (982-021-06), but
lack Secondary V Chemistry. This
course provides sufficient chemistry
for entry into many technology programs (such as Dental Hygiene) and
subsequent Chemistry courses.
MATHEMATICS
INTRODUCTION TO ALGEBRA
201-007-06 (4.2.4)
P: SEE MATH SEQUENCE CHART
In this course, students learn exponents, polynomials, factoring, operations with rational expressions, roots,
products, quotients, adding, subtracting, rationalizing and simplifying, solving linear equations, linear systems in
two variables and quadratic equations, trig ratios, law of sines and
cosines.
ALGEBRA AND TRIGONOMETRY
201-009-05 (3.2.3)
P: SEE MATH SEQUENCE CHART
In this course students learn algebra,
radicals, polynomials, rational expressions, factoring, equations and
inequalities, functions, graphs, composition of functions, inverses, polynomials, multiplication, long division,
rational functions, parabolas, exponential and logarithmic functions,
properties, solving equations, applications, trigonometry, angles, triangle
trig, trig functions of any angle, identities, evaluate inverse trig functions
and applications.
PHYSICAL SCIENCE
PHYSICAL SCIENCE
982-021-06 (4.2.3)
Equivalent to Secondary IV Physical
Science (056-436), this course is
intended for students who wish to
pursue science or technology programs, but lack the necessary Physical
Science prerequisite. The course will
provide sufficient chemistry to prepare students for the Secondary V
equivalent, 202-006-06.
PHYSICS
PHYSICS 203-006-06 (4.2.4)
P OR C: MATH 526, 536 OR
201-009
Designed for students with no previous background in physics, this course
is equivalent to Secondary V high
school physics (534). It introduces
kinematics (emphasizing graphing
techniques), vector analysis, and
Newton’s laws of motion.
26
SOCIAL SCIENCE (300.A0)
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• A critical, scientific style of thinking as it applies to social
science
rna
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• A scholarly respect for, and a
foundation knowledge of, the large
body of evidence and theory as it is
evolving in social sciences
Jou
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Mar
For further information about the Social Science program
entrance requirements or prerequisites, please contact the
John Abbott College Admissions Office, local 5355,
5361 or 5358.
• An understanding of basic research methods
• Appropriate strategies for finding and evaluating reliable
sources, including information technology
NOTE: Students are advised to consult with an Academic
Advisor to learn how to build university entrance
requirements into their program of study.
• An appreciation of the moral and ethical dimensions of
social science
• A sense of informed, concerned, and active citizenship in
the local, national and world community.
• A transdisciplinary integration of knowledge, skills and
attitudes throughout the program.
• A commitment to ongoing personal development and an
enthusiasm to know more.
N.B. Graduates from any of the Social Science
profiles will receive a diploma in Social Science
regardless of the profile chosen.
Prerequisites : Secondary V Certificate or equivalent
27
PRE-UNIVERSITY PROGRAMS
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Social Work
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Graduates of the John Abbott Social Science program will be prepared to enter university studies in
fields related to social science, including law, education, and administration. This preparation will
comprise both a general education and an education in the knowledge and skills specific to the various
disciplines within Social Science.
SOCIAL SCIENCE (300.A0)
SOCIAL SCIENCE 300.A0
Social Science is the study of all aspects of human life from
many different perspectives. In addition to the compulsory
courses in economics, history, methodology and psychology,
students in John Abbott College’s Social Science program
can choose courses in fields such as anthropology, business,
classics, geography, mathematics, philosophy, political science, religion and sociology. The program’s greatest advantage lies in the depth and breadth of knowledge and
understanding students acquire. Graduates gain invaluable
university skills in methods of research, writing, analysis and
the presentation of ideas.
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
602-
FRENCH
345-
HUMANITIES
345-
HUMANITIES
109-
PHYSICAL EDUCATION
109-
PHYSICAL EDUCATION
360-300 Quantitative Methods
330-910 Western Civilization
383-920 Macroeconomics
350-102 Introduction to
Psychology
___-___
Level 1 Social Science
course
___-___
___-___
Level 1 Social Science
course
Level 1 Social Science
course
SOCIAL SCIENCE WITH MATHEMATICS PROFILE
300.A1
SOCIAL SCIENCE
WITH MATHEMATICS PROFILE (300.A1)
The Social Science with Mathematics profile is designed for
students who enjoy Mathematics yet wish to select from a
variety of Social Science subjects. Students in this profile
must take Calculus I, Calculus II and Linear Algebra in their
first three semesters in addition to the regular Social
Science compulsory courses.
FIRST SEMESTER
Prerequisite: Math 526 or 536.
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
602-
FRENCH
345-
HUMANITIES
109-
PHYSICAL EDUCATION
109-
PHYSICAL EDUCATION
201-103 Calculus I
201-203 Calculus II
330-910 Western Civilization
350-102 Introduction to Psychology
383-920 Macroeconomics
360-300 Quantitative Methods
___-___
___-___
SOCIAL SCIENCE COMMERCE PROFILE (300.A2)
Level 1 Social Science
course
Level 1 Social Science
course
COMMERCE PROFILE 300.A2
FIRST SEMESTER
The Commerce profile is primarily designed for students
interested in preparing for business studies at university,
however it also prepares graduates for a variety of other
university programs. To complete the Commerce profile,
students must pass Calculus I, Linear Algebra, Basics of
Business, Microeconomics plus one additional business
course or Money and Banking course in addition to the
regular Social Science compulsory courses.
603-
ENGLISH
603-
ENGLISH
602-
FRENCH
345-
HUMANITIES
109-
PHYSICAL EDUCATION
109-
PHYSICAL EDUCATION
201-103 Calculus I
383-920 Macroeconomics
Prerequisite: Math 526 or 536.
SECOND SEMESTER
401-100 Introduction to Business
___-___
SOCIAL SCIENCE PSYCHOLOGY PROFILE (300.A3)
Level 1 Social Science
course
201-203 Calculus II
330-910 Western Civilization
350-102 Introduction to Psychology
360-300 Quantitative Methods
PSYCHOLOGY PROFILE 300.A3
FIRST SEMESTER
The Psychology profile is designed for students interested in
preparing for psychology studies at university. Students in
this profile must take Advanced Quantitative Methods,
Human Biology and two level 2 psychology courses.
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
602-
FRENCH
345-
HUMANITIES
345-
HUMANITIES
109-
PHYSICAL EDUCATION
Students select this option in their third semester by completing a Change of Program request available in the
Registrar’s Office.
109-
PHYSICAL EDUCATION
330-910 Western Civilization
360-300 Quantitative Methods
Prerequisite: 360-300-RE Quantitative Methods
350-102 Introduction to
Psychology
383-920 Macroeconomics
___-___
28
Level 1 Social Science
course
___-___
Level 1 Social Science
course
___-___
Level 1 Social Science
course
HONOURS SOCIAL SCIENCE (300.A5) AND
HONOURS SOCIAL SCIENCE WITH MATH (300.A6)
AND
HONOURS COMMERCE (300.A7)
Honours Social Science students may follow the General Social Science
profile, the Social Science with Mathematics profile or the Commerce
profile.
Students follow the same program and courses offered to all Social
Science students with the following enhancements:
• Over their four semesters at John Abbott, Honours students take
common classes in Economics, History, Mathematics, Psychology
and Social Science research courses.
• Common meeting times to help promote peer support
• Informal social activities, guest speakers, and field trips
• Early registration privileges
• Assistance with career exploration and university
applications
PRE-UNIVERSITY PROGRAMS
How to apply to Honours?
• Apply to JAC on the SRAM application into:
300.30
300.31
300.32
Social Sciences
Social Sciences with Mathematics
Social Sciences - Commerce
AND
• Apply to Honours Social Science by filling out the “John Abbott
College Application for Honours Social Science”. The form is available in high school guidance counsellor offices or by calling the
John Abbott College Admissions Office, or on the John Abbott
College web site.
Students will receive an acceptance letter to John Abbott College based
on their SRAM application and a letter regarding acceptance into the
Honours Program.
For further information about John Abbott’s Honours Social Science,
Social Science with Math, and Commerce programs, please contact the
Honours Social Science Coordinator, local 5717;
or honours.socialscience@johnabbott.qc.ca; or the John Abbott College
Admissions Office, local 5355, 5361 or 5358.
29
SOCIAL SCIENCE LIST OF COURSES
COMPULSORY COURSES
UNIVERSITY PREREQUISITES
LEVEL 1 COURSES
Level
330-910-AB
History of Western Civilization
201-103-RE
Calculus I
1
350-102-AB
Introduction to Psychology
101-901-RE
Human Biology
2
383-920-AB
Macroeconomics
201-203-RE
Calculus II
2
201-105-RE
Linear Algebra
2
201-301-RE
Advanced Quantitative Methods
2
METHODOLOGY COURSES
300-300-AB
Social Science Research Methods
300-301-AB
Integration in the Social Sciences
360-300-RE
Quantitative Methods in Social Sciences
LEVEL 1 COURSES
CREDITS: 2.00
PONDERATION: 3.0.3 OR 2.1.3
HOURS: 45
320-100-AB
Introduction to Geography
381-100-AB
Introduction to Anthropology
332-100-AB
Introduction to Classics
385-100-AB
Introduction to Political Science
340-101-AB
Philosophical Questions
387-100-AB
Introduction to Sociology
370-100-AB
World Religions
401-100-AB
Introduction to Business
LEVEL 2 COURSES
CREDITS: 2.00
PONDERATION: 3.0.3 OR 2.1.3
HOURS: 45
ANTHROPOLOGY
HISTORY
381-250-AB
First Civilizations
330-250-AB
History of Canada & the World
350-257-AB
The Human Brain
381-251-AB
Peoples of the World
330-251-AB
History of the United States
350-258-AB
Psychology of the Paranormal
381-252-AB
Human Evolution
330-252-AB
Modern History
350-260-AB
Evolutionary Psychology
381-253-AB
Race & Racism
330-253-AB
History of the Developing World
350-261-AB
Psychology of Learning & Memory
381-254-AB
Amerindians
330-254-AB
Lost Civilizations
381-255-AB
Anthropology & Contemporary Issues
350-262-AB
Psychology of Sport
330-255-AB
Ancient Greece
350-263-AB
Psychology Applied to Modern Life
330-256-AB
Ancient Rome
350-264-AB
330-257-AB
History of Russia and the USSR
Psychology of Sensation and
Perception
BUSINESS ADMINISTRATION
401-251-AB
Marketing
401-253-AB
Business Law
401-254-AB
Introduction to Accounting
401-255-AB
International Business
401-256-AB
e-Business & Strategic Management
PSYCHOLOGY cont’d
PHILOSOPHY
GEOGRAPHY
320-256-AB
Geography of Tourism
320-257-AB
The Middle East: A Regional
Geography
320-258-AB
Geography of the World Economy
320-259-AB
Geographical Information Systems
Philosophy of Education
340-253-AB
Social and Political Philosophy
340-254-AB
Philosophy and the Crisis of
Modernity
340-255-AB
Environmental Philosophy
370-252-AB
The Problem of Evil
370-253-AB
Ritual and Tradition
370-254-AB
New Spiritual Movements
370-255-AB
Religion, Body and Myth
POLITICAL SCIENCE
SOCIOLOGY
385-250-AB
Modern Political Ideas
387-251-AB
Mass Media & Popular Culture
385-251-AB
Introduction to International Politics
387-252-AB
Love, Relationships & Family
Political Ideologies & Regimes
387-253-AB
Canadian Politics
Sociology of Sexual
Relations/Gender Relations
387-254-AB
Sociology of Education
PSYCHOLOGY
387-255-AB
Race, Ethnicity & Structured Inequality
350-250-AB
Child Psychology
387-257-AB
Environmental Sociology
Crime & Social Control
320-260-AB
Cities & Urbanization
385-252-AB
320-261-AB
A Global Crisis?
385-253-AB
320-262-AB
Environmental Geography
320-263-AB
People, Places, Nations
ECONOMICS
RELIGION
340-252-AB
383-250-AB
Microeconomics
350-251-AB
Interaction & Communication
387-258-AB
383-251-AB
Money & Banking
350-252-AB
Psychology of Mental Health
387-259-AB
Social Problems
383-253-AB
Economy of Quebec & Canada
350-253-AB
Social Psychology
387-260-AB
Sociology of Cyberspace
Not all courses are offered every semester. Consult the Schedule of Classes.
30
SOCIAL SCIENCE PROGRAM CERTIFICATE IN INTERNATIONAL STUDIES
INTERNATIONAL STUDIES CERTIFICATE
Social Science students are offered a study option leading to a Certificate in International Studies. This option is open to all
general Social Science students and is intended for those students who wish to enhance their Social Science Diploma
(D.E.C.) with an international program of study.
The International Studies Certificate combines cultural and multi-disciplinary learning with the option of choosing language
acquisition via the complementary courses.
International Studies Profile
To receive a Certificate in International Studies the student must take at least six Social Science courses from the following
list of eligible courses:
DISCIPLINE
COURSE NUMBER
Anthropology
COURSE TITLE
Peoples of the World
381-253-AB
Race and Racism
Business
401-255-AB
International Business
Geography
320-256-AB
Geography of Tourism
320-257-AB
The Middle East: A Regional Geography
320-258-AB
Geography of the World Economy
320-261-AB
A Global Crisis?
320-263-AB
People, Places, Nations
330-250-AB
History of Canada and the World
330-251-AB
History of the United States
330-252-AB
Modern History: 20th Century International relations
330-253-AB
History of the Developing World
330-257-AB
History of Russia and USSR
Philosophy
340-101-AB
Philosophical Questions
Political Science
385-100-AB
Introduction to Political Science
385-250-AB
Modern Political Ideas: An Introduction
385-251-AB
Introduction to International Politics
385-252-AB
Political Ideologies & Regimes
Religion
370-100-AB
World Religions
Sociology
387-100-AB
Introduction to Sociology
History
Students in the International Profile are also encouraged to take courses in General Education which reflect the profile.
They however, do not count towards the compulsory six Social Sciences courses. There are suitable courses in English and
Humanities as well as complementary courses including foreign language courses.
Please see the Coordinator of International Studies before starting the profile:
Jim Vanstone, Hochelaga 131, local 5486, e-mail: international.studies@johnabbott.qc.ca
The following five compulsory Social Science courses, required of every social science student, many not be counted as one
of the six profile courses. However, both History of Western Civilization (330-910-RE) and Macroeconomics (383-920-RE)
provide valuable information for the profile.
All students learn essential research skills in the required courses Quantitative Methods (360-300-RE) and
Research Methods (300-300-91).
Profile students are expected to do their research project in the compulsory course Integration in the Social Sciences (300301-94) on a topic relevant to their chosen profile.
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PRE-UNIVERSITY PROGRAMS
381-251-AB
ANTHROPOLOGY
INTRODUCTION TO
ANTHROPOLOGY
381-100-AB (3.0.3)
Anthropology is the study of all
aspects of human life from the distant
past to the present and throughout all
areas of the world. In this course you
will be introduced to the methods
and concepts of physical anthropology, archaeology, and cultural anthropology. Through lectures and labs you
will learn about human evolution, the
prehistory and history of ancient civilizations, and the diversity of cultures
in the world today. This introductory
course will provide you with general
knowledge of anthropology as well as
prepare you for more specialized
courses in the field.
FIRST CIVILIZATIONS
381-250-AB (3.0.3)
P: 381-100-AB
In this course, students will further
their knowledge of the methods and
concepts of Archaeology as a sub-discipline of Anthropology and will learn
about the transition from huntinggathering to food production. The
development of early civilizations in
both the Old and New Worlds will be
examined through a variety of case
studies from Mesopotamia, Asia,
Africa, Mesoamerica, and South
America. Topics to be covered in this
course will include the economic
bases of early civilizations, the role of
religion in early civilizations, the
development of social stratification,
and monumental architecture and art.
PEOPLES OF THE WORLD
381-251-AB (3.0.3)
P: 381-100-AB
In this course, students will further
their knowledge of the methods and
concepts of Cultural Anthropology
and of the diversity of cultures in the
world. Studying others encourages us
to look more critically at ourselves. In
this way, cultures come to serve as
mirrors in which we can perceive our
own images, past and present. This,
in turn, should foster critical thinking
and a broader understanding of ourselves and the world we live in.
Selected cultures from Asia, Africa,
Latin America, and elsewhere will be
used as case studies illustrating fieldwork techniques, aspects of culture,
and adaptation. Topics to be covered
in the course will include adaptation,
exchange and economic systems,
domestic life, gender, anthropology
and the modern world, and selected
aspects of culture theory.
HUMAN EVOLUTION
381-252-AB (3.0.3)
P: 381-100-AB
In this course, students will further
their knowledge of the methods and
concepts of Physical Anthropology as
a sub-discipline of Anthropology and
will learn about human evolution
from the early Primates through to
modern Homo sapiens as well as
about contemporary human biological diversity. Topics to be covered
include mechanisms of evolution,
Primates and Primate behaviour, the
Australopithecines, Homo habilis,
Homo erectus, the Neanderthals,
early modern Homo sapiens, contemporary human diversity, and the concept of race.
RACE AND RACISM
381-253-AB (3.0.3)
P: 381-100-AB
In this course, students will further
their knowledge of the methods and
concepts of Anthropology as these
address the concept of race and the
sociocultural phenomenon of racism.
We will look at the history and usage
of the concept of race since it first
came to prominence in the 18th century and how it is linked to the development of systems of racial
stratification. The course has a theoretical as well as a vital personal
dimension: as we seek to understand
the social meaning of race and racism
we want to continually examine and
reassess our own beliefs. Topics to be
considered in this course include the
Anthropological perspective on race
relations, the contemporary
Anthropological critique of traditional
racial classifications, explanations of
contemporary variation, case studies
(including South Africa under
Apartheid, Nazi Germany and
Canada) to help explain the historical,
social, economic, and political forces
that create and sustain racism, and
concepts of ethnicity, prejudice,
stereotype, discrimination, and the
multiple forms that racism takes.
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AMERINDIANS
381-254-AB (3.0.3)
P: 381-100-AB
In this course, students will further
their knowledge of the methods and
concepts of Cultural Anthropology
and Archaeology in the study of
Native Americans. This course will
give students a better understanding
of the history and contemporary status of aboriginal cultures. Topics to
considered include the earliest peopling of the Americas, the cultural
prehistory of North America, the
diversity of cultures during the colonial period, the effects of colonization, and the contemporary issues
facing Canadian Indians and Inuit.
ANTHROPOLOGY AND
CONTEMPORARY ISSUES
381-255-AB (3.0.3)
P: 381-100-AB
In this course, students will further
their knowledge of the methods and
concepts of Anthropology in the study
of a variety of contemporary issues.
The course may address a different
issue whenever it is offered. Topics
which may be considered in this
course include human sexuality in
cross-cultural perspective, the anthropology of war and peace, and comparative religion, among others. The
specific description of the course will
be available from the department
each time the course is scheduled.
Note: Some Anthropology courses are
offered as complimentary courses.
Consult the complimentary course
section of the course calendar for a
list of available courses.
BIOLOGY
HUMAN BIOLOGY
101-901-RE (2.1.3)
Human Biology is a concentration
course for Social Science students in
the psychology profile. Focusing on
cell physiology, human reproduction
genetics and on the regulation of
homeostasis by the nervous and
endocrine systems, this course offers
an opportunity to develop an understanding of the biological concepts
which play an important role in
human behaviour.
BUSINESS
The following courses - up to a maximum
of three - may be taken by SOCIAL SCIENCE students. COMMERCE students are
required to take Introduction to Business,
one level two Business Administration
course or Money and Banking (economics). Accounting is recommended for students pursuing business at university.
INTRODUCTION TO BUSINESS
401-100-AB (3.0.3)
This course introduces students to the
primary functional areas of business
study, including management, marketing, accounting, finance, and law.
Students acquire an extensive knowledge of business terms and concepts
as well as an understanding of the
role of business in society.
MARKETING
401-251-AB (3.0.3)
P: 401-100-AB
INTRODUCTION TO
ACCOUNTING
401-254-AB (3.0.3)
P: 401-100-AB
This course introduces students to the
fundamental principles and procedures of the “double-entry” bookkeeping system as well as the
vocabulary found in business documents. Students learn correct methods of recording and reporting
financial data. The importance of correct reporting of financial information
for decision makers and its impact on
society is stressed.
INTERNATIONAL BUSINESS
401-255-AB (3.0.3)
P: 401-100-AB
This course focuses on the impact of
International Business from the perspective of the various stakeholders
including business, consumers, government, employees and the physical,
social, and cultural environments in
the trend toward a more integrated
global economic system. Students
learn about how business, consumer,
MONEY AND BANKING
383-251-AB (3.0.3)
P: 383-920-AB
E-BUSINESS
401-256-AB (3.0.3)
P: 401-100-AB
A continuation of Macroeconomics,
Money & Banking involves a more
detailed analysis of the money supply,
commercial banking system, nonbank financial intermediaries and the
functions and operations of the Bank
of Canada. A more advanced
Macroeconomic model is developed
to give students greater insight into
the workings of the Canadian economy. Economic policy is discussed in
relation to current developments in
Canadian and world economies.
This course explores strategic management issues while simultaneously
examining the rapidly developing area
of business conduct on the Internet,
referred to as e-business (e-commerce).
Internet technology and globalization
are only two social environmental
forces that are greatly influencing
strategic management decision-making. By examining these and other
forces, students will better appreciate
the strategic thinking that goes on
within a variety of organizations.
ECONOMICS
IMPORTANT INFORMATION: Some
universities require successful completion
of both Macroeconomics and
Microeconomics for entry into their
Commerce programs. At some universities students may receive an exemption
for Microeconomics and Macroeconomics
if their grade is 75% or more. Please
check with an Academic Advisor to verify
admission requirements.
MACROECONOMICS
383-920-AB (3.0.3)
This course familiarizes students with
important concepts such as the determination of gross domestic product,
unemployment rate, consumer price
index, business cycles, creation of
money and balance of payments.
Fiscal and monetary policies are
examined within the context of the
Canadian economy. Topics dealing
with international trade and finance
in relation to the Canadian experience are also discussed.
MICROECONOMICS
383-250-AB (3.0.3)
P:383-920-AB
This course acquaints students with
the basic principles of microeconomics such as consumer theory, demand
and supply, elasticity, production and
costs, market structure and behavior,
and the determination of factor
incomes. Contemporary topics such
as the environment, urban issues and
government intervention in the market are discussed.
Required course for the Commerce
profile.
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This course fulfills the additional
Commerce level 2 course
requirements.
INTERNATIONAL ECONOMIC
RELATIONS
383-252-AB (3.0.3)
P: 383-920-AB
This advanced course permits students to apply economic principles to
a specific field of study. The pure theory of international trade, terms of
trade, theory and applications of tariffs, balance of payments and
exchange rates are discussed within
the context of Canada’s substantial
relation to other economies. The
nature and effects of international
economic institutions such as the
World Bank and International
Monetary Fund are also examined.
Although Macroeconomics (383-920RE) is the only prerequisite, students
will find this course more rewarding if
they have already taken both
Macroeconomics and
Microeconomics.
GEOGRAPHY
INTRODUCTION TO
GEOGRAPHY
320-100-AB (2.1.3)
This course introduces students to the
main concepts, themes and methods
of geography. It looks at the major
subdisciplines of human and physical
geography, including population, cultural and urban geography, climate,
earth and water resources, as well as
how maps can convey geographical
information. The relationship between
humans and their environments is
stressed throughout the course.
PRE-UNIVERSITY PROGRAMS
This course introduces students to
basic marketing concepts and phenomena. It focuses on the social
impact of marketing practices, and
defines marketing as the process of
creating, distributing, promoting and
pricing goods services and ideas to
facilitate satisfying exchange relationships in a dynamic environment.
and political objectives are played out
in the global marketplace and how
they impact on each other.
GEOGRAPHY OF TOURISM
320-256-AB (2.1.3)
P: 320-100-AB
This course familiarizes students with
the geography of travel and tourism.
Particular attention is placed on the
development of tourism as it depends
upon and impacts on a region’s physical and cultural environments.
International, regional and local
aspects are examined from perspectives such as how, why and when
people travel.
THE MIDDLE EAST:
A REGIONAL GEOGRAPHY
320-257-AB (2.1.3)
P: 320-100-AB
The course presents students with an
overview of the regional geography of
the “Middle East”. The region’s physical environment is discussed, followed by a survey of the human
geography of the region. In the second half of the course, case studies of
different issues are presented, such as
the Arab-Israeli conflict, Islamic fundamentalism, and resource conflicts
over water and oil. An emphasis is
placed throughout the course on the
cultural, economic, geopolitical, and
environmental roots of the issues presented.
GEOGRAPHY OF THE
WORLD ECONOMY
320-258-AB (2.1.3)
P: 320-100-AB
The objective of this course is to place
the subject of economic geography
within the framework of world events
and to illustrate the growing interdependence among regions with respect
to economic theory, development
and trade. The roots of the disparities
that exist at the world scale will be
examined as well as their impact on
future economic development.
Alternatives to the present world economic system will be discussed.
GEOGRAPHICAL INFORMATION
SYSTEMS
320-259-AB (1.2.3)
Take a new view of the world with
the aid of one of the fastest growing
computer technologies – Geographic
Information Systems (GIS)! Students
will build on the skills introduced in
their Introduction to Geography
course, and use state of the art GIS
software to explore a variety of cur-
rent issues in Geography and the
Social Sciences. Through extensive
use of computer labs and a cooperative learning environment, students
will gain valuable skills that can be
employed in all of their courses across
the academic curriculum. Please
note: Extensive computer skills are
not required in order to be successful
in this course.
CITIES & URBANIZATION
320-260-AB (2.1.3)
P: 320-100-AB
This course explores the urbanization
process and its role in producing geographical differences among cities
around the world. World urbanization
patterns and the historical development of different types of cities are
used to highlight a range of contemporary urban problems and planning
issues, including social inequality, the
provision of housing and employment, transportation planning and
environmental concerns.
A GLOBAL CRISIS?
320-261-AB (2.1.3)
P: 320-100-AB
The aim of this course is to help students formulate their positions on
globalization, poverty and development, arguably some of the most
important processes in the modern
world. The course will begin with an
analysis of poverty and how it is
defined. The focus will then shift to a
discussion of specific issues and the
application of geographical techniques in the study of globalization,
poverty and development; topics
include: defining globalization, the
major players, population and gender,
the roots of hunger, and poverty and
the environment.
ENVIRONMENTAL GEOGRAPHY:
320-262-AB (2.1.3)
P: 320-100-AB
This course provides students with the
opportunity to analyze and apply the
concepts and theories of environmental geography to case studies such as
water resources, smog and acid rain.
A simulation of an International Panel
on Climate Change (IPCC) conference
where students assume the roles of
different participants (countries, nongovernmental organizations, scientists,
and sceptics) is the major focus of the
second half of this course.
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PEOPLES, PLACES, NATIONS
320-263-AB (2.1.3)
P: 320-100-AB
This course challenges students to analyze and apply concepts related to the
study of cultural, social and political
geographies. It examines the interplay
between place, space and identities in
the formation of social, cultural and
political territories and the resulting
conflicts between groups. The major
themes in the course include: landscape and the environment, the geographies of language and religion, global
and local cultures, community and territoriality, state and sub-state nationalism, and inter-ethnic conflict.
HISTORY AND CLASSICS
HISTORY OF WESTERN
CIVILIZATION
330-910-AB (3.0.3)
The roots of western civilization in
Mesopotamia and Egypt are examined. Our Greek and Roman heritage,
Christianity, barbarian invasions, the
fall of the Roman Empire and the first
great, uniquely European civilization
which took shape during the Middle
Ages are also covered. The course
emphasizes the Renaissance,
Reformation, Scientific Revolution,
Age of Discovery, Enlightenment,
French Revolution, Industrialization,
Nationalism and the Age of
Imperialism.
HISTORY OF CANADA
AND THE WORLD
330-250-AB (3.0.3)
P: 330-910-AB
This course will allow the student to
better understand their world through
an examination of Canadian history
and Canada’s relationship to the rest
of the world. We will examine facets
of the social, cultural, economic and
political history of Canada from the
period of the first European explorers
up to the end of the twentieth century. Within this time period we will
study Canada’s role in a rapidly
changing world. The following topics
will be covered: early European
exploration, colonialisation, native
American society and early relations
with the Europeans, New France,
British North America, Confederation,
building a Nation, World War One,
the Winnipeg General Strike, the
Great Depression, World War Two,
Canada and the Cold War, the Quiet
Revolution in Quebec, Quebec
Separatism, Canada’s role in
International Affairs, and AmericanCanadian relations.
HISTORY OF THE UNITED
STATES
330-251-AB (3.0.3)
P: 330-910-AB
This course covers the colonization of
America and the founding of the
American republic. The following topics are examined: development of
American institutions, slavery, Civil
War, reconstruction, western expansion, World War I, “Return to
Normalcy”, the Great Depression,
World War II and the Cold War, civil
rights and Vietnam.
MODERN HISTORY:
20TH CENTURY INTERNATIONAL
RELATIONS
330-252-AB (3.0.3)
P: 330-910-AB
HISTORY OF THE DEVELOPING
WORLD: THE THIRD WORLD
330-253-AB (3.0.3)
P: 330-910-AB
This course explores definitions such
as Third World, colonies, colonialism,
imperialism, under-development,
development, neo-colonialism,
unequal trade, North-South relations,
European expansion from the 15th to
20th centuries and division of the
world. Case studies on Latin America,
India, Africa, Asia and the Middle East
are used to look at the rise of nationalism, independence and liberation.
Ideas, movements and leaders are
also course themes.
This course is a survey of basic techniques used by archaeologists to uncover information about ancient societies.
The course surveys several such societies (Classical Mayan, Mesopotamia,
Bronze Age Crete and Ancient Egypt)
from the point of view of archaeology;
what is known; how was the knowledge derived; what are the issues still
unknown or in contention.
ANCIENT GREECE FROM TROY
TO ALEXANDER
330-255-AB (3.0.3)
P: 330-910-AB OR 332-100-AB
Centring on Athens and Sparta, we
shall study the history of the peoples of
ancient Greece from their legendary
origins until the absorption of the
Hellenistic kingdoms into the Roman
Empire in the first century BC. The
course will involve the examination of
the historical events that shaped
Greece, however a more in-depth
study of Greek civilisation from the
standpoints of economics, literature,
women, religion and mythology will
augment the historical background not
only of this course, but of the
Introduction to Classics module as well.
ROME FROM REPUBLIC TO
EMPIRE
330-256-AB (3.0.3)
P: 330-910-AB OR 332-100-AB
A detailed study of the key issues in
the cultural and political life of Rome
between the age of the kings in the
eighth century BC until the fall of the
Empire in AD 476. The course aims
to discuss the formation of the Roman
Empire and how this affected Rome,
Italy, and the Mediterranean, both
culturally and politically. The rise of
the Republic and the conquest of Italy
and the Mediterranean are examined
against the background of an emerging Roman identity and the influx of
Greek culture into Rome. In addition, the transition from Republic to
monarchy under the emperors is
analysed. The eventual downfall of
the Empire and its juxtaposition with
the rise and eventual triumph of
Christianity closes the historical component of the course. Also, the class
features a more in-depth study of
Roman civilisation from the standpoints of the military, economics, literature, women, religion and
mythology; this will augment the historical background not only of this
35
course, but of the Introduction to
Classics module as well.
A HISTORY OF RUSSIA AND
THE USSR
330-257-AB (3.0.3)
P: 330-910-AB
The main events in Russian and
Soviet History will be examined
through a chronological framework.
The course covers the time period
from Kievan Rus’ to the collapse of
the Soviet Union. Political, economic,
social, cultural and military questions
will be addressed. A study of
Russian/Soviet history will provide the
students with an understanding of a
civilisation which spanned Europe
and Asia. The following topics will be
covered: Kievan Rus, the Mongol
conquest, the rise of Muscovy,
Imperial Russia, the Russian
Revolutions of 1917, the Civil War,
the New Economic Policy, Stalinism,
the Great Patriotic War, the Cold War,
the Khrushchev era, the era of
Stagnation, the era of Glasnost and
Perestroika and the collapse of the
Soviet Union.
CLASSICS
Classics provides an excellent introduction to the origins of modern civilization,
while presenting societies refreshingly different from those you may have already
encountered.
Second level Classics has university equivalencies, at both McGill and Concordia.
Students who achieve a 75% (Concordia),
80% (McGill), or higher in 330-255-AB
and 330-256-AB may pass straight to the
300 level in the History and Classics
department of these universities.
)N.B. These are equivalencies only and
students will not receive university credit
for college level courses).
INTRODUCTION TO CLASSICS
332-100-AB (3.0.3)
This course primarily deals with the
history of the Classical Age in the
Mediterranean world, and the civilization of the Greek and Roman worlds
between 500 BC and 500 AD.
Background will be given of aspects
of the Paleolithic and Neolithic Ages
which were essential to the rise of civilized societies and important preGreek civilizations (Sumeria, Egypt,
Minoans, et al.) of the Bronze and
early Iron Ages.
This course meets the first level compulsory course requirement for Social
Science. There are no second level
courses offered.
PRE-UNIVERSITY PROGRAMS
This course covers the following topics: World War I and the Treaty of
Versailles; post-war tensions and economic problems in the l920’s;
Stalinism in Communist Russia; failure
of the Weimar Republic in Germany;
the Great Depression and the rise of
Totalitarianism; Mussolini and Fascism
in Italy; Hitler and Nazism in
Germany; failure of the League of
Nations and outbreak of World War
II; aftermath of World War II; the
Cold War, United Nations and the
superpowers; emergence of the Third
World and Communist China; threats
to world peace and the nuclear age –
Korea, Vietnam, the Middle East and
the breakup of the Communist world.
LOST CIVILIZATIONS
330-254-AB (3.0.3)
P: 330-910-AB OR 332-100-AB
MATHEMATICS
All students are placed into Mathematics
courses according to their Secondary V
Provincial results. Refer to the Math
Sequence chart for Pre-University
students on page 16.
All students planning course selection to
meet university entrance requirements
should consult an Academic Advisor.
CALCULUS I
201-103-RE (3.2.3)
P: SEE MATH SEQUENCE CHART
This course includes a review of algebra, functions, limits, continuity, differentiation, the derivative with
business and other applications; curve
sketching, optimization; derivatives
using exponential, trigonometric and
logarithmic functions.
Required course for Commerce and
Social Science with Math profiles.
LINEAR ALGEBRA
201-105-RE (3.2.3)
P: 201-103-RE
This course covers linear systems and
matrices; row operations, Gaussian
elimination, Gauss-Jordan elimination,
Euclidian 3-space, matrix operations,
inverse of a matrix, determinants;
vector spaces, span, linear dependence and independence, basis, linear
programming, geometric interpretation and simplex algorithm.
Required course for Commerce and
Social Science with Math profiles.
CALCULUS II
201-203-RE (3.2.3)
P: 201-103-RE
In this course students learn about
indefinite and definite integrals with
applications (area, consumer’s and
producer’s surplus), integration techniques, partial fractions, integration by
parts, use of integration tables, differential equations (first order separable)
limits using l’Hôpital’s rule, improper
integrals, sequences, series and convergence of series.
Recommended course for Commerce
profile but required for Social Science
with Math profile.
ADVANCED QUANTITATIVE
METHODS
201-301-RE (2.1.3)
P: 360-300-RE
This course reviews topics covered in
Quantitative Methods (360-300) and
extends these topics with the following
statistical concepts: probability, empiri-
cal probability, axioms and fundamental theorems, conditional probability,
independent events, probability distributions, statistical inference, random
sampling, estimates of mean and proportion, confidence intervals, tests of
hypothesis, tests of the population
proportion and population mean, test
of fit (Chi Square).
Students wishing to enter certain
university programs in Psychology
may require this course as a prerequisite. Recommended course for Social
Science students.
METHODOLOGY
QUANTITATIVE METHODS IN
SOCIAL SCIENCE RESEARCH
360-300-RE (2.2.2)
Quantitative information forms an
essential aspect of Social Science
research and a major part of the
information we receive about the
contemporary world through newspapers and other media. This course
introduces students to the use and
abuse of numbers in social research
and reporting. Students learn where
numbers come from, what to do with
them, and what can be learned from
them. The proper uses of basic
descriptive statistics and statistical
inference are explored through examples from all the Social Sciences. In
addition to lectures, students experiment with a variety of quantitative
methods using a statistical software
package in a weekly laboratory.
SOCIAL SCIENCE RESEARCH
METHODS
300-300-AB (2.2.3)
P: 360-300-RE
Whereas Quantitative Methods
focused on building numeracy skills
for social science students, this course
focuses on the qualitative elements of
social science research across the disciplines. A number of qualitative
research and sampling methods are
explored through exercises and
research reports. Substantial time is
also devoted to effective library
search techniques and to reading,
summarizing and writing assorted and
complex texts.
INTEGRATION OF THE SOCIAL
SCIENCES
300-301-AB (1.2.4)
P: 300-300-AB
This is the final course for graduating
Social Science students. The course
draws on previous learning across level
36
one, level two, and general education
courses. Each student designs and carries out an independent research project, and reflects on college learning.
This project includes interpretation,
synthesis and evaluation of their own
evolved research problem to theories
and topics encountered in prior college learning. This is accomplished in
close coordination with a faculty member and student peers throughout the
course of the semester. The final
research project, presentation, and
program reflection serve as the comprehensive assessment for the Social
Science Program.
This is a required course for the
Social Science program and is taken
in the student’s graduating semester.
PHILOSOPHY
Being philosophical entails exploring such
fundamental questions as: What can we
know, and how? What is the good life?
Can we achieve it? Are we free, or is every
act caused? Is beauty just in the eye of the
beholder or out there in beautiful things?
Do we have immaterial minds or souls as
well as material bodies? Is the universe
orderly or chaotic? Are there correct rules
of thinking? Philosophy is a systematic
attempt to understand the world and our
experience. Philosophy questions basic
principles, assumptions, and prejudices.
Philosophy courses will encourage students to seek their own answers to the
Great Questions systematically and critically, in the context of the thoughts of
previous seekers from around the world.
Philosophy courses are also offered by the
Liberal Arts and Creative Arts, Literature
and Languages programs.
PHILOSOPHICAL QUESTIONS
340-101-AB (3.0.3)
Note: Students who have completed 340-100-AB may not
take this course
Philosophy is the love of wisdom. It is
the pursuit of understanding. It arises
out of consciousness, self-consciousness, memory and imagination. It is
generated by curiosity, wonder and
inquisitiveness about the universe and
about our place in it. It is the search
to know what is, what could be, and
what should be done. This course
introduces students to some of the
basic philosophical questions by
examining works across time and
space, diverse cultures and traditions.
PHILOSOPHY OF EDUCATION
340-252-AB (3.0.3)
P: 340-100-AB OR 340-101-AB
Note: Students who have completed 340-251-AB may not take
this course
What is the point of education? What
is worth learning? Where should
learning take place? A philosophy of
education critically examines how
knowledge is organized and transmitted. Can reality ever be represented
"objectively"? How do the presuppositions that operate in different societies
end up in the curriculum? Are we
educating the next generation so that
they may participate meaningfully in
collective life or are we instructing
them in alienation and apathy?
SOCIAL AND POLITICAL
PHILOSOPHY
340-253-AB (3.0.3)
P: 340-100-AB OR 340-101-AB
PHILOSOPHY AND THE CRISIS
OF MODERNITY
340-254-AB (3.0.3)
P: 340-100-AB OR 340-101-AB
This course investigates the philosophical dilemmas raised by the
apparent successes of the modern
world: scientific and technological
development, the recognition of
human rights, the growth of democracies and mass markets, the separation
of Church and state. Can modernity
truly realize its ideals of happiness,
social justice, and human dignity? Is
ENVIRONMENTAL PHILOSOPHY
340-255-AB (3.0.3)
P: 340-100-AB OR 340-101-AB
This course examines human relationships to the environment and whether
we have obligations to future generations and other species. How can we
approach our interconnectedness
with all life forms residing in the natural world? What resources (poetic,
epistemological, philosophical, moral,
spiritual, political, scientific, and so
on) can we draw upon for tentative
answers to these enduring questions?
What are, for example, the practical
implications of various philosophical
theories and positions for deforestation, pollution, climate change, habitat destruction, species extinction,
and nuclear energy?
POLITICAL SCIENCE
INTRODUCTION TO
POLITICAL SCIENCE
385-100-AB (3.0.3)
This course introduces students to
political science and how politics,
government and political systems
work around the world. It provides
the concepts, theories and methods
that can be used to understand the
political events and controversies in
many countries such as Canada,
United States, Great Britain, France,
Germany, Russia and Japan. Topics
include the modern state, form of
government, political culture, contemporary ideologies, political parties,
elections and voting behaviour.
MODERN POLITICAL IDEAS:
AN INTRODUCTION
385-250-AB (3.0.3)
P: 385-100-AB
This course provides a basic introduction
to the political ideologies of the left,
center and right – from communism,
socialism, liberalism and conservatism
to fascism. It also examines the origins
and development of these ideologies,
focusing on how these ideologies
inspire political movements such as
antiglobalism and environmentalism.
37
INTERNATIONAL POLITICS:
AN INTRODUCTION
385-251-AB (3.0.3)
P: 385-100-AB
This course introduces students to the
world of international politics. Topics
include the methods of studying global politics, war, conflict management,
diplomacy, international law, international terrorism, human rights, global
ecopolitics and international organizations such as the United Nations, NATO
and the International Court of Justice.
POLITICAL IDEOLOGIES AND
REGIMES: AN INTRODUCTION
385-252-AB (3.0.3)
P: 385-100-AB
This introductory course in comparative politics examines the basic theories and methods that are used to
understand the diverse political systems that exist in the 21st century. It
includes a framework for the comparison of the political structures,
processes and ideological background
of states around the world such as
Great Britain, France, Germany,
Russia, China and Japan.
CANADIAN POLITICS
385-253-AB (3.0.3)
P: 385-100-AB
This course introduces students to the
political challenges that determine the
dynamics of Quebec and Canadian
politics, focusing on Canadian federalism: the tug of war between federal
and provincial governments. Topics
include Quebec nationalism, the parliamentary system of government, the
Charter of Rights and Freedoms, the
judicial system and other aspects of
the political process, including political parties, elections, interest groups,
political leadership and ideologies.
PSYCHOLOGY
Psychology is the study of the mind and
the behaviour of humans and other animals. It employs the scientific method as
much as possible. The study is made on
many levels, from the biological workings
of the brain to relationships between
people. Psychology courses help students
understand what they and others do,
think and feel, from infancy to old age.
PRE-UNIVERSITY PROGRAMS
Social and political philosophy examines notions of power and authority
within large groups (communities,
societies, states). The key questions
are age-old: What is the purpose of
government? What is the best form of
government? Are humans fundamentally equal or unequal? What are our
rights and obligations to others? Is war
an acceptable way to solve disagreements? Answers to such questions will
vary according to historical context.
Ancient civilization endorsed slavery.
The Christian era equalized all
humans before God, but did not support social mobility. Modern political
theory grants natural rights to all,
opening the door to market-based
progress. Critical theory of today
shows the paradoxical loss of freedom
in the era of mass society. This course
may explore both Western and nonWestern traditions.
the modern citizen condemned to
anguish, loneliness and loss of meaning in a fast-paced world that erodes
traditions and pursues unending
material progress? Answers to these
questions are provided by various critical and radical theorists.
INTRODUCTION TO
PSYCHOLOGY 350-102-AB
(3.0.3)
This course introduces students to the
scientific study of specific aspects of
human behaviour and mental
processes including: (1) the evolution
of psychological thought and the
identification of major psychological
perspectives; (2) research methods in
the study of Psychology; (3) the biological basis of behaviour, including
the structure and function of the brain
and nervous systems; (4) cognitive
and emotional processes and, (5)
learning and human adaptation.
Students acquire the basic concepts
and processes associated with the study
of human behaviour. Further emphasis
is placed on the understanding of how
this knowledge and these abilities may
relate to our lives and how they may
apply in varying cultures.
CHILD PSYCHOLOGY
350-250-AB (3.0.3)
P: 350-102-AB
We all share the human experiences
of birth, growth, and change. This
course examines the physical, cognitive, and social development that
occurs from prenatal development to
adolescence. Emphasis is placed on
an understanding of the interaction of
nature and nurture, and how development occurs within contexts and
cultures.
By studying the theories and research
on human development the student
will become more sensitive to the
complexities and ambiguities inherent
in understanding child psychology.
INTERACTION AND
COMMUNICATION
350-251-AB (3.0.3)
P: 350-102-AB
Communication makes us human:
whether at school, work or play we are
constantly absorbing information, asking questions and trying to make sense
of and share our discoveries. We often
take this feature of our experience for
granted, not realizing that social interaction and communication are skills
which can be studied and improved
upon to enhance the quality of our
lives. This course exposes students to
the patterns of communication and
social interaction and helps them
appreciate the potential for personal
development that may follow.
Topics covered in this course include:
relevant components of the processes
of human interaction and communication; self image, self confidence,
and their characteristics; interpersonal
perception; verbal and nonverbal
communication; obstacles and suggestions for enhancement; decision
making and problem solving; work
groups; leadership and membership;
assertive and compliant behaviors and
their consequences.
PSYCHOLOGY OF MENTAL
HEALTH
350-252-AB (3.0.3)
P: 350-102-AB
This course is designed as an introduction to abnormal behaviour.
Topics include anxiety disorders,
mood disorders, eating disorders,
schizophrenia and other syndromes.
Course content includes the classification of disorders, various theoretical
perspectives on etiology and therapy,
and relevant research.
PSYCHOLOGY OF LEARNING
AND MEMORY
350-261-AB (3.0.3)
P: 350-102-AB
This course provides students with an
introduction to the basic processes
and principles of learning and memory. Topics include the nature-nurture
debate, the basic learning paradigms
(classical conditioning, operant conditioning, and observational learning),
the nature of memory and how it
works. The underlying biological basis
of learning and memory within the
nervous system as well as factors
which strengthen learning and memory will also be emphasized. Special
attention will be given to practical
applications to everyday life.
PSYCHOLOGY OF SPORT
350-262-AB (3.0.3)
P: 350-102-AB
This course explores the behaviour of
people in groups. It examines the
individual’s reaction in the group as
well as the process of group interaction.
Major topics include the formation
and functioning of groups, attitudes,
roles, leadership, prejudice and
aggression. The impact of interpersonal relationships will also be explained.
Fascination with sport has reached
new heights. This course examines
sport behavior within the current models and perspectives of psychology.
Topics include the social psychological
dimensions, personality assessment,
aggression and sport violence, anxiety
and stress management, and leadership in sport, drug abuse, and athletic
motivation. Within these topics consideration will be given to children and
adolescents in sport, high-risk athletes,
minorities, the female sport experience, and the role of the coach in
sport. Further analyses include the
nature of the sport psychologist and
the applications of mental preparation
for the elite and professional athlete.
THE HUMAN BRAIN
350-257-AB (3.0.3)
P: 350-102-AB
SENSATION AND PERCEPTION
350-264-AB (3.0.3)
P: 350-102-AB
This course is intended for anyone
interested in the “mind-body problem” or how a biological organ, the
brain, can give rise to what we call
“the mind”. Topics include the biological basis of perception, sleep and
dreams, language, thinking, emotion,
and memory. The study of these topics will be undertaken on many levels,
from the identification of the major
brain areas involved to the understanding of basic biological processes
occurring at the level of neurons or
nerve cells. Students will also be introduced to the basic research methods
used to study the brain. Special attention will be given to brain dysfunctions and what they reveal about the
mind and brain connection.
This course will introduce the student
to the scientific study of sensation and
perception. The central theme is the
illustration of how our senses do not
function as a digital camera, taking an
exact picture of our environment.
On the contrary, our senses detect
information from our environment
like viewing pieces of a puzzle, and
actively builds an internal representation or final percept (puts the pieces
together to form a complete picture),
be it visual, tactile, olfactory, or gustatory, of the outside world. Students
will examine the role of both physiological (sensory pathways) and psychological (experience, memory and
cognitive) factors in these fundamental processes. They will illustrate how
SOCIAL PSYCHOLOGY
350-253-AB (3.0.3)
P: 350-102-AB
38
the nature nurture struggle applies to
even these basic sensory capabilities.
It will be shown how our percept is
typically an accurate representation of
the environment but is not immune
to perceptual errors (illusions). The
question remains, are these errors or
are they the by-products of efficient
rule-governed and experience-based
systems. Visual topics include brightness, object perception, attention,
color, depth, size and motion processing. Other sensory systems, including
hearing, touch, smell and taste, will
also be explored.
RELIGION
Religious Studies attempt to analyze and
understand the variety and nature of
human faith/belief systems and their
impact on all aspects of personal, social,
economic and political life.
WORLD RELIGIONS
370-100-AB (3.0.3)
From a world full of spirits to a world
without spirit (animism to modern
atheism), humans the world over have
dealt with issues of belief in a vast variety of manners. This course will introduce students to the basic questions
that religious studies and religions try
to answer as well as the nature of the
beliefs and practices of several different types of faith systems. Students
will develop the vocabulary and tools
needed to explore religious phenomena and communicate respectfully with
others about their discoveries.
THE PROBLEM OF EVIL
370-252-AB (3.0.3)
P: 370-100-AB
Where do the notions of heaven and
hell come from? Do communities
share beliefs about heaven and hell?
This course investigates some of the
origins, development and significance
SOCIOLOGY
Sociology is the scientific study of society
and an integral discipline of the Social
Science program. Sociology courses give
students valuable employment skills:
• a critical understanding of the impact of
social context
• the ability to analyze information
RITUAL AND TRADITION
370-253-AB (3.0.3)
P: 370-100-AB
• the ability to communicate
clearly and persuasively
What is the relationship between ritual practice and transcendence? How
do myths provide practitioners with
“models of and for reality” and a language for spiritual experiences? By
what ritual means can one deepen
spiritual understanding and create a
meaningful reality? Through an examination of these and other questions,
this course will focus on the day-today practice of religious communities
both contemporary and historical.
Sociology prepares you for a fascinating
range of careers from television producer,
social worker, journalist, lawyer, educator,
and survey researcher.
NEW SPIRITUAL MOVEMENTS
370-254-AB (3.0.3)
P: 370-100-AB
How do new spiritual movements
worldwide challenge or complement
traditional religions? In this course we
will discuss new possibilities explored
by individuals and groups dissatisfied
with religion. These will include a
selection of pre-Christian practices,
New Age movements and reinterpretations of ancient traditions. We will
examine how these attempt to create
a spiritual journey which resonates
with contemporary reality.
RELIGION, BODY AND MYTH
370-255-AB (3.0.3)
P: 370-100-AB
Bodies! Everyone has one. Religious
traditions and spiritual communities
have generated energy, anxiety,
excitement, anguish, joy and love
over what to do with them. Is the
body to be denied, overcome,
embraced, trained? May we modify,
mutilate, reject, tattoo or terminate
our bodies? Love, decorate or praise
them? Are gender norms and sexual
practices part of religion, or are they
socio-cultural expressions? The body
is seen as an obstacle to leading a
good or spiritual existence and is also
celebrated as a gift that can lead to
understanding the divine.
39
• the ability to do sociological research
INTRODUCTION TO
SOCIOLOGY I
387-100-AB (3.0.3)
Sociology is the study of how individuals connect to groups and institutions, and how these connections
help us understand the causes and
consequences of human behavior. In
this course you will look at everything
from globalization in the developing
world to the self-esteem of individuals; from the changing Canadian family to the divisions of race, gender, and
class; from corporate wealth and
power to homelessness and street
kids. Sociology is the broadest of all
the social science disciplines, We will
learn using lectures and discussions,
multi-media presentations.
MASS MEDIA AND POPULAR
CULTURE
387-251-AB (3.0.3)
This course applies the ‘sociological
imagination’ to understanding the
media and its influence on our everyday lives. We discuss the historical,
social and economic forces that explain
the content of the media and whose
reality is actually being portrayed. We
analyze the differences in the representations of the “haves” and “have nots”
in the media and how different races,
classes and genders are portrayed.
How does limited media ownership
influence our media and who benefits
from the content of our media?
LOVE, RELATIONSHIPS
AND FAMILY
387-252-AB (3.0.3)
P: 387-100-AB
While love, relationships and family
are by no means dying or withering
away, they are currently experiencing
PRE-UNIVERSITY PROGRAMS
Religion continues to be a major force for
both unity and division in our world and
religious beliefs and practices inform,
shape and transform the human story
every day. Religious studies, by examining
and illuminating these belief systems,
explore the variety and richness of the
human response to questions of cosmology, fate, purpose, destiny, the unknown
and the unknowable.
Religion courses are also offered in the
Liberal Arts and Creative Arts, Literature
and Languages programs.
of these ideas, as well as the concept
of an afterlife. We also explore the
history of personified evil in the person
of Satan or the devil. We will explore
how the concepts of Heaven and Hell
can be used to justify a merciful God
despite the existence of evil in the
world, and how they are used to justify
suffering and violence in this world.
many profound and extensive
changes. This course examines historical changes the family and intimate
relationships are undergoing and the
implications these changes have on
our everyday lives. Topics include
premarital and extramarital sex; cultural definitions of romance and love;
domestic violence and intimate terrorism; cultural intermarriage, and the
impact of reproductive technologies.
SOCIOLOGY OF SEXUAL
RELATIONS/GENDER RELATIONS
387-253-AB (3.0.3)
P: 387-100-AB
If our society is so ‘sexually liberated’,
why are people still paying money to
have others take their clothes off? Do
you ever wonder whether sex has just
become another consumer activity,
with more spectators than participants? With all this talk about ‘equality’ why do women earn
approximately 70% of what men
earn, and why are they still afraid to
walk alone at night for fear of being
sexually assaulted? Why is the school
dropout rate higher for boys and why
do they feel they must maintain a
‘tough guise’? Questions such as these
provide the focus of the course,
designed to examine sexual and gender concerns we all face in our daily
lives.
SOCIOLOGY OF EDUCATION
387-254-AB (3.0.3)
Education is the social institution
responsible for the systematic transmission of knowledge, skills, and cultural values within a formally
organized structure. This course
examines many issues that arise with
regards to education in Canadian
society including who is to decide
what should be taught in public
school and the purpose of education.
In addition, students will learn about
the history of schooling, residential
schools, public and private schools,
the rise of the meritocracy and credentialism, technology in schools,
global perspectives in education and
home schooling as a social phenomena. Sociological theories and perspectives will allow the student to
explore race, class and gender as
areas of concern. Students are
encouraged to examine their own
educational experiences and to envision what the future of school and
education will be like.
CURRENT SOCIAL ISSUES
387-256-AB (3.0.3)
Sociology helps us gain a better
understanding of our social world and
of ourselves. It enables us to see how
behaviour is largely shaped by the
groups to which we belong and the
society in which we live. This course
allows the individual instructor to
choose a topic of study that is most
relevant in each semester. Every topic
is examined from a sociological perspective enabling the student to
understand social phenomena in
depth and to understand the place of
the individual within a social setting.
Topics may include; terrorism, diversity, social change, digital media, or any
other current, important issues in
society today.
ENVIRONMENTAL SOCIOLOGY:
THE GREEN REVOLUTION GAME
387-257-AB (3.0.3)
P: 387-100-AB
Environmental issues and the system
of globalization affect us daily in
terms of how we perceive reality,
define ourselves and perceive others.
In order to understand the social phenomena of the Environment we need
to understand how the Environment
relates to other parts of society. We
analyze the broader impacts of the
Environment on society’s process of
global industrialization and the positive and negative associations that
various social institutions such as family, religion, labour and education
have with the Environment. The
underlying theme of the course and
the social simulation The Green
Revolution Game enables us to develop a deeper understanding of how
society and the environment interact.
Consideration of how various issues
within the agri-business, industrial
complex and Western urban society
contribute to various forms of environmental exploitation in terms of
individuals and nations. We shall
develop a broader worldview and
have a deeper understanding of how
the global system works.
CRIME & SOCIAL CONTROL
387-258-AB (3.0.3)
P: 387-100-AB
What exactly is a ‘crime’? Has society
entered a period of escalating or
decreasing violence and public disorder? What should be done to calm a
40
public’s growing sense of insecurity
and vulnerability? Do different cultures
vary greatly in their attitudes toward
crime prevention? Can we expect our
criminal justice system to be both fair
and effective? To approach questions
like these, the course examines the
nature of crime (i.e. murder, sexual
assault, prostitution, drug abuse, organized crime and business crime) and the
various means, from policing and
imprisonment to prevention, community safety and restorative justice,
which have been designed to control
and respond to crimes. This course is
suggested for students who are considering careers in Criminology, Police
Sciences, Law, Social Work and other
related fields of study.
SOCIAL PROBLEMS
387-259-AB (3.0.3)
P: 387-100-AB
Learning about social problems can
be a highly rewarding experience for
the students. Although we live in difficult and challenging times, a social
problems course can provide a way to
develop critical thinking and teach
the student how to apply sociological
concepts and perspectives to analyze
specific social problems such as violence, abuse, drug addictions, crime,
terrorism, war, and other pressing
social problems. To the students taking this course, welcome to an innovative examination of social problems,
their impact on our society and our
everyday lives - one of the most stimulating and interesting fields of study
in sociology.
SOCIOLOGY OF CYBERSPACE
387-260-AB (3.0.3)
P: 387-100-AB
Sociologists have long been interested
in the ways in which culture and
media impact social life. This course
focuses on one aspect of the media:
Cyberspace. Students will examine
Cyberspace and the Internet from a
Sociological perspective while exploring the social implications of this technology. This exploration will lead to
many areas of interest including identity and community; online gaming;
pornography; hate online; journalism
and blogging; censorship and privacy.
Throughout these explorations we
shall bring with us our inquiring minds
and our sociological perspective.
DOUBLE DEC (200.12) SCIENCE AND SOCIAL SCIENCE
This new, 3-year program is for the mature student who enjoys both the Sciences and Social Sciences.
Rather than having to choose between the two, it allows the student to study a broad base of subjects
from math and chemistry to history and psychology. The courses offered are the same as in the regular
programs so they are no more difficult. But the student has the benefit of having to take only 6 courses
per semester instead of 7 or 8.
Admission Requirements/Conditions:
Mathematics 536*
Chemistry 534*
Physics 534*
Students considering transferring into this program in the second semester should consult an
Academic Advisor.
*Student must achieve a 70% average.
University Prospects:
Most universities encourage a diverse study background and therefore look favourably on this program.
Students who complete the Double Dec will have the necessary pre-requisites for university.
For information on course selection and diploma requirements, please see the individual Science and
Social Science program brochures and course listings in this Calendar.
SCIENCE AND SOCIAL SCIENCE
PROGRAM PLANNER 3 YEAR PROGRAM
FALL 2007 OR LATER
FIRST SEMESTER
SECOND SEMESTER
ENGLISH
603-
ENGLISH
109-
PHYSICAL EDUCATION
345-
HUMANITIES
201-NYA-05 Mathematics: Calculus I
201-NYB-05 Mathematics: Calculus II
202-NYB-05 Chemistry of Solutions
202-NYA-05 General Chemistry
330-910-AB
Western Civilization
350-102-AB
Introduction to Psychology
___-___
Level 1 Social Science course
___-___
Level 1 Social Science course
603-
ENGLISH
603-
ENGLISH
345-
HUMANITIES
602-
FRENCH
109-
PHYSICAL EDUCATION
THIRD SEMESTER
FOURTH SEMESTER
201-NYC-05 Mathematics: Linear Algebra
101-NYA-05 Biology: General Biology I
203-NYA-05 Physics: Mechanics
203-NYB-05 Physics: Electricity & Magnetism
383-920-AB
Macroeconomics
360-300-RE
Quantitative Methods in Social Science
___-___
Level 2 Social Science course
602-
FRENCH
345-
HUMANITIES
109-
PHYSICAL EDUCATION
203-NYC-05 Physics: Waves Optics & Modern Physics
300-301-AB
Integration in the Social Sciences
300-300-AB
Social Science Research Methods
___-___
Science Option Course
___-___
Science Option Course
___-___
Science Option Course
___-___
Level 2 Social Science course
___-___
Level 2 Social Science course
FIFTH SEMESTER
SIXTH SEMESTER
41
PRE-UNIVERSITY PROGRAMS
603-
CREATIVE ARTS, LITERATURE AND
LANGUAGES PROGRAM (500.A1) C.A.L.L.
Graduates of the John Abbott Creative Arts, Literature and Languages Program will be prepared to
enter university studies in fields related to the arts, including education, humanities, law, and liberal
arts. This preparation will comprise both a general education and knowledge and skills specific to
various disciplines within the Creative Arts, Literature and Languages Program.
Education
English
Political Science
Religious Studies
Communication
Comparative Literature
Media Arts
Cinema
Law
Broadcasting
Journalism
Art History
History
Philosophy
Visual Arts
Woman Studies
Liberal Arts
Foreign Languages
Creative Writing
Native American Studies
Art Education
Public Relations
C.A.L.L.
s
to
tion
ca
Path
Creative Arts,
Literature and
Languages
Yo u r E d u
CREATIVE ARTS, LITERATURE AND LANGUAGES PROGRAM
PATHS TO YOUR CAREER
Students will have developed the following:
• A sense of the historical and contemporary role of the
arts and/ or languages in the local, national and world
communities
• A scholarly respect for, and a foundation knowledge of
creative human enterprise
• An multidisciplinary integration of the knowledge and
skills acquired throughout the program
• A critical and analytical approach to knowing about the
arts and/ or the learning of foreign languages
• An orderly work method in research and in the
presentation of ideas
• An understanding of cultural institutions and their place
in society
• A commitment to ongoing personal development and an
enthusiasm to know and learn more
• Experience in the creative use of various tools and
techniques of production in the arts and/or languages
For further information about the Creative Arts, Literature and
Languages Program entrance requirements or prerequisites,
please contact the John Abbott College Admission Office,
local 5355, 5361, 5358.
• An understanding and appreciation of the socio-cultural
implications of the arts and /or languages
42
N.B.:
Graduates from any of the Creative Arts, Literature
and Languages profiles will receive a diploma in
Creative Arts, Literature and Languages regardless
of the profile chosen.
THEATRE ARTS (500.67)
The Theatre Arts profile is for students who wish to focus
on studies in Theatre while also taking other production
courses. Students in this profile will focus on developing
and cultivating theatre skills through practical application in
the form of an audience attended production in weeks 9
and 10 of each semester. Students in Theatre will be asked
to stay late at least one night a week for rehearsal and
upwards of six nights during the production period (since
the shows are at night).
NOTE: Students are advised to consult with an Academic
Advisor to learn how to build university entrance
requirements into their program of study.
The Creative Arts Literature and Languages Program at John
Abbott College is the study of all aspects of human creativity from many different perspectives. In addition to the compulsory foundation courses in the Universe of the Arts 1, 2,
and 3 and the concluding Integrating Seminar, students
choose production courses in fields such as animation,
filmmaking, digital media, darkroom and digital photography,
radio and television, video production, creative writing,
journalism, foreign languages, painting and drawing,
and theatre.
LANGUAGES (500.57)
The Languages profile offers students new ways of understanding the world through the study of other languages,
cultures and literature. In addition to the compulsory foundation courses in the Universe of the Arts 1, 2, and 3,
which all students in the Creative Arts, Literature and
Languages Program take together, students in the Languages
profile focus on the intensive study of two foreign languages
chosen from German, Italian and Spanish. Students will
also take a bilingual course in linguistics / history of languages, and a course in French on art and culture that
builds upon the knowledge attained in the Universe of the
Arts courses. Students in Languages will conclude with a
bilingual course in Integrating Seminar.
Students in this option choose cultural studies courses from
disciplines such as art history, dramaturgy, film studies,
literature, media studies, philosophy, and religion,
history of languages.
Graduates from the Languages profile have developed the
four basic skills invaluable for success in university, speaking, listening, reading and writing as well as a critical analysis and understanding of languages as the fundamental
vehicle of all human experience.
ARTS AND CULTURE (500.47)
The Arts and Culture profile gives students the opportunity
to continue their studies in the arts begun in the Universe
of the Arts courses. Students in this profile can choose
ANY of the courses offered in the cultural studies and
production courses.
ARTS AND CULTURE WITH LANGUAGES (500.48)
Media Arts
This profile is for the students who want to learn a foreign
language and pursue the study of the arts with the same
flexibility of choice as in the Arts and Culture profile.
Languages
MEDIA ARTS (500.27)
This Media profile is designed for those students who want
to focus their studies on learning the practical skills of different media and to explore their own creativity. Students in
this profile must take 2 of their cultural studies course in
Film Studies and/or Media Studies and six of their production courses in Media: animation, filmmaking, digital
media, darkroom and digital photography, radio and television and video production.
Arts and
Culture
Universe of the Arts
I, II, III
Integrating Seminar
Arts and
Culture with
Languages
43
Theatre Arts
PRE-UNIVERSITY PROGRAMS
This program’s greatest advantage is the breadth and depth
of skills, knowledge and experience students acquire.
Graduates gain invaluable skills for university in critical
analysis and understanding of the arts, in research and production of creative projects and in the cohesive presentation of ideas. There are five profiles in the Creative Arts,
Literature and Languages (C.A.L.L.) program.
CREATIVE ARTS, LITERATURE AND LANGUAGES PLANNER
MEDIA ARTS (500.27), ARTS & CULTURE
(500.47), AND THEATRE (500.67) PROFILES
ARTS & CULTURE (WITH LANGUAGES) PROFILE
(500.48)
FIRST SEMESTER
603-
ENGLISH
602-
FRENCH
345-
HUMANITIES
502-UA1
Universe of the Arts I
___-___
Cultural Studies Course
___-____
Production Course
___-____
Production Course
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
345-
HUMANITIES
109-
PHYSICAL EDUCATION
___-___
Complementary Course
502-UA2
Universe of the Arts II
___-___
Cultural Studies Course
___-___
Production Course
___-___
Production Course
603-
ENGLISH
602-
FRENCH
345-
HUMANITIES
109-
PHYSICAL EDUCATION
Universe of the Arts III
___-___
Production Course
___-___
Production Course
ENGLISH
109-
PHYSICAL EDUCATION
___-___
Complementary Course
___-___
Integrating Seminar (Profile)
___-___
Cultural Studies Course
___-___
Production Course
___-___
Production Course
502-UA1
___-___
___-___
___-___
or
___-____
___-____
Universe of the Arts I
Cultural Studies Course
Language Course I (Introductory)
Language Course II (Introductory)
Production Course
Production Course
603345109___-___
ENGLISH
HUMANITIES
PHYSICAL EDUCATION
Complementary Course
502-UA2
___-___
___-___
___-___
or
___-___
___-___
Universe of the Arts II
Cultural Studies Course
Language Course III (Advanced)
Language Course IV (Advanced)
603602345109-
ENGLISH
FRENCH
HUMANITIES
PHYSICAL EDUCATION
502-UA3
___-___
___-___
or
___-___
___-___
Universe of the Arts III
Language Course I (Introductory)
Language Course II (Introductory)
603109___-___
ENGLISH
PHYSICAL EDUCATION
Complementary Course
___-___
___-___
___-___
___-___
or
___-___
___-___
Cultural Studies Course
Integrating Seminar (Profile)
Language Course III (Advanced)
Language Course IV (Advanced)
Production Course
Production Course
THIRD SEMESTER
FOURTH SEMESTER
603-
ENGLISH
FRENCH
HUMANITIES
SECOND SEMESTER
THIRD SEMESTER
502-UA3
603602345-
Production Course
Production Course
FOURTH SEMESTER
44
Production Course
Production Course
CREATIVE ARTS, LITERATURE AND LANGUAGES PLANNER
ARTS & CULTURE PROFILE (500.47)
LANGUAGES PROFILE (500.57)
FALL 2007 OR LATER
To graduate with an Arts & Culture profile, students can
take any combination of elective courses, ending with the
Arts & Culture Integrating Seminar (502-CAG-AB)
FIRST SEMESTER
603-
ENGLISH
602-
FRENCH
345-
HUMANITIES
502-UA1-AB
Universe of the Arts I
602-DCA-04
Linguistics
ARTS & CULTURE (WITH LANGUAGES)
PROFILE (500.48)
Students in the Arts & Culture with Languages profile may
choose Language I & II in their 1st or 3rd semester OR
may choose Language III & IV in their 2nd or 4th semester
(providing the student has been exempted from the
Language I & II courses).
AND ONE OF THE FOLLOWING
607-SP1/SP2-AB
Spanish I & II
608-TL1/TL2-AB
Italian I & II
609-GR1/GR2-AB
German I & II
603-
ENGLISH
602-
FRENCH
109-
PHYSICAL EDUCATION
___-___
Complementary Course
502-UA2-AB
Universe of the Arts II
All language courses are offered in an intensive format and
students may ONLY choose one of the groupings
(German, Italian, or Spanish) at levels I & II. Students who
enter the program with previous knowledge of a foreign
language may be allowed to begin at a higher level (levels
III & IV). Please contact an Academic Advisor or Chair of
the Foreign Languages Department for evaluation.
SECOND SEMESTER
MEDIA ARTS PROFILE (500.27)
607-SP3/SP4-AB
Spanish III & IV
608-TL3/TL4-AB
Italian III & IV
609-GR3/GR4-AB
German III & IV
603-
ENGLISH
345-
HUMANITIES
109-
PHYSICAL EDUCATION
THIRD SEMESTER
502-UA3-AB
Universe of the Arts III
602-DCB-04
Research into Arts & Culture
THEATRE PROFILE (500.67)
To graduate with an Theatre Arts profile, students must
take 2 cultural studies courses from the Theatre Arts list
and 5 production courses from the Theatre Arts list.
Students must take their Integrating Seminar in Theatre
Arts (530-CAT-AB)
AND ONE OF THE FOLLOWING
607-SP1/SP2-AB
Spanish I & II
608-TL1/TL2-AB
Italian I & II
609-GR1/GR2-AB
German I & II
603-
ENGLISH
345-
HUMANITIES
109-
PHYSICAL EDUCATION
___-___
Complementary Course
502-DCK-04
Integrating Seminar
LANGUAGES PROFILE (500.57)
Students who enter the program with previous knowledge
of a foreign language may be allowed to begin at a higher
level – please contact an Academic Advisor for evaluation.
The Languages Profile (500.57) of the C.A.L.L. Program
offers three foreign languages, German, Italian and
Spanish taught in an intensive format.
FOURTH SEMESTER
Students will take a double credit elementary course in
their first foreign language in the first semester, followed by
a double credit intermediate course in the second semester.
This process will be repeated in the second year with a
second foreign language. Students in their graduating
semester must take the Languages Integrating Seminar
(502-DCK-AB)
AND ONE OF THE FOLLOWING
607-SP3/SP4-AB
Spanish III & IV
608-TL3/TL4-AB
Italian III & IV
609-GR3/GR4-AB
German III & IV
The aim of the Foreign Languages courses is for the student to achieve a satisfactory command and appreciation
of the studied language.
45
PRE-UNIVERSITY PROGRAMS
To graduate with a Media Arts profile, students must take 2
cultural studies courses from the Media Arts list and 6 production courses from the Media Arts list. Students must
take their Integrating Seminar in Media Arts (530-CAM-AB)
AND ONE OF THE FOLLOWING
COURSE LIST (CREATIVE ARTS, CREATIVE ARTS, LITERATURE AND LANGUAGES)
UNIVERSE OF THE ARTS (01D0/01D1) (COMPULSORY)
502-UA1
Universe of the Arts I
502-UA2
Universe of the Arts II
502-UA3
Universe of the Arts III
INTEGRATING SEMINAR IN CREATIVE ARTS (01D2) (COMPULSORY)
(CHOSEN ACCORDING TO PROFILE, SEE BELOW)
502-CAG
502-CAL
502-DCK
530-CAM
560-CAT
Integrating Seminar in Arts & Culture
Integrating Seminar in Arts & Culture (w/Languages)
Integrating Seminar in Languages
Integrating Seminar in Media Arts
Integrating Seminar in Theatre Arts
LIST 1
CULTURAL STUDIES COURSE LIST (CHOICE OF 3 )
ARTS & CULTURE
MEDIA ARTS
THEATRE ARTS
340-PHL
Philosophy: Culture & the
Construction of Reality
530-FSA
Film as Art
560-TWD
Theatre Workshop: Dramaturgy
530-FSB
Advance Film Studies
560-TWG
Theatre Workshop: Genres
340-PHA
Philosophy of Art and Aesthetics
530-MSA
Media & Culture
340-PHC
Philosophy of Communication
530-MSB
Advanced Media Studies
370-REL
World Religions
602-DCA
Languages of the World/
Langues du Monde
520-AHA
Art History: Modernism & Post
Modernism
602-DCB
Recherche en Arts & Lettres
603-LTR
LANGUAGES
* These courses are only for language students
Exploring Literature
LIST 2
PRODUCTION COURSE LIST (CHOICE OF 8)
ARTS & CULTURE
MEDIA ARTS
THEATRE ARTS
LANGUAGES
* (see profile restrictions)
340-PHQ Philosophical
Questioning
530-DM1 Digital Media I
510-PD1
Painting and Drawing I
530-AN1
Animation I
510-PD2
Painting and Drawing II
530-DM2 Digital Media II
530-AN2
Animation II
603-CWA Creative Writing A
530-FM1
Filmmaking I
603-CWB Creative Writing B
530-FM2
Filmmaking II
603-JR1
Journalism I
585-DK1
603-JR2
Journalism II
Darkroom
Photography I
603-SWA Script Writing
585-DK2
603-SGN Signs in Film, Fine Arts
and Pop Culture
Darkroom
Photography II
585-DP1
Digital Photography I
585-DP2
Digital Photography II
585-RD1
Radio I
585-RD2
Radio II
585-VP1
Video Production I
585-VP2
Video Production II
560-TWT Theatre Workshop:
Techniques
607-SP1/607-SP2
607-SP3/607-SP4
Spanish III & IV
560-TW1 Theatre Workshop:
Production I
608-TL1/608-TL2
Italian I & II
560-TW2 Theatre Workshop:
Production II
608-TL3/608-TL4
Italian III & IV
609-GR1/609-GR2 German I & II
560-TW3 Theatre Workshop:
Production III
Spanish I & II
609-GR3/609-GR4 German III & IV
560-TW4 Theatre Workshop:
Production IV
585-WMA Screenwriting
585-WMB Writing for the Media
PROFILE LIST (W / REQUIREMENTS)
PROFILE
REQUIRED COURSES
INTEGRATING SEMINAR
Arts & Culture
(REMAINING COURSES CAN BE CHOSEN FREELY)
Any combination of courses (excluding Languages)
502-CAG
Arts & Culture (w/ Languages)
Any combination of courses + 1 grouped Language
502-CAL
Media Arts
2 Media courses from List 1 + 6 Media from List 2
530-CAM
Theatre Arts
2 Theatre courses from List 1 + 5 Theatre from List 2
560-CAT
Languages
2 Language courses from List 1* + 8 Languages
from List 2
502-DCK
46
UNIVERSE OF THE ARTS I, II, III
The Universe of the Arts courses are required courses for both the Creative Arts and Languages
Options. You must pass I & II to register for III.
Universe of the Arts I, II, III is a three-semester introduction to the major artistic and literary currents in
the world, over time. Universe also introduces students to cultural institutions. Courses will include
lectures, audio-visual presentations, guest artists, and outings to cultural events. Some events will be
on-campus while others will be off-campus and outside of class time.
UNIVERSE OF THE ARTS I: FROM CAVE ART TO MICHELANGELO’S SISTINE CHAPEL
502-UA1-AB (3.0.3)
TRAVEL FEE: $10
UNIVERSE OF THE ARTS II: FROM LUTHER AND COLUMBUS TO VAN GOGH
502-UA2-AB (3.0.3)
TRAVEL FEE: $20
UNIVERSE OF THE ARTS III: THE 20TH CENTURY AND BEYOND
502-UA3-AB (3.0.3)
TRAVEL FEE: $30
List 1 - Cultural Studies Courses
Cultural studies courses are about culture and civilization, about mass media
and contemporary visual culture, and
about art and technology.
ARTS & CULTURE
PHILOSOPHY:
CULTURE AND THE
CONSTRUCTION OF REALITY
340-PHL-AB (3.0.3)
Culture and civilization are to be
understood as the contested and fluid
realm of meaning expressed in the
various ways human beings attempt
to make sense of the world they
inhabit. We’ll examine our collective
and individual experience as symbol
makers and symbol consumers.
PHILOSOPHY OF ART &
AESTHETICS
340-PHA-AB (3.0.3)
Oscar Wilde observed that “we know
the price of everything and the value
of nothing.” And yet, people make
and enjoy art and seek and respond
to beauty. We will explore the changing nature, value and meaning of art
and beauty, by means of readings,
outings, films and “show and tell.”
This course connects the student’s
experience of the creative process
with the presentation of the arts to an
intended audience. Students will
explore practices related to the dissemination of a variety of contemporary art forms. The twentieth century
began with the awareness that language is central to philosophy; it
ended with an appreciation that the
many media have added new complexities to the human project.
WORLD RELIGIONS
370-REL-AB (3.0.3)
From a world full of spirits to a world
without spirit (animism and atheism)
and everything in between, this
course explores the myriad expressions of belief through the stories
humans have told one another.
These stories have always been a rich
source of inspiration to the arts.
ART HISTORY: MODERNISM TO
POST MODERNISM
520-AHA-AB (3.0.3)
Twentieth century was full of provocative and challenging ideas about art.
Are aesthetic value and meaning of
art socially constructed or they are
simply the product of a particular historical moment and culture? Why did
47
artists want to destroy traditional
notions about fine art? Class activity
will focus on discussion of specific
artists, movements, and artworks from
a variety of viewpoints.
EXPLORING LITERATURE
603-LTR-AB-01 (3.0.3)
Dramatic Literature has always played
a major role in culture and civilization. This course will look at the ways
in which literature, especially the dramatic arts, has been created, spread,
and interpreted. How does it mean?
What does it produce? What effect
do plays, movies, entertainment, and
especially the scripts that make them
possible, have on us and our world?
This course will emphasize engaged
reading, polished writing, and dramatic presentations.
Reading about the link between theatre and film and our world, as well
as experiencing that world as performers, readers, and critics, are an
integral part of the course.
MEDIA ARTS
INTRO TO FILM AS ART
530-FSA-AB (3.0.3)
This course is an in depth study of
film as an art form covering a number
of critical approaches and films over a
period of film history.
PRE-UNIVERSITY PROGRAMS
Not all courses are offered each semester.
Please consult the Schedule of Classes
booklet.
PHILOSOPHY OF
COMMUNICATIONS
340-PHC-AB (3.0.3)
ADVANCED TOPICS IN FILM
(ASIAN CINEMA)
530 FSB-AB (3.0.3)
This course focuses on one aspect of
the world of film. This term we will
be studying films from Hong Kong,
mainland China, Korea and Japan.
VISUAL CULTURE &
COMMUNICATION
530-MSA-AB (3.0.3)
This course examines the complex
relationship between art, media, ideology, knowledge, and power. Skills of
critical analysis will be developed by
gaining an understanding of how various forms of media work formally and
stylistically. The course will teach students to analyze various forms of
media, understanding how television
and the press shape public opinion,
and how to locate various forms of
media within their economic, social
and cultural contexts.
ADVANCED TOPICS IN MEDIA
530-MSB-AB (3.0.3)
This course will examine the speed
with which the twentieth century created an electronically linked planet.
From community radio to blogs, students will be introduced to the practices of New Media in art and society.
THEATRE
THEATRE WORKSHOP:
DRAMATURGY
560-TWD-AB (3.0.3)
“All the world’s a stage...” Truer words
have never been uttered. In the
Dramaturgy course students will
embark on a journey of discovery
through analysis and criticism of a
chosen theatrical text. Students will
uncover the secrets of the playwright
and unleash them on an audience.
There are no prerequisites for this
course.
THEATRE WORKSHOP: GENRES
560-TWG-AB (3.0.3)
In the Genres course students will
learn techniques of reading and
understanding theatrical texts using
different methods of discernment.
These methods include (but are not
limited to): analysis of themes and
character archetypes, comparison to
other theatrical texts of the same ilk
and placing the text in an historical
and cultural context. They will then
transfer these insights into a practical
expression of understanding. There
are no prerequisites for this course.
LANGUAGES
These courses are only offered for
students in Languages (500.57)
LINGUISTICS:
LANGUAGES OF THE WORLD
LES LANGUES DU MONDE
602-DCA-03 (2.2.2)
Ce cours bilingue vise l’acquisition de
notions de base en linguistique telles
que les différentes familles de
langues, la phonétique, etc. ainsi que
la connaissance de différentes langues
du monde dans leur contexte géographique et socio-culturel. Au cours
de la session, après un survol de certaines notions linguistiques, les étudiants verront une dizaine de langues
plus en profondeur.
In this course, students will acquire
basic ideas of linguistics, such as language groupings, phonetics, etc., as
well as study basics of the various
world languages seen from a geographic and socio- cultural oint of
view. Throughout the semester, after
an overview of certain linguistic principles, students will be exposed in
more depth to about ten different
languages.
RECHERCHE EN ARTS
ET CULTURES
602-DCB-03 (2.2.2)
Recherche en Arts et Cultures est un
cours de 2e année offert en français
aux étudiants du profil Langues.
À partir d’éléments de culture(s) de
diverses périodes, l’étudiant devra
démontrer sa capacité de réflexion,
d’analyse et de critique au moyen
d’une recherche. Ce cours est donné
en français mais les travaux peuvent
être rédigés en français ou en anglais.
List 2 – Production Courses
Not all courses are offered each
semester. Please consult the
Schedule of Classes booklet.
express their ideas. Attention is
placed on the relationship between
the language of the medium and its
significance.
ARTS & CULTURE
PHILOSOPHICAL QUESTIONING
340-PHQ-AB (1.2.2)
Philosophy questions basic principles,
assumptions, and prejudices. Why are
we here? Is there a God? What is the
good life? Students are encouraged to
seek their own answers to the big
questions in the context of familiarity
with thoughts of previous seekers.
Accordingly, students learn the techniques of sound thinking and argumentation and produce philosophical
work based on these techniques.
PAINTING AND DRAWING I
510-PD1-AB (1.2.2)
This is a hands-on introductory studio
course directed towards the creative
process and visual thinking. We will
be producing work every class and
developing an understanding of how
visual artists work. In direct relation to
creating your own work, we will also
focus on how we see, how we are
influenced by what we see and how
this experience can be transformed
into a pictorial organization.
PAINTING AND DRAWING II
510-PD2-AB (1.2.2)
This advanced course is a continuation of the skills and ideas acquired in
Painting and Drawing I.
CREATIVE WRITING A:
THE ART & CRAFT OF WRITING
603-CWA-AB (1.2.2)
The course introduces students to the
art and craft and tools of creative
writing. The course will introduce students to the different genres: poetry,
prose, and creative-non-fiction and
the different aspects of these genres.
A workshop format is used to give
each student ample opportunity to
critique and be critiqued. Guest writers will talk about their work and
process and lead workshops.
Please note that all level II courses
have prerequisites UNLESS OTHERWISE INDICATED.
CREATIVE WRITING B
VISIONS AND REVISIONS
603-CWB-AB (1.2.2)
The production courses are ‘handson’ courses. Students learn the tools
and techniques of various mediums
and creatively produce projects that
This course builds on skills acquired
in Introduction to Creative Writing
and hones them. Emphasis will be on
writing and the creation and or com-
48
pletion of a manuscript. A workshop
format is used to give each student
ample opportunity to critique and be
critiqued. Guest writers will talk about
their work and process and lead
workshops.
There are no prerequisites for this
course.
JOURNALISM I
603-JR1-AB (1.2.2)
Introduction to Print Journalism:
Who? What? Where? When? Why?
This course introduces students to the
challenging world of journalism.
Students will look at the techniques of
journalism: from interviewing, to fact
checking, to writing. S/he will also be
introduced ideas about journalism-the
ethical, the legal and political aspects.
JOURNALISM II:
HOLD THE PRESSES
603-JR2-AB (1.2.2)
SCRIPT WRITING
603-SWA-AB (1.2.2)
Although scriptwriting uses the same
language as literary writing, it is dramatically different. This course
explores the basic craft of writing
short scripts. In this course students
will learn how to write a piece of dramatic literature that is meant to be
performed either on the stage or on
the street. Through a mix of lecture,
discussion, and writing exercises, students will be guided through the entire
writing process from page to stage.
FILMMAKING II
530-FM2-AB (1.2.2)
This course will provide a further
exploration of the tools and working
methods previously introduced in
Digital Media I. It is designed to teach
the skills necessary to work with different software and technical tools in
conjunction in the production of digital media projects.
This advanced film production course
will build on the technical skills and
the aesthetic ideas learned in
Filmmaking 1. Students will explore
the creative potential of film production techniques in making a work of
art. We will consider different methods of storytelling and communicating
ideas, as well as traditional cinematic
techniques (lighting, mise-en-scene,
continuity, editing, etc.).
Students will produce a body of work
integrating different media.
They will experiment and further
develop their knowledge of software
applications specific to digital imaging
(Photoshop CS3), digital sound
(Audacity) and interactivity
(Dreamweaver CS3). The emphasis
will be on learning to recognize the
nature of signs particular to digital
media; its language, aesthetic forms,
technical protocols and ways of working (process).
ANIMATION I
530-AN1-AB (1.2.2)
This course helps students develop a
sense of film animation using frameby-frame exposure. A wide range of
animation techniques is introduced
including scratch film, sand animation, pixilation, cell animation, clay
animation, and flip books. Besides
completing class exercises, students
will produce one animated film based
on one of the techniques introduced
in class.
ANIMATION II
530-AN2-AB (1.2.2)
The course will build on the skills
learned in Animation 1 as well as
introduce new techniques of animation. The use of the computer to create animations will be explored.
MEDIA ARTS
DIGITAL MEDIA I
530-DM1-AB (1.2.2)
This course introduces students to the
use of computers in the field of digital
multimedia. Digital imaging
(Photoshop), digital sound (Audacity),
interactivity, web design and hypertext (Dreamweaver) are among the
topics and software that will be covered during the course of the semester.
This course is recommended for students who intend to take advanced
media course in subsequent semesters.
FILMMAKING I
530-FM1-AB (1.2.2)
This course in basic filmmaking techniques covers scripting, lighting,
shooting and editing, using video as
the production medium.
Class meetings consist of lectures on
the aesthetics of film form, demonstrations, screenings and practical
exercises. Students are required to
participate in group projects, prepare
written film outlines and scripts, and
complete two short films.
49
DARKROOM PHOTOGRAPHY I
585-DK1-AB (1.2.2)
This is a course in black and white
35mm.photography. In it students
learn the tools and techniques of
camera functions, film exposure and
development and fine printing. They
are introduced to the aesthetics of the
black and white photographic tradition as well as to contemporary issues
addressed by artists using this medium. Students work on technical exercises and create a final portfolio that
demonstrates technical proficiency
and expresses the student’s developing artistic vision.
DARKROOM PHOTOGRAPHY II
585-DK2-AB (1.2.2)
The purpose of this course is to provide
a framework for students to pursue
their photographic practice at an intermediate level. Through a brief written
proposal, in which they are encouraged
to explore aesthetic and theoretical
concepts, students define a project that
is content-driven. They are introduced
to advanced and alternative technical
components. They develop a photographic language and learn from the
work of other contemporary artists as
well as that of their peers. Students
must produce a final portfolio that is a
coherent body of work.
Please note: Students registering for
Darkroom Photography 1 and
Darkroom Photography 2 must have
a couple of hours available on either
Wednesday or Friday between 9:30
a.m. to 4 p.m. to work in the darkroom on their assignments. Course
cost is $100.00 for materials and
$60.00 for camera rental.
DIGITAL PHOTOGRAPHY I
585-DP1-AB (1.2.2)
In this course students will learn the
basic techniques of digital photography, cameras and computer image
manipulation. The tools, techniques
PRE-UNIVERSITY PROGRAMS
This course builds on skills acquired in
Introduction to Print Journalism and
develops them. Publishing skills and
techniques are introduced at this level.
In groups, students will put a simulated magazine/newspaper to bed.
DIGITAL MEDIA 2
530-DM2-AB (1.2.2)
and aesthetics of digital photography
as an art form in the 21st century are
the focus of this course.
Classes will be divided between lectures, photo sessions and hands on
computer-lab work. Students are
expected to work on technical exercises and produce a final portfolio
that demonstrates technical proficiency and expresses the student’s developing artistic vision.
DIGITAL PHOTOGRAPHY II
585-DP2-AB (1.2.2)
This is a second level course for students who have already acquired the
basic techniques of digital photography. The aim of this course is to further develop students’ technical skills
through the realization of an individual project. This will entail creating a
proposal, evaluating the production
requirements and developing the necessary technical knowledge.
RADIO I
585-RD1-AB (1.2.2)
This course examines radio as a form
of verbal and cultural communication.
Students prepare radio documentaries, interviews, reviews and commentaries.
RADIO II BROADCAST
JOURNALISM
585-RD2-AB (1.2.2)
This course is designed to teach students the skills of reporting, writing,
and editing for Broadcast Media:
Radio and Television.
VIDEO PRODUCTION I
585-VP1-AB (1.2.2)
An introduction to the principles and
techniques of television production,
this course familiarizes students with
the operation of studio and on-location video equipment. Various video
genres will be explored. Students will
produce material containing interviews, news, entertainment and sporting events.
VIDEO PRODUCTION II
585-VP2-AB (1.2.2)
This course will build on skills
acquired in the Intro to Video production course by introducing students to pre- and post-production
procedures used in news/documentary style production. Students will
produce material using both studio
and field techniques in the lab component of every class. The main emphasis
of this course will be on the creation of
a technically polished and interesting
video news magazine broadcast.
WRITING FOR FILM, RADIO,
AND TELEVISION
585-WM1-AB (1.2.2)
Although writing for the media uses
the same language as literary writing,
it is dramatically different. Writing for
film focuses on the visual, for television, on the episodic and short format, and for radio, on the aural. This
course explores the basic craft of writing short scripts for these media.
THEATRE
Students registering for these courses
must be available on Thursday
evenings and on weeknights as well as
weekend during rehearsals and performances.
THEATRE WORKSHOP:
TECHNIQUES
560-TWT-AB (1.2.2)
Theatre Workshop is designed primarily as an introduction to practical theatre through participation in actual
theatre productions. In this “techniques” course students will be introduced to the basic techniques of
acting, stagecraft, costuming and publicity/box office that are appropriate
to various types of theatre.
THEATRE WORKSHOP:
PRODUCTION I
560-TW1-AB (1.2.2)
Theatre Workshop: Production courses
focus on the acquisition of vital skills
and aptitudes in the theatrical milieu.
Through their participation in the creation of a theatrical production (from
auditions through final performance),
students will become increasingly
familiar with the world of theatre.
THEATRE WORKSHOP:
PRODUCTION 2
560-TW2-AB (1.2.2)
Theatre Workshop: Production courses focus on the acquisition of vital
skills and aptitudes in the theatrical
milieu. Through their participation in
the creation of a theatrical production
(from auditions through final performance), students will become increasingly familiar with the world of theatre.
50
THEATRE WORKSHOP:
PRODUCTION 3
560-TW3-AB (1.2.2)
Theatre Workshop: Production courses
focus on the acquisition of vital skills
and aptitudes in the theatrical milieu.
Through their participation in the creation of a theatrical production (from
auditions through final performance),
students will become increasingly
familiar with the world of theatre.
THEATRE WORKSHOP:
PRODUCTION 4
560-TW4-AB (1.2.2)
Theatre Workshop: Production courses focus on the acquisition of vital
skills and aptitudes in the theatrical
milieu. Through their participation in
the creation of a theatrical production
(from auditions through final performance), students will become increasingly familiar with the world of theatre.
There are no prerequisites for this
course.
LANGUAGES
Students in Arts & Culture with
Languages(500.48) may enrol in any
one of the following grouped languages.
Students in Languages (500.57) enrol in
any two elementary and intermediate
grouped languages courses sequentially.
Please note that these language courses
may also be offered as separate complementary courses. Students may
enroll in the course either for the first
half of the semester or the second half.
*For further information, please contact an Academic Advisor or the
Chair of the Foreign Languages
department
SPANISH I AND II
607-SP1-AB (1.2.3) AND
607-SP2-AB (1.2.3)
These courses are for students with
little or no knowledge of Spanish.
Beginners’ courses focus on the
acquisition of the basic grammatical
structures of the language while
emphasizing the development of
aural and reading comprehension as
well as oral and written expression.
Students will also acquire information
about the geography, cultures and linguistics variations within the Spanishspeaking world.
SPANISH III AND IV
607-SP3-AB (1.2.3) AND
607-SP4-AB (1.2.3)
Intermediate courses emphasize the
acquisition of a good overall sense
and understanding of grammatical
structures and the development of linguistic and communicative competence through the integrated practice
of aural and reading comprehension
and oral and written expression.
Students will also be introduced to
the reading and understanding of
short passages from selected literary
authors in the Spanish language.
NB: these courses are only offered in
the winter semester.
ITALIAN I AND II
608-TL1-AB (1.2.3) AND
608-TL2-AB (1.2.3)
These courses are for students with
no knowledge of Italian.
Beginners’ courses focus on the
acquisition of the basic grammatical
structures of the language and knowledge of its cultural component.
These courses are a continuation of
Italian I and II. These intermediate
courses will emphasize the acquisition
of a good understanding of grammatical structures, development of linguistic and communication competence as
well as thorough cultural knowledge.
NB: these courses are only offered in
the winter semester.
GERMAN I AND II
609-GR1-AB (1.2.3) AND
609-GR2-AB (1.2.3)
These courses are for students with
little or no knowledge of German.
Beginners’ courses focus on the
acquisition of the basic grammatical
structures of the language while
emphasizing the development of
aural and reading comprehension as
well as oral and written expression.
Students will also acquire information
about geography and cultures of the
German-speaking countries.
GERMAN III AND IV
609-GR3-AB (1.2.3) AND
609-GR4-AB (1.2.3)
Intermediate courses emphasize the
acquisition of an understanding of the
grammatical structures and the devel-
NB: these courses are only offered in
the winter semester.
ary currents, of some linguistic aspects
of the foreign languages and an
understanding of the socio-historical
background of the time period chosen. Students will be required to
show evidence of ability to do
research including using the computer
and research on the Internet as well
as the use of an audio and/or visual
element. The comprehensive assessment, which involves an oral presentation, will take place in this bilingual
seminar.
INTEGRATING SEMINAR
All graduating students will produce a
project in which they will connect and
apply the knowledge and skills they have
acquired in their studies. The topic of the
project will be of the student’s choosing
and it will be developed and produced
with faculty guidance.
The final form of projects might be written (scholarly or creative) or visual/aural
(photography, painting, radio, video,
installation, mixed media, sound, etc.) or
some combination of the two. Students
are expected to take part in an exhibition
of the finished projects at the end of the
semester.
INTEGRATING SEMINAR IN ARTS
AND CULTURE
502-CAG-AB (1.2.5)
INTEGRATING SEMINAR IN ARTS
AND CULTURE WITH
LANGUAGES
502-CAL-AB (1.2.3)
INTEGRATING SEMINAR IN
MEDIA ARTS
530-CAM-AB (1.2.5)
INTEGRATING SEMINAR IN
THEATRE ARTS
560-CAT-AB (1.2.5)
INTEGRATING SEMINAR IN
LANGUAGES
502-DCK-04 (2.2.2)
This course is only offered for students
in languages (500.57)
Students will be required to present a
research paper of several modules
consisting of a study of a time period
through various aspects studied in the
program, thereby demonstrating skills
acquired in the different courses of
the language profile. These various
aspects are: the foreign languages
studied, the study of the art and liter51
PRE-UNIVERSITY PROGRAMS
ITALIAN III AND IV
608-TL3-AB (1.2.3) AND
608-TL4-AB (1.2.3)
opment of linguistic and communicative competence through the integrated practice of aural and reading
comprehension and oral and written
expression. Students will be presented
with information on German culture.
They will also be introduced to
German literature through short literary selections.
FINE ARTS (510.A0)
PROGRAM OF STUDY
FALL 2001 OR LATER
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
109-
PHYSICAL EDUCATION
345-
HUMANITIES
109-
PHYSICAL EDUCATION
___-___
Complementary Course
510-DCA-03 2D Studio Foundation
510-DCD-03 Introduction to Print Media
510-DCB-03 3D Studio Foundation
510-DCG-03 2D Intermediate Studio Foundation (Painting & Drawing)
510-DCC-03 Introduction to Colour
510-DCH-03 3D Studio Foundation II
510-DCE-03 Electronic Media (2D & 3D)
520-DCK-03 Art History (Renaissance & Beyond)
520-DCF-03 Art History (Ancient & Medieval)
THIRD SEMESTER
FOURTH SEMESTER
603-
ENGLISH
603-
ENGLISH
602-
FRENCH
602-
FRENCH
345-
HUMANITIES
345-
HUMANITIES
510-DCJ-03
109-
PHYSICAL EDUCATION
___-___
Complementary Course
510-DCN-06 Printmaking & Photographic Methods
Intermedia Design
510-DCL-03 Advanced Painting
510-DCR-03 Advanced Projects in 3D
510-DCM-06 Intermedia Sculpture
510-DCS-06 Exhibition Project
510-DCQ-06 Advanced Projects in 2D
520-DCP-03 Art History (The Modern World)
Complementary courses: Please refer to the Schedule of Classes for rules/restrictions on complementary courses.
and techniques is fundamental to artistic expression. Studio
work is grounded in the creative and technical exploration of
drawing, painting, design, drafting, computer art, printmaking
and wood, metal and plaster sculpture. Art history forms
an integral part of the Fine Arts curriculum. Its connection with the studio courses is reinforced by field trips to
galleries and museums in Montreal and New York City.
The two-year Fine Arts program gives students a strong
foundation in the visual arts and prepares them for
further study in fine arts, art history or graphic design at university or art school. A DEC in Fine Arts is the first step
towards a variety of exciting careers.
The advent of computer technology has created virtually
unlimited employment opportunities in the profession
world-wide. As well as the traditional fields of professional
artist and art teacher, Fine Arts graduates now work in areas
such as industrial and graphic design, film and television
animation, medical illustration, art therapy, museum administration and art restoration. Some graduates combine
careers as professional artists with freelance work in illustration, writing about art or curating.
Students may be admitted to the Fine Arts Program in the
Winter semester with permission from the Department.
However, students should note that because of prerequisites on certain courses, an additional year will be required
to complete the program.
For further information about the Fine Arts Program, please
contact the Admissions Office, local 5355, 5361 or 5358;
or the Fine Arts Program Chairperson, local 5792.
Our faculty encourages a problem-solving approach to
assignments, believing that experimentation with materials
52
FINE ARTS
FIRST SEMESTER
2-D STUDIO FOUNDATION
510-DCA-03 (1.2.1)
This is a studio course. Its primary
objectives are to expose the students
to drawing materials, and concepts of
rendering and composition. A variety
of exercises will stimulate the students’ awareness of inter-media relationships.
3-D STUDIO FOUNDATION
510-DCB-03 (1.2.1)
This course is an introduction to studio practice as it relates to the development of 3-dimensional form.
Projects encourage an understanding
of the relationship between material,
process, and form. Projects will also
introduce students to shop practice
using machine and hand tools.
This is a studio course in which the
students will be introduced to the
theory of colour and the practice of
painting. Students will study the properties of colour in various media and
techniques.
ELECTRONIC MEDIA (2-D AND
3-D COMPUTER WORK)
510-DCE-03 (1.2.2)
An introduction to the use of computer technology in the creation of 2-D,
3-D, and virtual art works, with
emphasis on graphic design.
ART HISTORY – THE ANCIENT
AND MEDIEVAL WORLD
520-DCF-03 (3.0.3)
A survey of art from the ancient
Greek world through the Middle
Ages. The student will master artistic
vocabulary and learn how to discuss
and analyze artistic creation in architecture, sculpture and painting. The
importance of placing and understanding art in an historical context
will be the primary focus of the
course. It will also involve linking
Quebec expressions and institutions
with the European foundations.
THIRD SEMESTER
INTRODUCTION TO
PRINT MEDIA
510-DCD-03 (1.2.1)
INTERMEDIA DESIGN
510-DCJ-03 (1.2.1)
P: 510-DCD-03
This preparatory course will touch
upon the major aspects of printmaking processes. Students will integrate
pictorial experiences in painting and
drawing, and apply these various
facilities to basic printmaking methods. Emphasis will be on individual
and practical use of media. Students
will share their insights with others in
a group setting.
Students will enjoy a wide range and
depth of expression through the freedom of silkscreen printmaking
processes. Students will gain the
basic technical skills needed to produce a printed image. These methods of printmaking will aid the
student in interpretation, representation and observation, of the visible
world around them.
2-D INTERMEDIATE
STUDIO FOUNDATION
(PAINTING & DRAWING)
510-DCG-03 (1.2.1)
P: 510-DCA-03 &
510-DCC-03
This is a studio course in drawing and
painting. Various materials and techniques will introduce the students to
the interrelationship between painting
media and drawing exercises. Teacher
demonstrations and detailed explanations of techniques take place
throughout the semester.
3-D STUDIO FOUNDATION II
510-DCH-03 (1.2.1)
P: 510-DCB-03
This course is a continuation of procedures and materials explored in 3-D
Studio Foundation. The course examines the tools and procedures used in
the working of wood and metal and
the potential these materials hold for
the articulation of 3-dimensional form.
Students are introduced to artistic
concepts and issues as they relate to
3-dimensional form.
ART HISTORY –
RENAISSANCE AND BEYOND
520-DCK-03 (3.0.3)
A survey of art from the 14th through
the 17th Century (Renaissance
through the Baroque periods). This
course will focus on the recognition
of artistic styles, both National and
European, and the various mediums
of two and three-dimensional works.
As a partial requirement in this
course, the student will choose an
artwork from this period and link it to
the Quebec context.
53
ADVANCED PAINTING
510-DCL-03 (1.2.2)
P: 510-DCG-03
Students will expand their knowledge
of colour interaction and visual
organization, but with more emphasis placed on the development of a
personal approach to assigned projects. They will learn to critically analyze how personal ideas and
concepts on creativity may have
developed during the first year in the
program and how this knowledge
can be further explored but also
challenged in new work. Projects will
be geared toward exploring the wide
scope of possibilities in creative work
in general but particularly in respect
to working with colours.
INTERMEDIA SCULPTURE
510-DCM-06 (2.4.3)
P: 510-DCH-03
This course introduces the student to
basic principles in sculpture and
sculptural practices. Students will be
exposed to basic sculptural techniques and a variety of media.
Observational skills and insight into
aesthetic and formal concerns will be
emphasized. This course also introduces the student to the use of
preparatory drawing techniques in the
development of 3-dimensional form.
ADVANCED PROJECTS IN 2D
510-DCQ-06 (2.4.1)
P: 510-DCG-03 & 510-DCD-03
Advanced Projects in 2D concentrates
on two-dimensional composition.
Students participate in group critiques
developing an “eye” or critical visual
judgment through a sequence of studio assignments that are self-initiated.
Assignments are completed in drawing and intaglio printmaking.
PRE-UNIVERSITY PROGRAMS
INTRODUCTION TO COLOUR
510-DCC-03 (1.2.2)
SECOND SEMESTER
ART HISTORY –
THE MODERN WORLD
520-DCP-03 (3.0.3)
This course focuses on Modern and
Post-Modern art in Europe and North
America. The student will be expected to analyze and criticize contemporary art, and to extend this ability to
her/his own works of art. Quebec art
will be studied through a major project that will involve contemporary artwork represented in a Montreal
collection.
FOURTH SEMESTER
PRINTMAKING AND
PHOTOGRAPHIC METHODS
510-DCN-06 (2.4.3)
P: 510-DCJ-03 & 510-DCQ-06 &
510-DCD-03 & 510-DCE-03
EXHIBITION PROJECT
510-DCS-06 (2.4.3)
P: 510-DCJ-03 & 510-DCL-06 &
510-DCM-03 & 510-DCQ-03
Students will complete projects in
both 2d and 3d areas that will provide them with the opportunity to
experiment and explore a wide range
of advanced technical, conceptual
and visual problems. Students will
write a project proposal and then
develop independently produced
work. In the final segment of the
course, students will participate in all
levels of a juried group exhibition
held in the school's exhibition space.
In preparation for their exhibition,
students will learn to critically assess
their own work and to present it in a
professional manner.
Students will work in the following
media: silkscreen, intaglio, lithography, or relief printmaking using a photographic process. Methods such as
digital photographic manipulation,
scanned images and the blending of
traditional hand printmaking methods
will be explored.
ADVANCED PROJECTS IN 3D
510-DCR-03 (1.2.2)
P: 510-DCM-06
This course extends the knowledge
gained in Intermedia Sculpture.
Students will explore 3-dimensional
form as a mode of expression in a
series of individual projects. Students
are asked to develop a proposal outlining an individual program of investigation in consultation with the
instructor. Emphasis is placed on
individual expression and formal,
material, and technical investigation.
54
ARTS AND SCIENCES (700.A0)
PROGRAM OF STUDY
FIRST SEMESTER
SECOND SEMESTER
603-101-04
ENGLISH
603-102
ENGLISH
345-103-02
HUMANITIES
602-10
FRENCH
109-103/104-02
PHYSICAL EDUCATION
109-103/104-02
PHYSICAL EDUCATION
201-AS2-AB
Integral Calculus
201-AS1-AB
Differential Calculus
202-AS1-AB
Chemistry I
101-NYA-AB
Biology I: General Biology
203-NYA-AB
Physics I: Mechanics
330-910-AB
History
387-AS1-AB
Sociology I
520-AS1-AB
Art History
603-103-04
ENGLISH
603-DBW-04
ENGLISH
345-102-03
HUMANITIES
345-DBV-03
HUMANITIES
109-105-02
PHYSICAL EDUCATION
602-DB-___
FRENCH
383-AS1-AB
Political Economy
201-AS4-AB
Linear Algebra
200-AS3-AB
Integrating Activity
THIRD SEMESTER
Statistics
350-AS1-AB
Psychology
510-AS1-AB
Studio Art
EITHER TWO OF THE FOLLOWING SCIENCE COURSES
(in the 6-science version of the program):
AND ONE OF THE FOLLOWING SCIENCE COURSES:
101-DCN-05
General Biology II
203-NYB-05
202-DCP-05
Organic Chemistry I
203-NYC-05
Physics 3: Waves, Optics, and Modern Physics
Physics 2: Electricity and Magnetism
OR ONE OF THE ABOVE SCIENCE COURSES
(in the 5-science version of the program), along with one of the following:
A Social Science course or a Language course
Please note: second and third semester courses are in development.
The Arts and Sciences Program is for students with a curiosity and passion for disciplines in both the arts and the sciences. Students in the program keep their options for
university wide-open. Graduates are eligible for admission
to Law, Medicine, Dentistry, Architecture, Pure and Applied
Science, and all other university programs in Quebec,
except Music and Dance. Students interested in pursuing
Fine Arts or Architecture at university need to pay special
attention to putting together their portfolios.
Because of its comprehensiveness, universities look
favourably on this program. Quebec universities grant a
unique .5-point bonus on the R-scores of students graduating from Arts and Sciences. John Abbott College is the only
public English college to offer Arts and Sciences.
Unique among pre-university CÉGEP programs, Arts and
Sciences is an enriched program that emphasizes the integration of learning from its different disciplines. It combines
a rigorous course of study in Mathematics, Science, and
Social Science, and it incorporates courses in Fine Arts and
Languages. Most notably, the program involves English and
Humanities courses which integrate knowledge acquired in
other Arts and Sciences courses in order to explore the relationships between diverse fields of human understanding.
Among those meeting the admission requirements, applicants are selected based on their aptitude for multi-disciplinary studies and their academic profile.
Entrance requirements are the same as those for the
Science Program. Students must have grades of 70% or
higher in secondary school courses Mathematics 536,
Chemistry 534, and Physics 534.
For further information about the Arts and Sciences
Program entrance requirements or prerequisites, please
contact the John Abbott College Admissions Office, local
5355, 5361 or 5358.
55
PRE-UNIVERSITY PROGRAMS
201-AS3-AB
FOURTH SEMESTER
ARTS & SCIENCES
FIRST SEMESTER
ENGLISH
INTRODUCTION TO LITERATURE
603-101-04 (2.2.4)
The course surveys a representative
selection of literary works from
ancient to modern times. We will
attempt to understand and enjoy the
works studied as works of genius in
their own right. In addition, the
course emphasizes the ethical dimensions of each work, how each work
reveals crucial aspects of its own culture and period’s world-view, how
each can be related to other fields of
knowledge and human endeavour
and other expressions of human selfawareness, and finally how each
remains pertinent today.
HUMANITIES
KNOWLEDGE: THE QUEST FOR
KNOWLEDGE
345-103-04 (3.1.3)
What are some of the landmarks of
the Western quest for knowledge? We
will examine the struggles of several
philosophers and scientists in their
attempts to provide a reliable way of
understanding our world and finding
answers to our questions. Later in the
term, we will study basic concepts of
logic and critical thinking which we
can use in order to minimize our own
thinking errors.
DIFFERENTIAL CALCULUS
201-AS1-AB (2.2.2)
This course includes a review of algebra and functions; limits; continuity;
differentiation of algebraic, trigonometric, inverse trigonometric, exponential and logarithmic functions;
l'Hospital's Rule and indeterminate
forms; related rates; curve sketching;
optimization problems.
GENERAL BIOLOGY
101-NYA-AB (3.2.3)
General Biology I is a compulsory
Science Course for students in the
Arts & Sciences Program (700.A0) and
is a prerequisite for all other Biology
Courses in the Program. This course
offers students an introduction to the
life sciences focusing on the organization, functioning and diversity of life.
Upon completion of this course students will be able to:
• Recognize the relationship
between structure and function at
different levels of organization.
• Understand cell division and the
genetic mechanisms important in
inheritance.
• Appreciate the mechanisms of evolution and understand how life
forms adapt to their environment.
• Develop a basic understanding of the
principles of ecology and some of
the environmental issues facing man.
HISTORY OF WESTERN
CIVILIZATION
330-910-AB (3.0.3)
The course will show the importance
of historical heritage in the development of Western Civilization. It will
describe the enduring economic,
political, social, cultural and ideological components while situating these
characteristic features of Western
Civilization in time and space. There
will be an emphasis on structures and
ideologial characteristics which will
illustrate the continuity and ruptures
in Western Civilization.
ART HISTORY: FROM PYRAMIDS
TO POST-MODERNISM
520-AS1-AB (3.0.3)
This course is designed to introduce
students to outstanding achievements
in the visual arts from antiquity to the
end of the 20th century with an
emphasis on key masters and their
works in each period. The course will
look at the connection between art
and other disciplines and fields of
human activity such as the sciences,
philosophy, literature, and religion.
SECOND SEMESTER
ENGLISH
LITERATURE, SCIENCE &
THE WORLD
603-102-AB (2.2.3)
This course continues the study of representative literary works. The course
focuses on literature’s engagements
with scientific ideas and on literary
responses to developments in science
and technology and the relationship of
those developments to the world.
INTEGRAL CALCULUS
201-AS2-AB (2.2.2)
P: 201-AS1
This course covers antiderivatives;
definite integrals and area; the
Fundamental Theorem of Calculus;
56
integration techniques: substitutions,
trigonometric integrals, integration by
parts, partial fractions; improper integrals; applications of integration: areas
between curves, volumes; sequences,
series and convergence tests; power
series; Taylor and Maclaurin series.
CHEMISTRY I
202-AS1-AB (3.2.3)
Oriented towards the achievement of
scientific and chemical literacy, this
course examines physical reality
through the eyes of a chemist, both at
the particle and the macroscopic levels. Students will be trained in the
analysis of a wide variety of chemical
situations involving irreversible and
equilibrium processes, touching on
topics such as kinetics and thermodynamics, properties of solutions, and
atomic and molecular structure. The
final stage of the course will introduce
organic chemistry.
MECHANICS
203-NYA-AB (3.2.3)
P: 70% IN H. S. PHYSICS 534,
& 60 % IN H. S. MATH 536.
Topics covered in this basic
Mechanics course include linear and
rotational kinematics, trajectories,
Newton's Laws of Motion, work,
energy and momentum. Emphasis is
placed on problem solving and laboratory work. Many laboratory exercises involve using computers for data
acquisition, and students use computers to analyse data and plot graphs.
SOCIOLOGY OF SCIENCE AND
SOCIAL CHANGE
387-AS1-AB (3.0.3)
The sociology of science involves the
study of science as a social activity.
This study is dual-focused in that it
deals with both the social conditions
within which science is “done” and
the effects of science on society as
well as the social structure of scientific
activity and scientists. Students are
invited to ask how science affects
society and how social context affects
the science that is done. A central
fact about society is that it is always
changing. Rapid advancements in
science and technology result in such
a rapid pace of change that society's
value system must strain to keep up.
This cultural lag is an important area
of sociological research and forms an
important element of student analysis.
THIRD SEMESTER
ENGLISH
LITERATURE AND OTHER ARTS
603-103-04 (2.2.3)
This course continues the study of
representative literary works. The
course will seek to explore literature’s
engagement with other arts and illuminate the connections between literature and other forms of human
expression, such as the fine arts,
music, architecture, film, and other
media.
HUMANITIES:
LET US COMPARE
COSMOLOGIES
345-102-03 (3.0.3)
INTRODUCTION TO
PSYCHOLOGY
350-AS1-AB (3.0.3)
The course introduces students to the
scientific study of aspects of human
behaviour and mental processes including 1) the evolution of psychological
thought and the identification of major
psychological perspectives; 2) research
methods in the study of Psychology; 3)
the biological basis of behavior, including the structure and function of the
brain and nervous systems; 4) cognitive
and emotional processes, and 5) learning and human adaptation.
Students acquire the basic concepts
and processes associated with the
study of human behavior. Further
emphasis is placed on the understanding of how this knowledge and
these abilities may relate to our lives
and how they may apply in varying
cultures.
This is a studio course in the Fine Arts
department. This course will take a
problem-solving approach to artistic
production. The course focuses on
the interface between scientific pursuit and artistic creation. Students will
be presented with specific art projects
that are inspired by or relate to scientific disciplines as well as the fields of
architecture and design. Projects will
require either a two-dimensional or
three-dimensional solution, and students will learn basic skills associated
with the Fine Arts. Independent
research, analytical thinking, and creative problem-solving and production
are integral to the course.
ELECTRICITY & MAGNETISM
203-NYB-AB (3.2.3)
P: 203-NYA-AB
This course emphasises the basic
physical principles of electricity and
magnetism, with calculus being introduced where necessary. Topics
include Coulomb's Law, electric field,
electric potential, motion of charged
particles in electric fields, capacitors,
DC circuits, Kirchhoff's Laws, RC circuits, Biot-Savart Law, magnetic fields,
torque on a current loop and
Faraday's Law.
STATISTICS
201-AS3-AB (2.2.2)
P: 201-AS1
Topics covered in this course include
frequency distributions, probability
distributions of a discrete random
variable, probability distributions of a
continuous random variable using calculus, expected values including
moment generating functions, sampling and sampling distributions, linear models, point and interval
estimation, and hypothesis testing of
one and two parameters.
FOURTH SEMESTER
ENGLISH
INTEGRATING B-BLOCK
603-DBW-04 (2.2.2)
This course continues the study of
representative literary works, including non-fiction discursive prose. In
addition to its literary explorations,
the course includes a research component that is coordinated with other
program courses in the fourth semes57
ter and that will enhance the crossdisciplinary work done in the fourth
semester Integrating Activity course.
HUMANITIES
ETHICS & THE WESTERN
EXPERIENCE
345-DBV-03 (3.0.3)
This course reviews key traditions of
ethical thought in the West, using
them as a foundation to analyze current moral issues. Varying emphasis
on duty, utility, and virtue find common ground in the ultimate pursuit of
happiness. Applied to the contemporary context, ethics is increasingly
construed as an expanded circle of
moral consideration - from an elite
form of anthropocentrism to, ultimately perhaps, a non-anthropocentric ethic. Selected case studies will
investigate the treatment of groups at
the margins of society, such as the
unborn, the poor, serious offenders,
and animals. Aspects of the course
are coordinated with other program
courses in the fourth semester to assist
students in the meeting of the
requirements of the Integrating
Activity.
POLITICAL ECONOMY
383-AS1-AB /
385-AS1-AB (3.0.2)
On a daily basis there is something in
the news regarding international relations. Whether it be arms control
treaties, economic summits, riots,
militia-related deaths, war, or reports
on man-made famine, there is never
a shortage of exciting and troublesome topics to review and analyze.
Through readings, in-class discussions,
and simulations, this course will take
you through some of the major topics
and event-filled crises facing our
world today. Important aspects of the
course work with other courses in the
fourth semester to support and
extend work done in the Integrating
Activity.
WAVES, OPTICS & MODERN
PHYSICS
203-NYC-AB (3.2.3)
P: 203-NYB-AB
Wave behaviour is fundamental to an
astonishing list of physical phenomena.
The student in this course will learn
how to analyse waves, in both a qualitative and quantitative manner, and
will come face-to-face with some
PRE-UNIVERSITY PROGRAMS
Meaning does not exist independent
of the one who searches for it. In this
course we will explore the concept of
Cosmology, the study of the nature
and order of the Universe, and then
study different cosmologies with the
goal of understanding how a society’s
cosmology informs and guides other
aspects of their culture. We will
examine ways of understanding the
universe that have traditionally been
associated with the East, with the
West, as well as those that originate
from within Indigenous cultures.
Finally, we will look at some examples
of what happens when scientific ways
of understanding the origin and
nature of the universe are introduced
to these societies.
STUDIO ART
510-AS1-AB (3.0.3)
bizarre and counterintuitive implications of modern physics. Topics
include simple harmonic motion,
waves and sound, interference and
diffraction of light, quantum mechanics and special relativity. Students
entering this course will be expected
to have solid physics, math and laboratory skills.
LINEAR ALGEBRA
201-AS4-AB (2.2.2)
P: 201-AS1
Topics covered in this course include
the solution of systems of linear equations, matrices, determinants, vectors
in two and three dimensions, dot and
cross products, lines and planes, linear combinations, spans, subspaces,
linear dependence and independence, basis, dimension, row space,
column space, null space, and applications.
INTEGRATING ACTIVITY
300-AS3-AB
300-AS5-AB (0.3.0 / 0.5.0)
The Integrating Activity is a cross-disciplinary problem-solving and projectoriented lab course in which students
will collaborate to demonstrate their
ability to integrate knowledge from
diverse disciplines covered in the
course of their studies in the program.
The course works in close coordination with other fourth semester program courses. Depending on
whether they opt to take five or six
science courses, students will have
either 45-hour or 75-hour versions of
the Integrating Activity. All students
take a 45-hour Integrating Activity
together, but those in the 75-hour
version will pursue further integrating
activities which could include field
trips, seminars, guest speakers, and
lab activities and research.
58
LIBERAL ARTS (700.B0)
PROGRAM OF STUDY
FALL 2004 OR LATER
See the General Education course section for English, French and Physical Education course descriptions.
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH: Mythology
603-
ENGLISH: Medieval & Renaissance Works
602-
FRENCH
345-
HUMANITIES: Medieval World Views
109-
PHYSICAL EDUCATION
602-
FRENCH
109-
PHYSICAL EDUCATION
332-100-AB
Introduction to the Ancient World
330-104-AB
Post-Classical History
340-910-AB
Ancient Philosophy
520-903-AB
History of Art: Thematic Studies & Styles
370-121-AB
Religion: Peoples and their Myths
___-___
One (1) Additional Concentration Course of Choice*
381-101-AB
Introduction to Anthropology
603-
ENGLISH: Enlightenment and Romanticism
603-
ENGLISH: Texts and Contexts
345-
HUMANITIES: Art & Knowledge
345-
HUMANITIES: The Ethics of Westernism
109-
PHYSICAL EDUCATION
THIRD SEMESTER
FOURTH SEMESTER
Modern History: 20th Century
360-127-AB
Science: History & Methodology
340-912-AB
Modern Philosophy
360-126-AB
Integrating Activity
360-124-AB
Principles of Mathematics & Logic
___-___
Three (3) Additional Concentration Courses of Choice*
___-___
Two (2) Additional Concentration Courses of Choice*
___-___
___-___
___-___
* Course descriptions for additional concentration courses can be located under the course descriptions for the programs
in Social Science; Creative Arts, Literature and Languages; and Science.
Liberal Arts courses are sequenced in order to build knowledge and academic skills. The Program of Study (above)
indicates the sequence of required Liberal Arts courses in
the program.
Students planning on university studies in law, education,
languages, business, communications, social sciences and a
broad range of other advanced studies (except science) will
find Liberal Arts an excellent foundation. The Liberal Arts
pre-university D.E.C. program offers a group of courses
designed to take students on an intellectual journey of the
study of humanity, beginning with pre-history and ending
with the contemporary. In this journey, the courses draw
upon many disciplines, especially history, philosophy, literature, art, and religion. They also combine and cut across
disciplines, to explore topics such as the history and
methodology of science and principles of mathematics and
logic. Liberal Arts helps students reach a clear understanding of the culture in which we live, and the many roles an
individual can play in it. Equally important are the academic skills which Liberal Arts develops over four semesters:
analysis and critical thinking, personal responsibility, aesthetic response, and communication, both written and spoken.
For further information about the Liberal Arts Program
entrance requirements or prerequisites, please contact the
John Abbott College Admissions Office, local 5355, 5361 or
5358; or the Liberal Arts Coordinators, local 5178 or 5140.
59
PRE-UNIVERSITY PROGRAMS
330-252-AB
60
PRE-UNIVERSITY COURSES AVAILABLE FOR LIBERAL ARTS STUDENTS
Optional Courses - Total: 5 or 6 courses between 10.66 – 12 credits
Not more than 3 Science or Social Science courses of 2.67 credits.
Not more than 4 Creative Arts courses of 1.66 credits.
SOCIAL SCIENCES: LEVEL I
101-901-AB
Human Biology
2.00
370-100-AB
World Religions
2.00
201-301-RE
Comp. Topics in Mathematics & QM
2.00
383-920-AB
Macroeconomics
2.00
201-103-RE
Calculus I
2.67
385-100-AB
Introduction to Political Science
2.00
320-100-AB
Introduction to Geography
2.00
387-100-AB
Introduction to Sociology
2.00
340-101-AB
Philosophical Questions
2.00
401-100-AB
Introduction to Business
2.00
350-102-AB
Introduction to Psychology
2.00
SOCIAL SCIENCES: LEVEL II
Linear Algebra
2.67
381-250-AB
First Civilizations
2.00
201-203-RE
Calculus II
2.67
381-252-AB
Human Evolution
2.00
320-256-AB
Geography of Tourism
2.00
320-257-AB
The Middle East: A Regional Geography
2.00
381-253-AB
Race and Racism
2.00
320-258-AB
Geography of the World Economy
2.00
381-254-AB
Amerindians
2.00
320-259-AB
Geographical Information Systems
2.00
381-255-AB
Anthropology & Contemporary Issues
2.00
320-260-AB
Cities & Urbanization
2.00
383-250-AB
Microeconomics
2.00
320-261-AB
A Global Crisis?
2.00
383-251-AB
Money and Banking
2.00
320-262-AB
Environmental Geography
2.00
320-263-AB
People, Places, Nations
2.00
383-252-AB
International Economic Relations
2.00
330-250-AB
History of Canada and the World
2.00
383-253-AB
Economy of Quebec and Canada
2.00
330-251-AB
History of the United States
2.00
385-250-AB
Modern Political Ideas
2.00
330-253-AB
History of the Developing World
2.00
385-251-AB
International Politics
2.00
330-254-AB
Searching for Lost Civilizations
2.00
330-255-AB
Ancient Greece
2.00
385-252-AB
Political Ideologies and Regimes
2.00
330-256-AB
Rome from Republic to Empire
2.00
385-253-AB
Canadian Politics
2.00
330-257-AB
History of Russia & the USSR
2.00
387-250-AB
Introduction to Sociology II
2.00
340-252-AB
Philosophy of Education
2.00
387-251-AB
Mass Media and Popular Culture
2.00
340-253-AB
Social and Political Philosophy
2.00
340-254-AB
Philosophy & Crisis of the Modernity
2.00
387-252-AB
Love, Relationships and Family
2.00
340-255-AB
Environmental Philosophy
2.00
387-253-AB
Sociology of Sexual/Gender Rel'ns
2.00
350-250-AB
Child Psychology
2.00
387-254-AB
Sociology of Education
2.00
350-251-AB
Interaction and Communication
2.00
387-256-AB
Current Social Issues
2.00
350-252-AB
Mental Health
2.00
387-257-AB
Environmental Sociology:
2.00
350-253-AB
Social Psychology
2.00
350-257-AB
The Human Brain
2.00
350-261-AB
Psychology of Learning and Memory
2.00
350-262-AB
Psychology of Sport
360-300-RE
370-252-AB
The Green Revolution Game
387-258-AB
Crime and Social Control
2.00
2.00
387-259-AB
Social Problems
2.00
Quantitative Methods
2.00
387-260-AB
Sociology of Cyberspace
2.00
The Problem of Evil
2.00
401-251-AB
Marketing
2.00
370-253-AB
Ritual and Tradition
2.00
370-254-AB
New Spiritual Movements
2.00
401-254-AB
Introduction to Accounting
2.00
370-255-AB
Religion, Body and Myth
2.00
401-255-AB
International Business
2.00
381-251-AB
Peoples of the World
2.00
401-256-AB
E-Business
2.00
61
PRE-UNIVERSITY PROGRAMS
201-105-RE
CREATIVE ARTS, LITERATURE AND LANGUAGES (COURSES CHOSEN FROM LIST 1)
340-PHL-AB
Philosophy: The Construction of Reality
2.00
560-TWD-AB Theatre Workshop: Dramaturgy
340-PHA-AB Philosophy of Art and Aesthetics
2.00
530-FSA-AB
Film Studies A
2.00
340-PHC-AB Philosophy of Communication
2.00
530-FSB-AB
Film Studies B
2.00
370-REL-AB
2.00
530-MSA-AB Media Studies A
2.00
2.00
530-MSB-AB Media Studies B
2.00
World Religions
520-AHA-AB Art History: Modernism & Post Modernism
2.00
CREATIVE ARTS, LITERATURE AND LANGUAGES (COURSES CHOSEN FROM LIST 2)
340-PHQ-AB Philosophical Questioning
1.66
530-FM2-AB Filmmaking II
1.66
510-PD1-AB Painting and Drawing I
1.66
560-TWT-AB Theatre Workshop: Techniques
1.66
510-PD2-AB Painting and Drawing II
1.66
560-TW1-AB Theatre Workshop: Production I
1.66
603-CWA-AB Creative Writing A
1.66
585-DK1-AB Darkroom Photography I
1.66
603-CWB-AB Creative Writing B
1.66
585-DK2-AB Darkroom Photography II
1.66
603-JR1-AB
Journalism I
1.66
585-DP1-AB Digital Photography I
1.66
603-JR2-AB
Journalism II
1.66
1.66
585-DP2-AB Digital Photography II
530-DM1-AB Digital Media I
1.66
585-RD1-AB Radio I
1.66
530-DM2-AB Digital Media II
1.66
585-RD2-AB Radio II
1.66
530-AN1-AB Animation I
1.66
585-VP1-AB
Video Production I
1.66
530-AN2-AB Animation II
1.66
585-VP2-AB
Video Production II
1.66
530-FM1-AB Filmmaking I
1.66
CREATIVE ARTS, LITERATURE AND LANGUAGES LANGUAGES OPTION
607-SP1/607-SP2 Spanish I & II
2.00
608-TL3/608-TL4 Italian III & IV
2.00
607-SP3/607-SP4 Spanish III & IV
2.00
609-GR1/609-GR2 German I & II
2.00
608-TL1/608-TL2 Italian I & II
2.00
609-GR3/609-GR4 German III & IV
2.00
MUSIC
550-DAA-03 A Historical Survey of
Western Art Music
2.00
550-DAB-03 Musical Literature:
A History of Afro-American Rock Music
2.00
550-DAC-AB Music of Our Time
2.00
SCIENCE LEVEL I
101-NYA-05 General Biology I
2.67
203-NYA-AB Mechanics
2.67
201-NYA-AB Calculus I
2.67
205-DDM-05 Understanding Planet Earth
2.67
202-NYA-AB General Chemistry
2.67
SCIENCE LEVEL II: PREREQUISITES VARY – SEE SCIENCE CHART
101-DCN-05 General Biology II
2.67
202-DCP-05 Organic Chemistry I
2.67
101-DDB-05 Human Anatomy & Physiology
2.67
202-DDP-05 Forensic Chemistry
2.67
101-DDM-05 Human Genetics
2.67
202-DDN-05 Chemistry of the Environment
2.67
201-NYB-AB Calculus II
2.67
203-NYB-AB Electricity and Magnetism
2.67
201-NYC-AB Linear Algebra
2.67
203-DDM-05 Astronomy
2.67
201-DDD-05 Statistical Methods
2.67
203-DDN-05 Physics of Sports
2.67
202-NYB-AB Chemistry of Solutions
2.67
205-DDN-05 Introduction to Oceanography
2.67
202-DDC-05 Physical Chemistry
2.67
205-DDB-05 Earth's Dynamic Systems
2.67
62
LIBERAL ARTS
FIRST SEMESTER
ENGLISH
MYTHOLOGY
603-101-04 (2.2.4)
This course will introduce students to
the study of mythology and its various
components: its purpose, its methods,
and its connections with other forms
of literature, religion and cultural attitudes. Selections come from Native
American, Hebrew, Greek and
European cultures. Students will learn
to use a variety of techniques to
improve their comprehension of the
text, to develop their analytic skills
and to acquire and/or improve the
skills needed to produce a research
paper.
INTRODUCTION TO THE
ANCIENT WORLD
332-100-AB (3.0.3)
ANCIENT PHILOSOPHY
340-910-AB (3.0.3)
This course traces the development of
classical philosophy from the preSocratics to Neo-Platonism. Students
will be invited to ponder the work of
thinkers that delineated the sphere of
systematic reflection and formulated
some of the perennial problems of
philosophy: the origin of the world,
the role of the divine element, the
trustworthiness of our senses, the
knowability of truth and moral
axioms, the ideal type of government
and the quest for human happiness.
RELIGION
PEOPLE AND THEIR MYTHS
370-121-AB (3.0.3)
This course explores the answers to
the great religious questions concerning meaning, appropriate relationships, guidelines for behavior and the
nature of God as the three great ‘peo-
INTRODUCTION TO
ANTHROPOLOGY
381-101-AB (3.0.3)
This course provides an introduction
to the anthropological study of
human evolution. Mechanisms of
evolution are discussed, and the principal stages of human evolution,
including Australopithecus, Homo
erectus and Homo sapiens are presented. Fossils and artifacts are studied for each stage, and the course
focuses on the biological and cultural
nature of human evolution.
SECOND SEMESTER
ENGLISH
MEDIEVAL AND RENAISSANCE
WORKS
603-102-04 (2.2.3)
This course will survey selected literary works from over five hundred
years of the most exciting and profoundly influential period of western
culture: from medieval beginnings to
the flowering of the renaissance in
Europe. Emphasis will be placed on
the literary aspects of the works as
well as on the process of responding
in the critical essay.
HUMANITIES
MEDIEVAL WORLD VIEWS
345-102-03 (3.0.3)
This course explores some important
aspects of life in a period quite different from our own, and especially
explores the attitudes of the people
who lived during this period, towards
issues which we also face: war,
employment, government, education,
love, beauty, the meaning of religion
and forces beyond our control. It also
explores the kinds of sources available
for such an exploration, and the ways
in which those sources can be used.
HISTORY
POST-CLASSICAL HISTORY
330-104-AB (3.1.3)
This course enables the student to
understand the basic content and
structure of the History of Western
Civilization from the Middle Ages to
63
the eve of World War I. Students will
also learn the methodology and concepts essential for producing research
papers. They will acquire, in the
process of meeting the requirements
of this History course, the necessary
skills to do research using both traditional and electronic resources associated with the Liberal Arts. Students
will develop written and oral communication skills, while exploring the
geographic, religious, social, economic, political and cultural factors that
influenced Western history.
HISTORY OF ART
THEMATIC STUDIES
& STYLES
520-903-AB (3.0.3)
A history of art from the Ancient
Greek world to the early Renaissance.
This course focuses on the analysis of
works of art within their historical and
aesthetic context, leading to the ability to think and write critically about
artistic expression.
THIRD SEMESTER
ENGLISH
ENLIGHTENMENT AND
ROMANTICISM
603-103-04 (2.2.3)
The emphasis in this course is on
learning how to handle literature in its
historical context. We will be dealing
with selections which reflect the concerns and themes of two historical
periods: the Neoclassical and the
Romantic Period. This will involve a)
learning how to use a variety of techniques to improve the basic comprehension of the text b) developing
those analytic skills needed to deal
with specific pieces of literature,
whether it be in terms of historical
context, genre, thematic or philosophic content, or levels of meaning,
and c) acquiring and/or improving the
skills necessary to respond to those
texts, especially in writing.
HUMANITIES
ART AND KNOWLEDGE
345-103-04 (2.2.2)
Through an examination of art from
the Renaissance to the present, in
both European and non-European
cultures, the student will acquire both
a visceral knowledge of art and an
understanding of visual expression as
a form of knowledge.
PRE-UNIVERSITY PROGRAMS
This course primarily deals with the
history of the Classical Age in the
Mediterranean world, and the civilization of the Greek and Roman worlds
between 500 BC and 500 AD.
Background will be given of aspects
of the Paleolithic and Neolithic Ages
which were essential to the rise of civilized societies and important preGreek civilizations (Sumeria, Egypt,
Minoans, et al.) of the Bronze and
early Iron Ages.
ples of the Book’ and their respective
traditions see them. We look at the
historical beginnings and development of Judaism, Christianity and
Islam and how particular sacred stories inform each religious worldview
as their respective histories unfold.
HISTORY
MODERN HISTORY:
20TH CENTURY
330-252-AB (3.0.3)
P: 330-104-AB
This course covers the following topics: World War I and the Treaty of
Versailles; post-war tensions and economic problems in the 1920’s;
Stalinism in Communist Russia; failure
of the Weimar Republic in Germany;
the Great Depression and the rise of
Totalitarianism; Mussolini and Fascism
in Italy; Hitler and Nazism in
Germany; failure of the League of
Nations and outbreak of World War
II; aftermath of World War II; the
Cold War, United Nations and the
superpowers; emergence of the Third
World and Communist China; threats
to world peace and the nuclear age Korea, Vietnam, the Middle East and
the breakup of the Communist world.
PHILOSOPHY
MODERN PHILOSOPHY
340-912-78 (3.0.3)
This course traces the development of
modern thought from the 17th to the
19th centuries, emphasizing epistemology, metaphysics and ethics.
Topics include: rationalism and
empiricism; Kant's Copernican revolution; Hegel and the philosophy of history; Schopenhauer and the will, and
Nietzsche's critique of philosophy.
PRINCIPLES OF MATHEMATICS
AND LOGIC
360-124-AB (3.2.3)
This course examines the nature of
formal reasoning in logic and mathematics. Central concepts explored
are: validity, soundness, proof, axiom,
postulate, theorem, consistency, and
contradiction. Metamathematics and
metalogic (the philosophy of mathematics and of logic) are explored; various alternative logics are examined,
as well as the limits of mathematics
and logic. An example of the application of logical techniques and notions
to a non-mathematical domain will
be studied.
FOURTH SEMESTER
ENGLISH
TEXTS AND CONTEXTS
603-DBV-04 (2.2.2)
Texts and Contexts will familiarize students with the main contemporary
approaches to literature. By describing features shared by the most effective critics, the course will attempt to
give students a sound basis for their
own writing. The approaches we
examine will be applied to major
writers of the 20th Century and students will be encouraged to apply
these approaches to the literary texts
they will be studying in their other
Liberal Arts courses.
HUMANITIES
THE ETHICS OF WESTERNISM
345-DBZ-03 (3.0.3)
Based on the study of the Great
Books, the Liberal Arts program
emphasizes the achievements of
Western World. This course will
examine the assumptions inherent in
this project and how these have conditioned the West’s understanding
and depiction of the other. The
course will provide students with
some of the appropriate models and
frameworks with which to analyze the
representation of both internal and
external others in fields as diverse as
science, literature, visual art and
material culture.
SCIENCE:
HISTORY AND METHODOLOGY
360-127-AB (3.2.2)
This course aims to convey a critical
understanding and appreciation of
the central ideas of the sciences by
examining their development, the
world view in which they are embedded, and the developing methodology that gave rise to them.
64
INTEGRATING ACTIVITY
360-126-AB (1.2.3)
This course draws together the various disciplines covered in the Liberal
Arts Program, showing their interdependence and commonalities. The
course will begin with an examination
of several written works from various
disciplines with the purpose of helping the students launch independent
research projects. Students will use
class presentations, discussions, written work, and especially their
research project to demonstrate their
ability to integrate program-related
skills and knowledge.
COMPREHENSIVE ASSESSMENT
990-700-AB
The comprehensive assessment in liberal arts takes place in the fourth
semester. it consists of three modules,
one each in the English, humanities,
and integrative course. In the English
course, students work in groups to
choose, analyse, and teach a work of
20th century literature; in humanities,
they work in groups and individually
on a bibliographical project; and in
the integrating course each student
produces an interdisciplinary research
essay.
CAREER PROGRAMS
John Abbott’s three-year career programs are designed to provide the
education and preparation needed for a variety of careers from
Business Administration and Nursing to Computer Science and
Theatre. Career programs combine practical and theoretical knowledge so students receive the best of both worlds. Most programs also
include a period of work experience during the third year of study.
In addition to starting new careers, some career program graduates
continue on to university, either immediately after graduation or after
several years in the work force. We recommend that students who
may be interested in attending university discuss their plans with an
academic advisor to ensure that they take the proper university
prerequisites.
Career opportunities for graduates of our Career Programs are
excellent. Our students are in great demand by employers from the
Montreal area and elsewhere.
For specific information on program and career opportunities, please
refer to the telephone numbers on the following pages or call the
Admissions department Office at 514-457-6610, local 5355,
5361 or 5358.
ACADEMIC PROGRAM STRUCTURE
The program of study to be followed for each semester during a
three-year career program is established according to the guidelines
of the Ministry of Education. Students must comply with the specified
number of courses required by the particular program. Deviations
from the specified program for any semester may be made only
under the direction of the Chairperson of that particular program.
A planner of the courses, or dipoma requirements chart, for each
career program is listed on the following pages. Please check with
the program Chairperson if you have questions.
REQUIREMENTS FOR A DIPLOMA
After successfully completing all the specified courses in a career
program, and passing the Ministerial Examination of College English
and Comprehensive Program Assessment, students will receive a
Diploma of Collegial Studies commonly called a DEC
(diplôme d’études collégiales).
65
CAREER PROGRAMS
All career programs include a general education component (English, French, Humanities, Physical Education and,
complementary courses), as well as the specific content areas for each program.
BUSINESS ADMINISTRATION (410.B0)
ACCOUNTING & MANAGEMENT OPTION
PROGRAM OF STUDY
FALL 2007 OR LATER
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
602
FRENCH
602-
FRENCH
345-
HUMANITIES
345-
HUMANITIES
109-
PHYSICAL EDUCATION
109-
PHYSICAL EDUCATION
410-115-AB
Accounting I
410-125-AB
Business Software I
410-135-AB
Global Vision
603109___-___
410-215-AB
Accounting II
410-225-AB
Business Software II
410-235-AB
Marketing
410-245-AB
Business Communications
ENGLISH
PHYSICAL EDUCATION
Complementary Course
603345___-___
ENGLISH
HUMANITIES
Complementary Course
383-300-AB
410-315-AB
410-325-AB
410-335-AB
410-345-AB
Economics for Business
Computerized Accounting
Cost Accounting
Project Management
Finance I
410-415-AB
410-425-AB
410-435-AB
410-445-AB
410-455-AB
Management Accounting
Management
Finance II
International Business
Law in Business
410-515-AB
Accounting III Business
410-615-AB
Tax
410-525-AB
Computer Applications Business
410-625-AB
Supervision Human Resources
410-535-AB
Case Analysis Financial
410-635-AB
Small Business Project
410-545-AB
Planning & Securities
410-645-AB
Stage in Administration
410-555-AB
Management Internal Control
410-565-AB
Operations & Quality Management
410-575-AB
Business Research Methods
THIRD SEMESTER
FOURTH SEMESTER
FIFTH SEMESTER
SIXTH SEMESTER
Complementary courses: Please refer to the Schedule of Classes for rules/restrictions on complementary courses.
The Business Administration program is designed to provide
students with an exciting, contemporary education that will
permit them to enter the workforce with ease and to pursue
varied professional competencies immediately upon graduation.
A sixth-semester, one-month stage in industry has now been
expanded from the Montreal area to include possible work
placements in the rest of North America or Europe.
Students not only get to put into practice what they have
learned in their courses, but also have the opportunity to
learn about other cultures and work methods.
Focused around a core of accounting courses (one per
semester), and incorporating the latest information technology, business graduates will also acquire skills in a wide variety of business areas including marketing, finance, and
human resources.
For further information about the Business Administration
program entrance requirements or
prerequisites, please contact the John Abbott College
Admissions Office, local 5355, 5361 or 5358;
or the Business Administration program Chairpersons,
local 5052 or 5053.
Up-to-date management information and computer courses
are taught and fully integrated into many courses, and two
Business Computer Laboratories are available to students.
Refer to the Admissions Policies and Procedures section for
specific admission requirements.
66
BUSINESS ADMINISTRATION
ACCOUNTING I
410-115-AB (3.1.3)
In this foundation course of the revised
Business Administration Program, students learn how to collect and analyze
accounting data, record all operations
in the accounting cycle, classify supporting documents, adjust and close
the accounts, and produce classified
financial statements. Students complete a practice set which is included
in their comprehensive portfolio.
BUSINESS SOFTWARE
410-125-AB (2.2.1)
This course provides an overview of
general computer concepts and of the
Windows operating system. Students
are introduced to both the fundamental concepts and the skills required to
use a computer in a contemporary
business environment. In addition,
students will learn to prepare
accounting worksheetsand develop
management reports using Word. A
combination of lectures and laboratory sessions will enable students to
develop their computer skills using a
hands-on approach.
GLOBAL VISION
410-135-AB (4.0.3)
In order to fully appreciate the place of
business in society and use its
resources, a precise understanding of
the language of business is necessary.
Global Vision introduces students to
positions in the functional areas of marketing, finance, operations, law, management and human resources. The
course focuses on the interrelationships
and the impact of national and international affairs, and explains the critical
role of business in everyday social decisions. Using an array of learning strategies such as computer simulations, written projects and oral presentations, students develop the necessary skills needed to grasp the terms and concepts
used in contemporary business.
SECOND SEMESTER
ACCOUNTING II
410-215-AB (3.1.3)
P: 410-115-AB
In this continuation of the Accounting
I course, students learn the relevance
BUSINESS SOFTWARE 2
410-225-AB (2.2.2)
P: 41 0-125-AB
In this continuation of the Computer
Software course, students learn the
main features of Excel, PowerPoint
and Access. As well, they are introduced to both intermediate and
advanced concepts and skills required
to use a computer in a contemporary
business environment. The course
combines lectures and laboratory sessions so that students develop their
skills using a hands-on approach.
MARKETING
410-235-AB (3.0.2)
This course provides a general understanding of the principles of marketing, the basis of which are consumer
behaviour and the marketing mix
(product, price, promotion, distribution). In addition, conventional marketing terms and definitions and the
marketing manager's responsibilities
are discussed. The course develops
students' appreciation of the marketing environment within a Canadian
context and its relationship to marketing problems and decisions.
BUSINESS COMMUNICATIONS
410-245-AB (2.2.2)
This course introduces students to the
world of business communication,
offering an overview of the wide
range of communication skills, both
oral and written, used by business
people to present ideas clearly and
persuasively. Students will be introduced to practical strategies for solving
communication problems and learn to
create well-crafted communication
products in both English and French.
THIRD SEMESTER
FINANCE 1
410-345-AB (3.1.3)
Students study the function of finance
in business; practice using quantitative formulas associated with interest
67
rates, present value and future value
computations; use loan amortization
tables. Students complete a finance
project.
COMPUTERIZED ACCOUNTING
410-315-AB (2.2.2)
P: 410-115-AB
After having learned in Accounting I
how a manual system works, students’ now' progress to a computerized accounting system. Learning is
achieved through hands-on practice
in recording transactions for different
types of businesses. After completing
the course, students are able to set up
a chart of accounts for a new business, record transactions, make
adjusting and closing entries, and prepare financial statements.
PROJECT MANAGEMENT
410-335-AB (2.2.1)
This course provides a basic introduction to some of the principles of project management. These include the
planning, scheduling, and controlling
of project activities to meet project
objectives such as performance, cost,
and time goals. Project management
is a complex topic that includes issues
of contracting, organizational structure, project execution, and project
administration. In many projects,
these issues must be handled in a formal way according to company policies, government regulations, and
legal structures.
ECONOMICS FOR BUSINESS
383-353-AB (3.0.2)
This course provides an overview of
how global economics affects a firm.
It familiarizes students with important
concepts such as the determination of
gross domestic product, unemployment rate, consumer price index,
business cycles, and the creation of
money. Fiscal and monetary policies is
examined within the context of the
Canadian economy. Students apply
the theory using "a hands-on
approach.
COST ACCOUNTING
410-325-AB (1.2.3)
P: 41O-115-AB
Students learn about cost collection
and reporting in job-order costing as
well as process costing operations.
Specifically, they will learn to calculate and break down costs, calculate
and interpret variances, record the
CAREER PROGRAMS
FIRST SEMESTER
and application of "fundamental
accounting principles;" how to update
the accounts when working with
inventory, capital assets and long-term
liabilities; how to modify the accounts
when dealing with partnerships and
corporations; and how to produce a
cash-flow statement. Students complete a practice set which is included
in their comprehensive portfolios.
transactions related to product costs,
and present cost information in financial statements and other financial
reports.
FORTH SEMESTER
MANAGEMENT ACCOUNTING
410-415-AB (2.2.3)
P: 41O-325-AB
This course introduces students to the
contribution approach to statement
presentation. Students develop operating- budgets, cash budgets and forecasted financial statements, They calculate and interpret budget variances
and practice communicating budgets
and relevant follow-up controls, as
well as making proposals for action
based on results. Students complete a
budgeting project which is included
in their comprehensive portfolio.
MANAGEMENT
410-425-AB (2.2.1)
This course introduces students to
managerial practices in the areas of
leadership, motivation, and problem
solving. Students gain an understanding and appreciation of the power of
group effort in achieving organizational
goals. Management activities in planning,
organizing, directing and controlling
are experienced through classroom
simulations and other experiences.
FINANCE II
410-435-AB (3.1.3)
P: 410-345-AB
Students apply their skills to measuring risk and return, comparing plans
for leasing versus purchasing an asset,
carrying out analysis of an investment
project, and doing a financial analysis
of an organization's financial statements. Students complete a finance
project that is included in their comprehensive portfolio.
INTERNATIONAL BUSINESS
410-445-AB (2.1.2)
P: 410-135-AB
The purpose of this course is to survey the major environmental differences that firms encounter when
engaging in international business and
how these differences influence the
way business may be conducted from
a legal, economic, political, cultural
and technological perspective.
Students will be introduced to the
fundamentals of international trade
and investment and will be familiarized with the influential players in
international business such as multinational corporations, governments
and international organizations.
LAW IN BUSINESS
410-455-AB (3.0.2)
This course introduces students to the
legal environment of business,
enabling them to become familiar
with our society's legal structure and
the function of law in the business
community. Specific areas of study
include the structure of the court system, court proceedings in a civil
action, elements of contract law, legal
forms of business and property ownership, and business ownership.
Students meet lawyers/ notaries and
participate in a hands-on manner in
the preparation of business registrations, partnership agreements, affidavits, and other important business
documents.
FIFTH SEMESTER
ACCOUNTING III
410-515-AB (2.1.2)
P: 410-215-AB
In this course students learn how to
determine and record contingent liabilities as well as estimated liabilities
such as product warranty costs.
Preparation and interpretation of cash
flow statements are further explored.
Finally, considering the importance of
governments and not for-profit-organizations as potential employers,
recording and reporting of accounting
information for these organizations is
taught as well.
BUSINESS COMPUTER
APPLICATIONS
410-525-AB (1.3.3)
P: 410-225-AB
The student will learn technical skills
focusing on the proper management
of information that enables then to
respond with efficient strategies and
effective business models. Using a
hands-on approach, applications software
will be used for problem solving so that
business activities may be enhanced.
BUSINESS CASE ANALYSIS
410-535-AB (2.2.3)
P: 410-425-AB
This course introduces the student to
a professional methodology in solving
business issues that involve economic
assessment, risk analysis and protocol
knowledge that are present in typical
68
business organizations. Using a stepby-step approach towards analyzing
problematic situations a clear identification of opportunities and benefits
will be applied so that future performance can be properly forecasted.
INTERNAL CONTROL
410-555-AB (2.1.2)
Internal control is a process which
aids management in achieving its
objectives to ensure effectiveness and
efficiency of operations, reliability of
financial reporting and compliance
with applicable laws and regulations.
Students learn to evaluate a company's internal control, propose and
implement measures for internal
auditing, carry out an internal audit
and prepare an audit report.
OPERATION AND QUALITY
MANAGEMENT
410-565-AB (3.1.2)
P: 410-215-AB
Students are introduced to the following areas of operations management:
acquisition of goods and services for
an organization, warehouse management, inventory control, and shipping
activities. These areas are dealt with
in the context of an integrated supply
chain system. The course also teaches an integrated approach to quality
called "Total Quality Management"
(TQM). The focus is on serving customers, identifying the causes of poor
quality and eliminating them, and
building quality into product design
and production processes.
BUSINESS RESEARCH
METHODS
410-575-AB (2.1.2)
This course introduces students to the
principles and methods of business
research such as information gathering, sampling, data collection, types
and errors of collected data, tabulating and analyzing the information,
interpreting the findings and stating
the conclusions. Through a series of
class projects, students will learn how'
research techniques are applied to
the solutions of business problems.
FINANCIAL PLANNING &
SECURITIES MANAGEMENT
410-545-AB (2.1.3)
P: 410-345-AB
This course provides the student with
the necessary tools to examine the
process involved in financial planning.
SIXTH SEMESTER
TAXATION 410-615-AB (2.2.3)
P: 410-345-AB
This course introduces students to
income taxation in Quebec and
Canada. Students learn to process tax
returns including employment, business, investment and rental income.
The course implements a hands-on
approach, emphasizing the use of
government issued guides and forms
to complete tax cases in a real-world
context. Students also learn to complete tax cases in a computerized
environment using specialized tax
software.
STAGE IN ADMINISTRATION
410-645-AB (10.4.8)
The objective of the Stage in
Administration is to provide the student with the opportunity to apply
the skills and abilities learned
throughout the Business
Administration Program. During the
stage, the student will apply business
administration concepts and work
methods in the fields of accounting,
finance, human resources management, marketing, and operations
management. Their business skills and
abilities and interpersonal skills will be
tested as they integrate into the
labour market where they will have
the opportunity to compare and contrast theories and practices in
accounting, finance, human resources
management, marketing and operations management. The stage experience will culminate with the preparation and presentation of a summary
report of the stage experience.
SUPERVISION HR
410-625-AB (2.2.2)
This course introduces students to the
fundamentals of human resources,
including planning, selection, training,
performance evaluation, compensation, benefits, health and safety, and
labor relations. In addition, it familiarizes students with the legal aspects of
human resources decision-making in
a Canadian context.
SMALL BUSINESS PROJECT
410-635-AB (2.2.3)
P: 410-525-AB &
410-575-AB
This course explores how small business people approach and think
about the problems they face. Core
management activities such as creative problem-solving and the analysis
of environmental influences on small
business activities as they concern the
strategic planning process are studied.
Demonstration of successful understanding of strategic business planning
and other objectives for this course
will be reflected in a student-prepared business plan for a small startup business.
69
CAREER PROGRAMS
The student is introduced to concepts
of personal income tax planning, risk
management, investment planning,
retirement and estate planning as a
means of obtaining desired future
goals. Using a monthly budget,
finances will be tracked by making
income decisions in terms of spending and saving so as to minimize debt
and control expenses as a means of
creating wealth.
COMPUTER SCIENCE TECHNOLOGY (420.A0)
PROGRAM OF STUDY
FALL 2007 OR LATER
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
602-
FRENCH
602-
FRENCH
345-
HUMANITIES
345-
HUMANITIES
109-
PHYSICAL EDUCATION
201-813-AB
Mathematics II
201-803-AB
Mathematics I
420-206-AB
Programming II
420-106-AB
Programming I
420-216-AB
User Interfaces
420-126-AB
Intro to Computer Technology
420-226-AB
Technical Support
603-
ENGLISH
603-
ENGLISH
109-
PHYSICAL EDUCATION
345-
HUMANITIES
___-___
Complementary Course
109-
PHYSICAL EDUCATION
___-___
Complementary Course
THIRD SEMESTER
FOURTH SEMESTER
401-803-AB
Business Systems
420-306-AB
Algorithmic Design
420-406-AB
Data Structures
420-316-AB
Database I
420-416-AB
Database II
420-426-AB
Multimedia & Internet
420-326-AB
Operating Systems
350-823-AB
Human Relations
420-536-AB
Windows Networking
420-506-AB
Web Programming
420-603-AB
Object-Oriented Programming
420-516-AB
Integration Project
420-659-AB
Stage I
420-523-AB
Telecommunications
420-65B-AB
Stage II
420-543-AB
UNIX Networking
420-616-AB
Oracle Technologies
FIFTH SEMESTER
SIXTH SEMESTER
Complementary courses: Please refer to the Schedule of Classes for rules/restrictions on complementary courses.
For further information about the Computer Science
Technology Program entrance requirements or prerequisites, please contact the John Abbott College Admissions
Office, local 5355, 5361 or 5358; or the Computer Science
Technology Program Chairperson, local 5911.
Computer Science Technology is a three-year program of
study designed to prepare graduates for work in the rapidly
expanding world of computers. Students follow a curriculum that stresses theoretical and practical approaches,
emphasizing computer programming, database design, multimedia and Internet programming, networking and technical support. All third-year students are introduced to the
job market through fieldwork, three days a week, in the
sixth semester. Students are trained to be able to take full
responsibility for small-scale development projects.
Refer to the Admission Policies and Procedures section for
specific admission requirements.
Computer Science Technology graduates also have the
option of continuing their studies at the university level,
providing they have taken the appropriate prerequisites.
70
FIRST SEMESTER
PROGRAMMING I
420-106-AB (3.3.3)
This course introduces structured and
disciplined approaches to computer
programming and problem solving.
The C++ programming language
forms the basis for the study and
implementation of computer algorithms and the development of structured programming techniques.
INTRODUCTION TO COMPUTER
TECHNOLOGY
420-126-AB (3.3.3)
This course introduces the students to
Computer Technology. Students learn
to identify the components of a computer, how numbers and text are
stored, how to research information,
and the work functions of Computer
Science professionals. The course topics include hardware characteristics,
the Windows operating system, numbering systems, the fundamentals of
the Internet including web page
development with HTML, word processing, spreadsheets and the tasks
and tools of programmer/analysts.
MATHEMATICS I
201-803-AB (2.1.2)
Designed for students of Computer
Science Technology, this course covers
Boolean algebra, set theory and linear
algebra. Topics include Boolean valued expressions, Boolean tables, truth
tables, induction, set relationships, set
operations, matrix operations, and
solving systems of linear equations.
SECOND SEMESTER
PROGRAMMING II
420-206-AB (3.3.2)
P: 420-106-AB & 420-126-AB
In this course the student will learn
how to build quality software. Topics
include applying the principles of software engineering to build quality software, testing to detect errors, and
debugging techniques.
USER INTERFACES
420-216-AB (2.4.2)
P: 420-106-AB & 420-126-AB
In this course the students will learn
to design and program user interfaces
using the Visual Basic programming
language. Students also learn to modify user interfaces and to build online
help. Topics include determining the
requirements of a user interface,
designing user interfaces that conform
to GUI (graphics user interface) standards, event-driven programming,
programming with control and
menus, making functional improvements to a program, and the design
and building of online help.
TECHNICAL SUPPORT
420-226-AB (2.4.2)
P: 420-126-AB
In this course, students will learn to
install hardware and software and
provide technical support and training
to users. Topics include installing,
configuring and the uninstalling of
hardware devices and device drivers,
setting up a local area network,
installing and uninstalling system and
application software, backing up and
restoring software, hard disk partitioning and formatting, help desk, user
training, presentation graphics, and
document management.
MATHEMATICS II
201-813-AB (2.1.2)
Designed for students of Computer
Science Technology, this course covers
probability and statistics. Students will
learn to use a statistical package. Topics
include permutations and combinations, binomial, normal and Poisson
probability distributions, measurement
scales and appropriate statistical measures, interval estimation, and presenting data with tables and graphs.
THIRD SEMESTER
ALGORITHM
420-306-AB (1.5.2)
P: 420-206-AB & 420-216-AB
In this course students will further
develop their algorithmic thinking skills
and improve their programming skills.
There will be an emphasis on cultivating an attitude and approach to solving a problem as well as developing
the organizational skills necessary to
successfully complete a problem. The
student will build algorithms to solve
problems for various domains such as
searching, sorting, matrix calculations,
recursion, text processing, sequential
file processing, encryption, compression, and statistics.
71
DATABASE I
420-316-AB (2.4.2)
P: 420-206-AB & 420-216-AB
In this course, students will learn how
to create and use databases. Topics
include designing a database, building
the user interface, querying with
Query by Example (QBE) and
Structured Query Language (SQL),
the Access object model, accessing
data with DAO and ADO, building
multi-user databases, and database
security.
OPERATING SYSTEMS
420-326-AB (2.4.2)
P: 420-206-AB & 420-226-AB
In this course the students learn about
operating systems. Topics include the
components and characteristics of
operating systems, file systems,
process management, memory management, scripting, configuring an
operating system, and system utilities.
Examples will be based on industry
standard operating systems such as
Windows and Linux.
BUSINESS SYSTEMS
401-803-AB (2.1.2)
This course introduces the types and
kinds of business enterprises and
ownership forms. Students examine
the principles and practices of business operations; including
Management, Human resources,
Production, Marketing, Accounting,
Distribution, Operations, Legal environment and Finance.
FOURTH SEMESTER
DATA STRUCTURES
420-406-AB (3.3.2)
P: 420-306-AB
In this course the students learn to
organize and use data in a computer.
Topics include the logical organization
and use of data in the primary memory of the computer using stacks,
queues, ordered linear lists, trees, and
hash tables. The course also covers
the logical organization and use of
data on secondary support media
using sequential, indexed-sequential,
and direct file structures.
DATABASE II
420-416-AB (3.3.2)
P: 420-316-AB
This course introduces students to the
concepts, methods, techniques and
tools of a database development project. Development involves a series of
CAREER PROGRAMS
COMPUTER SCIENCE
TECHNOLOGY
models, based on drawings and
moves through the levels of analysis,
design and implementation.
Specifically, the successful student will
be able to: gather and diagram user
requirements for a database; prepare
process models; normalize a database
to the third normal form; use SQL
with an Oracle database server to create, manipulate and query the database structures and data.
ness environment. The concepts related
to telecommunications and LAN/WAN
networking will be covered. Students
will be introduced to troubleshooting
both hardware and software problems
related to telecommunications, networking and the Internet.
MULTIMEDIA AND INTERNET
420-426-AB (3.3.2)
P: 420-216-AB
Many services provided on the
Internet today are delivered using
computers running the Linux operating system. In this course the students
will use the Linux operating system to
deliver a hypermedia application
using Internet services.
This course provides the student with
the tools and techniques required to
deliver multimedia content over the
Internet. Multimedia software and
hardware for images, sounds, video
and animation form the foundation
for this course. For each type of
media, the creation, manipulation,
storage and delivery will be covered.
Students will also learn how to integrate these different types of media
within a website.
FIFTH SEMESTER
WEB PROGRAMMING
420-506-AB (3.3.3)
P: 420-406-AB & 420-416-AB
& 420-426-AB
This course introduces the students to
a variety of open source technologies
used to design the components of a
web application. The students will
model the data of the application,
produce a prototype, develop the
application, and finally validate the
application against the original model.
INTEGRATION PROJECT
420-516-AB (2.4.3)
P: 420-406-AB & 420-416-AB
& 420-426-AB
In this integration project the student
will design and build a graphical
application that integrates functionality from database, graphical user interface, and Internet technologies. The
project will be a sales transaction system covering typical business flow
involving the management of sales,
products, services, accounts receivable, customers, and suppliers.
UNIX NETWORKING
420-543-AB (1.2.3)
P: 420-326-AB
ORACLE TECHNOLOGIES
420-616-AB (1.5.3)
P: 420-416-AB
This course encompasses the analysis,
design, implementation and installation of a database project using
Oracle technologies. Students are
required to demonstrate the skills
necessary to prototype, develop and
install a multi-user database application using Oracle.
HUMAN RELATIONS
350-823-AB (2.1.3)
The Human Relations course for
Computer Technology is designed to
give the student training and experience in listening skills, group problem-solving, giving and receiving
feedback, and other skills relating to
interaction with others in the professional workplace and personal life.
The teaching methods for this course
are mainly experiential lab work with
classroom simulations and exercises
designed to model real-life situations
and challenges.
SIXTH SEMESTER
WINDOWS NETWORKING
420-536-AB (3.3.3)
P: 420-326-AB
This course provides students with the
knowledge and skills to install, configure, and manage a Microsoft
Windows network.
TELECOMMUNICATIONS
420-523-AB (2.1.3)
P: 420-326-AB
OBJECT-ORIENTED
PROGRAMMING
420-603-AB (1.2.3)
P: 420-406-AB
This course introduces the student to the
role of telecommunications in the busi-
This course presents a detailed study
of the object-oriented programming
72
paradigm. The students will learn how
to apply an object-oriented approach
to programming problems. Using the
Java programming language, the students will define classes and apply the
principles of encapsulation, inheritance and polymorphism.
STAGE I
420-659-AB (0.9.3)
P: 420-506-AB & 420-516-AB &
420-523-AB & 420-543-AB &
420-616-AB & 350-823-AB
The stage enables students to apply
their technical skills in a real work
environment and changes the orientation of the student’s activities from
student/teacher to employee/ manager. While at the site, the student works
on a project assigned by the site
supervisor. The teacher (stage tutor)
advises and manages these activities at
John Abbott College during meetings
with the student. It is as if the student
works for the JAC Computer
Consulting Ltd. and is sent to a client
to work on a project. The student will
be required to apply a client-based
approach to various work situations.
Planning and managing work activities
is an integral part of this course.
STAGE II
420-65B-AB (0.12.6)
P: 420-506-AB & 420-516-AB &
420-523-AB & 420-543-AB &
420-616-AB & 350-823-AB
The stage enables students to apply
their technical skills in a real work
environment and changes the orientation of the student’s activities from student/teacher to employee/manager.
While at the site, the student works on
a project assigned by the site supervisor. The teacher (stage tutor) advises
and manages these activities at John
Abbott College during meetings with
the student. It is as if the student works
for the JAC Computer Consulting Ltd.
and is sent to a client to work on a
project. The student will be required
to produce technical and administrative documents for both the company
and the stage tutor. During this course,
the student will complete the components of the Comprehensive
Assessment by giving a presentation,
and preparing a 750-word report.
DENTAL HYGIENE (111.AO)
FIRST SEMESTER
SECOND SEMESTER
603345109___-___
ENGLISH
HUMANITIES
PHYSICAL EDUCATION
Complementary Course
101-DCA-05
111-103-AB
111-104-AB
111-113-AB
Human Anatomy and Physiology I
Introduction to the Profession
Dental Anatomy
Prevention I: Methods and Measures
603602345-
ENGLISH
FRENCH
HUMANITIES
111-303-AB
111-305-AB
111-306-AB
111-DCS-04
Health History
Prosthodontics
Periodontal Instrumentation
Detection of Oral Diseases
345-
HUMANITIES
602-
FRENCH
___-___
Complementary Course
109-
PHYSICAL EDUCATION
111-503-AB
Advanced Periodontology
111-603-AB
Integration into the Workplace
111-505-AB
Community Dental Health
111-604-AB
Community Fieldwork
111-51B-AB
Clinic II
111-614-AB
Orthodontics
111-62B-AB
Clinic III
603-
ENGLISH
101-214-AB
Dental Microbiology
101-DCJ-05
Human Anatomy and Physiology II
111-203-AB
Head and Neck Examination
111-204-AB
Health and Safety
120-203-AB
Nutrition: Oral Health
350-203-AB
Communication and Teamwork
603-
ENGLISH
109-
PHYSICAL EDUCATION
111-404-AB
Prevention II: Educating the Client
111-406-AB
Radiology
111-408-AB
Clinic I
THIRD SEMESTER
FOURTH SEMESTER
111-DDC-04 Restorative Dentistry
FIFTH SEMESTER
SIXTH SEMESTER
Complementary courses: Please refer to the Schedule of Classes for rules/restrictions on complementary courses.
Program Cost:
Working under the supervision of a dentist, Dental
Hygienists examine and chart oral conditions, scale and polish teeth (periodontal debridement), apply cavity preventing
agents to the teeth, take dental X-rays, insert and carve fillings. Dental Hygienists also teach proper oral self-care both
to individuals and to groups.
• Students are required to purchase lab coats, uniforms, white
shoes, safety glasses, instruments, textbooks and teacherproduced materials. The cost varies annually and may be a
substantial amount in all three years of the program.
• Students are responsible for replacement of instrument(s),
supplies and materials as they are worn out, broken or lost.
Job opportunities are excellent. Dental Hygiene graduates
find employment in private dental practices, hospitals or
CSSS’ (formerly known as CLSC’s community service centres). After further education, they may be employed as
educators of Dental Assistants or Dental Hygienists.
• Students are responsible for their own transportation to
and from community activities and site visits.
For further information about the Dental Hygiene Program
entrance requirements or prerequisites, please contact the
John Abbott College Admissions Office, local 5355, 5361 or
5358; or the Dental Hygiene Program Chairperson, local
5442.
In accordance with Quebec’s Official Language Act, graduates must demonstrate a mastery of both oral and written
French comprehension and expression before a permanent
licence can be granted by l’Ordre des Hygiénistes Dentaires
du Québec
Refer to the Admissions Policies and Procedures section for
specific admission requirements.
The John Abbott College Dental Hygiene program is
accredited by the Commission on Dental Accreditation
of Canada.
73
CAREER PROGRAMS
PROGRAM OF STUDY
FALL 2003 OR LATER
DENTAL HYGIENE
FIRST SEMESTER
HUMAN ANATOMY AND
PHYSIOLOGY I
101-DCA-05 (3.2.3)
This course will prepare the student
to apply their knowledge of systems
of the body to the assessment of overall health as well as the oral health of
their client. In this course the student
will be able to explain how the balanced functioning of the nervous,
skeletal, endocrine and muscular systems contributes to general body and
oral health. The dental hygienist will
use the information gathered during
this course to develop the skills to
implement a dental hygiene treatment plan.
INTRODUCTION TO THE
PROFESSION
111-103-AB (3.0.3)
This course provides students with an
introduction to the profession of dental hygiene and the structure of the
three-year program. They will study
the laws, regulations, standards and
codes that govern the profession.
They will be exposed to the variety of
employment opportunities available
to them upon graduation. They will
learn about the 19 competencies that
they will attain at the completion of
the program. The students will learn
the role of these competencies in the
10 delegated acts that a professional
dental hygienist can perform in
Quebec.
PREVENTION I:
MEASURES AND METHODS
111-113-AB (2.1.2)
In this course the student will be able
to explain the application of preventive measures and methods in relation
to oral health. Since the beginning of
the practice of dental hygiene, the
emphasis has been on the promotion
of oral health as well as the prevention of oral diseases. As an educator,
the dental hygienist must have a thorough comprehension of the interactions needed in order to help provide
for a client-centred preventive health
care plan. This course provides the
future dental hygienist with the
knowledge and skills needed in order
to successfully assist the client in oral
self-care.
SECOND SEMESTER
HUMAN ANATOMY AND
PHYSIOLOGY II
101-DCJ-05 (3.2.3)
P: 101-DCA-05 & 111-103-AB
111-104-AB & 111-113-AB
This course continues from Human
Anatomy and Physiology I to study the
organization and functioning of the
human body and provide a basic
understanding of genetics. The systems
discussed include the digestive, cardiovascular, respiratory, urinary reproductive systems, and an introduction to
human genetics. These systems are
taught with an emphasis on homeostatic control mechanisms and their contribution to oral health. The dental
hygienist will use the information gathered during this course to further
develop the skills needed to implement a dental hygiene treatment plan.
DENTAL ANATOMY
111-104-AB (1.3.1)
DENTAL MICROBIOLOGY
101-214-AB (2.2.2)
P: 101-DCA-05 & 111-103-AB
111-104-AB & 111-113-AB
In this course the student will be able
to examine the normal structures and
functions of the dentition. The information gathered during this examination will be used in order to formulate
a dental hygiene treatment plan. The
Dental Anatomy course will focus on
the development of the skills and
knowledge required to perform the
intraoral exam, with special focus on
the dentition. The student’s competency to perform a thorough intraoral
exam will be enhanced during the
Head and Neck Examination course.
A sound working knowledge of
microbiology and immunology is
essential for safe practice in the clinical area. The Dental Microbiology
course will focus on the skills and
knowledge required to identify and
minimize the risk of transmission of
infectious diseases. The student will
become competent in the principles
and techniques of asepsis, disinfection
and sterilization. In addition, the student will be introduced to the role of
micro-organisms in the development
of dental diseases. In this course the
74
student will be able to examine connections between the modes of transmission of micro-organisms and
protection measures, standard precautions, health and safety measures,
and preventive measures in relation
to oral health.
HEAD AND NECK EXAMINATION
111-203-AB (1.2.1)
P: 101-DCA-05 & 111-103-AB
111-104-AB & 111-113-AB
One of the roles of a dental hygienist
is to perform a thorough examination
of the head and neck for each client.
This exam is composed of two major
steps: the intraoral exam and the
extraoral exam. Following the Dental
Anatomy course in the previous
semester, the student is able to examine the dentition of the client. This
skill will be incorporated with the
ability to examine the soft tissues of
the intraoral environment. The student will also learn the skills and
knowledge required to perform the
extraoral exam by studying the normal structures and functions of the
head and neck.
HEALTH AND SAFETY
111-204-AB (2.2.2)
P: 101-DCA-05 & 111-103-AB
111-104-AB & 111-113-AB
The dental hygiene student will learn
the clinical application of standard
precautions, ergonomic techniques,
regulations in the workplace, and the
safe handling and maintenance of
dental materials and equipment.
Special emphasis will be given to the
appropriate use of cardio-pulmonary
resuscitation techniques (CPR) and
emergency care procedures. In this
course the student will be able to
apply health and safety measures and
apply standard precautions.
NUTRITION AND ORAL HEALTH
120-203-AB (3.0.3)
P: 101-DCA-05 & 111-103-AB
111-104-AB & 111-113-AB
The promotion of oral health as well
as the prevention of oral diseases is
an important aspect of dental hygiene
practice. An integral component of
oral health, nutrition, provides future
dental hygienists with the knowledge
and skills needed in order to apply
sound nutrition principles in assessing,
planning, implementing, and evaluating total care of clients.
This course explores the practical
aspects of psychology. It has two main
goals: 1) to provide knowledge about
models of human growth and development; 2) to show how these principles can be applied to promote one’s
personal growth and adjustment skills
such as the ability to see oneself realistically, to manage time, weight, etc.
to cope with stress, make ethical
judgements and communicate effectively with others.
THIRD SEMESTER
HEALTH HISTORY
111-303-AB (3.0.3)
P: 101-214-AB & 101-DCJ-AB &
111-203-AB & 111-204-AB &
120-203-AB & 350-203-AB
This course will introduce the student
to the science of pharmacology,
where the effect of pharmaceutical
products on preventive and curative
treatments will be taught. The student
will also learn the importance of gathering accurate personal, medical and
dental information to complete the
client’s health history. Epidemiological
approach to health and illness will be
discussed. The student will learn how
to evaluate the precautions to be
taken in the presence of systemic diseases. The student will acquire the
ability to fully incorporate relevant
health information into the client’s
dental hygiene treatment plan.
PROSTHODONTICS
111-305-AB (2.3.2)
P: 101-214-AB & 101-DCJ-AB &
111-203-AB & 111-204-AB &
120-203-AB & 350-203-AB
In this course the student will be able
to perform procedures related to
prosthodontics. The student will have
the opportunity to learn the theory
behind certain products used in dentistry. Topics that will be discussed are
the physical conditions of the oral
environment, the physical properties
of dental materials, gypsum products,
impression materials, restorative and
prosthodontic materials, cements,
waxes, varnishes, preventive products,
periodontal packs, abrasives including
dentifrices, acrylic & plastics, and
implants. There is also a significant
practical component that allows for
skill development in handling various
materials.
PERIODONTAL
INSTRUMENTATION
111-306-AB (2.4.2)
P: 101-214-AB & 101-DCJ-AB &
111-203-AB & 111-204-AB &
120-203-AB & 350-203-AB
The student will develop the skill and
knowledge in order to perform periodontal therapies and perform a
selective polishing. The student will
learn to select the appropriate instruments for the removal of calcified
deposits while respecting tissue
integrity. The student will also learn
selective polishing. The student will
work in a clinical setting on a
manikin or a peer.
DETECTION OF ORAL DISEASES
111-DCS-04 (4.0.4)
P: 101-214-AB & 101-DCJ-AB &
111-203-AB & 111-204-AB &
120-203-AB & 350-203-AB
One of the delegated acts of a dental
hygienist is to perform a thorough
examination of the head and neck for
each client. During this course, the
student will acquire the theoretical
foundation to become competent in
the ability to accurately distinguish
normal from abnormal periodontal
structures and conditions.
Furthermore, each student will be
able to recognize the significance of
pathological conditions as they relate
to dental hygiene procedures and
client centered care plans.
By the end of this course, the student
will acquire the ability to identify oral
disease. This ability will be used to
fully chart the clients’ oral conditions
when they are seen in Clinic I, II, III.
This is an intermediate step towards
the mastery of competency 00LC:
detect oral diseases.
teach the client these interventions
according to individual needs, in
order that client compliance or adherence is maintained.
RADIOLOGY
111-406-AB (3.3.3)
P: 101-303-AB & 111-305-AB &
111-306-AB & 111-DCS-AB
The student will develop the skills and
knowledge required to take radiographs. Special emphasis will be
placed on client management.
Students practice taking radiographs
on manikins then progress to clients.
Students learn how to process and
interpret the radiographs. The information gathered from the radiographic survey will be used to formulate a
client-centred care plan. The students
will study the laws, regulations, standards and codes that govern the practice of radiology.
CLINIC I
111-408-AB (2.6.2)
P: 101-303-AB & 111-305-AB &
111-306-AB & 111-DCS-AB
The theoretical aspect of this course
deals with the development of a treatment plan. To do this, the student
must assess the client’s needs and
establish priorities as well as the relevance between client’s needs and the
possible methods of treatment. This
course also provides the students with
their first experiences in providing
dental hygiene care with clients in a
clinical setting.
RESTORATIVE DENTISTRY
111-DDC-04 (1.3.1)
P: 101-303-AB & 111-305-AB &
111-306-AB & 111-DCS-AB
PREVENTION II:
EDUCATING THE CLIENT
111-404-AB (2.2.2)
P: 101-303-AB & 111-305-AB &
111-306-AB & 111-DCS-AB
This course will enable the dental
hygiene student to gain the knowledge
and laboratory experience required to
perform restorative expanded functions. Lectures will provide the theory
while laboratory sessions will ensure
practical experience in the prescribed
skills.
In order to prevent oral diseases, the
client must be aware of and participate in preventive oral health care
interventions. This course will deal
with the dental hygienist as an educator/facilitator and will prepare the student to work with the clients in order
to help them maintain their oral
health. The student will learn to
Upon completion of this course, the
student will be able to correctly perform procedures related to restorative
dentistry; students will perform these
tasks in a laboratory setting on a
manikin. This is an intermediary step
to the terminal competency: perform
restorative dentistry 00LP, which will
be fully acquired in Clinic III.
FOURTH SEMESTER
75
CAREER PROGRAMS
COMMUNICATION AND
TEAMWORK
350-203-AB (3.0.3)
P: 101-DCA-05 & 111-103-AB
111-104-AB & 111-113-AB
FIFTH SEMESTER
ADVANCED PERIODONTOLOGY
111-503-AB (3.0.3)
P: 111-404-AB & 111-406-AB &
111-408-AB & 111-DEC-AB
In this course, the students will further
develop their abilities in periodontal
disease recognition. The students will
be further sensitized to the impact of
the overall general health on the periodontium and vice versa.Various scenarios will be used to formulate and
synthesize treatment plans specific to
clients’ needs.
COMMUNITY DENTAL HEALTH
111-505-AB (2.3.2)
P: 111-404-AB & 111-406-AB &
111-408-AB & 111-DEC-AB
Community dental health is a specific
field of the dental hygiene profession.
This course is designed to introduce
the dental hygiene student to the
basic principles and concept theories
of community health and their application to dental health in community
health programs. This course will provide experience that will prepare the
student for the Community Fieldwork
course in the sixth semester.
CLINIC II
111-51B-AB (0.12.0)
P: 111-404-AB & 111-406-AB &
111-408-AB & 111-DEC-AB
This course allows the students to
enhance their clinical abilities in providing dental hygiene therapy including restorative procedures. Under the
supervision of licensed dental hygienists and dentists, the student will
assess the client’s dental hygiene
needs, elaborate treatment plans
based on individual needs, implement preventive and restorative therapy, and evaluate dental hygiene care
for each client.
SIXTH SEMESTER
INTEGRATION INTO THE
WORKPLACE
111-603-AB (3.0.3)
P: 111-503-AB & 111-505-AB &
111-51B-AB
Integration into the workplace is a
seminar course designed to help the
student integrate into private practice
and other work environments. The student will work in small groups and will
develop strategies to ease the transition
from school into the workplace.
Different aspects of the profession are
examined, including professional
ethics, jurisprudence, professional
responsibilities, and office management. A resumé (CV) is produced and
interview strategies are practiced.
COMMUNITY FIELDWORK
111-604-AB (1.3.1)
P: 111-503-AB & 111-505-AB &
111-51B-AB
This course is divided into two sections. The theoretical aspect covers
the preparation of community dental
health interventions for specific target
groups and the evaluation of programs and educational interventions.
The stage consists of the implementation of the dental health programs
planned in the Community Dental
Health course. It provides experiences
in which the student can apply various community public dental hygiene
theories in an actual community
health setting. This stage enables the
student to experience public dental
health programs and it also provides
exposures to other community health
programs offered to various socioeconomic and cultural milieu.
ORTHODONTICS
111-614-AB (2.2.2)
P: 111-503-AB & 111-505-AB &
111-51B-AB
This course is an introduction to the
diagnosis, prevention, interception
and treatment of various malocclusions of the teeth. Various techniques
related to orthodontics will be covered such as the design, the application, and the control of functional and
corrective appliances. The student will
also learn to develop a personalized
oral self-care program for the orthodontic client. By the end of this
course the student will master the
competency of contributing to orthodontic treatments.
CLINIC III
111-62B-AB (0.12.0)
P: 111-503-AB & 111-505-AB &
111-51B-AB
This course allows students to acquire
as well as reinvest acquired competencies in providing dental hygiene
care in a clinical setting. Under the
supervision of licensed dental hygienists and dentists, the student will
assess the client’s dental hygiene
needs, elaborate treatment plans
76
based on individual needs, implement preventive and restorative therapy and evaluate dental hygiene care
for each client.
PROGRAM COMPREHENSIVE
ASSESSMENT
990-111-A0
P: 111-503-AB & 111-505-AB &
111-51B-AB
Upon completion of this program, the
dental hygiene student will be able to
practice safely and effectively by fulfilling the functions of treatment and
prevention in a variety of practice settings in accordance with the rules and
regulations dictated by the dental
hygiene profession.
All eleven Elements of competency of
the Program Exit Profile are subdivided into objectives. In order to obtain
a passing grade in the Comprehensive
Program Assessment the dental
hygiene student must successfully
complete each one of the objectives
which will be evaluated in the following sixth semester courses of the program: 111-603-AB Integration into
the Workplace, 111-614-AB
Orthodontics, 111-604-AB Community
Fieldwork and 111-62B-AB Clinic III.
ENGINEERING TECHNOLOGIES (244.A1)
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
345-
HUMANITIES
345-
HUMANITIES
109-
PHYSICAL EDUCATION
244-204-AB
Design and Simulation
201-115-AB
Mathematical Models I
201-225-AB
Mathematical Models II
244-105-AB
Introduction to Technology
244-225-AB
Electronic Circuits
244-113-AB
Circuit Assembly
244-235-AB
Control Logic
244-124-AB
Electric Circuits
244-255-AB
Matter and Heat
244-144-AB
Light and Sound
603-
ENGLISH
602-
FRENCH
109-
PHYSICAL EDUCATION
___ - ___
Complementary Course
___ - ___
Complementary Course
244-414-AB
Management & Maintenance
244-315-AB
Workshop Techniques
244-435-AB
Automation and Control
244-335-AB
Introduction to Control Systems
244-446-AB
Motion and Energy
244-345-AB
Applied Physics Technologies
244-465-AB
Thermal Applications
244-355-AB
Thermodynamics & Heat Transfer
244-475-AB
Materials
244-374-AB
Introduction to Optics
603-
ENGLISH
602-
FRENCH
345-
HUMANITIES
109-
PHYSICAL EDUCATION
244-536-AB
Robotics
244-635-AB
Data Acquisition & Analysis
244-555-AB
Energy Analysis
244-644-AB
New Technologies
244-576-AB
Advanced Optics
244-684-AB
Opto-electronics
244-586-AB
Project I
244-686-AB
Project 2
THIRD SEMESTER
FOURTH SEMESTER
FIFTH SEMESTER
SIXTH SEMESTER
Complementary courses: Please refer to the Schedule of Classes for rules/restrictions on complementary courses.
learn through a hands-on approach coupled with a theoretical perspective. Employment opportunities for graduates
have always been excellent, and will most likely increase, as
the demand for technologists with a multidisciplinary background continues to grow.
The Engineering Technologies Department operates within
the domain of the Applied Physics Technology Program. It is
structured to provide students with the necessary education
needed to fulfill the functions of an applied physics technologist. The 3-year program is designed to provide job entry
into private and government research laboratories, in companies producing high-technology components or equipment, in engineering firms and in university laboratories.
NEW for students beginning in Fall 2007 is the choice
between two Exit Profiles – one in Photonics and the other
in Energy Management. The first 4 semesters are common
to both profiles and students will make their choice before
beginning their last year.
Applied physics technologists work in engineering and
physics sectors such as: optics, photonics, acoustics, vacuum
techniques, micro-electronics and integrated circuits, thermal systems, non-destructive testing and automation.
Students may also continue their education at university in
various Engineering or Physics programs (the necessary
prerequisites can be taken while in the program).
For further information about the Engineering Technologies
Program entrance requirements or prerequisites, please
contact the John Abbott College Admissions Office, local
5355, 5361 or 5358; or the Engineering Technologies
Chairperson at local 5901 or by email:
engineering.tech@johnabbott.qc.ca.
The program combines the subject areas of optical, electronic, mechanical, computer, automation systems technologies, and energy analysis. Students apply what they
Refer to the Admissions Policies and Procedures Section for
specific Admissions requirements.
77
CAREER PROGRAMS
PHOTONICS OPTION
PROGRAM OF STUDY FALL 2007 OR LATER
ENGINEERING TECHNOLOGIES (244.A2)
ENERGY MANAGEMENT PROFILE
PROGRAM OF STUDY FALL 2007 OR LATER
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
345-
HUMANITIES
345-
HUMANITIES
109-
PHYSICAL EDUCATION
201-115-AB
Mathematical Models I
201-225-AB
Mathematical Models II
244-105-AB
Introduction to Technology
244-204-AB
Design and Simulation
244-113-AB
Circuit Assembly
244-225-AB
Electronic Circuits
244-124-AB
Electric Circuits
244-235-AB
Control Logic
244-144-AB
Light and Sound
244-255-AB
Matter and Heat
603-
ENGLISH
602-
FRENCH
109-
PHYSICAL EDUCATION
___ - ___
Complementary Course
___ - ___
Complementary Course
244-414-AB
Management & Maintenance
244-315-AB
Workshop Techniques
244-435-AB
Automation and Control
244-335-AB
Introduction to Control Systems
244-446-AB
Motion and Energy
244-345-AB
Applied Physics Technologies
244-465-AB
Thermal Applications
244-355-AB
Thermodynamics & Heat Transfer
244-475-AB
Materials
244-374-AB
Introduction to Optics
603-
ENGLISH
602-
FRENCH
345-
HUMANITIES
109-
PHYSICAL EDUCATION
244-536-AB
Robotics
244-604-AB
Manufacturing
244-555-AB
Energy Analysis
244-635-AB
Data Acquisition & Analysis
244-586-AB
Project I
244-644-AB
New Technologies
244-596-AB
Building Construction & Automation
244-656-AB
Industrial Energy Audit
244-686-AB
Project 2
THIRD SEMESTER
FOURTH SEMESTER
FIFTH SEMESTER
SIXTH SEMESTER
Complementary courses: Please refer to the Schedule of Classes for rules/restrictions on complementary courses.
78
ENGINEERING TECHNOLOGIES
MATHEMATICAL MODELS I
201-115-AB (3.2.3)
P: MATH 526 OR 536
Designed specifically for Engineering
Technologies students, course content includes complex numbers,
deMoivre’s Theorem, roots, vectors
and applications, systems of equations, Cramer’s rule, determinants,
logarithms, trig, Law of Sines, Law of
Cosines, equations, limits and derivatives of polynomials.
INTRODUCTION TO
TECHNOLOGY
244-105-AB (2.3.1)
The objectives of the course are to
provide an overview of technologies
and their present day applications.
This course helps the students identify the various sectors of employment
available in Applied Physics
Technologies ( ie; photonics, electronics, thermal /energy fields.)
Students are introduced to the
vocabulary and working methods of
technologists and engineering disciplines. This experience is designed to
assist the student in assessing academic orientation and developing
career objectives.
ELECTRIC CIRCUITS
244-124-AB (2.2.2)
Fundamental concepts related to
electricity and electronics, using a systems approach are developed by the
student. This is the first of several
courses in which the students analyse
electrical instruments, circuits and
components which provide a background knowledge necessary for continued courses. Electrical principles
and problem solving methods are
developed and established.
CIRCUIT ASSEMBLY
244-113-AB (0.3.0)
Practical approaches to electronic circuit construction, repair and troubleshooting are taught. Component
replacement, circuit layouts, component substitution and electrical testing
are some of the real world/hands-on
topics that are covered. Modern circuit fabrication techniques are also
explored.
CONTROL LOGIC
244-235-AB (3.2.2)
All the basic concepts and theory
required for an objective approach to
optics and acoustics are established.
The subject of Wave Mechanics is
used to correlate the two sciences,
and develop transferable skills.
Students take advantage of the state
of the art facilities at the Montreal
Physics Technology and Photonics
Center, while engaging in lab activities.
Industrial processes, automobiles, climate control and almost every device
or system you can imagine will eventually adopt a form of corrective control, which is achieved via sensors,
data acquisition and logic control.
This process has provided tremendous improvements in accuracy, performance, and efficiency of devices
and systems. Students will explore
various aspects of this field through
system analysis and troubleshooting,
sensor measurements, control programming and data processing.
SECOND SEMESTER
MATHEMATICAL MODELS II
201-225-AB (3.2.3)
P: 201-115-AB
Designed specifically for Engineering
Technologies students, this course is a
continuation of 201-115. Content
includes calculus, slopes, derivatives,
including log and trig functions,
Newton’s Method, minimum and
maximum problems, antiderivatives,
definite integrals, area, algebraic and
trig substitutions, integration by parts,
Fourier Series, differential equations
and separation of variables.
DESIGN AND SIMULATION
244-204-AB (1.3.2)
Modern approach to optical,
mechanical and electrical system
designs revolves around the use of
computer simulation of the system to
verify the design quality and performance. The student will learn to use
various softwares, which are used in
industry to design and control systems,
processes and machines. Students will
be introduced to program control
software (Labview, Logo!, Oopic),
electronic simulation (EWB), optical
simulation (OSLO), and mathematical
tools (Matlab).
ELECTRONIC CIRCUITS
244-225-AB (3.2.2)
P: 244-124-AB
This course will provide a bridge
from the Electric Circuits course, to
the world of electronic circuits.
Students will begin to understand
how the electronics that surrounds us
works by analyzing and building analog and digital circuits used in such
things as amplifiers and computer circuits. Troubleshooting and repairing
skills will also be developed.
79
MATTER AND HEAT
244-255-AB (3.2.2)
P: 244-144-AB
Thermal systems are fundamental to
our existence and yet widely misunderstood. Students will be able
achieve a firm, basic quantitative
understanding of thermal concepts
and processes, and how materials
retain, resist, or conduct or transform,
as heat is added or removed.
THIRD SEMESTER
WORKSHOP TECHNIQUES
244-315-AB (1.4.1)
P: 244-113-AB & 244-225-AB
In order to apply technology, it is
essential to have knowledge and skills
of fabrication and production processes. The student will learn to build various projects, which require metal,
plastic and wood fabrication techniques. Project management, timelines and safety are key elements in
this course.
INTRO TO CONTROL
SYSTEMS
244-335-AB (2.3.2)
P: 244-235-AB
Most of our modern machines, appliances and industrial processes are
now controlled by computers, which
monitor sensors, in order to provide
accurate, intelligent and optimal system control. Theoretical concepts are
established, and related to real world
applications, with supporting laboratory experiments.
CAREER PROGRAMS
FIRST SEMESTER
LIGHT AND SOUND
244-144-AB (2.2.2)
APPLIED PHYSICS
TECHNOLOGIES
244-345-AB (2.3.2)
P: 244-225-AB & 244-255-AB
Principles of physics provide the
framework for all engineering and
applied science applications. This
course will demonstrate how theory
and practice co-exist, as students are
re-acquainted with physics, mathematics, scientific process and problem
solving techniques.
THERMODYNAMICS & HEAT
TRANSFER
244-355-AB (3.2.2)
P: 244-255-AB
Temperature, heat transfer, heat
capacity, pressure and expansion are
common to all materials, and requires
much consideration in the design of
most electrical, mechanical and building systems. Students are given thorough coverage of thermal processes,
and how they apply to modern technologies and systems. Carnot cycle,
entropy, enthalpy, latent heats, specific heat and conductivity, are prime
elements of the course.
INTRODUCTION TO OPTICS
244-374-AB (2.2.2)
P: 244-144-AB
Basic electromagnetic theory and ray
trace optics provide a solid, introductory basis for understanding the
behavior of light. Learning is supported with correlated laboratory experience. Optical instruments, lens
systems, opto-electronic components,
light sources, colour theory, and laser
principles are introduced in this
course, and put in context with modern applications, such as telescopes,
cameras, medical imaging systems
and laser systems.
FOURTH SEMESTER
AUTOMATION & CONTROL
244-435-AB (3.2.2)
P: 244-335-AB
This course continues from “Intro to
Control Systems” to provide
advanced examples of control theory
in modern industrial applications.
Students configure control software
(Labview), PLC’s (programmable logic
array’s), and use MATLAB (math software) to solve control system problems, and implement new designs.
Theoretical concepts are implemented through industry standard systems,
giving students the ability to effectively engage with common systems of
control, used presently in industry.
MOTION & ENERGY
244-446-AB (4.2.2)
P: 244-345-AB
Advanced concepts of motion
(Newtonian kinematics) and static
forces, are brought into focus in this
course. The design and construction
of simple machines, and rocketry, is
done in laboratory classes to provide
real context and create a challenging, intriguing and motivating example for advanced analysis, and active
learning.
THERMAL APPLICATIONS
244-465-AB (3.2.2)
P: 244-355-AB
Thermal principles and theory are rigorously demonstrated in existing systems and machines. The student is
exposed to a variety of typical applications and situations, where theoretical knowledge is integrated with
common sense. Thermal load determination, heat transfer, insulation,
heating and cooling principles and
systems are evaluated. This provides
the student with initial skills that are
thermal management, and energy efficiency oriented. This skill set is widely
applied in industry, and very much in
demand.
MATERIALS
244-475-AB (3.2.2)
Research in materials science has generated improved materials and new
materials, which are less costly,
stronger, lighter and resistant to corrosion, decay and fire. It is vital that students be aware of common material
composition, and the principles of
production and application.
Metallurgy, polymers, composite
materials, and nano-processes are
explored, giving the student a relevant
and modern perspective of material
science used in engineering today.
MANAGEMENT &
MAINTENANCE
244-414-AB (2.2.1)
The driving forces behind elevated
standards of living are directly related
to automated and mechanized production processes. Many systems and
80
processes are large industrial plants,
which take advantage of “economies
of scale”. The end results are lower
costs for products and energy, with
advancing levels of quality and performance. It is essential to have
knowledgeable technologists, who
can devise and implement cyclic and
scheduled maintenance programs.
Reliability projection (MTBF), and
emergency response and repair are
also explored.
The students are also challenged with
a variety of examples concerning
industrial systems and machines. They
learn the skills needed to respond in a
rational and objective fashion to
maintenance, repair and obsolescence issues. Students will develop
planning skills to efficiently sustain
electrical, optical, mechanical and
thermal industrial systems.
FIFTH SEMESTER
ROBOTICS
244-536-AB (2.4.2)
P: 244-435-AB
Industrial mechanization involves
machinery in motion. Machines which
can replicate human manipulation
and can make intelligent, autonomous
decisions are considered robotic. In
this course students will conquer the
fundamentals of robotics systems and
control. Realization of robotic skills
will be achieved through theory and
labs. Construction of robotic devices
with a robotics trainer will provide to
students the skills to successfully operate, expand or modify existing industrial systems.
ENERGY ANALYSIS
244-555-AB (3.2.2)
P: 244-465-AB
Present demands for energy will continue to increase. It is of vital importance to manage and utilize the
present and future resources with efficiency. Students will learn to evaluate
all of the major energy sources economically, technically and environmentally to develop methods of
optimum use. Industrial and domestic
buildings and processes will be analyzed for performance and cost.
Heating, ventilation and cooling
(HVAC) systems will be covered along
with lighting systems. Optimizing the
operation of these systems will also be
discussed.
This course continues from Intro to
Optics to provide the student with
advanced knowledge of electromagnetic (light) behavior. Spectrum analysis, interference, diffraction,
coherence and laser phenomena will
be covered. The nature of wave particle duality and an introduction to relativistic mechanics will be covered.
This course shall prepare students for
engineering applications in the following course (Photonics).
BUILDING CONSTRUCTION
AND AUTOMATION
244-576-AB (3.3.2)
P:244-465, 244-414
Modern society is defined by the
quality of its buildings and dwellings.
New materials, optimized construction techniques and automation systems have provided an unparalleled
standard of comfort and economy.
Automation systems which control
heating, ventilation air conditioning
(HVAC) and lighting can substantially
improve the energy efficiency, comfort and longevity of a building.
Students will cover the traditional and
historical building methods and materials as existing structures are commonly renovated with newer
materials and automated systems. The
course shall also examine contemporary building construction techniques
and automation systems with the
intent of optimizing energy efficiency
and ergonomic value.
Energy analysis is essential to building
improvement and new construction.
This course is a fundamental of that
pursuit.
PROJECT I
244-586-AB (1.5.1)
P: 244-414-AB &
244-435-AB &
244-446-AB &
244-465-AB &
244-475-AB
Students are required to undertake a
technical project and complete it on
schedule in a professional manner.
The student will propose, plan, schedule and construct or execute the project. The project consists of performing
an energy analysis and audit of an
industrial or domestic building, or
undertaking a project approved by
the department. Students must present the project to faculty and students
at the end of the course and will
demonstrate their knowledge with an
exchange of questions.
SIXTH SEMESTER
OPTO-ELECTRONICS
244-684-AB (2.2.2)
P: 244-225-AB
The electronics industry has been
steadily increasing its use of optical
components, in display technologies,
detectors and remote control devices.
This course bridges the use of electrical and optical principles, and focuses
on the applied use of electronic components, which generate and detect
light. Light emitting diodes (LED’s), liquid crystal displays, cathode ray tubes,
laser diodes, photo-transistors, optical
fiber and infra-red diodes, are some of
the components that are studied,
measured and applied in this course.
MANUFACTURING
244-604-AB (2.2.2)
P: 244-555
At no time has there been a greater
array of products and materials as there
are today. Manufacturing has transformed from a labour intensive endeavor to a mechanized regime. In this
course students shall study common
manufacturing systems and how mechanized systems, robotics and automation are used to create products of
advanced quality and low price. Field
trips will demonstrate real world applications and students shall study electrical, mechanical and automation
systems which are common to many
manufacturing processes. Common
safety and fire standards for manufacturing processes and systems shall also
be reviewed. The objective of this
course is to prepare students to enter
the industrial market with a transferable
knowledge which will be applicable to
any existing system.
DATA ACQUISITION AND
ANALYSIS
244-635-AB (2.3.2)
P: 244-536-AB
Students implement a system to
acquire and analyze a data from an
experimental setup. Skills sets related
to the interface of computer platforms
to outside data sensors and systems
are developed. Introductory coverage
of the C programming language and
micro controller code is established.
Basic communication formats in computer communication are explored.
NEW TECHNOLOGIES
244-644-AB (2.2.2)
Modern technology is rapidly advancing and has offered many improved
81
alternatives to materials and processes, which provide superior performance at lower cost. Students need to
be aware of present developments
and future direction. A wide range of
technology developments shall be surveyed. The need to stay informed and
current, in a dynamic technical world
will be encouraged.
INDUSTRIAL ENERGY AUDIT
244-656-AB (1.5.2)
P: 244-555
Demand for energy efficiency in
industry is a modern necessity.
Students shall integrate previous
course content with the Industrial
Energy Audit course in order to
perform energy efficiency audits of
industrial systems and buildings.
Common heating and electrical loads
shall be studied. Electrical systems
and rates shall be covered. Students
shall learn spreadsheet techniques
and basic analytical techniques
common to energy audits. Capital
investment required for system and
infrastructure improvement shall be
balanced with ROI (return on
investment) projection methods.
PHOTONICS
244-696-AB (2.4.2)
P: 244-576-AB
Photonics is the integration of electrical and optical systems, and has many
applications in telecommunications,
medicine and computing systems. This
developing technology offers immense
possibilities for data communications.
Students will explore modern applications and learn applied techniques
used in industry today. Optical fiber
systems and measurements shall be
covered. Laser systems and applications will also be covered.
PROJECT 2
244-686-AB (0.6.1)
P: 244-586-AB
This second project course permits
the student to propose, plan and
build an electrical or mechanical
device, which will include prototyping, debugging, packaging and documentation. Students may also choose
to perform an energy audit or to participate in an industrial stage in the
workplace. The objective of the
course is to engage the student in an
autonomous and comprehensive use
of skills and knowledge from previous
courses. Students are required to submit a written report and provide an
oral presentation.
CAREER PROGRAMS
ADVANCED OPTICS
244-576-AB (3.3.2)
P: 244-374-AB
INFORMATION AND LIBRARY TECHNOLOGIES (393.AO)
PROGRAM OF STUDY
FALL 2003 OR LATER
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
602-
FRENCH
602-
FRENCH
345-
HUMANITIES
345-
HUMANITIES
109-
PHYSICAL EDUCATION
109-
PHYSICAL EDUCATION
_____-_____ Complementary Course
_____-_____ Complementary Course
393-DCA-03 The Profession of Documentation Technician
393-DDJ-03
393-DCB-06 Reference Work
393-DCL-03 Automation & Documentation II
393-DCC-03 Automation & Documentation I
393-DCM-05 Special Reference Sources
Communication and Teamwork
THIRD SEMESTER
FOURTH SEMESTER
603-
ENGLISH
603-
ENGLISH
109-
PHYSICAL EDUCATION
345-
HUMANITIES
393-DCD-03 Physical Processing & Preservation
393-DCK-04 Cataloguing II
393-DCF-04 Cataloguing I
393-DCP-03 Circulation
393-DCJ-05
393-DCS-03 Dewey Decimal Classification
Principles of Classification
393-DCN-03 Introduction to Archives & Records Management
393-DCV-04 Indexing: Subject Headings
393-DDL-04 Public Relations
393-DCW-06 Records Management
FIFTH SEMESTER
SIXTH SEMESTER
393-DCT-04 Information Retrieval I
393-DDB-05 Information Retrieval II
393-DCU-05 Acquisitions
393-DDS-08 The Working Environment I
393-DDA-04 Documents & their Producers
393-DDT-08 The Working Environment II
393-DDC-04 Indexing and Abstracting
393-DDU-03 The Document Centre
393-DDD-06 Archives
393-DDW-03 Collection Development
393-DDK-03 Computerization and Documentation
393-DDM-03 Document Formatting
393-DDN-03 Library of Congress Classification
Complementary courses: Please refer to the Schedule of Classes for rules/restrictions on complementary courses.
Upon graduation you can expect to find work as a technician or research assistant in: archives, documentation centres, database maintenance services, film/television,
indexing and abstracting services, information retrieval,
libraries, records management or education institutions.
We are living in an information-based society. The Web has
made possible unprecedented access to, and sharing of,
information, which has opened up the market for information workers. Corporations, institutions of all types, schools,
and the government accumulate vast amounts of information in the course of conducting business – information in a
variety of formats, including books, reports, websites, electronic files, audiovisual information, plans, etc...
Technicians are needed to organize and make available the
accumulated information.
If you already have a DEC you may complete the
program in two years (see page 85).
For further information about the Information and Library
Technologies Program entrance requirements or prerequisites,
please contact the John Abbott College Admissions Office,
local 5355, 5361 or 5358; or the Information and Library
Technologies Program Chairperson, local 5472.
This program of study will make you a specialist in information management. You will become familiar with the organization and use of resources ranging from specialized
databases, websites and computer files to books and business
documents. You will also gain professional working experience through two fieldwork courses in the sixth semester.
Refer to the Admissions Policies and Procedures Section for
specific Admissions requirements.
82
FIRST SEMESTER
THE PROFESSION OF
DOCUMENTATION TECHNICIAN
393-DCA-03 (1.2.2)
This course must be taken in the first
semester. It is a prerequisite for all
courses taken in semesters two to six.
Students are introduced to the profession of documentation/information
technician, and to the theories and
skills of information management.
This includes an awareness of how
these skills are used in various types
of settings (libraries, archives, records
management centres) and with various types of information. Students will
also learn about the importance of
well-developed communication and
interpersonal skills to the profession.
REFERENCE WORK
393-DCB-06 (2.4.2)
C: 393-DCA-03
This introduction to reference work
provides students with the skills to use
and cite general reference materials,
both print-based and electronic. They
learn to analyze reference questions
and to identify appropriate sources.
The nature of the reference interview
and the skills necessary for communicating effectively with clients will also
be covered.
AUTOMATION AND
DOCUMENTATION I
393-DCC-03 (1.2.2)
C: 393-DCA-03
This course introduces students to the
basic concepts necessary for computer use, and concentrates on the
acquisition of the keyboarding, wordprocessing and file-management skills
necessary for information management settings.
SECOND SEMESTER
AUTOMATION AND
DOCUMENTATION II
393-DCL-03 (1.2.2)
P: 393-DCC-03
This course reinforces the keyboarding, word-processing and file management skills acquired in the preceding
course, and builds on these skills so
that students are able to produce
more complex documents. It also
introduces students to the variety of
interfaces, word processing software
and spreadsheet software used in
documentation management.
COMMUNICATION AND
TEAMWORK
393-DDJ-03 (2.1.2)
P: 393-DCA-03
Students learn the basic theories of
verbal and non-verbal interpersonal
communication and their application
in library, records management and
archival settings. They learn how to
use good communication techniques
with clients and co-workers in a wide
variety of situations such as reference
interviews, needs assessment interviews and storytelling. Teamwork is
an important tool in the workplace,
so students are taught basic teamwork
models. Using these models, they
develop their group work skills while
working on problems typical in information management.
SPECIAL REFERENCE SOURCES
393-DCM-05 (2.3.2)
P: 393-DCB-03
This course focuses on electronic and
specialized reference sources. Upon
completion of the course, students
are able to search for information
based on client profiles.
THIRD SEMESTER
CATALOGUING I
393-DCF-04 (1.3.2)
In this course students learn to write
the descriptive cataloguing records for
print, audiovisual and electronic documents with low levels of complexity
according to the established cataloguing rules.
INTRODUCTION TO ARCHIVES
AND RECORDS MANAGEMENT
393-DCN-03 (1.2.2)
This course introduces students to the
processes and concepts required to
organize and maintain records management and archival systems.
PHYSICAL PROCESSING AND
PRESERVATION
393-DCD-03 (1.2.1)
In this course students learn the processing, shelving and storage techniques appropriate for library, archival
and records management situations.
In the context of preservation of
materials, students learn how to do
minor repairs. They are also intro83
duced to the conservation standards
for paper, electronic and audiovisual
documents and to appropriate emergency response procedures to various
types of disasters.
PRINCIPLES OF CLASSIFICATION
393-DCJ-05 (2.3.2)
This course introduces students to the
basic concepts of knowledge organization, classification and subject
analysis in the domains of general
knowledge. It prepares them for
future in-depth courses on Dewey
Decimal Classification, Library of
Congress Classification, Subject
Headings and Indexing.
PUBLIC RELATIONS
393-DDL-04 (1.3.3)
Students learn to promote the various
types of services provided by libraries,
records centres and archives. This
includes target market analysis, the
design and scheduling of promotional
plans and the organization of promotional activities.
FOURTH SEMESTER
CATALOGUING II
393-DCK-04 (1.3.2)
P: 393-DCF-04
Students build on knowledge acquired
in Cataloguing I in order to create catalogue records for print, audiovisual
and electronic documents of medium
to high complexity. They learn how to
provide various access points, to verify
and use copy cataloguing data and to
use MARC coding. Verification of the
various access points and maintenance of authority files are included.
CIRCULATION
393-DCP-03 (1.2.2)
P: 393-DCA-03
This course helps students acquire the
competencies required for performing
tasks related to the circulation of library
materials. It familiarizes them with the
knowledge, policies, procedures, and
mechanics needed to operate an efficient circulation control system.
DEWEY DECIMAL CLASSIFICATION
393-DCS-03 (1.2.3)
P:393-DCJ-05
This course reinforces and builds on
the knowledge of Dewey Decimal
Classification gained in Principles of
Classification. Students synthesize
classification numbers using the
Dewey Decimal schedules and the
CAREER PROGRAMS
INFORMATION AND LIBRARY
TECHNOLOGIES
auxiliary tables and learn to work with
copy-cataloguing data in a critical
manner. Students work with different
types of documents.
INDEXING: SUBJECT HEADINGS
393-DCV-04 (1.3.2)
P:393-DCF-04
Students build on techniques of subject
analysis gained in Principles of
Classification and learn to assign subject
headings to various types of documents.
Subject headings are drawn from
Library of Congress Subject Headings,
Sears List of Subject Headings,
Canadian Subject Headings, the
Vedettes-matières de Laval, and similar
lists. Students also learn how to integrate the appropriate cross-references
into catalogues and retrieval tools,
and to maintain subject authority files.
RECORDS MANAGEMENT
393-DCW-06 (2.4.2)
P:393-DCN-03
In this course students learn how to
analyze the needs of an organization
and to plan and implement an appropriate records management program.
FIFTH SEMESTER
ACQUISITIONS
393-DCU-05 (2.3.2)
P:393-DCA-03
This course enables students to follow
the procedures for acquiring all types
of material for any type of library/documentation setting. Students learn to
work with automated as well as manual systems.
ARCHIVES
393-DDD-06 (2.4.3)
P: 393-DCW-06
Students acquire the competencies
required to work in an archival repository. They learn how to organize the
various types of archival materials and
to apply the Rules for Archival
Description.
COMPUTERIZATION AND
DOCUMENTATION
393-DDK-03 (1.2.2)
P: 393-DCM-05
C: 393-DDB
In this course students learn the principles of database design using multipurpose database software and
specialized library-oriented software.
The focus is on hands-on experience.
DOCUMENT FORMATTING
393-DDM-03 (1.2.2)
P: 393-DCL-03
This course introduces students to the
basic concepts of document layout for
print and electronic files in information management settings. It includes
desktop layout and presentation software, and HTML coding.
DOCUMENTS AND THEIR
PRODUCERS
393-DDA-04 (2.2.2)
P: 393-DCA-03
In this course students will build on
the knowledge gained about the various aspects of the publishing industry,
both at the national and international
levels. Students become familiar with
the characteristics of electronic publishing and its impact on information
management. Government organization and its implication for access to
government-produced documents will
be covered in detail.
INDEXING AND ABSTRACTING
393-DDC-04 (1.3.2)
P: 393-DCJ-05
Students build on the techniques of
subject analysis and hierarchical structuring gained in Principles of
Classification to perform various types
of subject indexing for print, electronic and audiovisual documents. The
maintenance, role and use of thesauri
are emphasized. Students gain experience in periodical indexing, database
indexing and back-of-the-book indexing. Through practical exercises students also learn the two major forms
of abstracts.
INFORMATION RETRIEVAL I
393-DCT-04 (1.3.2)
P:393-DCM-05
This course introduces students to the
basic features of database software
used for information management
and retrieval. Through hands-on
practice using DIALOG as the base,
students learn to interrogate an
online information retrieval system.
The course also provides an overview
of the principles of textual database
management systems and the different types of software used in the
information sector.
LIBRARY OF CONGRESS
CLASSIFICATION
393-DDN-03 (1.2.3)
P: 393-DCJ-05
Students learn to apply the Library of
Congress Classification scheme to all
84
types of print, electronic and audiovisual documents, and to work with
copy cataloguing data in a critical manner. This course contains a component
of the comprehensive assessment.
SIXTH SEMESTER
COLLECTION DEVELOPMENT
393-DDW-03 (1.2.2)
P: 393-DCB-03 & 393-DCU-05
This course introduces the student to
the theories and methodology of collection development. It focuses on the
management of collections of all types
of materials in libraries, documentation centres and bookstores through
the use of selection policies, assessment of user needs, inventory control
and weeding (discarding) procedures.
This course contains a component of
the comprehensive assessment.
INFORMATION RETRIEVAL II
393-DDB-05 (2.3.2)
P: 393-DCT-04
Students learn the use and importance of online information retrieval
systems in fulfilling the diverse needs
of users. With hands-on experience,
they will learn how to retrieve the
required information and develop an
understanding of the different online
information retrieval systems.
THE DOCUMENT CENTRE
393-DDU-03 (1.2.2)
P: 393-DCD; 393-DCK;
393-DCM; 393-DCP;
393-DCS; 393-DCU;
393-DCV; 393-DCW;
393-DDA; 393-DDB;
393-DDC; 393-DDD;
393-DDJ; 393-DDK;
393-DDL; 393-DDM;
393-DDN
This course focuses on the management of the documentation
centres/special libraries that form parts
of larger organizations (e.g., companies, schools). This includes the analysis of organizational and user needs,
collection management, the planning
of personnel and physical resources,
budgeting, and reference service
planning. This course contains components of the comprehensive assessment.
CAREER PROGRAMS
THE WORKING ENVIRONMENT I
(FIELDWORK)
393-DDS-08 (1.7.3)
P: 393-DCD; 393-DDK
This fieldwork placement takes place
in records centres, archives, bookstores or related businesses where students can see the operations and
relationships among the various
departments and/or sections. In addition to gaining experience in particular techniques, students can also
explore their preferences and aptitudes within the field. This course
contains a component of the comprehensive assessment.
THE WORKING ENVIRONMENT
II (FIELDWORK)
393-DDT-08 (1.7.3)
P: 393-DDK; 393-DDN
This fieldwork placement takes place
in a library, documentation/ resource
centre or related business where students can see the operations and relationships among the various
departments and/or sections. In addition to gaining experience in particular techniques, students can also
explore their preferences and aptitudes within the field.
PROGRAM COMPREHENSIVE
ASSESSMENT
990-393-A0
The comprehensive assessment is a
portfolio that consists of 5 different
projects administered within the
noted courses during the final year.
These projects test the student’s ability to perform capably in the areas of
cataloguing, reference, collection
management, records management
and database structuring. Students
must pass all five components in
order to pass their comprehensive
assessment (pass/fail). In the event of
a failure, students are expected to
redo the component correctly.
85
INFORMATION AND LIBRARY TECHNOLOGIES (393.A1)
TWO-YEAR INTENSIVE PROGRAM PLANNER
(FOR STUDENTS WITH A PREVIOUS DEC OR UNIVERSITY CREDITS)
FALL 2003 OR LATER
FIRST SEMESTER
SECOND SEMESTER
393-DCA-03 The Profession of Documentation Technician
393-DCK-04 Cataloguing II
393-DCB-06 Reference Work
393-DCL-03 Automation & Documentation II
393-DCC-03 Automation & Documentation I
393-DCM-05 Special Reference Sources
393-DCD-03 Physical Processing & Preservation
393-DCP-03 Circulation
393-DCF-04 Cataloguing I
393-DCS-03 Dewey Decimal Classification
393-DCJ-05
393-DCV-04 Indexing: Subject Headings
Principles of Classification
393-DCN-03 Introduction to Archives & Records Management
393-DCW-06 Records Management
393-DDL-04 Public Relations
393-DDJ-03
THIRD SEMESTER
Communication and Teamwork
FOURTH SEMESTER
393-DCT-04 Information Retrieval I
393-DDB-05 Information Retrieval II
393-DCU-05 Acquisitions
393-DDS-08 The Working Environment I
393-DDA-04 Documents & their Producers
393-DDT-08 The Working Environment II
393-DDC-04 Indexing and Abstracting
393-DDU-03 The Document Centre
393-DDD-06 Archives
393-DDW-03 Collection Development
393-DDK-03 Computerization and Documentation
393-DDM-03 Document Formatting
393-DDN-03 Library of Congress Classification
Students who have already completed a DEC in another
program are credited for the general education component, and are able to follow an intensive schedule in order
to complete the ILT program within two years. This may
also apply to students with other types of advanced standing such as partial or complete university degrees.
86
NURSING (180.A0)
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
109-
PHYSICAL EDUCATION
___-___
Complementary Course
___-___
Complementary Course
101-805-AB
Anatomy & Physiology I
101-806-AB
Anatomy & Physiology II
180-10D-AB Nursing I - Introduction to Nursing
180-20G-AB Nursing II - Introduction to Nursing II
350-803-AB
Developmental Psychology
387-803-AB
Sociology of Diverse Families and Communities
602-
FRENCH
603-
ENGLISH
345-
HUMANITIES
602-
FRENCH
109-
PHYSICAL EDUCATION
THIRD SEMESTER
101-814-AB
FOURTH SEMESTER
Microbiology & Immunology
180-40K-AB Nursing IV - Health and Illness II
180-30K-AB Nursing III - Health and Illness I
387-813-AB
Sociology of Health
ENGLISH
HUMANITIES
345109-
HUMANITIES
PHYSICAL EDUCATION
Pathophysiology
Nursing V - Health & Illness III
180-60N-AB Nursing VI - Integration
350-813-AB
Psychology: Issues in Health Care
603345101-823-AB
180-51J-AB
FIFTH SEMESTER
SIXTH SEMESTER
Complementary courses: Please refer to the Schedule of Classes for rules/restrictions on complementary courses.
College, eligible students may apply to McGill University
and continue courses for two years full-time or four years
part-time toward a Baccalaureate degree in Nursing (BN).
Graduates of the program are expected to have the knowledge and abilities to practice nursing in a rapidly changing
health care system, in a manner which is professional, caring, clinically competent and ethically and legally grounded.
They will function as collaborative members of the health
care team, in accordance with the Quebec Nurses’ Act.
Each semester, students acquire theoretical knowledge and
nursing skills from classroom, laboratory and clinical experiences that help them meet the competencies required of
graduates at the end of the program. John Abbott offers
clinical experience in hospitals and agencies located in
Montreal and the West Island. Clinical experience is
obtained in obstetrics, pediatrics, psychiatry, medicine, surgery, geriatrics and in ambulatory care services in the hospital and community settings.
Graduates receive a CEGEP diploma, following which they
are eligible to write the Quebec licensing examinations
administered by the Ordres des infirmiers et infirmières du
Québec (OIIQ). Some students must also demonstrate
appropriate knowledge of oral and written French with the
Office de la langue française before a licence to practice
will be granted.
The Nursing Program is based on a conceptual framework
of nursing adopted by the John Abbott Nursing
Department, which is designed to meet the Nursing competencies provided by the Ministère de l’éducation du
Québec. The College is also part of the McGill consortium
which includes the other Anglophone CEGEPs that offer
Nursing. The consortium and John Abbott have adapted
concepts and content with the McGill program to prepare
students to continue with university studies. After completion of the 3-year CEGEP diploma in Nursing at John Abbott
For further information about the Nursing Program entrance
requirements or prerequisites, please contact the John
Abbott College Admissions Office, local 5355, 5361 or
5358; or the Nursing Program Chairperson, local 5376.
John Abbott also offers a 2-year Nursing Intensive Program.
For information on that program please see page 90.
Refer to the Admissions Policies and Procedures Section for
specific Admissions requirements.
87
CAREER PROGRAMS
PROGRAM OF STUDY
FALL 2006 OR LATER
NURSING
FIRST SEMESTER
NURSING I –
INTRODUCTION TO NURSING
180-10D-AB (6.8.7)
The first nursing course in the program provides an introduction to the
conceptual framework of the program. The concepts include: caring,
health and illness, nursing process,
development, nursing abilities and
human needs. Students will gain theoretical knowledge and skills from
classroom content, nursing laboratory
and clinical experience. Content in
the semester includes an introduction
to the profession, the need for comfort, health care assessment, hygiene
care and vital signs. There is also an
introduction to pharmacology including legalities and medication administration. Students will care for clients
with health concerns in rehabilitation
and convalescent health care settings.
ANATOMY & PHYSIOLOGY I
101-805-AB (3.2.3)
This course is the first of several
courses designed to introduce Nursing
students to the study of the human
body. In this course, students will first
review the structural and functional
organization of the body. This will
include an overview of all body systems by examining the anatomy of
each system and investigating how
each system works to maintain homeostasis (balanced functioning of the
human body). Students will then
study the chemical, cellular and tissue
levels of body organization before
making a detailed study of the anatomy and physiology of the integumentary, skeletal and muscular systems.
Students will learn basic scientific terminology as it is applied to medical
and surgical nursing practice and will
become competent in various relevant laboratory skills such as proper
dissection techniques, the proper use
of the compound microscope and
modern physiological equipment.
DEVELOPMENTAL
PSYCHOLOGY
350-803-AB (3.0.3)
Human development consists of several related sections beginning at conception and ending at death. Each
stage or section will focus on the physical, cognitive and psychosocial
changes and development of that particular period. Students will study and
compare all three aspects of each of
the different stages.
SECOND SEMESTER
NURSING II –
INTRODUCTION TO NURSING II
180-20G-AB (5.12.5)
P: 180-10D-AB & 101-805-AB
In the second course there will be an
introduction to professional communication and continued practice in
the application and documentation of
the nursing process. Content focuses
on common illnesses, health promotion, and infection control, including
medical and surgical asepsis, wound
healing and administration of more
complex medications. Specific human
needs studied are safety and activity.
Skills of basic assessment and care in
minor emergency situations will be
developed. Students will care for
clients in acute medical and surgical
settings.
ANATOMY & PHYSIOLOGY II
101-806-AB (4.2.3)
P: 101-805-AB
This course continues the study of the
human body. The content of this
course includes a study of the body's
control systems (nervous and
endocrine systems) and concentrates
on how the digestive, cardiovascular,
lymphatic, respiratory, and urinary
systems work to maintain homeostasis. The reproductive system will also
be studied.
SOCIOLOGY OF DIVERSE
FAMILIES AND COMMUNITIES
387-803-AB (3.0.3)
This course is an integral part of the
Nursing Program. It is designed to
meet part of competency 01Q6 of
the program. This competency deals
with social and cultural realities related to health care and focuses on the
diverse families, cultures and communities that comprise Canadian Society.
Nursing professionals are required to
interact with clients from a broad
range of ethnocultural groups, religious groups, and social backgrounds.
The purpose of the course is to develop sensitivity to issues which might
arise in a variety of professional situations.
88
THIRD SEMESTER
NURSING III –
HEALTH AND ILLNESS I
180-30K-AB (6.14.4)
P: 180-20G-AB & 101-805-AB
& 101-806-AB
This course will use the student’s
increasing knowledge of nursing care,
anatomy and physiology to focus on
health and illness. Content focuses on
the needs for oxygenation, nutrition
and elimination and their related illnesses. Special emphasis is placed on
focused health assessment and the
process of clinical teaching. Students
will be introduced to the care of families and infants during the perinatal
period for half of the semester and
the other half of their clinical time is
spent caring for clients in a medical
setting.
MICROBIOLOGY AND
IMMUNOLOGY
101-814-AB (2.2.2)
P: 101-806-AB
This is a general course with a strong
emphasis on infection and medically
important bacteria and viruses.
Morphology and physiology of
microorganisms will be followed by
discussions of host-parasite relationships, infections, immunity and epidemiology, the control of
microorganisms and chemotherapeutic techniques. Laboratory activities
will include aseptic technique, proper
handling of microorganisms and
some diagnostic procedures.
Microbiology and Immunology is a
required course for all students
preparing for a career in Nursing and
is a critical part of the training for this
profession. From the simple but critical act of hand washing to the complex care of a patient with an
infectious disease, a sound working
knowledge of microbiology and epidemiological principles is essential for
safe practice in the health field.
PSYCHOLOGY:
ISSUES IN HEALTH CARE
350-813-AB (3.0.3)
Every day, nurses must deal with a
variety of situations related to the
people in their care, and at the same
time manage their own physical and
mental health. Observing and interpreting patient behaviour, being alert
to potentially dangerous situations,
and helping patients cope with loss
FOURTH SEMESTER
NURSING IV HEALTH AND ILLNESS II
180-40K-AB (6.14.4)
P: 180-30K-AB
The student will be introduced to
more advanced communication and
therapeutic skills with the aging population and clients with mental health
concerns. Competencies related to
caring, communication and advocacy
will be a focus and will include the
ethical and legal issues arising in both
clinical areas. Health concerns in
aging and mental illness will be
addressed in depth. The nursing
process will focus on the needs for
self-esteem, social interaction and
rest and sleep. Clinical areas are in
gerontology and psychiatric settings.
SOCIOLOGY OF HEALTH
387-813-AB (3.0.3)
This course is the second sociology
course that addresses a societal perspective and acts as an integral part of
the Nursing Program. It is designed to
meet competency 01Q6 of this program. This competency deals with
social and cultural realities related to
health care. This competency enables
the students to focus on the social,
environmental, and cultural dimensions of health and illness. The focus
is on the health care system
(Medicare) and relevant federal and
provincial legislation. Current problems associated with health care
delivery are also evaluated.
As well, ethical and social dilemmas
related to the role of health care
providers in the institutional context
and the larger society are critically
analyzed.
FIFTH SEMESTER
NURSING V –
HEALTH AND ILLNESS III
180-51J-AB (4.15.5)
P: 180-40K-AB
The course will focus on integration
of all the needs of the client with
complex health problems, genetic diseases and illnesses that require major
surgical intervention. Students will
apply knowledge of family and cultural issues when caring for clients in
both pediatric and surgical areas.
Students will assume more responsibility to promote health and family
coping and discharge planning. This
course is coordinated with the pathophysiology course to maximize the
application of learning in class and
clinical settings.
PATHOPHYSIOLOGY
101-823-AB (3.0.3)
P: 101-814-AB
The purpose of this course is to study
topics in biology not previously covered in detail, i.e. genetics, metabolism, embryology and fetal
development. The course will also
study selected disease processes that
are commonly encountered by
Nursing students in clinical settings.
SIXTH SEMESTER
NURSING VI – INTEGRATION
180-60N-AB (5.18.6)
P: 180-51J-AB
In this final course the student will
continue to integrate all concepts and
skills from previous semesters and
demonstrate achievement of the competencies required to graduate.
Approximately two-thirds of the
course will focus on the client with
complex health problems that require
major medical and surgical interventions in hospital. Students will spend
three days per week in medical or
surgical clinical settings consolidating
knowledge and skills required to practice competently as a graduate nurse.
The other segment of the course will
focus on knowledge and practice in
ambulatory care or palliative care settings to provide a perspective of
health and illness beyond the hospital. In class and clinical practice the
student will focus on the transition to
the professional role by examining
and applying knowledge of current
issues in the workplace.
89
COMPREHENSIVE ASSESSMENT
990-180-01
The Nursing program comprehensive
assessment consists of a practical
examination of clinical competence
including short answer questions.
Students are eligible for this exam
after successfully completing all courses in the program. The exam is taken
in the exam period after 6th semester.
CAREER PROGRAMS
and bereavement are some of the
nursing issues related to psychology
that will be covered in this course. In
addition, this course will help prepare
students for professional demands by
addressing topics such as managing
one’s own emotions and stress, and
learning about professional burn-out.
By the end of the course, students
will have a greater knowledge of psychological theories and research, finding how these relate directly to the
practice of nursing.
NURSING (180.A1)
PROGRAM PLANNER
TWO-YEAR INTENSIVE PROGRAM PLANNER
FOR STUDENTS WITH A PREVIOUS DEC
SUMMER 2003 OR LATER
FIRST SEMESTER
101-805-AB
SECOND SEMESTER
Anatomy & Physiology I
101-806-AB
Anatomy & Physiology II
180-10D-AB Nursing I – Introduction to Nursing
180-20G-AB Nursing II - Introduction to Nursing II
350-803-AB
Developmental Psychology
387-803-AB
101-814-AB
Microbiology & Immunology
THIRD SEMESTER
FOURTH SEMESTER
180-40K-AB Nursing IV - Health and Illness II
180-30K-AB Nursing III - Health and Illness I
350-813-AB
Psychology: Issues in Health Care
101-823-AB
180-51J-AB
Pathophysiology
Nursing V - Health & Illness III
Sociology of Diverse Families & Communities
387-813-AB
FIFTH SEMESTER
Sociology of Health
SIXTH SEMESTER
180-60N-AB Nursing VI - Integration
they are eligible to write the Quebec licensing examinations administered by the Ordre des infirmières du
Québec (OIIQ). Some students must also demonstrate
appropriate knowledge of oral and written French with
the Office de la langue française before a license to
practice will be granted.
John Abbott College is also part of the McGill consortium which includes the other Anglphone CEGEPs that
offer Nursing. The consortium and John Abbott have
adapted concepts and content with the McGill program
to prepare students to continue with university studies.
After completion of the 2-year CEGEP diploma Intensive
Nursing at John Abbott College, eligible students may
apply to McGill University and pursue their studies for
two years full-time or four years part-time toward a
Baccalaureate degree in Nursing (BN).
Refer to the Admissions Policies and Procedures section
for specific admissions requirements.
There is a 2-year Intensive Nursing program that is offered
at John Abbott College every January. It has been developed on recommendation from the Ministry of Education
in response to the critical shortage of nurses in Quebec.
The objective of this Intensive Nursing Program is to prepare students for the challenging and exciting role of the
graduate nurse in a 24-month time frame. Students eligible
for this program must have completed all of their CEGEP
general education courses (4 English, 2 French, 3
Humanities, 3 Physical Education, and 2 Complementary
courses) before entering the program and have the following prerequisites: Physical Science 436, Chemistry 534
and Math 436.
For further information about the Nursing Program
entrance requirements or prerequisites, please contact
the John Abbott College Admissions Office, local 5355,
5361 or 5358; or the Nursing Program Chairperson,
local 5633.
Each semester, students acquire theoretical knowledge
and nursing skills from classroom, laboratory and clinical
experiences. John Abbott College’s clinical experience
takes place in hospitals and agencies located on the
West Island and downtown Anglophone hospitals.
Graduates receive a CEGEP diploma, following which
90
POLICE TECHNOLOGY (310.AO)
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
109-
PHYSICAL EDUCATION: Lifestyles
345-
HUMANITIES
109-
PHYSICAL EDUCATION: Activities
___-___
Complementary Course *
310-110-AB
Communication I
310-111-AB
First Responder
310-210-AB
Communication II
310-112-AB
Criminology & Judicial Process
310-211-AB
Establishing the Commission of a Crime
310-113-AB
Quebec Legal System
310-212-AB
Operations
310-114-AB
Police Organizations/Functions & Ethics
387-213-AB
Interaction with Clientele
603-
ENGLISH
603-
ENGLISH
345-
HUMANITIES
602-
FRENCH
109-
PHYSICAL EDUCATION
___-___
Complementary Course *
310-312-AB
Highway Code
310-310-AB
Investigation I
310-410-AB
Communication III
310-311-AB
Crime Control
310-411-AB
Self-Defense
387-313-AB
Interaction with Communities
310-412-AB
Penal Matters
310-413-AB
Quebec/Municipal Laws
310-414-AB
Police Interventions/Stage
602-
FRENCH
310-610-AB
Private Law
345-
HUMANITIES
310-611-AB
Community Intervention & Resources
310-510-AB
Crisis Intervention
310-612-AB
Physical Skills
310-511-AB
Penal Offence Evidence
310-613-AB
Alcohol, Drugs, Narcotics
310-512-AB
Control of Violent Individuals
310-513-AB
Impaired Driving & Reports
310-614-AB
Fire Prevention
310-514-AB
Youth Intervention
310-615-AB
Accident Report
310-515-AB
Preventive Driving
310-616-AB
Investigation II (CA)
THIRD SEMESTER
FOURTH SEMESTER
FIFTH SEMESTER
SIXTH SEMESTER
* Complementary courses : Please refer to the Schedule of Classes for Rules / Restrictions on Complementary Courses.
For course pre-requisite and co-requisite information see the Course Calendar or Schedule of Classes. Students will be required to pass
an English Exit Exam and a Comprehensive Assessment in Police Technology.
www.johnabbott.qc.ca, click on Prospective Students,
Programs, and Police Technology.
John Abbott’s Police Technology Program prepares students
for a career in law enforcement. In addition to classroom
courses covering criminal and civil law, interrogation techniques, criminal investigation and crime prevention, students
receive practical experience in patrolling, traffic control,
criminal investigation and other protective methods.
Qualified candidates who have completed a DEC or have
completed the general education courses (4 English,
3 Humanities, 3 Physical Education, 2 French, 2
Complementary courses) may be invited by the Police
Technology Admissions Selection Committee to complete
the program in 4 semesters (2 years).
As part of their coursework, students are also required to
demonstrate a high level of competence in driving and
swimming, and to show a high standard of physical fitness.
To this end, candidates must have a minimum of a probationary driver’s license by the March 1st application deadline and successfully complete a day of physical testing prior
to applying to the program.
For further information about the Police Technology
Program entrance requirements or prerequisites, please
contact the John Abbott College Admissions Office, local
5355, 5361 or 5358; or the Police Technology Department,
at local 5464.
For a complete description of the physical testing requirements, testing dates, sign-up sheets and answers to the
most frequently asked questions, visit our web site at
Refer to the Admissions Policies and Procedures Section for
specific Admissions requirements.
91
CAREER PROGRAMS
POLICE TECHNOLOGY 3-YEAR PROGRAM
PROGRAM OF STUDY
AS OF FALL 2006
POLICE TECHNOLOGY
FIRST SEMESTER
COMMUNICATION I
310-110-AB (2.2.3)
In this course students adapt the principles and techniques of basic communication in the context of police
interventions and in everyday occupational situations encountered by
police officers. Students will also be
taught to write up reports including
objective and accurate descriptions of
people, actions and objects and by
including neat and clear sketches.
FIRST RESPONDER
310-111-AB (2.1.1)
Students learn to provide emergency
care as the first responder for cardiopulmonary problems, different
types of haemorrhages, burns and
injuries by using the material and
equipment generally used by the first
responder, while observing the rules
of police ethics and discipline.
They will also learn to provide clear
and accurate information to the personnel concerned.
CRIMINOLOGY & JUDICIAL
PROCESS
310-112-AB (3.1.2)
Students learn to apply criminology
concepts to police work. Students
are taught to distinguish between
deviant, marginal and criminal behaviours and to distinguish the various
types of criminals. They learn to
describe the crime situation in a given
territory and estimate the risks of
someone committing an offence as
well as determine the course of action
to be taken. The roles of the police
officer and other intervening parties in
the judicial and social rehabilitation
processes are examined. Students
lean to assess the various consequences, which a judicial intervention
may have on a victim, a witness or on
the accused. Students learn how to
collaborate with the intervening parties regarding the choice and administration of sanctions.
QUEBEC LEGAL SYSTEM
310-113-AB (3.0.3)
Students will learn to establish the
roles and responsibilities of the police
force within the legal system of
Québec in everyday occupational sit-
uations encountered by police officers, using the Criminal Code of
Canada and its related laws, the Civil
Code of Québec, the Canadian
Charter of Rights and Freedoms, the
Québec Charter of Human Rights
and Freedoms, and the Code of
ethics of Québec police officers.
They will learn to distinguish:
most common crimes recorded by
police officers in their occupational
functions by using the Criminal Code
of Canada and its related laws, as well
as the Canadian Charter of Rights and
Freedoms.
POLICE OPERATIONS
310-212-AB (1.2.2)
3. And assess the constitutional and
legal aspects of police interventions.
Students will learn to perform police
activities within planned or supervised
operations within the context of different situations such as a disaster,
flooding, major accident, a disappearance in an urban or rural environment, a large gathering, a work conflict, etc.
POLICE ORGANIZATIONS,
FUNCTIONS AND ETHICS
310-114-AB (3.1.3)
With the use of the Manuel de base
de la sécurité civile au Québec, geographic maps, portable radiotelephones, flashlights and first aid kits.
1. An incident of a criminal nature
from that of a civil nature.
2. The functions of different state
institutions as regards to criminal matters, and of each party involved.
One half of this course focuses on
ethical issues faced by individuals as
citizens and professionals. It helps students to clarify their values and establish a framework for ethical
decision-making. Ethical issues which
relate to a wide variety of concerns
are examined. Students will explore a
variety of professional ethical codes
and apply decision-making models to
dilemmas in their personal and professional lives. The other half of the
course looks at the makeup of police
organizations on the municipal,
provincial and federal level. The students will learn to analyze the occupational and organizational aspects of
the work of a patrol officer by referring to laws and regulations governing
police organizations.
SECOND SEMESTER
COMMUNICATION II
310-210-AB (2.2.3)
In this course, students will learn to
put into practice specialized police
communication techniques at the
time of events of a criminal nature
and by using software available to
police officers.
They will learn to interview a victim, a
complainant or a witness, interrogate
a suspect or an offender and to record
statements in an investigative report.
ESTABLISHING THE
COMMISSION OF A CRIME
310-211-AB (4.0.3)
Students will learn to establish that a
crime has been committed for the
92
INTERACTION WITH DIVERSE
CLIENTELE
387-213-AB (2.1.2)
An essential component of the Police
Technology Program is learning about
interactions diverse clientele. This
course professionalizes the police in
their dealings with marginalized
groups. Students learn to understand
the historical origins of each type of
clientele especially in dealing with
authorities. A variety of such groups
will be studied in terms of their social
relationships in general and with
authority figures in particular.
Marginalized groups may include:
victims of physical and sexual aggression, gays and lesbians, street kids, the
mentally ill, ex-cons and the homeless.
THIRD SEMESTER
INTERACTION WITH DIVERSE
COMMUNITIES
387-313-AB (2.1.2)
Canada is a pluralistic society that
requires working professionals to
develop culturally sensitive practice.
Given that police officers are frequently interacting with citizens coming from divergent areas in the world,
this course is designed to help students develop competencies related
to the interaction with diverse cultural
and ethnic communities. This Course
is an integral part of the police
Technology Program and it is
designed to meet competency CG-13
of this program. The course will
acquaint students with some of the
It addresses the follow through of
policing responsibilities in fair and
equitable ways that avoid discrimination against members of any ethnic or
ethno cultural group. Finally, it provides students with an ability to reflect
on their own capacity to communicate effectively with people from
diverse backgrounds through verbal
and non-verbal means and to do so
using both theoretical and practical
exercises in the classroom setting.
INVESTIGATION I
310-310-AB (2.2.3)
This course teaches the student to
carry out a first-level criminal
Investigation at the time of events of a
criminal nature possibly requiring the
enforcement of powers of arrest,
except in cases of high-risk crime and
the use of force. They will learn to
use the software and equipment generally used by police officers. They
will draw up an investigation plan.
Intervene with a victim, a complainant or a witness. Analyze and
classify in order of priority the gathered evidence. Write up information
with a view to obtaining arrest or
search warrants. Proceed with the
arrest of the suspect. Proceed with
searches and seizures. Interrogate the
suspect or offender. Build an investigative file. Assist witnesses and victims in court. Follow up the case with
a view to a long-term solution.
CRIME CONTROL
310-311-AB (1.2.2)
Students learn to carry out control
and deterrence interventions; locate a
criminality problem; analyze data
obtained on a problem - related situation and determine safety measures
according to interventions. Students
must be able to carry out interventions such as target surveillance, territory combing and verifications.
Students are required to make a
report and plan a follow-up.
HIGHWAY CODE
310-312-AB (3.1.2)
The Highway Code and related regulations are studied. Students learn
how to re c o rd the commission of
highway safety or road transportation
penal offences, fill out a statement of
offence and make a decision as to the
use of special powers. Students learn
to choose a method of servicing for
the statement of offence.
FOURTH SEMESTER
COMMUNICATION III
310-410-AB (2.2.3)
P: 310-210-AB
In this course students will learn to
interact with members of their police
organization as well as learn to manage stress inherent to police work. This
will be done by detecting elements
affecting motivation in the workplace,
recognizing the phenomena related to
work group dynamics and using strategies to resolve conflicts. They will also
recognize the causes and consequences of stress specific to police
work, put in to practice stress management strategies in everyday situations
and guard against the serious consequences of stress specific to police
work, or react to them.
SELF-DEFENSE
310-411-AB (1.3.0)
The course teaches students to
defend themselves in combat situations and in situations where two or
more individuals of different strengths
must fight against each other.
Students are taught how to defend
themselves against blows: assess the
dangerousness of a combat situation;
assume a safe position; and execute
blockings, dodges, execute throwing
and sweeping techniques; immobilizations, arm locks, controls and
elbow/shoulder/wrist locks. Students
are required to assess their own interventions.
PENAL MATTERS
310-412-AB (3.0.3)
P: 310-113-AB & 310-211-AB
Referring to events that might require
the exercise of a power of arrest without a warrant excluding any type of
physical control or the use of force,
students learn to exercise the powers
and duties of the police regarding
penal matters. Students learn how to
93
decide whether to release or detain a
person in custody before he or she
appears in a court of law; prepare the
filing of information or of a statement
of offence following an arrest without
a warrant; and to assess the level of
constitutionality and legality of a
police investigation.
QUEBEC/MUNICIPAL LAWS
310-413-AB (3.0.3)
P: 310-113-AB
Quebec laws and municipal bylaws
are reviewed. Students learn how to
report the commission of an offence
against a Quebec law or regulation
and against a municipal or urban
community by-law. Students learn to
complete a statement of offence and
choose a method of servicing for the
statement of offence.
POLICE INTERVENTIONS/STAGE
310-414-AB (2.4.3)
P:420-DCT-04
Students carry out police interventions in situations involving minor
incidents such as motorists in difficulty, minor conflicts, demonstrations of
insecurity related to the presence of
prowlers. Interventions are carried out
with different clienteles and in situations which are devoid of verbal
threats or physical violence.
FIFTH SEMESTER
PREVENTIVE DRIVING
310-515-AB (1.2.2)
P: STUDENTS MUST POSSESS A FULL
LICENSE TO TAKE THIS COURSE.
LEARNER’S PERMITS AND
PROBATIONARY DRIVER’S LICENSES
ARE INSUFFICIENT .
With a vehicle similar in size to a
patrol car and on public roads ,students must be able to check a motor
vehicle before using it and apply preventive driving pre c e p t son a public road. Students must be able to
execute special manoeuvres on a normal route as well as on an closed
obstacle course. Students learn to
carry out police interventions related
to traffic and road accidents, direct
traffic in a rural or urban environment. In simulations, students are
required to respond to accident calls
involving road vehicles, take safety
measures at the scene of an accident,
give assistance to the injured, gather
information at the scene and com-
CAREER PROGRAMS
important issues involving members of
both dominant and marginalized
groups, the police and the diverse
cultural communities in Canada. It
acquaints students with the role that
immigration and refugee settlement
have played in Canada. It helps students identify manifestations of intolerance such as stereotyping and
discrimination.
plete the intervention at the scene.
Students are required to write a
report and plan follow-up measures .
CRISIS INTERVENTION
310-510-AB (1.3.1)
P: 310-414-AB
Through the use of simulations or verbal reconstructions, students learn to
apply intervention techniques to people who are in a crisis situation. The
intervention techniques exclude the
use of physical control or the use of
force. Students must be able to assess
a situation, intervene with the person
in a crisis situation and self-assess
their intervention.
PENAL OFFENCE EVIDENCE
310-511-AB (3.0.3)
P: 310-413-AB
Students learn to analyze and communicate penal violation evidence.
Students must be able to assess penal
evidence, complete and submit proper documents, transmit the evidence,
prepare to testify, and testify before a
court of law.
CONTROL OF VIOLENT
INDIVIDUALS
310-512-AB (1.3.0)
P: 310-411-AB
Students learn techniques of controlling violent individuals. Students practice in combat rooms and with
simulated reconstructions of actual
police interventions in which one or
two people are attacked by another
person or persons. Students must be
able to accurately assess the danger of
various aggressive situations, know
how to assume a safe position and be
able to control a violent person or persons in foreseeable situations and after
a threat. Students are expected to be
able to react successfully to unpredictable and violent physical attacks
and assess their own intervention.
IMPAIRED DRIVING AND
REPORTS
310-513-AB (1.2.2)
P: 310-312-AB &
310-410-AB &
310-413-AB
In this course students will learn to
carry out police interventions related
to impaired driving under the influence of alcohol or drugs in situations
involving, driving and the care and
control of a motor vehicle, by using
the Highway Safety Code, the
Criminal Code of Canada and documentation generally used in these situations. They will also learn about the
usage of an approved screening
device and Physical Coordination Tests
found in the Highway Safety Code.
They will also learn to Identify of all
verbal and nonverbal signs possibly
related to intoxication by alcohol or
drugs and the correct distinction
between signs related to intoxication
by alcohol and those related to intoxication by drugs.
In the application of intervention procedures students will learn the observance of the spheres of authority
granted to police officers by law, by
the Ministère de la Sécurité publique
with respect to police practices, and
by the internal directives of police
organizations. The observance of the
provisions of the Canadian Charter of
Rights and Freedoms. The determination of the relevance of using standard impaired driving tests. The
observance of procedures for using
standard impaired driving tests. The
determination of the relevance of
using an approved screening device.
The determination of the relevance
and legality of demanding a breath or
blood sample. The observance of the
procedure for obtaining a breath sample when a breath analyzer is used.
Understand the clear communication
of the order to provide a breath or
blood sample. The observance of the
procedure for obtaining the telewarrant required to take a blood sample
when the suspect is unconscious. The
detection of any abnormality when
making a brief mechanical inspection
of the motor vehicle. The correct
writing up and serving of legal documents. The written report of accurate
information relating to the intervention, erratic driving, behaviour of the
suspect, other observations, communication of rights, inspection of the
motor vehicle, procedures relating to
analyses and their results, and other
relevant information .
YOUTH INTERVENTION
310-514-AB (2.1.2)
P: 310-412-AB
In this course students will learn to
determine the role of the police officer in different situations involving
young people in difficulty or young
offenders in everyday occupational
94
situations encountered by police officers by referring to laws and regulations relating to young people,
referring to response protocols relating to young people and referring to
the Entente multisectorielle relative
aux enfants victimes d’abus sexuels,
de mauvais traitements physiques ou
d’une absence de soins menaçant
leur santé physique.
SIXTH SEMESTER
PRIVATE LAW
310-610-AB (3.0.3)
P: 310-510-AB
Private law concepts are examined in
the context of police interventions.
Students must formulate temporary
solution hypotheses in various situations of a private nature and determine ways of intervening in disputes
of a private nature.
COMMUNITY INTERVENTION
AND RESOURCES
310-611-AB (2.1.2)
P: 310-510-AB
Students will learn to work in partnership with different community
resources and to plan and apply intervention strategies that are preventive,
repressive and community-oriented.
With regard to recurrent crimes that
are the subject of tactical analysis by
police organizations, such as robberies, breaking and enterings, vandalism, misconduct, etc., or situations
of social disorder creating a feeling of
insecurity, such as street gangs. Using
the material required to carry out an
intervention by relying on statistics,
surveys on victimization and existing
prevention programs and the using of
software available to police officers.
In everyday occupational situations
encountered by police officers they
will learn by referring to different
response protocols specific to clienteles such as victims of conjugal violence, victims of sexual assault,
individuals with mental health problems, the elderly, etc.
They will also learn to establish partnerships with different community
resources with appropriate presentation techniques, clear definition of
type of possible collaboration and the
showing of attitudes and behaviours
favourable to maintaining a partnership.
PHYSICAL SKILLS
310-612-AB (0.4.0)
P: 310-512-AB
Students are given standard tests and
simulations in a gym, outdoors and in
the water to ensure that they meet the
physical requirements specific to police
work. Students are required to perform
extended running endurance tests,
specific muscular tasks, and be able to
clear obstacles in various situations.
They are expected to be able to carry
out rescue interventions in the water
and successfully react to visual stimuli.
ALCOHOL , DRUGS &
NARCOTICS
310-613-AB (2.1.2)
P: 310-510-AB
Students learn to assess the situation
regarding alcoholic beverages, drugs
and narcotics in a given territory and
analyze data gathered following a complaint. They learn to carry out police
interventions on alcohol, drugs and narcotics and about the equipment generally used by police officers to carry out
this type of intervention. Students are
taught safety measures to be used and
how to carry out investigations in relation to offences against the law, including municipal by-laws. Report writing
and follow-up are covered.
FIRE PREVENTION
310-614-AB (2.1.2)
This course is an introduction to the
Fire Service as a parallel resource to
the Police Service. Students will learn
about the structure and procedures
utilized by the Fire Department in
emergency situations from structural
fires to Haz Mat. This allows for a better understanding of the dangers and
risks involved in dealing with theses
situations. The students will also be
given awareness training with regards
to terrorism.
ACCIDENT REPORT
310-615-AB (1.2.3)
During this course students will learn
to carry out police interventions related to traffic and traffic accidents. In
situations relating to traffic obstruction, situations relating to accidents
involving a joint report of automobile
accident, or material damage and
requiring an accident report, or physical injuries, or a hit-and-run offence,
or train accidents. Using a first-aid kit,
a radiotelephone, security cones, road
flares and a tape to mark off an accident scene. Application of the
Highway Safety Code and the use of
software available to police officers.
Students will also learn to direct traffic
in a rural or urban environment, the
appropriate choice and use of clothing and equipment, adopting of a safe
position and accurate performance of
movements for directing traffic, rapid
and appropriate reaction to unpredictable situations and the effective
use of authority.
Participate in scenarios simulating
receiving a call concerning an accident
involving motor vehicles and visualize
the problem by gathering of relevant
data and request for assistance from
the appropriate resources and proper
judgment as to the nature of an accident and the urgency of a call.
310-616-AB
INVESTIGATION II
Comprehensive Assessment is
required by all Professional Programs
including the Police Technology
Program. The assessment runs over
fifteen weeks during the sixth semester and is given in or as part of the
310-616-AB Investigation II course.
To be eligible for the Comprehensive
Assessment, students must have successfully passed all 310 courses in
semesters one through five if in the
three year program and all 310 courses
in semesters one through three if in the
two year program. Students must be
completing their fourth or sixth semester courses during the assessment.
95
In addition, students must have previously passed all three components of
the 310-515-AB Preventive Driving
Course.
Grading for the Comprehensive
Assessment is pass or fail in the following components:
• Ten week Powers of Arrest Review
course within the Investigation II
course.
There will be two (2) tests within the
Investigation II course. Students will
be required to attain a passing average of 60% on both tests, in order
to complete the legal component of
the Comprehensive Assessment.
• Students must successfully pass the
following Physical Skills components:
8k run, 12 minute run, Muscular
tests and 200m swim/Tow tests.
Those students who do not pass
their 8k or 12 minute run during
the time period from January to
April will be required to run during
a Comprehensive Assessment testing day in early May. Please see the
attached test protocols.
• During the last five weeks of the
Investigation II course, students
must successfully demonstrate competency in scenarios which may
incorporate any of the thirty six (36)
program competencies.
• The last component in the assessment is the “Circuit Ferme” and the
written “Theory” driving test
Which will take place in May.
There are no retests on any of the
Comprehensive Test components.
CAREER PROGRAMS
They will also learn to analyze situations possibly requiring recourse to
community resources and to refer an
individual in difficulty to a community
resource. Carry out the interventions
with appropriate choice and use of
material and equipment, efficient
coordination of tasks, observance of
surveillance, clearing and identity
check techniques. By effective communication with different partners,
effective supervision of activities and
detailed recording of observations
and findings made during the interventions, detailed and accurate
reports. To show safety-oriented attitudes and behaviours during the
interventions with the observance of
rules of police ethics and discipline
and the demonstration of ethical
judgment.
POLICE TECHNOLOGY (310.A1)
2 year program
PROGRAM OF STUDY
FALL 2006 OR LATER
TWO-YEAR INTENSIVE PROGRAM PLANNER (FOR STUDENTS WITH A PREVIOUS DEC)
FIRST SEMESTER
SECOND SEMESTER
310-110-AB
Communication I
310-210-AB
Communication II
310-111-AB
First Responder
310-211-AB
Establishing the Commission of a Crime
310-112-AB
Criminology & Judicial Process
310-212-AB
Operations
310-113-AB
Quebec Legal System
387-213-AB
Interaction with Clientele
310-114-AB
Police Organizations/Functions & Ethics
310-411-AB
Self-Defense
310-311-AB
Crime Control
310-413-AB
Quebec/Municipal Laws
387-313-AB
Interaction with Communities
310-414-AB
Police Interventions/Stage
310-514-AB
Youth Intervention
310-614-AB
Fire Prevention
THIRD SEMESTER
310-310-AB
FOURTH SEMESTER
Investigation I
310-410-AB
Communication III
310-412-AB
Penal Matters
310-610-AB
Private Law
310-611-AB
Community Intervention & Resources
310-612-AB
Physical Skills
310-312-AB
Highway Code
310-510-AB
Crisis Intervention
310-511-AB
Penal Offence Evidence
310-512-AB
Control of Violent Individuals
310-613-AB
Alcohol, Drugs, Narcotics
310-513-AB
Impaired Driving & Reports
310-615-AB
Accident Report
310-515-AB
Preventive Driving
310-616-AB
Investigation II (CA)
96
PRE-HOSPITAL EMERGENCY CARE (181.AO)
FIRST SEMESTER
603-
SECOND SEMESTER
ENGLISH
603-
ENGLISH
109- 103
PHYSICAL EDUCATION: Lifestyles
602-
FRENCH
___-___
Complementary Course *
345-
HUMANITIES
109- 104
PHYSICAL EDUCATION: Activities
101-107-AB
Human Anatomy & Physiology I
181-100-AB
Introduction to the Profession
101-108-AB
Human Anatomy & Physiology II
181-101-AB
Emergency Care Patient Transportation
181-200-AB
Pre-Hospital Clinical Evaluation I
181-202-AB
Emergency Services Communication
181-201-AB
Intro to Pharmacology
181-103-AB
Emergency Intervention I
181-102-AB
EMS Professional Ethics System
387-181-AB
Ethnic & Sociocultural Communities
350-181-AB
EMS Communication Skills
603-
ENGLISH
603-
ENGLISH
345-
HUMANITIES
602-
FRENCH
___-___
Complementary Course *
345-
HUMANITIES (Ethics)
109- 105
PHYSICAL EDUCATION
THIRD SEMESTER
FOURTH SEMESTER
101-109-AB
Microbiology & Immunology
101-110-AB
Intro to Pathophysiology
181-400-AB
Pre-Hospital Trauma Life Support I
181-300-AB
Pre-Hospital Clinical Evaluation II
181-401-AB
Medical Emergencies II
181-301-AB
Medical Emergencies I
181-402-AB
Stage in Hospital Setting II
181-302-AB
Stage in Hospital Setting I
181-403-AB
Applied Pathophysiology
181-303-AB
Emergency Intervention II
181-404-AB
Applied Pharmacology
350-182-AB
Psychopathology
FIFTH SEMESTER
181-500-AB
Pre-Hospital Trauma Life Support II
181-501-AB
Medical Emergencies III
181-502-AB
Professional Behaviour
181-503-AB
Crisis Intervention I
181-504-AB
SIXTH SEMESTER
181-600-AB
Integrating Seminar
181-601-AB
Emergency Vehicle Driving
181-602-AB
Ambulance Stage II
Ambulance Stage I
181-603-AB
Crisis Intervention II
109-505-AB
Self-Defence
109-604-AB
Physical Skills
350-183-AB
Stress Management
* Complementary courses : Please refer to the Schedule of Classes for Rules / Restrictions on Complementary Courses.
Students also need to realize that during their careers as
paramedics they will be exposed to many kinds of physical
and emotional stress. They will face situations involving
infectious diseases, fear, physical danger, death and dying.
They must thus become familiar with the use of equipment
and strategies that will help them remain physically and
emotionally safe and healthy. By understanding safe practices, they will be better able to avoid harm from violent
people, roadway hazards and infectious diseases.
The Emergency Medical Services (EMS) system, of which
paramedics are a part, is a complex health care system
made up of personnel, equipment, and resources
established to deliver aid and emergency medical
care to the community. It includes both pre-hospital
and in-hospital care.
The roles and responsibilities of the paramedic in this system have changed dramatically in the past 10 years.
Advanced Pre-Hospital Emergency Care is an enormous
responsibility for which the paramedic must be mentally,
physically and emotionally prepared.
Students will be taught to make appropriate choices about
how they live rather than having a physical or emotional
injury make that decision for them. They will also learn
how they can take action to prevent illness and injury, not
only in their own lives but in those of their co-workers and
the patients they encounter.
Students must realize that they will be responsible for providing not only competent Pre-Hospital Emergency Care
but also emotional support to patients and families.
97
CAREER PROGRAMS
PROGRAM PLANNER
AS OF FALL 2008
PRE-HOSPITAL
EMERGENCY CARE
FIRST SEMESTER
HUMAN ANATOMY AND
PHYSIOLOGY I
101-107-AB (3.1.3)
Human Anatomy and Physiology
(101-107) is the first of four required
Biology courses in the Pre-Hospital
Emergency Care Program. This course
introduces the essential concepts of
homeostasis, the organization and
functioning of the human body.
Students will study the organization of
the human body at the chemical, cellular and tissue levels before beginning a detailed study of the Nervous,
Endocrine, and Cardiovascular.
This course is intended only for students in the Pre-Hospital Emergency
Program (181-AO).
INTRODUCTION TO THE
PROFESSION
181-100-AB (3.1.1)
In this course students will learn to
analyze the job function of a paramedic by referring to the organization
of the health and social services network and by referring to the orientations of the Ministère de la Santé et
des Services Sociaux du Québec with
respect to the occupation. They will
become aware of the laws, regulations, standards and codes currently
in effect which govern the characteristics of the occupation and its working
conditions. They will get an accurate
general definition of the occupation
with clear distinction of the areas of
intervention of paramedics. They will
be able to define the working conditions and identify work environments
related to pre-hospital emergency
care. They will be made aware of the
distinction of the roles of different
emergency response agencies.
EMERGENCY CARE PATIENT
TRANSPORTATION
181-101-AB (1.3.1)
In this course students will learn to
move a variety of patients in various
pre-hospital care settings, in emergency or non-emergency situations,
using different modes of transport.
They will learn to work in a team or
in collaboration with other emergency
response agencies. They will learn to
choose methods and techniques for
moving patients in both pre-hospital
and hospital settings, while observing
safety and ergonomic rules for methods and techniques selected for lifting, transferring and moving patients.
EMERGENCY SERVICES
COMMUNICATION
181-202-AB (2.1.2)
Students will learn to properly communicate in the workplace by referring to the legislation governing
confidentiality and access to personal
information. This will be applied in
various situations with colleagues,
superiors, the care team and other
emergency response workers. This
will be done by using observation
checklists and sample coaching
reports while working collaboratively
within a care team. They will be able
to demonstrate attitudes and behaviors that promote a positive work climate through effective communication
of information. They will also learn to
collaborate in an interdisciplinary
context through accurate identification of each person’s role and responsibilities. Students will learn to
effectively communicate the needs
and expectations of a particular situation and information about a patient
while maintaining respect for other
people’s expertise. They should be
able to effectively collaborate during
problem-solving and decision-making
in a variety of situations. They will
learn to apply the correct use of
health science terminology to interact
in conflictual work situations.
EMERGENCY INTERVENTION I
181-103-AB (1.2.1)
Students will learn to intervene with
patients requiring resuscitation in a prehospital care setting. In doing so, they
will refer to the legal framework governing the practice of the occupation in
various situations involving medical and
trauma resuscitation, with all types of
patients. They will learn to apply these
skills in a team or in collaboration with
other emergency response workers, all
the time using clinical intervention protocols, reference materials and administrative documents.
ETHNIC & SOCIO-CULTURAL
COMMUNITIES
387-181-AB (2.2.2)
As the urban and city areas become
increasingly populated by individuals
from various countries with different
religious, social and cultural realities it
is necessary to develop a broader
98
awareness of issues. As well, within the
cities there are increasingly complex
social-ethnic interactions which need
to be addressed and understood. The
purpose of this course will be to
expose the First Responders to the
diversity of their future clientele, ranging from ethnic groups, homeless, gang
issues, trans-cultural differences, aging
population, domestic issues and others, in order for them to develop coping skills, anticipate issues and enhance
their skills. This course will utilize class
lectures, scenarios and projects to
develop the skill necessary to facilitate
social, cultural and ethnic interactions
when clients are under stress.
SECOND SEMESTER
HUMAN ANATOMY AND
PHYSIOLOGY II
101-108-AB (3.1.3)
This course continues the study of the
human body focusing on the
Muscular, Respiratory, Digestive, and
Urinary Systems. In each System, students will study the gross anatomy
and histology and will concentrate on
the role of the System in the maintenance of homeostasis.
This course is intended only for students in the Pre-Hospital Emergency
Program (181-AO).
PRE-HOSPITAL CLINICAL
EVALUATION I
181-200-AB (2.2.1)
Students in this course will learn to
apply proper patient assessment
methods in a pre-hospital care setting
by referring to the legal framework
governing the practice of the occupation. This will apply to all types of
patients based on various medical or
trauma situations indoors and outdoors, in various locations and weather conditions and in collaboration
with various emergency response
workers. They will learn to use the
necessary devices and equipment to
perform patient assessments all the
while using clinical intervention protocols, reference materials and patient
assessment tools and referring to scientific evidence.
INTRO TO PHARMACOLOGY
181-201-AB (3.0.2)
This course establishes relationships
between drug administration and clinical situations by referring to the legal
framework governing the practice of
EMS PROFESSIONAL
ETHICS SYSTEM
181-102-AB (2.1.1)
Students will learn to behave professionally in accordance with the occupation’s code of ethics. They will apply
this behavior in situations with patients
and members of their family, superiors,
colleagues, the care team and other
emergency response workers. They
will become familiar with the values of
the occupation and assume responsibility for their actions and decisions in
accordance with decisions attributed
to Paramedics. They will use ethical
judgment in work-related situations
and become committed to maintaining
and improving the quality of pre-hospital care.
BASIC PATIENT
COMMUNICATION
350-181-AB (2.1.2)
This course will provide the paramedic student with the verbal and
nonverbal skills pertinent to establish
helping communication between the
patient and their entourage in a prehospital setting. The student will learn
how to solicit information about the
patient’s health complaint, as well as
their values and demographics so as
to foster a trusting and helping relationship. The student will additionally
learn how to discuss the patient’s
state of health with the patient and/or
their entourage as well as to inform
them of the possible treatment
options. Keeping within the framework of the helping relationship, the
student will learn how to support the
patient and/or their entourage in their
treatment decision. How best to provide support for the patient’s
entourage in the case of sudden
death of the patient will also be
addressed. To establish a successful
helping relationship, the use of
respectful and caring verbal and nonverbal communication is important
across all these communication roles.
Please note: third year courses are
in development.
THIRD SEMESTER
MICROBIOLOGY AND
IMMUNOLOGY
101-109-AB (2.1.2)
A sound working knowledge of
Microbiology and Immunology is
important for any professional working in the Health Care Field. This
course emphasizes medically important bacteria and viruses and focuses
on the skills and knowledge required
to identify and minimize the risk of
transmission of infectious diseases.
The student will be introduced to the
role of micro-organisms in the development of diseases, the modes of
transmission of micro-organisms, and
the body’s defense mechanisms
which help to ward off infectious diseases. Asepsis, disinfection, sterilization and the preventive measures
needed for the safe practice of prehospital care are also studied.
INTRODUCTION TO
PATHOPHYSIOLOGY
101-110-AB (3.0.2)
This course is designed to study the
etiology, progress and treatment of
selected diseases that are frequently
encountered by Paramedics in the
pre-hospital care setting. Special
emphasis is given to how these diseases disrupt homeostasis.
PRE-HOSPITAL CLINICAL
EVALUATION II
181-300-AB (TBD)
This course is the second of two dealing with proper patient assessment
methods in a pre-hospital care setting.
It will apply to all types of patients
based on various medical or trauma situations Indoors and outdoors, in various locations and weather conditions
and in collaboration with various emergency response workers. They will be
using the necessary devices and equipment to perform patient assessments all
the while using clinical intervention
protocols, reference materials and
patient assessment tools and referring
to scientific evidence.
99
MEDICAL EMERGENCIES I
181-301-AB (TBD)
This is the first of three courses in
dealing with patients requiring medical care in a pre-hospital setting.
Dealing with emergency or nonemergency situations and referring to
the legal framework governing the
practice of the occupation. This will
apply to various situations requiring
medical care (e.g. cardiac, respiratory,
neurological problems) and with all
types of patients. They will learn to
work as a team or in collaboration
with other emergency response workers while using clinical intervention
protocols, reference materials and
administrative documents. They will
also be using equipment and materials used in pre-hospital settings.
Students will be learning to identify all
potential health and safety hazards.
They will gathering all necessary information and use protective measures
adapted to the situation. They will
learn to determine an appropriate
location in which to perform the
intervention, select appropraite
equipment and materials appropriate
for the situation. They will learn to
perform patient assessment methods
adapted to the context. Establish
plausible hypothesis regarding a
patient’s medical problem and accurate determinate the level of stability
while taking into consideration the
patient’s reactions and condition.
Students will learn to make the
appropriate choice of medication
while respecting rigorous application
of administration protocols.
STAGE IN HOSPITAL SETTING I
181-302-AB (TBD)
Off campus students will observe and
perform the skills they have been
taught in the previous courses relating
to the Profession in a Hospital setting.
The areas that will be covered by the
stage are the Triage and Emergency
room, Obstetrics (birthing room),
Respiratory Care, Pediatrics
(Children’s Hospital), Geriatrics and
Trauma. The students must submit a
written report and maintain a diary of
their daily tasks.
EMERGENCY INTERVENTION II
181-303-AB (TBD)
Part II of the course where the students learn to intervene with patients
requiring resuscitation in a pre-hospital care setting. While referring to the
legal framework governing the prac-
CAREER PROGRAMS
the occupation. Students will learn to
perform patient assessments by gathering the appropriate data, including
medical prescriptions. This will be
facilitated by using clinical intervention
protocols and reference materials.
Students will become familiar with
clinical situations involving correct
identification of classes of medication
and the use or administration of medication, as well as be able to relate
clinical signs to the use of medication.
They will also learn to determine the
medication(s) to administer and the
conditions for administering medication in a pre-hospital care setting.
tice of the occupation and in various
situations involving medical and trauma resuscitation, with all types of
patients. They will learn to apply
these skills in a team or in collaboration with other emergency response
workers, all the time using clinical
intervention protocols, reference
materials equipment and administrative documents.
FOURTH SEMESTER
PRE-HOSPITAL TRAUMA LIFE
SUPPORT I
181-400-AB (TBD)
This is the first of two courses where
students will learn to intervene with
patients in trauma situations. In a prehospital care setting whether in emergency or non-emergency situations
and by referring to the legal framework governing the practice of the
occupation students will learn to deal
with various trauma situations (e.g.
falls, motor vehicle accidents, sports
injuries and physical assaults). They
will be learning to deal with all types
of patients by working as a team or in
collaboration with other emergency
response workers. Students will be
using clinical intervention protocols,
reference materials and administrative
documents as they will learn to identify all potential health and safety hazards and the gathering of all necessary
information. They will be able to do a
reconstruction of events in order to
determine the type of possible traumas while respecting the appropriate
use of protective measures adapted to
the situation. They will be able to
determine an appropriate location in
which to perform the intervention.
They will apply effective communication techniques with their partner or
other emergency care workers. They
will also apply correct patient moving
techniques and monitor the patient
during transport while demonstrating
constant attention and vigilance. They
will learn to gather the correct information and formulate a report of the
intervention.
MEDICAL EMERGENCIES II
181-401-AB (TBD)
This is the second of three courses in
dealing with patients requiring medical care in a pre-hospital setting.
Dealing with emergency or nonemergency situations and referring to
the legal framework governing the
practice of the occupation. This will
apply to various situations requiring
medical care (e.g. cardiac, respiratory,
neurological problems) and with all
types of patients. They will learn to
work as a team or in collaboration
with other emergency response workers while using clinical intervention
protocols, reference materials and
administrative documents. They will
also be using equipment and materials used in pre-hospital settings.
• Based on data gathered during
patient assessment;
Students will be learning to identify all
potential health and safety hazards.
They will gathering all necessary information and use protective measures
adapted to the situation. They will
learn to determine an appropriate
location in which to perform the
intervention, select appropraite
equipment and materials appropriate
for the situation. They will learn to
perform patient assessment methods
adapted to the context. Establish
plausible hypothesis regarding a
patient’s medical problem and accurate determinate the level of stability
while taking into consideration the
patient’s reactions and condition.
Students will learn to make the
appropriate choice of medication
while respecting rigorous application
of administration protocols.
They will recognize physical traumas
and establish plausible hypothesis
regarding the patient’s trauma and
also determine relevant relationships
established between clinical signs and
the hypothesis regarding the trauma.
STAGE IN HOSPITAL SETTING II
181-402-AB (TBD)
Part two of the course where students
will be off campus in a hospital setting
observing and performing the skills
they have learnt in the previous
courses relating to the profession. The
areas that will be covered by the stage
are the Triage and Emergency room,
Obstetrics (birthing room), Respiratory
Care, Pediatrics (Children’s Hospital),
Geriatrics and Trauma. The students
must submit a written report and
maintain a diary of their daily tasks
and interventions respecting established protocols.
APPLIED PATHOPHYSIOLOGY
181-403-AB (TBD)
In this course student will apply knowledge, concepts and techniques in the
interpretation of a clinical situation while
in a pre-hospital care setting. They will
refer to the legal framework governing
the practice of the occupation:
• With all types of patients;
• Based on various medical or trauma
situations;
100
• Alone or in collaboration with various emergency response workers;
• Application of clinical intervention
protocols and the use reference
materials.
They will interpret dysfunctions or
health problems. Students will establish
plausible hypothesis regarding the
patient’s dysfunction or health problem.
They will relate dysfunctions or health
problems to accurately determine
care treatment(s), in accordance with
the dysfunction or health problem.
APPLIED PHARMACOLOGY
181-404-AB (TBD)
In this course students will apply relationships between pharmacology or
drug use and clinical situations by
referring to the legal framework governing the practice of the occupation.
This will apply to all types of patients
based on data gathered during the
patient assessment, including medical
prescriptions. This will be applied by
using clinical intervention protocols
and reference materials. Students will
apply their knowledge in a clinical situation involving correct identification
of classes of medication the use or
administration of medication and be
able to relate clinical signs to the use
of medication. They will also determine the medication(s) to administer
and the conditions for administering
medication in a pre-hospital care setting.
PSYCHOPATHOLOGY
350-182-AB (TBD)
In this course, students will gain an
understanding of the various types of
mental disorders and learn appropriate means of interacting with a person
who is displaying symptoms of psychopathology. They will learn to
identify and monitor signs and symptoms linked to an increased risk of
aggressive or self-injurious behaviour.
This course will enable students to
adapt their approach towards these
individuals to optimize the success of
their intervention.
PROFESSIONAL THEATRE (561.CO, 561.AO)
561.CO THE ACTING OPTION
The Acting Option provides intensive instruction over three years. Students take classes in acting
for the stage, acting for the camera, theatre creation, performance, movement, voice, text,
professional management and theatre history. Areas of concentration include improvisation,
character study, speech and dialect, script analysis, mime, dance and mask work. There is an
emphasis on scene study, the rehearsal process, auditioning techniques and fully staged public
performances.
561.AO THE PRODUCTION DESIGN AND TECHNICAL OPTION
In response to evolving industry conditions the Production Design and Technical Option has
recently revised its programs. In addition to preparing students for work in the Theatre we are now
responding to the reality that also finds our successful graduates employed in allied areas of the
profession such as “Cirque du Soleil”, the cruise ship entertainment industry, video, television and
cinema. In consequence we have incorporated a greater number of practical courses and
introduced media based training along with the successful traditional courses in theatre. The first
year of the Production Design/Technical Option is a common core to provide a broad base of
introductory skills. Contingent upon the student’s choice he/she will then further specialize in
Design or Technical.
THE DESIGN OPTION
THE TECHNICAL OPTION
The Design Option provides professional instruction in
stimulating and imaginative behind-the-scene careers.
Students will explore many aspects of Design, including
Set and Costume Design, Lighting and Properties and
how they apply to theatre and other camera associated
media. There is an emphasis on practicality, public
performances and productions.
The Technical Option provides an exciting and creative
curriculum of courses which covers all the technical and
design aspects of Lighting, Sound, Scenic Construction
and Properties Fabrication. Students will receive
training in the organisational skills required for stage and
production management in the theatre and
entertainment industry. In conjunction with the Acting
and Design Options there is an emphasis on practicality,
public performances and production.
THEATRE WORKSHOP
The Theatre Department in association with C.A.L.L. (Creative Arts, Literature and Languages)
provides courses for pre-university students registered with C.A.L.L. The Theatre Department and
C.A.L.L. enjoy a fine reputation for collaborating and providing excellent public performances under
the name of Theatre Workshop. For further information on Theatre Workshop, please consult the
C.A.L.L. program.
For further information about the Theatre Program entrance requirements or prerequisites, please
contact the John Abbott College Admissions Office, local 5355, 5361 or 5358; or the Professional
Theatre Program, at local 5425 or 5759 or by email at: theatre@johnabbott.qc.ca.
Several courses require students to be available outside regularly scheduled class hours of 8:30 a.m.
to 5:30 p.m. (for example, production work in the evening or during the week-end).
Refer to the Admissions Policies and Procedures section for specific admission requirement.
101
CAREER PROGRAMS
While it certainly takes talent and creativity to be successful in the entertainment industry, it also
requires hard work, collaboration and the acquisition of specialised skills. The Professional Theatre
Department of John Abbott College offers 3 complete, multi-faceted training programs in Acting,
Design or Technical options to prepare students for the exciting and rewarding careers available in
Theatre, Film and Television.
PROFESSIONAL THEATRE (561.CO, 561.AO)
ACTING OPTION 561.C0
PROGRAM OF STUDY
FALL 2005 OR LATER
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
345-
HUMANITIES
602-
FRENCH
109-
PHYSICAL EDUCATION
345-
HUMANITIES
___-___
Complementary Course
109-
PHYSICAL EDUCATION
561-114-AB
Theatre History I
561-124-AB
Theatre History II
561-213-AB
Introduction to Voice I
561-223-AB
Introduction to Voice II
561-313-AB
Introduction to Movement I
561-323-AB
Introduction to Movement II
561-413-AB
Theatre Creation I
561-423-AB
Theatre Creation II
561-516-AB
Acting I
561-526-AB
Acting II
603-
ENGLISH
603-
ENGLISH
602-
FRENCH
345-
HUMANITIES
___-___
Complementary Course
109-
PHYSICAL EDUCATION
561-235-AB
Voice & Diction I
561-245-AB
Voice & Diction II
561-334-AB
Movement & Lifestyle I
561-344-AB
Movement & Lifestyle II
561-433-AB
Theatre Creation III
561-443-AB
Theatre Creation IV
561-536-AB
Acting III
561-546-AB
Acting IV
561-634-AB
Text Laboratory I
561-644-AB
Text Laboratory II
561-736-AB
Performance Laboratory I
561-746-AB
Performance Laboratory II
561-154-AB
Theatre History III
561-164-AB
Theatre History IV
561-255-AB
Voice & Diction III
561-265-AB
Voice & Diction IV
561-356-AB
Movement & Dance I
561-366-AB
Movement & Dance II
0561-453-AB Theatre Creation V
561-463-AB
Theatre Creation VI
561-653-AB
Text Laboratory III
561-663-AB
Text Laboratory IV
561-758-AB
Performance Laboratory III
561-768-AB
Performance Laboratory IV
561-853-AB
Acting for Camera I
561-864-AB
Acting for Camera II
561-964-AB
Professional Management I
THIRD SEMESTER
FOURTH SEMESTER
FIFTH SEMESTER
SIXTH SEMESTER
COMMENTS:
*complementary courses: please refer to the Schedule of Classes for Rules/Restriction on complementary courses
ALL professional courses are sequential and require the preceding level course as a pre-requisite. For course pre-requisite and co-requisite
information see the Course Calendar or Schedule of Classes. Students are required to pass an English Exit Exam and a Comprehensive
Assessment in Professional Theatre
102
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
602-
FRENCH
602-
FRENCH
345-
HUMANITIES
345-
HUMANITIES
109-
PHYSICAL EDUCATION
___-___
Complementary Course *
561-G2B-AB Intro to Stage
561-G1C-AB Scenery Construction I
561-G2C-AB Scenery Construction II
561-G1D-AB Intro to Design I
561-G2D-AB Intro to Design II
561-G1E-AB Costume Execution I
561-G2E-AB Costume Execution II
561-G1H-AB Theatre in Perspective I
561-G2H-AB Theatre in Perspective II
561-G1M-AB Intro to Media
561-G2R-AB Scenic Drafting II
561-G1R-AB Scenic Drafting I
THIRD SEMESTER
FOURTH SEMESTER
603-
ENGLISH
603-
ENGLISH
345-
HUMANITIES
___-___
Complementary Course *
109-
PHYSICAL EDUCATION
109-
PHYSICAL EDUCATION
561-D3C-AB Scenic Design I
561-D4C-AB Scenic Design II
561-D3U-AB Costume Design I
561-D4E-AB Costume Execution IV
561-D3Y-AB Styles I
561-D4U-AB Costume Design II
561-G3E-AB Costume Execution III
561-D4Y-AB Styles II
561-G3H-AB Performance and Cinema in the 20thC I
561-G4H-AB Performance and Cinema in the 20thC II
561-G3L-AB Theatre LAB I
561-G4L-AB Theatre LAB II
FIFTH SEMESTER
SIXTH SEMESTER
561-D5A-AB Props Design
561-D6D-AB Media Design II
561-D5D-AB Media Design I
561-D6M-AB Design Media LAB II
561-D5M-AB Design Media LAB I
561-D6P-AB Scene Painting LAB II
561-D5P-AB Scene Painting LAB I
561-D6T-AB Set Design II
561-D5T-AB Set Design I
561-D6U-AB Costume Design IV
561-D5U-AB Costume Design III
561-D6X-AB Lighting Design
561-D5Z-AB Design Specialization LAB I
561-D6Z-AB Design Specialization LAB II
561-G5L-AB Theatre LAB III
561-G6L-AB Theatre LAB IV
561-G5W-AB Production LAB I
561-G6W-AB Production LAB II
COMMENTS:
*complementary courses: please refer to the Schedule of Classes for Rules/Restriction on complementary courses
ALL professional courses are sequential and require the preceding level course as a pre-requisite. For course pre-requisite and co-requisite
information see the Course Calendar or Schedule of Classes. Students are required to pass an English Exit Exam and a Comprehensive
Assessment in Professional Theatre
103
CAREER PROGRAMS
PROFESSIONAL THEATRE TECHNOLOGY
PRODUCTION: DESIGN OPTION 561.DD
PROGRAM OF STUDY
FALL 2008 OR LATER
PROFESSIONAL THEATRE TECHNOLOGY
PRODUCTION: TECHNICAL DIRECTION OPTION 561.TT
PROGRAM OF STUDY
FALL 2008 OR LATER
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
602-
FRENCH
602-
FRENCH
345-
HUMANITIES
345-
HUMANITIES
109-
PHYSICAL EDUCATION
___-___
Complementary Course *
561-G1C-AB Scenery Construction I
561-G2B-AB Intro to Stage
561-G1D-AB Intro to Design I
561-G2C-AB Scenery Construction II
561-G1E-AB Costume Execution I
561-G2D-AB Intro to Design II
561-G1H-AB Theatre in Perspective I
561-G2E-AB Costume Execution II
561-G1M-AB Intro to Media
561-G2H-AB Theatre in Perspective II
561-G1R-AB Scenic Drafting I
561-G2R-AB Scenic Drafting II
THIRD SEMESTER
FOURTH SEMESTER
603-
ENGLISH
603-
ENGLISH
345-
HUMANITIES
109-
PHYSICAL EDUCATION
109-
PHYSICAL EDUCATION
___-___
Complementary Course *
561-G3E-AB Costume Execution III
561-G4H-AB Performance & Cinema in the 20th C II
561-G3H-AB Performance & Cinema in the 20th C I
561-G4L-AB Theatre LAB II
561-G3L-AB Theatre LAB I
561-T4C-AB Scenery Construction IV
561-T3C-AB Scenery Construction III
561-T4G-AB Management I
561-T3S-AB
561-T4S-AB
Sound I
561-T3X-AB Lighting I
Sound II
561-T4X-AB Lighting II
FIFTH SEMESTER
SIXTH SEMESTER
561-G5L-AB Theatre LAB III
561-G6L-AB Theatre LAB IV
561-G5W-AB Production LAB I
561-G6W-AB Production LAB II
561-T5A-AB Props Construction I
561-T6A-AB Props Construction II
561-T5G-AB Management II
561-T6G-AB Management III
561-T5M-AB Technical Media LAB I
561-T6M-AB Technical Media LAB II
561-T5Q-AB Lighting and Sound I
561-T6Q-AB Lighting and Sound II
561-T5T-AB
561-T6T-AB
Set Construction I
561-T5Z-AB Technical Specialization LAB I
Set Construction II
561-T6Z-AB Technical Specialization LAB II
COMMENTS:
*complementary courses: please refer to the Schedule of Classes for Rules/Restriction on complementary courses
ALL professional courses are sequential and require the preceding level course as a pre-requisite.
For course pre-requisite and co-requisite information see the Course Calendar or Schedule of Classes.
Students will be required to pass an English Exit Exam and a Comprehensive Assessment in Professional Theatre.
104
PROFESSIONAL THEATRE
FIRST SEMESTER
THEATRE HISTORY I
561-114-AB (3.0.2)
This course familiarizes students with
the major periods in Western civilization and examines the theatre that
emerged from those times and places.
The basic elements of theatre are
examined as well as the roots of
drama. This is followed by a survey of
Western theatre from ancient Greece
up to the end of the Middle Ages in
Western Europe.
A materials fee will apply.
INTRODUCTION TO VOICE I
561-213-AB (1.2.1)
The voice classes aim to free the
voice of its behaviour patterns and
regain its spontaneity. The first semester is concerned primarily with the
structure and process of the vocal
mechanism, breathing, exploring
sound vibrations and the channel for
sound.
INTRODUCTION TO
MOVEMENT I
561-313-AB (1.2.1)
In this first semester, the movement
training aims to develop physical
awareness, ease of motion, co-ordination and stamina. Laban, movement fundamentals and unarmed
stage combat are included in the
course.
THEATRE CREATION I
561-413-AB (0.3.1)
Different types of improvisation help
the student to open up, discover and
develop a sense of play. Action
Theatre includes exercises to expand
awareness, stimulate the imagination,
strengthen the capacity for feeling and
develop skills of expression. Contact
Improvisation helps the student listen,
respond and initiate on a body level.
Tumbling, weight support, fall and
recovery are part of the training.
ACTING I
561-516-AB (2.4.1)
This course is designed to achieve
four student objectives: to discover
the nature of acting, to learn how to
express action without the use of
words, to gain a sound degree of
self-awareness, and to realize and
SECOND SEMESTER
THEATRE HISTORY II
561-124-AB (3.0.2)
P: ALL FIRST SEMESTER
THEATRE COURSES
The second semester begins with the
Renaissance and moves from the 14th
century to the 18th beginning in Italy,
then going to England and ending
with France. The major theatrical contributions of the 18th, 19th and 20th
centuries are dealt with successively.
A materials fee will apply.
INTRODUCTION TO VOICE II
561-223-AB (1.2.1)
P: ALL FIRST SEMESTER
THEATRE COURSES
Study and work begun the previous
semester are continued, further developed and refined.
INTRODUCTION TO
MOVEMENT II
561-323-AB (1.2.1)
P: ALL FIRST SEMESTER
THEATRE COURSES
This course is a continuation of
Introduction to Movement I.
THEATRE CREATION II
561-423-AB (0.3.1)
P: ALL FIRST SEMESTER
THEATRE COURSES
The second semester is a continuation
of Theatre Creation I.
ACTING II
561-526-AB (2.4.1)
P: ALL FIRST SEMESTER
THEATRE COURSES
In this semester roles from dramatic
texts (including scenes and monologues) are assigned and students are
expected to work towards a presentation at the end of the semester. A
materials fee will apply.
THIRD SEMESTER
VOICE & DICTION I
561-235-AB (2.3.1)
P: ALL SECOND SEMESTER
THEATRE COURSES
This course provides the student with
the opportunity to continue to devel105
op an increased awareness of the
vocal instrument. Emphasis is placed
on diction, dialect and singing skills
while working with a wide range of
dramatic texts.
MOVEMENT & LIFESTYLE I
561-334-AB (1.3.1)
P: ALL SECOND SEMESTER
THEATRE COURSES
This class includes floor exercises,
movement skills, related movement
topics and period dance. The focus is
on economy of action, expressive
movement patterns and a sense of
style.
THEATRE CREATION III
561-433-AB (1.2.1)
P: ALL SECOND SEMESTER
THEATRE COURSES
Students further develop their
improvisational skills by means of
guidance and structured exercises
based on breath, voice and body
coordination.
ACTING III
561-536-AB (2.4.1)
P: ALL SECOND SEMESTER
THEATRE COURSES
This course extends the acting skills
students have explored in their first
year. Character analysis, character
development and scene study are
emphasized in class exercises and
open-class presentations.
TEXT LABORATORY I
561-634-AB (1.2.1)
P: ALL SECOND SEMESTER
THEATRE COURSES
The course of study includes oral and
written exercises in script analysis,
techniques for strengthening the auditory and visual aspects of the text,
development of the sensory experience of the spoken word, and techniques for preparing actors for the
rehearsal process.
PERFORMANCE LABORATORY I
561-736-AB (1.4.1)
P: ALL SECOND SEMESTER
THEATRE COURSES
This course deals with preparing students for their first fully staged public
performance. The main elements of
this preparation are teamwork,
rehearsal techniques, role interpretation, and voice and movement skills.
A materials fee will apply.
CAREER PROGRAMS
ACTING (561.C0)
develop each student’s own resources
of imagination, memory and sensory
perceptiveness. The work involves
improvisation, sensory development
exercises, theatrically relevant games
and an analysis of “play” itself. A
materials fee will apply.
FOURTH SEMESTER
FIFTH SEMESTER
VOICE & DICTION II
561-245-AB (2.3.1)
P: ALL THIRD SEMESTER
THEATRE COURSES
THEATRE HISTORY III
561-154-AB (3.0.3)
P: ALL FOURTH SEMESTER
THEATRE COURSES
This course is a continuation of Voice
& Diction I. Vocal skills continue to
be developed. They are also integrated with acting techniques, and the
performance of dramatic texts, song,
poetry and prose. The course provides the opportunity for some of the
works to be presented in a public setting before the end of semester.
VOICE & DICTION III
561-255-AB (1.4.1)
P: ALL FOURTH SEMESTER
THEATRE COURSES
MOVEMENT & LIFESTYLE II
561-344-AB (1.3.1)
P: ALL THIRD SEMESTER
THEATRE COURSES
This course is a continuation of
Movement & Lifestyle I.
THEATRE CREATION IV
561-443-AB (1.2.1)
P: ALL THIRD SEMESTER
THEATRE COURSES
This course is a continuation of
Theatre Creation III.
ACTING IV
561-546-AB (2.4.1)
P: ALL THIRD SEMESTER
THEATRE COURSES
This course extends the acting skills
students have explored in the three
previous semesters. Further skill
development and application are
emphasized through scene studies,
class exercises and open-class presentations.
TEXT LABORATORY II
561-644-AB (1.2.1)
P: ALL THIRD SEMESTER
THEATRE COURSES
This course is a continuation of Text
Laboratory I.
PERFORMANCE LABORATORY II
561-746-AB (1.4.1)
P: ALL THIRD SEMESTER
THEATRE COURSES
This course is a continuation of
Performance Laboratory I.
A materials fee will apply.
This course is a continuation of
Theatre History II.
This course is a continuation of Voice
& Diction I and II. As such, the course
continues to provide the student with
the opportunity to develop their vocal
skills and acting techniques, and to
apply them to dramatic text, song,
poetry or prose. The course may provide the opportunity for a work to be
presented in a public setting before
the end of semester.
MOVEMENT & DANCE I
561-356-AB (1.5.0)
P: ALL FOURTH SEMESTER
THEATRE COURSES
This class includes Laban Efforts, acrobatics and movement for selected
texts. Attention is given to compositional skills related to selected texts
from various plays.
THEATRE CREATION V
561-453-AB (1.2.1)
P: ALL FOURTH SEMESTER
THEATRE COURSES
Students progress to the study, preparation and presentation of an improvisational theatre piece.
TEXT LABORATORY III
561-653-AB (1.2.1)
P: ALL FOURTH SEMESTER
THEATRE COURSES
This course equips the student with
the skills required to analyze a dramatic text for the purpose of performance. A brief history of the origin of
scripts, style, the playwright’s world,
plot structure, visualization, characterization and the vocal life of the character are some of the skills that will be
explored and developed.
PERFORMANCE LABORATORY III
561-758-AB (1.7.2)
P: ALL FOURTH SEMESTER
THEATRE COURSES
This course is a continuation of
Performance Laboratory II. A materials fee will apply.
106
ACTING FOR CAMERA I
561-853-AB (1.2.2)
P: ALL FOURTH SEMESTER
THEATRE COURSES
This course provides the actor with
introductory level skills in preparation
for an acting career in film and television. The basic stage training that the
student has received to date will provide a foundation on which to build a
“tool box” of skills specifically
required for acting for the camera.
This course also includes an introduction to the on-camera audition
process. A materials fee will apply.
SIXTH SEMESTER
THEATRE HISTORY IV
561-164-AB (3.0.2)
P: ALL FIFTH SEMESTER
THEATRE COURSES
This course is a continuation of
Theatre History III.
VOICE & DICTION IV
561-265-AB (1.4.1)
P: ALL FIFTH SEMESTER
THEATRE COURSES
This course is a continuation of Voice
& Diction III.
MOVEMENT & DANCE II
561-366-AB (1.5.0)
P: ALL FIFTH SEMESTER
THEATRE COURSES
This course is a continuation of
Movement & Dance I.
THEATRE CREATION VI
561-463-AB (1.2.1)
P: ALL FIFTH SEMESTER
THEATRE COURSES
This course is a continuation of
Theatre Creation V.
TEXT LABORATORY IV
561-663-AB (1.2.1)
P: ALL FIFTH SEMESTER
THEATRE COURSES
This course is a continuation of Text
Laboratory III. This course provides
the student with the opportunity to
develop and apply their text analysis
skills, acting techniques, and vocal
techniques to a performance of a full
length-but short-play. The plays will
be presented during the semester as
a demonstration of the student’s
competency within these disciplines.
A continuation of Performance
Laboratory III. A materials fee will
apply.
ACTING FOR CAMERA II
561-864-AB (1.2.1)
P: ALL FIFTH SEMESTER
THEATRE COURSES
This course is a continuation of Acting
for Camera I. A materials fee will apply.
PROFESSIONAL MANAGEMENT I
561-964-AB (2.1.1)
P: ALL FIFTH SEMESTER
THEATRE COURSES
This course introduces the student to
the various aspects of preparing for
and operating in the job market.
Topics include the preparation of the
actor’s photo and résumé, money
management, and the audition
process. A materials fee will apply.
DESIGN & TECHNICAL
THEATRE (561.DT)
FIRST SEMESTER
(Common First Year)
INTRODUCTION TO DESIGN I
561-G1D-AB (1.2.2)
This course introduces the contributing components for design in Theatre
and Film. It surveys “design organization” and the theory of “concept
development” for set, costume and
lighting design. The student will
receive drawing instruction, read a
play to produce a staging concept
with a scaled maquette and a costume file with renderings. The course
culminates with an oral and visual
presentation. A materials fee will
apply.
SCENERY CONSTRUCTION I
561-G1C-AB (1.2.0)
This course is designed to introduce
students to the basics of set and properties construction for Theatre and
Film. The course introduces the
workshop with its attendant equipment and materials, placing an
emphasis upon safety. The student
will learn and practice the fundamental procedures and techniques of
using hand tools, power tools and
conventional materials to build scenic
elements and certain properties.
Students are required to provide
specified tools, safety glasses and
footwear. A materials fee will apply.
COSTUME EXECUTION I
561-G1E-AB (1.2.0)
This course provides the basic knowledge and understanding of the fundamental aspects of costuming for
Theatre and Film. Through practical
work the students will acquire rudimentary skills in the manipulation of
fabric. The work consists of learning
the various materials and equipment,
elementary sewing skills and the use
and maintenance of sewing
machines, overlockers and industrial
irons. Students will also learn the terminology of a costume shop. A materials fee will apply.
SCENIC DRAFTING I
561-G1R-AB (1.2.1)
The course introduces essential scenic
drafting techniques and conventions
and how they are applied to Theatre
and Media Arts. The course covers
hand drafting, ground plans, wall elevations, orthographic projection and
centre-line cross sections. A materials
fee will apply.
THEATRE IN PERSPECTIVE I
561-G1H-AB (3.0.2)
This course covers the period from
the origins of the Theatre and Ritual
of Performance to the Renaissance.
The content draws from the following
areas: general history, theatrical practices and conventions, plays and playwrights and artistic styles, i.e.,
painting, sculpture, architecture,
décor, furniture, fashion and music.
A materials fee will apply.
INTRODUCTION TO MEDIA
561-G1M-AB (2.1.1.)
This is an introductory course which
covers Video, Television and Cinema
production. The course introduces
basic equipment and techniques, as
well as a survey of the personnel
required in the industry.
SECOND SEMESTER
(Common First Year)
INTRODUCTION TO DESIGN II
561-G2D-AB (1.2.1)
This course is a continuation of Intro
107
to Design I with a particular emphasis
on Film design. Students design a set
and costumes for a conceptual small
scale film. They will be introduced to
drawing a “story board” and will present their designs at the culmination of
the course with conventional visualization, including storyboard, maquette and costume renderings.
A materials fee will apply.
SCENERY CONSTRUCTION II
561-G2C-AB (1.2.0)
This course is a continuation of
Scenery Construction I and concentrates upon furthering the student’s
knowledge of construction techniques
used in scenic and properties construction. Emphasis is again placed
upon “safe practice” and teamwork.
Alternate material usage will be
explored, if applicable. A materials
fee will apply.
COSTUME EXECUTION II
561-G2E-AB (1.2.0)
This course is a continuation of
Costume Execution I, and introduces
students to techniques, materials,
equipment and procedures requiring
a greater level of skill. The completion of an appropriate project is
required. A materials fee will apply.
SCENIC DRAFTING II
561-G2R-AB (1.2.1)
This course is a continuation of Scenic
Drafting I and includes areas of technical drawing not previously covered.
Isometric projection, construction
detail drawings and the introduction
of basic AutoCAD (computer assisted
drawing) are covered in this course.
A materials fee will apply.
THEATRE IN PERSPECTIVE II
561-G2H-AB (3.0.2)
This course is a continuation of
Theatre in Perspective I and covers
the period from the Renaissance to
the post-romantic period at the end
of the 19th century. A materials fee
will apply.
INTRODUCTION TO THE STAGE
561-G2B-AB (2.1.1)
This course continues the introduction to performance technology started with Introduction to Media. It will
deal with the physical space of “The
Stage” and its attendant infrastructure
of light, sound, communication systems and rigging. The student will be
CAREER PROGRAMS
PERFORMANCE
LABORATORY IV
561-768-AB (1.7.2)
P: ALL FIFTH SEMESTER
THEATRE COURSES
introduced to basic electronics. An
overview of theatre personnel and
their roles will also be discussed.
A materials fee will apply.
TECHNICAL (561.TT)
THIRD SEMESTER
SCENERY CONSTRUCTION III
561-T3C-AB (1.2.0)
This course is a continuation of
Scenery Construction II and focuses
on set and properties building as well
as rigging scenery for the stage and
finishing techniques for Theatre and
Film. Project management of people
and resources is introduced in this
course. A materials fee will apply.
COSTUME EXECUTION III
561-G3E-AB (1.2.0)
This course is a continuation of
Costume Execution II and focuses on
costume fabrication for Theatre and
Film, including management skills as
they are directly applied to costume
projects. A materials fee will apply.
PERFORMANCE AND CINEMA
IN THE 20TH CENTURY I
561-G3H-AB (3.0.2)
This course explores Theatre and
Cinema styles and practices from the
end of the 19th century to today,
including contributions of Canadian
playwrights and filmmakers. As in
Theatre in Perspective I and II, the
content is drawn from general history,
theatrical practices and conventions,
film practices and conventions, plays,
playwrights, screenwriters and artistic
styles. A materials fee will apply.
LIGHTING I
561-T3X-AB (1.2.1)
This course introduces the role of
lighting in a stage or screen production. The student will learn technical
lighting terminology used in the professional milieu, the functions of basic
lighting equipment, stage lighting
installations, optics, principles of electricity, colour theory, photometrics,
lighting control systems, graphical representations of lighting installations,
basic stage lighting techniques and
how lighting relates to the other
aspects of a stage or screen production. A materials fee will apply.
SOUND I
561-T3S-AB (1.2.1)
SOUND II
561-T4S-AB (1.2.1)
This course is the production student’s introduction to the use of
sound in Theatrical production.
Topics discussed will include: the
physics of sound, acoustics, psychoacoustics, connectors, sound consoles,
microphones, loudspeakers and compact disc players.
This course is a continuation of Sound I
and is the production student’s introduction to the practical aspects of
sound in theatrical production.
Topics discussed will include: use of
sound cues to enhance theatrical production, analysis of the script for
appropriate sound cues, use of the
online sound library, use of sound
editing and CD-burning software and
preparation of the sound cue list.
THEATRE LAB I
561-G3L-AB (0.8.0)
The student is assigned to a technical
working crew for the preparation and
running of a professional program production. A materials fee will apply.
TECHNICAL (561.TT)
FOURTH SEMESTER
THEATRE LAB II
561-G4L-AB (0.8.0)
This course is a continuation of
Theatre Lab I. The student is assigned
to a technical working crew, for the
preparation and running of a professional program production. A materials fee will apply.
SCENERY CONSTRUCTION IV
561-T4C-AB (1.2.0)
MANAGEMENT I
561-T4G-AB (2.1.2)
This course is a continuation of
Scenery Construction III, further
advancing the skills of the student in
management techniques and completing projects with a high level of
surface finish. A materials fee will
apply.
This course explores the roles of management as applied to Theatrical and
Cinematographic production, i.e., the
role of Stage Manager, Production
Manager, Technical Director; First and
Second Assistant Directors and other
management personnel. Students will
study how to generate professional
paperwork, including lists, plots and
schedules. Communication and interaction within the production team is
highlighted. A materials fee will apply.
PERFORMANCE AND CINEMA
IN THE 20TH CENTURY II
561-G4H-AB (3.0.2)
This course is a continuation of
Performance and Cinema in the 20th
Century I exploring Theatre and
Cinema styles and practices from the
end of the 19th century to today,
including contributions of Canadian
playwrights and filmmakers. The content is drawn from general history,
theatrical practices and conventions,
film practices and conventions, plays,
playwrights, screenwriters and artistic
styles. A materials fee will apply.
LIGHTING II
561-T4X-AB (1.2.1)
This course is a continuation of
Lighting I, and introduces students to
the concepts of realistic and formalistic lighting. Students will learn the
process of lighting design, including
the choices of colour, intensity, texture, rhythm, atmosphere and mood.
Lighting for the Theatrical stage is
highlighted, along with the concert
stage, film and television. Projects
explore these topics in greater detail.
108
SET CONSTRUCTION I
561-T5T-AB (0.3.0)
This course focuses on set building,
including drafting and finishing techniques, and shop management skills
used by the Head Carpenter of a production. Any pre-production organization undertaken by the set crew
chief for the current Production Lab
or Theatre Lab course during the first
5 weeks will be attached to this
course as a separate stream component in the official course outline. A
materials fee will apply.
TECHNICAL (561.TT)
FIFTH SEMESTER
PROPS CONSTRUCTION I
561-T5A-AB (1.2.0)
This course focuses on props fabrication techniques, including graphic
skills, finishing techniques and man-
LIGHTING AND SOUND I
561-T5Q-AB (1.2.2)
This course includes an intensive project where the student focuses on
recreating realistic stage lighting for a
simulated production. The project
will begin with a script, go through
the planning stages and culminate in
actual onstage execution. Students
will master rigging and focussing skills
and expand on their knowledge of
the lighting control desk. The balance
of this course is the production student’s introduction to the application
of sound to audio-visual production.
Sound recording, editing and sweetening for simple video productions
will be discussed.
Any work undertaken by the lighting or
Sound Designer, Chief Electrician or
Sound Operator for the current
Production Lab or Theatre Lab courses
during the first 5 weeks will be
attached to this course as separate
stream component in the official course
outline. A materials fee will apply.
PRODUCTION LAB I
561-G5W-AB (0.9.0)
The student is assigned a Crew, Crew
Chief or Management position for the
preparation and running of a Stage
production.
THEATRE LAB III
561-G5L-AB (0.6.0)
This course is a continuation of
Theatre Lab II. The student works as
a Crew, Crew Chief, Manager,
Lighting or Sound Designer for the
mounting and running of a
Professional Program Production,
including techniques relating to managing crews and engineering critical
paths to meet production deadlines.
A materials fee will apply.
MANAGEMENT II
561-T5G-AB (2.1.2)
This course is a continuation of
Management I and focuses on how to
best allocate resources for a stage or
screen production, concentrating on
time, management, scheduling, logistics, human resources and finances.
Any production work undertaken by
the Stage Manager or Production
Manager for the current Production
Lab or Theatre Lab courses during the
first 5 weeks will be attached to this
course as a separate stream component in the official course outline.
TECHNICAL MEDIA LAB I
561-T5M-AB (0.3.1)
The student undertakes a Crew, Crew
Chief or Management assignment for
the preparation and running of a Film
or Television Production. A materials
fee will apply.
TECHNICAL SPECIALIZATION
LAB I
561-T5Z-AB (0.7.4)
This course, which runs concurrently
with the Theatre Lab course, consists
of specialized projects and activities
tailored to the individual student’s
interests and aptitudes and, where
possible, furthering the Professional
Theatre Program’s final production of
the semester. This may include management of a production crew or
detailed construction projects requiring advanced skills. A materials fee
will apply.
TECHNICAL (561.TT)
SIXTH SEMESTER
SET CONSTRUCTION II
561-T6T-AB (0.3.0)
This course is a continuation of Set
Construction I and focuses on set
building, including drafting and finishing techniques, and management
skills used by the head carpenter for a
production. Any pre-production
organization undertaken by the set
crew chief for the current Production
Lab or Theatre Lab courses during the
first 5 weeks will be attached to this
course as a separate stream component in the official course outline. A
materials fee will apply.
PROPS CONSTRUCTION II
561-T6A-AB (1.2.0)
This course is a continuation of Props
Construction I and focuses on props
fabrication techniques, including
graphic skills, finishing techniques and
management skills used in overseeing
109
a props department for a production.
Any pre-production organization
undertaken by the props crew chief
for the current Production Lab or
Theatre Lab courses during the first 5
weeks will be attached to this course
as a separate stream component in
the official course outline. A materials fee will apply.
LIGHTING AND SOUND II
561-T6Q-AB (1.2.2)
This course is a continuation of
Lighting and Sound I, and includes an
intensive project where the student
focuses on recreating a formalistic
lighting scenario. Students will select
a thesis statement concerning a
theme that they wish to explore and
will create a sculptured element and
a sound environment to further contribute in the expression of the lighting scenario. The balance of the
course is the production student’s
introduction to the application of live
sound to theatrical production.
Microphone choice and placement,
stage monitoring, feedback suppression and dynamic processing will be
discussed.
Any work undertaken by the lighting
or Sound Designer, Chief Electrician
or Sound Operator for the current
Production Lab or Theatre Lab courses during the first 5 weeks will be
attached to this course as a separate
stream component in the official
course outline. A materials fee will
apply.
PRODUCTION LAB II
561-G6W-AB (0.10.0)
This course is a continuation of
Production Lab I. The student is
assigned a Crew, Crew Chief or
Management position for the preparation and running of a Stage production.
THEATRE LAB IV
561-G6L-AB (0.6.0)
This course is a continuation of
Theatre Lab III. The student will work
as a Crew, Crew Chief, Manager,
Lighting or Sound Designer for the
mounting and running of a
Professional Program Production,
including techniques relating to managing crews and engineering critical
paths to meet production deadlines.
A materials fee will apply.
CAREER PROGRAMS
agement skills used in overseeing a
props department for a production.
Any pre-production organization
undertaken by the props crew chief for
the current Production Lab or Theatre
Lab during the first 5 weeks will be
attached to this course as a separate
stream component in the official course
outline. A materials fee will apply.
MANAGEMENT III
561-T6G-AB (2.1.1)
This course is a continuation of
Management II, furthering the student’s knowledge of stage and production management techniques.
Any production work undertaken by
the stage manager or production
manager for the current Production
Lab or Theatre Lab courses during the
first 5 weeks will be attached to this
course as a separate stream component in the official course outline.
TECHNICAL MEDIA LAB II
561-T6M-AB (0.3.1)
This course is a continuation of
Technical Media Lab I. The student
undertakes a Crew, Crew Chief or
Management assignment for the
preparation and running of a Film or
Television Production. A materials fee
will apply.
TECHNICAL SPECIALIZATION
LAB II
561-T6Z-AB (0.8.4)
This course is a continuation of
Technical Specialization Lab I and
runs concurrently with the Theatre
Lab Course. The course consists of
specialized projects and activities tailored to the individual student’s interests and aptitudes and, where
possible, furthering the Professional
Theatre Program’s final production of
the semester. This may include management of a production crew or
detailed construction projects requiring advanced skills. A materials fee
will apply.
DESIGN (561.DD)
THIRD SEMESTER
SCENIC DESIGN I
561-D3C-AB (1.2.1)
A considerable portion of this course
is devoted to perspective drawing
techniques and the development of
rendering skills. The student will
develop a scenic design and present
the finalized concept with the use of
rendering, drafting, painted elevations, paint/finish samples and property drawings. The student will develop
time management skills to assist
him/her in finalizing the project and
will also assess the budgetary, technical and resource implications of the
project. This course focuses on
developing designs for Television and
Film media. A materials fee will
apply.
COSTUME EXECUTION III
561-G3E-AB (1.2.0)
This course is a continuation of
Costume Execution II and focuses on
costume fabrication for Theatre and
Film, including management skills as
they are directly applied to costume
projects. A materials fee will apply.
COSTUME DESIGN I
561-D3U-AB (1.2.2)
A considerable portion of this class is
devoted to drawing techniques for
the costume designer. Assisted by
these skills, the student will develop a
practical costume design for a given
text, and will explore the implications
of budget, time and resource management, presenting the concept visually with rendering, fabric swatches
and costume plot. A materials fee
will apply.
PERFORMANCE AND CINEMA
IN THE 20TH CENTURY I
561-G3H-AB (3.0.2)
This course explores Theatre and
Cinema styles and practices from the
end of the 19th century to today,
including contributions of Canadian
playwrights and filmmakers. As in
Theatre in Perspective I and II, the
content is drawn from general history,
theatrical practices and conventions,
film practices and conventions, plays,
playwrights, screenwriters and artistic
styles. A materials fee will apply.
STYLES I
561-D3Y-AB (3.0.1)
This course is an in-depth study of
styles from selected historical periods.
The course covers the historical and
political context and its implications
upon the arts, including architecture,
painting, sculpture, décor and fashion. Parallels are drawn between dramatic and cinematographic works and
the impact that “style” has upon
them. A materials fee will apply.
THEATRE LAB I
561-G3L-AB (0.8.0)
The student is assigned to a technical
working crew for the preparation and
running of a professional program
production. A materials fee will
apply.
110
DESIGN (561.DD)
FOURTH SEMESTER
SCENIC DESIGN II
561-D4C-AB (1.2.2)
This course is a continuation of Scenic
Design I and focuses on set and props
design, including analysis of dramatic
texts, lighting, drawing, finishing techniques, scenic painting and management skills. This course focuses on
developing design for a Theatrical Stage
production. A materials fee will apply.
COSTUME EXECUTION IV
561-D4E-AB (1.2.0)
This course is a continuation of
Costume Execution III and focuses on
costume fabrication for Theatre and
Film, including management skills as
they are directly applied to costume
projects. A materials fee will apply.
COSTUME DESIGN II
561-D4U-AB (1.2.2)
This course is a continuation of
Costume Design I and includes analysis of dramatic texts, lighting, drawing,
finishing techniques and management
skills used in the process of developing costume designs for Television,
Film Media and/or the Stage.
PERFORMANCE AND CINEMA
IN THE 20TH CENTURY II
561-G4H-AB (3.0.2)
This course is a continuation of
Performance and Cinema in the 20th
Century I exploring Theatre and
Cinema styles and practices from the
end of the 19th century to today,
including contributions of Canadian
playwrights and filmmakers. The content is drawn from general history,
theatrical practices and conventions,
film practices and conventions, plays,
playwrights, screenwriters and artistic
styles. A materials fee will apply.
STYLES II
561-D4Y-AB (3.0.1)
This course is a continuation of Styles
I and contains an in-depth study of
styles from selected historical periods.
The course will cover the historical
and political context and the implications upon the arts, including architecture, painting, sculpture, décor
and fashion. Parallels are drawn
between dramatic and cinematographic works and the impact that
“style” has upon them. A materials
fee will apply.
THEATRE LAB II
561-G4L-AB (0.8.0)
DESIGN (561.DD)
PRODUCTION LAB I
561-G5W-AB (0.9.0)
The student is assigned a Crew, Crew
Chief or Management position for the
preparation and running of a Stage
production.
FIFTH SEMESTER
SET DESIGN I
561-D5T-AB (1.2.2)
This course focuses on designing
scenery for the stage and includes
management skills used in developing
set designs for a production, as well
as assessing the personnel, time and
budgetary realities. Any set design
undertaken by a single student
designer for the current Production
Lab or Theatre Lab courses during the
first 5 weeks will be attached to this
course as a separate stream component in the official course outline.
MEDIA DESIGN I
561-D5D-AB (1.2.2)
This course focuses on designing
scenery for Television and Film and
includes management skills used in
developing set designs for a production, as well as assessing personnel,
time and budget realities. A materials
fee will apply.
COSTUME DESIGN III
561-D5U-AB (1.2.2)
This course is a continuation of
Costume Design II and includes drawing and the integration of personnel,
time and budgetary realities into the
design process. Any costume design
undertaken by a student for the current Production Lab or Theatre Lab
courses during the first 5 weeks will
be attached to this course as a separate stream component in the official
course outline.
PROPS DESIGN
561-D5A-AB (1.2.1)
This course focuses on designing and
building props for the stage, film and
television. It will include management skills used in developing props
for a production, as well as assessing
personnel, time and budget realities.
Any props design undertaken by a
student for the current Production
THEATRE LAB III
561-G5L-AB (0.6.0)
This course is a continuation of
Theatre Lab II. The student works as
a Crew, Crew Chief, Manager or
Designer for the mounting and running of a Professional Program
Production during Weeks 10 to 15,
including techniques relating to managing crews and engineering critical
paths to meet production deadlines.
A materials fee will apply.
DESIGN MEDIA LAB I
561-D5M-AB (0.3.0)
The student undertakes a Crew, Crew
Chief, Management or Design assignment for the preparation and running
of a Film/Television Production. A
material fee will apply.
SCENE PAINTING LAB I
561-D5P-AB (0.3.0)
This course introduces advanced scene
painting techniques as applied to
Production. A materials fee will apply.
DESIGN SPECIALIZATION LAB I
561-D5Z-AB (0.4.0)
This course, which runs concurrently
with the Theatre Lab course, consists
of specialized projects and activities
tailored to the individual student’s
interests and aptitudes and, where
possible, furthering the Professional
Theatre Program’s final production of
the semester. This might include
scene painting, and construction projects requiring advanced skills.
A materials fee will apply.
DESIGN (561.DD)
SIXTH SEMESTER
SET DESIGN II
561-D6T-AB (1.2.2)
This course is a continuation of Set
Design I and focuses on designing
scenery for the stage and includes
111
management skills used in developing
set designs for a production, as well
as assessing personnel, time and
budget realities. Any set design undertaken by a student designer for the
current Production Lab or Theatre
Lab courses during the first 5 weeks
will be attached to this course as a
separate stream component in the
official course outline. A materials fee
will apply.
MEDIA DESIGN II
561-D6D-AB (1.2.2)
This course is a continuation of Media
Design I and focuses on designing
scenery for Television and Film, and
includes management skills used in
developing set designs for a production, as well as assessing personnel,
time and budget realities. A materials
fee will apply.
COSTUME DESIGN IV
561-D6U-AB (1.2.2)
This course is a continuation of
Costume Design III and includes
drawing and the integration of personnel, time and budgetary realities
into the design process. Any costume
design undertaken by a student for
the current Production Lab or Theatre
Lab courses during the first 5 weeks
will be attached to this course as a
separate stream component in the
official course outline. A materials fee
will apply.
LIGHTING DESIGN
561-D6X-AB (2.1.1)
This course is an introduction to lighting design and its role in stage and
screen productions. Students will
learn the process a lighting designer
follows, what lighting provides for a
production and how it relates to other
design elements.
PRODUCTION LAB II
561-G6W-AB (0.10.0)
This course is a continuation of
Production Lab I. The student is
assigned a Crew, Crew Chief or
Management position for the
preparation and running of a
Stage production.
THEATRE LAB IV
561-G6L-AB (0.6.0)
This course is a continuation of
Theatre Lab III. The student works as
a Crew, Crew Chief, Manager, or
Designer for the mounting and run-
CAREER PROGRAMS
This course is a continuation of
Theatre Lab I. The student is assigned
to a technical working crew, for the
preparation and running of a professional program production. A materials fee will apply.
Lab or Theatre Lab courses during the
first 5 weeks will be attached to this
course as a separate stream component in the official course outline. A
materials fee will apply.
ning a Professional Program
Production, including techniques relating to managing crews and engineering critical paths to meet production
deadlines. A materials fee will apply.
DESIGN MEDIA LAB II
561-D6M-AB (0.3.0)
This course is a continuation of
Design Media Lab I. The student will
undertake a Crew, Crew Chief,
Management or Design assignment
for the preparation and running of a
Film/Television Production. A materials fee will apply.
SCENE PAINTING LAB II
561-D6P-AB (0.3.0)
This course is a continuation of Scene
Painting Lab I, and focuses on
advanced scene painting techniques
as applied to Production. A materials
fee will apply.
DESIGN SPECIALIZATION LAB II
561-D6Z-AB (0.5.0)
This course is a continuation of
Design Specialization Lab I and runs
concurrently with the Theatre Lab
course. The course consists of specialized projects and activities tailored
to the individual student’s interests
and aptitudes and, where possible,
furthering the Professional Theatre
Program’s final production of the
semester. This will include management of a production crew, Scene
Painting and construction projects
requiring advanced skills.
112
PUBLICATION DESIGN AND HYPERMEDIA TECHNOLOGY (412.A0)
FIRST SEMESTER
SECOND SEMESTER
603-
ENGLISH
603-
ENGLISH
602-
FRENCH
109-
PHYSICAL EDUCATION
345-
HUMANITIES
___-___
Complementary Course *
412-200-AB
Drawing Software
Page Design
412-100-AB
Web Design I (HTML)
412-201-AB
412-101-AB
Computer Graphics
412-202-AB
Web Design II Dreamweaver and CSS
412-102-AB
Document & Presentation Software
412-203-AB
Digital Photo Processing
412-104-AB
Typography & Design
603-
ENGLISH
603-
ENGLISH
345-
HUMANITIES
109-
PHYSICAL EDUCATION
602-
FRENCH
412-300-AB
Book Design
412-400-AB
Copy Writing & Promo Materials
412-301-AB
Web Design III (Styles)
412-401-AB
Multimedia II (Advanced Flash)
412-302-AB
Graphic Design
412-402-AB
French Publications & Translation
412-303-AB
Multimedia I (Flash)
412-404-AB
Newsletter Design
THIRD SEMESTER
FOURTH SEMESTER
420-DDJ-AB Web Programming
FIFTH SEMESTER
345-
HUMANITIES
___-___
Complementary Course *
412-500-AB
412-501-AB
SIXTH SEMESTER
109-
PHYSICAL EDUCATION
Web Design IV (Corporate)
412-600-AB
Electronic Portfolio
Spreadsheets & Databases
412-601-AB
Print Portfolio
412-502-AB
Scanning & Prepress
412-602-AB
Customer & Technical Support
412-505-AB
Graphics Studio
412-604-AB
Reports & Forms
412-605-AB
Running a Business & Project Management
412-606-AB
Stage
412-506-AB
Integrated Project
* Complementary courses : Please refer to the Schedule of Classes for Rules / Restrictions on Complementary Courses.
Note: Stage is a final semester course only available in the Winter semester. PDHT department chair people will ensure that all eligible students embarking on
stage have fulfilled the requirements of all the program courses, including their Winter semester program courses, before leaving on stage. Students will
be required to pass an English Exit Exam and a Comprehensive Assessment in Publication Design and Hypermedia Technology
In their final semester, students apply the knowledge and
skills they have acquired and enter the workplace for a
three-week fieldwork placement to gain practical experience in the design industry.
The Publication Design & Hypermedia Technology
Department at John Abbott College offers students the
chance to develop skills in web site creation, publication
design and graphics design – skills needed for today's businesses, whether you set up your own company or join the
corporate world.
In addition to all of these classes, students are required to take
the following general education courses throughout their three
year stay in order to get their DEC: 4 English, 2 French, 3
Humanities, 2 Physical Education and 2 Complementary
Courses (chosen from any domain except Computer Science).
This program involves extensive hands-on computer experience using popular industry software, including Adobe
Photoshop, Adobe Illustrator, Adobe Dreamweaver, Adobe
Flash, QuarkXPress, Adobe InDesign, Adobe Acrobat,
XHTML, Javascript, ActionScript and CSS. Students also
become proficient in standard business software required in
the workplace (Microsoft Word, Excel, Powerpoint, Access
and Project).
For further information on the PDHT Program entrance
requirements or prerequisites, please contact the John Abbott
College Admissions Office, local 5355, 5361 or 5358; or the
PDHT Program Chairperson, local 5930.
Refer to the Admissions Policies and Procedures Section for
specific Admissions requirements.
113
CAREER PROGRAMS
PROGRAM OF STUDY
FALL 2006 OR LATER
PUBLICATION DESIGN &
HYPERMEDIA TECHNOLOGY
FIRST SEMESTER
WEB DESIGN I (HTML)
412-100-AB (1.3.2)
This course provides students with a
thorough grounding in the basics of
HTML (file management, layout,
typographical effects, tables, frames,
styles, links, etc.) The course also
presents a general introduction to web
page design (combining text, links and
graphics) and encourages students to
synthesize theoretical concepts with
practical experience by creating and
uploading their own web pages.
COMPUTER GRAPHICS
412-101-AB (2.2.2)
This course introduces students to
three key graphics software applications in our program. Students will
learn to use the MAC operating system, popular with print designers.
Students will create logos and simple
drawings on the computer with
Adobe Illustrator, retouch and combine images such as digital photos
with Adobe Photoshop, and import
text, logos and images to design CD
packaging with a leading page layout
program, Adobe InDesign.
DOCUMENT & PRESENTATION
SOFTWARE
412-102-AB (1.3.2)
Students will learn to use Microsoft
Word, the most widely used word
processing software, in order to develop their basic knowledge of document production, and Microsoft
PowerPoint, the most popular presentation software, to create computer
slide shows and handouts to accompany oral presentations. Keyboarding
skills are developed in a systematic
manner using a state-of-the-art keyboarding software.
TYPOGRAPHY & DESIGN
412-104-AB (2.2.2)
Students will learn typographic principles of basic letter forms, type classification, font relationships, psychology
of fonts, type history and when to use
specific fonts for print and web.
To complement their design work,
students will get experience in freehand drawing through various projects where they will discover the
relationship between observation and
graphic representation. Students will
learn the basic principles of perspective drawing, design principles using
the square, circle and triangle, as well
as brainstorming techniques for creating images that stand out and have
purpose.
SECOND SEMESTER
DRAWING SOFTWARE
412-200-AB (1.3.2)
Using Adobe Illustrator, students will
create drawings on the computer
consisting of objects, which can be
graphic elements and text elements.
Students will create and trace template layers with the Pen tool (Bézier).
They will also use the Reshape tool
and Pathfinder to create 2D art. They
will create 3D effects using gradient
mesh, gradients, blends and 3D
effects that extrude objects or give
them perspective. Students will also
make symbols and design brush
strokes. Artwork created will include a
tracing project and an illustration with
3D effects.
PAGE DESIGN
412-201-AB (2.2.2)
Students will acquire a firm grounding
in Adobe InDesign as applied to page
layout applications. They will learn
how to customize and create master
pages, templates with guides, text,
pictures, colours and styles in a variety of applications. They will also
integrate these features in creative
projects, such as journals and calendars. Layout is the main focus and
students will create layouts for various
print formats.
WEB DESIGN II
(DREAMWEAVER)
412-202-AB (1.3.3)
This course presents both the theoretical basis of designing an effective,
functional web site and the hands-on
mechanics of creating such a site
using Dreamweaver. Students will
work with the two basic web page
components – structural mark-up and
design with CSS – to create web sites
that are technically functional, standards compliant, aesthetically pleasing, and marketable. They will use
DIVs and behaviours to create
dynamic pages that respond to user
input, and expand their knowledge of
Photoshop to create images for their
own original web pages.
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DIGITAL PHOTO PROCESSING
(PHOTOSHOP/BRIDGE)
412-203-AB (2.2.3)
This digital photo-processing course is
designed to further explore Adobe
Photoshop, the leading image processing, retouching and manipulation
software. Students will explore the
difference between using layers, alpha
channels and selections. They will
learn digital retouching and compositing and how to create clipping paths.
They will learn to save in the appropriate formats to export to other
applications. Students will be introduced to colour theory and applying
custom colour, like spot colour channels, and duotones. They will also be
looking at Adobe Bridge for managing
their digital media and work with RAW
images as well as learn how to create
HDR (High Dynamic Range) images.
THIRD SEMESTER
BOOK DESIGN
412-300-AB (2.2.3)
P: 412-201-AB
In this course students will learn to
design and create books and other
multi page documents. Using Adobe
InDesign, the leading page layout program, students will explore features
that are useful in long documents,
such as style sheets, headers and footers for facing pages, page numbering,
the book palette, indexing, and generating lists such as a table of contents. They will design master pages
using grids, guides, rules, screens, and
other design elements. Students will
use typographical cues to highlight
key points. Screen capture software
such as SnagIt will be used to take
high quality screen captures. Students
will learn how to prepare long documents for service providers and commercial printing as well as save for
Adobe Acrobat pdf format as well.
WEB DESIGN III (STYLES)
412-301-AB (2.2.3)
P: 412-202-AB
This course emphasizes design principles for the web and encourages students to develop creativity through an
exploration of a variety of web styles,
such as Gothic, Mondrian, and Grunge.
Students will apply their practical skills
in Photoshop and Dreamweaver to
the creative process of designing and
creating original, aesthetically pleasing, marketable web pages.
GRAPHIC DESIGN
412-302-AB (2.2.3)
P: 412-200-AB
General design principles like balance; proportion, unity, contrast and
typographic harmony will be introduced in the Graphic Design course
and become a part of your design
strategy to appropriately render a
communications objective. Software
includes Adobe Illustrator, Photoshop
and on occasion, QuarkXPress.
Efficient layout and secrets behind
effective design will be revealed
beginning with the Gestalt psychology
fundamentals of document organization. The basic architecture of typography from classification to formation
will be reviewed and developed.
Basic colour theory will be explored
along with the psychological connotations colour can convey through
design. Understanding the colour
spectrum and colour models will culminate in the structuring of a personal
colour wheel.
Other projects include designing a
poster, a menu using cataloguing systems, advertisements and stationery
sets with a personal logotype, a business card and envelope.
MULTIMEDIA I (FLASH)
412-303-AB (2.2.3)
P: 412-200-AB
This course introduces students to
concepts and techniques of animating
vector drawings, bitmap images and
sound elements over time using
Adobe Flash CS4, a multimedia program that combines motion, graphics,
sounds and interactivity in a format
that is efficient on a web page.
Students will use Flash to enhance
web sites with animated logos, banners and animated buttons. They will
animate characters with bones and
create an e-greeting card. Students
will learn principles of animation and
apply them to their movies. Freeware
will be used to capture and record
sound elements.
FOURTH SEMESTER
COPY WRITING & PROMO
MATERIALS
412-400-AB (3.1.4)
This course provides students with an
integrative experience designed to
simulate the real-world advertising
environment.
Students will develop the creative and
tactical framework of an advertising
campaign and will then write all the
advertising copy including slogans,
titles and body text. Students will
therefore have an opportunity to
develop their English writing skills
through close attention to editing and
proofreading. After the conceptual
basis has been established, students
will develop the materials for both
on-online (web) and print production
using their creative talents.
Web text, brochures, direct mail copy,
flyers, in-store promotional materials,
and other forms of advertising will be
addressed.
MULTIMEDIA II (ADVANCED
FLASH)
412-401-AB (1.3.3)
P: 412-200-AB, 412-303-AB
This course continues to develop
advanced concepts of animation
using Adobe Flash CS4. Students will
explore advanced web site enhancements such as galleries with transitions
and preloaders. Students will incorporate digital video into Flash movies
and add external sound to their
movies. Students will be introduced
to game development on Flash.
Projects include a simple Flash game
and a Flash website with animation.
FRENCH PUBLICATIONS &
TRANSLATION
412-402-AB (2.2.3)
P: 602-___-___
Students will become familiar with
the French vocabulary specific to the
fields of graphic design, publication
design and web design. They will be
able to create French texts and perform French linguistic revisions, applying the rules of French typography.
They will translate texts from French
to English and English to French. They
will learn to spot and avoid anglicisms
and Gallicisms.
Students will showcase their French
writing and translations by designing
and creating French and bilingual
publications.
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NEWSLETTER DESIGN
412-404-AB (2.2.3)
P: 412-201-AB, 412-302-AB
Using QuarkXPress, the industry standard page layout application for journal, magazine and newspaper
publications, students will design and
produce newsletters.
Students will advance their understanding of mechanical layout and
page design that balances both form
and function within the context of
newspaper design. Essential elements
of page structure and organization of
information that facilitate readerfriendly page layouts will be explored.
They will be introduced to the vernacular of newspaper layout while
learning key techniques to make their
pages interesting, such as teasers,
sidebars, pull quotes, sig's and bugs.
Photomontage skills will be developed through the understanding of
the dominant photo techniques in a
photo spread layout. Students will
learn how to mock-up a dummy and
create templates conforming to
accepted standards and principles of
good story design while satisfying aesthetic considerations such as balance
of positive and negative space.
Students will write article summaries
and other original material to fill in
the gaps. They will learn to edit their
own, and other contributors' work,
to conform to grammatical standards
and principles of good journalism, as
well as to satisfy design considerations such as space. Students will
also set production deadlines to
learn to encourage contributors to
meet their deadlines.
WEB PROGRAMMING
420-DDJ-AB (2.1.3)
P: 412-100-AB
This course builds on Web Design I,
allowing students to further develop
their knowledge of HTML – including
tables, forms, cascading style sheets,
and browser-specific features – as
well as develop other programming
skills necessary to good web site
management. These skills include
using event handlers in JavaScript,
running Applets or other programs,
preserving state by using cookies, and
incorporating CGI scripts such as site
search engines and counters in a
client's web site. Students will be able
to address Internet security issues and
CAREER PROGRAMS
In additional to design principles,
issues explored include readability,
effective navigation, cross-browser
and cross-platform performance,
client interaction, and advanced
Dreamweaver/HTML techniques like
jump menus, pop-ups, behaviours,
animation and CSS.
other e-commerce issues. An introduction to cutting-edge web page
features will ensure that students' web
pages remain avant-garde in a rapidly
changing industry.
FIFTH SEMESTER
WEB DESIGN IV (CORPORATE)
412-500-AB (2.2.3)
P: 412-301-AB
This advanced web design course
covers the major components of contemporary web design that allow students to plan, organize, and create a
corporate or small-business web site
from start to finish. The major components include: practical corporate
design (clean and sleek format, little
boxes format, newsletter format, magazine format and BLOG-style format),
CSS and XHTML (transitional, frameset and strict), and the theory and
practice of web site development.
Some of the theoretical considerations are planning, site structure,
speed/bandwidth considerations,
accessibility requirements and much
more.
SPREADSHEETS & DATABASES
412-501-AB (2.2.3)
In this course students will learn two
further applications of Microsoft
Office to the business side of publication and web design: Microsoft Excel
and Microsoft Access.
Using Microsoft Excel, students will
design and modify spreadsheets to
perform useful calculations, create
budgets, projections and graphs,
adding graphics, colour and special
effects to enhance the readability and
attractiveness of their row and column worksheets. They will access
real-time data using Web queries,
perform what-if analyses, link Excel
worksheets to Word documents, create templates and work with consolidated workbooks.
Using Microsoft Access, students will
create, query and maintain databases
and print reports. The usefulness of
databases in the design business and
e-commerce is undeniable.
SCANNING & PREPRESS
412-502-AB (2.2.3)
P: 412-203-AB
This prepress course prepares students to enter the workplace with a
sufficiently technical understanding of
print reproduction to help them
ensure quality output with a minimum of wasted time and effort.
Students will learn to scan images at
high quality while applying advanced
features such as gamut correction
during the scanning process.
Issues of color reproduction theory,
four color process printing, film and
plates, spot colors, Pantone Matching
System, dot gain, electronic color
management as well as trapping will
be covered. This course will familiarize students with the technical jargon
of the printing industry.
GRAPHICS STUDIO
412-505-AB (1.3.3)
P: 412-200-AB & 412-203-AB
Integrating concepts and skills developed in the previous graphic arts
courses in the program, students will
be encouraged to creatively draw
upon their theoretical design and
technical skills in Adobe Illustrator
and Photoshop to create complex,
exciting and appropriate images for
the web and for print media. Students
will have ample opportunity to work
independently with guidance and
feedback, on a variety of self-directed
graphic arts projects.
RUNNING A BUSINESS &
PROJECT MANAGEMENT
412-605-AB (2.2.3)
This course provides information
essential to management a graphic or
web design business. The standard
procedures used in small, medium
size, or large design firms are examined based on Acts and regulations in
the Federal and Provincial arenas.
Students are also introduced to the
concepts, issues and procedures
encountered while completing a project within a specific timeframe for a
set amount of money. Using Gantt
Charts and Microsoft Project, students
plan, trade and complete their projects on time.
Students will work in teams on one or
more "real life" publication and web
design projects developing interpersonal and management skills necessary to perform in today's business
environment.
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SIXTH SEMESTER
ELECTRONIC PORTFOLIO
412-600-AB (1.3.4)
P: 412-500-AB
As the culmination of their web
design, graphic arts, and business
courses, Electronic Portfolio gives students experience in creating and
managing a complex web site that
may include forms, multimedia,
JavaScript, style sheets, templates,
Flash animations, and other elements.
In preparing this site, from pitch to
final delivery on-line, students will be
exposed to real-world situations, challenges, and solutions.
Students will prepare and bring
together their best web and print
work in a professional-quality
Electronic Portfolio.
PRINT PORTFOLIO
412-601-AB (1.3.4)
P: 412-505-AB
In this advanced graphic arts course
students will refine their personal printbased portfolios as well as explore
presentation skills relevant to their particular interests and career goals for the
print industry. Students will also prepare appropriate written materials to
accompany their portfolios. Students
will learn different methods of portfolio
display, documentation, gallery presentation, letter writing and professional
portfolio preparation techniques.
Students will receive individual feedback on how to revise and supplement
their submissions to showcase their
work effectively.
CUSTOMER & TECHNICAL
SUPPORT
412-602-AB (2.2.3)
This course introduces students to the
concepts of customer support and
technical support. Students will learn
to assist clients in both English and
French, face-to-face, on the phone, in
print, by fax and via the Internet.
Students will also receive hands-on
experience in trouble-shooting,
upgrading and repairing personal
computers. They will become familiar
with virus protection software for both
Windows and Macintosh platforms,
Internet security issues and common
network, internet and printing problems often encountered in a work
environment. Methods by which
technology can be utilized to assist
customer and technical support will
be explored.
In this course, students will be
responsible for the design and production of reports and forms.
Students are required to design,
assemble, and edit reports, in both
French and English using appropriate
typographical cues and levels of headings. Imported visual elements may
include photos, illustrations, and
charts.
Students will also create original
forms, including web or virtual forms,
ensuring that the written language
(both English and French) is well edited and the form headings are clear
and grouped in a logical order
according to principles of form creation. Principles of form design, such
as placement of rules and screen, are
used to improve the visual presentation of the form.
INTEGRATED PROJECT
412-506-AB (0.4.0)
Third-year students integrate skills
developed in previous courses to run
a small design company serving real
clients from the John Abbott College
community and outside. They develop procedures for running an office
and design and create products
requested by clients, including web
sites, brochures, flyers, calendars,
bookmarks, business cards, posters
and slide shows. In addition to learning how to deal with clients, students
develop team-leading skills such as
how to supervise a team, delegate
work, run meetings, motivate staff,
meet real-life deadlines and deal with
problems.
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STAGE
412-606-AB (1.7.2)
P: 412-500-AB & 412-502-AB
Note: All PDHT courses must be
completed or in progress in order to
be eligible to enter the Stage course.
Third year students prepare for and
participate in a three-week workplace
stage, integrating and synthesizing
their theoretical and practical knowledge in the field of publication design
and hypermedia technology. Students
may work within an actual web
design or graphic design department
of a company or provide publication
design or web site support to companies desiring outside expertise.
International stage possibilities in
Nice, France and in Chihuahua,
Mexico are also available to students.
CAREER PROGRAMS
REPORT & FORMS
412-604-AB (2.2.3)
P: 412-201-AB
YOUTH AND ADULT CORRECTIONAL INTE RVENTION (310.B0)
PROGRAM OF STUDY
FALL 2007 OR LATER
FIRST SEMESTER
603345109-
ENGLISH
HUMANITIES
PHYSICAL EDUCATION
___-___
Complementary Course
310-100-AB
310-101-AB
310-104-AB
310-105-AB
Analysis of the Profession
Judicial System
Intro to Criminology
Observation Methods
603-
ENGLISH
602-
FRENCH
310-300-AB
310-301-AB
310-302-AB
310-303-AB
310-304-AB
310-305-AB
Correctional Services
Juvenile Institutions
Clinical Criminology I
Psychopathology & Deviance
Prevention
Fieldwork I
345-
SECOND SEMESTER
603345109-
ENGLISH
HUMANITIES
PHYSICAL EDUCATION
310-200-AB
310-201-AB
310-202-AB
310-205-AB
350-206-AB
Communication Techniques
Adult Criminology
Juvenile Criminology
Penal Law
Adolescence to Maturity
603602109-
ENGLISH
FRENCH
PHYSICAL EDUCATION
310-400-AB
310-402-AB
310-403-AB
310-404-AB
387-401-AB
Clinical Criminology II
Community Resources
Crisis Intervention
Fieldwork II
Ethnic & Social Diversity
HUMANITIES
310-600-AB
Fieldwork IV
___-___
Complementary Course
310-602-AB
Integration Seminar
310-501-AB
310-502-AB
310-503-AB
310-506-AB
310-507-AB
310-508-AB
Drugs
CPR & First Responder
Self-Defense
Group Techniques
Integrating Legal Intervention
Fieldwork III
THIRD SEMESTER
FOURTH SEMESTER
FIFTH SEMESTER
SIXTH SEMESTER
Complementary courses: Please refer to the Schedule of Classes for rules/restrictions on complementary courses.
Courses in the three-year Youth and Adult Correctional
Intervention Program provide students with a sound foundation in applied social sciences and in criminology, penal law,
and psychology. Student activities and fieldwork play an integral part of the program. Students are encouraged to participate in community and campus programs connected with
Correctional studies to allow them to exercise and develop
interpersonal skills. Fieldwork courses involve students working in youth and adult correctional institutions such as youth
rehabilitation centers, prisons, penitentiaries, half-way houses, community organizations, schools, drug rehabilitation centers, etc.
They may also find employment working with adult offenders as correctional officers, drug rehabilitation counsellors or
in the development of recreational, educational and vocational programs for adult offenders. With further studies,
some may choose to work as probation or parole officers
within the Quebec or Canadian correctional system.
NOTE: Students must be physically able to successfully
complete the Self-defense course and the CPR First
Responder course, two compulsory courses required
to graduate in the program. Students who have
been found guilty of a criminal offence may be
blocked from fieldwork placements A basic knowledge of French is an asset.
Although graduates of the Youth and Adult Correctional
Intervention Program find rewarding and challenging careers
within the adult and juvenile correctional systems and related fields, a number of them choose to pursue their studies at
university in programs such as Criminology, Sociology,
Psychology or Social Work. Career opportunities for our
graduates include working with juveniles in community programs, rehabilitation centres, group homes, court services,
drug rehabilitation centers, or counselling victims, and more.
For further information about the Youth and Adult
Correctional Intervention Program entrance requirements or
prerequisites, please contact the John Abbott College
Admissions Office, local 5355, 5361 or 5358; or the
Correctional Intervention Program Chairperson, local 5770.
Refer to the Admissions Policies and Procedures Section for
specific Admissions requirements.
118
FIRST SEMESTER
ANALYSIS OF THE PROFESSION
310-100-AB (2.1.2)
The goal of this course is to help students gain an understanding of the
correctional network and to examine
tasks, operations, skills and behaviors
required by the occupation. Students
will begin to define and formulate an
opinion with regards to delinquency,
training and job requirements.
Student’s personal motivation for
intervening with delinquents will also
be explored.
JUDICIAL SYSTEM
310-101-AB (3.0.3)
This course will explore every step of
the judicial process while paying special attention to the Canadian and
Quebec Charters and the rights of
individuals in the judicial process.
Students will also analyze the effects
of various private and social legislation on delinquents, their families and
friends. The rights of victims will also
be examined.
OBSERVATION METHODS
310-105-AB (1.2.2)
Students will learn to apply a systematic observation process for various
everyday environments in which
adult delinquents and young offenders live. Students will learn to use
observation grids and reports supplied by social and correctional services. They will also learn to observe
the physical environment and
objects, and describe their features
and conditions as well as observing
delinquents and groups of delinquents in various settings. Students
will also learn to describe their own
emotional, intellectual and physical
reactions on the job. Record, analyze
and describe their observations to
colleagues as well as designing an
intervention to match the individual
and the situation.
INTRODUCTION TO
CRIMINOLOGY
310-104-AB (3.0.3)
Using key concepts in criminology:
criminality, crime, victimology,
deviance, marginality, hidden and official delinquency, aggravating and
extenuating factors, modus operandi,
etc., students will learn to identify
criminogenic factors likely to lead to
delinquency during adolescence and
adulthood. As well, students will learn
to recognize the influence of social values on the criminalization and decriminalization of various types of behaviors
such as abortion, cannabis possession,
prostitution, euthanasia, etc.
code of penal procedure. Students
will learn to distinguish between criminal acts and infractions, sentencing
guidelines and goals, the steps
involved in obtaining a pardon, etc.
Students will also explore the Quebec
code of penal procedure and examine key infractions contained therein.
SECOND SEMESTER
This course provides an opportunity
for students to study cognitive, affective and social development stages of
adolescents (12 to 17 year old) and
adults. The challenges of each period
of development are examined and
factors, both inherited and environmental, that influence development
are identified.
COMMUNICATION
TECHNIQUES
310-200-AB (1.2.3)
Using verbal and non-verbal communication techniques, students will
determine the objectives and types of
relations to establish with delinquents,
their families and friends. They will
learn to communicate with delinquents, their families and friends in
various professional situations and to
conduct directed, semi-directed and
open interviews. They will also assess
their ability to communicate and
interact with delinquents, their families and friends.
ADULT CRIMINOLOGY
310-201-AB (2.1.3)
P: 310-104-AB
This course will enable students to
understand the scope of adult delinquency in society. Students will learn
to characterize male and female
delinquency, their values, lifestyle,
types of misdemeanors, social tolerance, motivations, gangs, organized
crime and membership in a criminal
organization.
JUVENILE CRIMINOLOGY
310-202-AB (2.1.3)
This course is designed to familiarize
the student with various aspects of
the phenomena of juvenile behavior.
Students will learn to identify the various problems juveniles encounter in
their different levels of maturity and
development and how young people
deal with these problems. Criminal
offences committed by both male and
female youths will also be explored.
An overview of gang delinquency and
recruitment will also be given.
PENAL LAW
310-205-AB (3.1.2)
This course will provide students with
an understanding of the criminal code
and related acts, and the Quebec
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ADOLESCENCE TO MATURITY
350-206-AB (3.0.3)
THIRD SEMESTER
CORRECTIONAL SERVICES
310-300-AB (1.2.3)
This course will give students an
understanding of the mission, policies,
standards and rules of correctional
services in Quebec and Canada.
Students will understand the roles and
responsibilities of correctional workers
such as correctional service officers,
head of sector, director of operations,
unit managers, probation officers,
parole officers, etc. The role of correctional officers in specific programs
offered in community residential facilities will also be explored.
JUVENILE INSTITUTIONS
310-301-AB (1.2.3)
P: 310-202-AB
Students will examine the structure
and operation of the youth intervention
network. They will analyse services
and programs available, the role,
responsibilities, powers and duties of
youth workers. They will also learn to
write evaluation reports and make
recommendations to the person legally
responsible for a youth. As well, they
will learn to avoid traps inherent in
various interventions when dealing
with a delinquent or pre-delinquent
youth.
CLINICAL CRIMINOLOGY I
310-302-AB (2.1.3)
This course will provide the student
with a comprehensive understanding
of the various theories and clinical
approaches used in the treatment of
troubled youths, delinquents, and
CAREER PROGRAMS
YOUTH AND ADULT
CORRECTIONAL
INTERVENTION
criminals. Students will be exposed to
a range of treatment models such as
Psychoanalytical, CognitiveBehavioural, Reality, Gestalt etc. They
will also learn to critically analyze and
assess these models. This course is a
prerequisite for Clinical Criminology II
PSYCHOPATHOLOGY AND
DEVIANCE
310-303-AB (2.2.3)
Through this course, the student will
learn to distinguish the characteristic
symptoms of various types of mental
disorders among delinquents. They
will gain an understanding of the link
between mental disorders and criminality and learn appropriate means
for intervening with a delinquent who
is displaying a mental disorder.
PREVENTION
310-304-AB (1.2.2)
Prevention focuses on the many risk
factors that contribute to involvement
with crime. These may include inadequate parenting, substance abuse, lack
of self-control, peer association and
others. The course considers innovative
strategies that include peer support,
mentorship and community networks
that can ensure long term viability.
Preventative interventions dealing with
delinquency, personal security and
physical security will also be examined.
FIELDWORK I
310-305-AB (1.3.1)
P: 310-105-AB
Fieldwork 1 involves a series of visits
to organizations in the juvenile and
adult correctional intervention milieu.
Students will be exposed to the
working environment, and the physical setting. They will also gain a better understanding of the staff
functions and various clientele.
FOURTH SEMESTER
CLINICAL CRIMINOLOGY II
310-400-AB (1.2.2)
P: 310-302-AB
In this course, although there will be a
brief review of the theories and
modalities covered in Clinical
Criminology I, the main focus will be
on the application of them. Thus,
using case studies, students will work
on developing the skills necessary to
work in settings with troubled youths,
delinquents, and criminals.
COMMUNITY RESOURCES
310-402-AB (1.2.2)
This course will identify the community resources available to delinquents, their families or friends.
Students will learn what resources are
available, to assess the delinquents
problems, needs and situations and
seek a suitable resource or refer him
to the appropriate resource. They will
learn to follow-up on their referrals.
Students will also understand how a
community resource is organized and
operates.
CRISIS INTERVENTION
310-403-AB (1.3.2)
This course will identify various types
of crisis such as physical and verbal
aggression, accidents and distress situations like psychotic or suicidal crisis.
Students will learn to observe delinquents and situations and recognize
advance warning signs. They will
learn to protect their physical integrity
and manage stress while taking appropriate action depending on the type
of crisis. Students will learn to defuse
a crisis, ask for help, intervene in a
non-violent manner, follow up and
assess the impact of the intervention
on all participants.
FIELDWORK II
310-404-AB (1.3.1)
P: 310-105-AB
Fieldwork II is a continuation of
Fieldwork I. Students will continue to
observe and learn about various
milieus in the field of correctional
intervention and gain a more in-depth
understanding of the tasks and operations of the occupation, and the skills
and behaviours required to pursue a
career in the field.
ETHNIC AND SOCIAL DIVERSITY
387-401-AB (1.2.3)
The goal of this Sociology course is
for students to acquire the professional skills that enable them to effectively support their youth or adult
delinquent clientele. These skills
include: developing understanding of
social and ethno cultural diversity;
learning to recognize and identify
behavior and attitudes that indicate
intolerance towards certain social and
ethnic groups; and developing a tolerance and acceptance towards these
and other groups and their differences. Correctional Technology students learn how to formulates and
120
ask questions of clients about their
lifestyles, including their living conditions and education, beliefs and values. Students also learn to
understand the actions of their
clients, to demonstrate respect
towards them, to communicate with
them, and to adapt to the clients’
needs in order to help resolve problems. Clients may include: victims of
physical and sexual aggression; drug
users and abusers; gays and lesbians;
street kids; homeless; gang members;
and/or members of marginalized ethnic, religious and racial communities.
This course develops sensitivity in
students to issues which may arise in
a variety of professional situations.
FIFTH SEMEESTER
GROUP TECHNIQUES
310-506-AB (1.2.2)
Students will learn how to work in a
team by understanding the roles,
responsibilities, and skills of a team
worker. Students will develop the
necessary attitudes and behaviors for
productive team collaboration as well
as the various methods of information
sharing. They will learn to participate
in and lead meetings between colleagues as part of a multidisciplinary
team. As well, they will learn to
resolve conflicts within a team, establish and maintain ties with team
members and assess their own way of
working as part of a team and in partnership. Students will also learn the
basics of planning and running a
group for delinquents.
DRUGS
310-501-AB (1.3.2)
In this course, students will learn to
recognize psychotropic substances,
their signs and symptoms. Students
will be informed of the damaging
effects and the dangers of drug use
and abuse, how to detect signs of
drug use and identify symptoms of
intoxication. They will identify the
factors underlying heavy drinking or
substance abuse by delinquents. The
extent of drug use by delinquents and
the links between substance abuse
and delinquency will also be examined. This course also provides information on drug intervention
resources.
CPR & FIRST RESPONDER
310-502-AB (2.1.1)
SELF DEFENSE
310-503-AB (1.2.0)
In compliance with protocols for crisis
intervention, students will learn the
proper use of necessary force when
dealing with clients; while keeping a
clear focus on their personal security
as well as the security of the premises
and that of others involved in the crisis
or incident. Students will learn the
correct execution of dodging, blocking,
control, immobilization and release
techniques. As well, students will
learn to refer clients to appropriate
resources, correctly report the facts,
inform their colleagues, the client’s
family and examine the repercussions
in professional and personal terms.
INTEGRATING LEGAL
INTERVENTIONS
310-507-AB (1.2.2)
Students will be presented an overview
of the structure and operations of the
youth and adult intervention system
and how a technician’s responsibilities
relate to the application of legal
measures targeting young people with
behavioral problems, young offenders
and adult offenders. It is an integration
of two previous law courses as well as
juvenile institutions and correctional
services.
Students will examine legislation
governing private and social relations
that affect delinquents, their family
members and persons close to them.
They will examine the consequences
of crime on victims as well as their
rights. They will also explore recourses
open to persons whose rights have
been infringed. Students will also go
over the preparation and giving of
testimony in court and we will
consider ethical and professional
FIELDWORK III
310-508-AB (2.6.2)
P: 310-305-AB, 310-404-AB
In this fieldwork, students are placed
in a correctional intervention setting
for 8 hours per week for 15 weeks,
under the supervision of a field
supervisor.
Students will gain an in-depth understanding of the general principles of
intervention and internal functioning
of an organization. Students will
acquire a working knowledge of the
methods, rules, procedures and,
codes governing the organization.
This fieldwork will permit students to
identify the role(s) they feel most
comfortable in assuming.
SIXTH SEMESTER
FIELDWORK IV
310-600-AB (2.30.4)
P: 310-508-AB
C: 310-601-AB
In this final fieldwork, students perform unremunerated work in a correctional or related setting for 32
hours per week for 15 weeks.
Students will intervene with clients
individually or in groups. Duties may
include, among others, organizing,
running and evaluating, individual or
group activities. Working within a
team students will, under supervision
of their field supervisors, gradually
perform the tasks they will ultimately
be called upon to carry out in their
respective career. In a supervised context they will become aware of their
intervention capacities, attitudes and
aptitudes in a helping relationship.
INTEGRATION SEMINAR
310-601-AB (1.2.1)
C: 310-600-AB
This course permits students to integrate their knowledge, skills and attitudes in relation to their working
experience during their final
Fieldwork. In class students are
expected to share their Fieldwork
experience with others and develop
and implement interventions with the
aid of their supervisors and feedback
from their classmates.
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COMPREHENSIVE ASSESSMENT
The comprehensive assessment is a
summative assessment of the student’s achievement of the set of
objectives and standards of the
Correctional Intervention Program.
The assessment has the following two
components: The successful completion of two working stages for a total
of 600 hours and the successful completion of a written comprehensive
assessment consisting of approximately 5 case studies which require the
student to integrate and apply the
knowledge gained through their
courses and stage experience. The
questions will require knowledge of
both the general and specific competencies and assess the capacity to
apply legal, sociological, and psychological concepts to practical field situations.
CAREER PROGRAMS
In this course, students will learn to
use first aid and cardiopulmonary
resuscitation. While complying with
crisis intervention protocols, students
will learn to determine the care
required by the type of physical problem identified in a client and correctly
execute first aid and cardiopulmonary
techniques. As well, students will
learn to refer clients to appropriate
resources, correctly report the facts,
inform their colleagues, the client’s
family and examine the repercussions
of the intervention in professional and
personal terms.
values while working with delinquents.
Finally, students will learn how to avoid
traps inherent in various intervention
situations with delinquents.
GENERAL EDUCATION
VISION STATEMENT FOR GENERAL EDUCATION
The teachers in General Education believe that students should develop breadth through study of English, Humanities,
French and Physical Education, as well as achieve some depth of knowledge in the specific disciplines offered in their
programs. They see their role in the programs as providing students with a well-rounded and balanced education.
Through the courses offered in General Education, students learn to appreciate, as well as critique, some of the major
influences in Western and non-Western thought and literature. They also learn to communicate in written and oral
French in order to live and work in Quebec. They learn the principles of good health and how to integrate them into
their lifestyle. They explore disciplines and develop competencies that are complementary to their program of study.
In General Education courses, students learn to articulate their own ideas based on relevant premises leading to logical
conclusions. They learn to acknowledge, appreciate, and respond to the ideas of teachers and fellow students. These
skills help them to develop an informed awareness and a critical appreciation of our social and cultural milieu so that
they can make informed intellectual, aesthetic, and ethical decisions, as well as acquire a sense of their membership in
society, with its attendant rights and responsibilities.
Following is a list of the General Education courses required at John Abbott College:
ENGLISH (4 courses required)
Introduction to English
To analyze and produce various forms of discourse
HUMANITIES (3 courses required)
World Views
To apply a critical thought process to world views
Literary Genres
To apply a critical approach to literary genres
Knowledge
To apply a logical analytical process to how
knowledge is organized and used
Literary Themes
To apply a critical approach to literary themes
B-Block
B-Block
To communicate in the forms of discourse appropriate to one or more fields of study
To apply a critical thought process to ethical
issues relevant to a field of study
FRENCH (2 courses required)
(Levels are assigned based on placement and high
school French marks)
Level 1
Basic communication in French
Level 2
More advanced communication in French
Level 3
To communicate comfortably in French
Level 4
To engage in a cultural or literary subject in French
B-Block
To apply these communication skills to a field of study
PHYSICAL EDUCATION (3 courses required)
Course 1
To establish the role of regular physical activity
as a part of a healthy lifestyle.
Course 2
To improve one’s effectiveness when practising a
physical activity.
Course 3
To demonstrate one’s responsibility for being
active in a manner which promotes health
COMPLEMENTARY COURSES (2 courses required)
The courses are chosen from the domain allowed for the student’s program and outside
of the subjects of the student’s concentration. Complementary domains are as follows:
Arts & Aesthetics
Social Science
Science & Technology
Modern Languages domain Math & Computer Science
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ENGLISH COURSES
STUDENTS NEED ONE OF EACH OF THE
FOLLOWING COURSES TO COMPLETE THEIR DEC:
THREE
“BLOCK A” COURSES
ONE
“BLOCK B” COURSES
INTRODUCTION TO COLLEGE ENGLISH
603-101-04 (2.2.4)
(AVAILABLE IN TWO LEVELS)
ENGLISH FOR SPECIFIC PROGRAMS
603-DBW-04 (2.2.2)
FOR ALL PROGRAMS OR
LITERARY GENRES
603-102-04 (2.2.3)
MAY BE TAKEN AFTER 101
603-DBV-04 (2.2.2)
FOR LIBERAL ARTS STUDENTS
LITERARY THEMES
603-103-04 (2.2.3)
MAY BE TAKEN AFTER 101
All students (except those entering from Quebec Anglophone high schools whose grade 10 English mark was
over 80%) are required to take the John Abbott College placement test before registering at the College.
The results of this test place students in the appropriate level of the introductory course, or, if necessary,
in one of the preparatory courses.
PREPARATORY ENGLISH COURSES
The following two courses are required for students whose placement test results indicate that they will experience
difficulty passing their introductory English course. Although these are credit courses, they cannot be taken as
English credits.
Students who demonstrate a need for a second language course will be placed in Preparation for College English,
603-001. Students are encouraged to take the course in the summer, although it is also offered in the fall.
Second language and anglophone students whose test results indicate that their language skills need more attention
will be encouraged to register for Effective Reading and Writing 603-001 which is offered in both summer and fall.
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GENERAL EDUCATION
Introduction to College English 101 is the prerequisite for the other three courses. English 102 and 103
may be taken in either order. English for Specific Programs is usually taken in the fourth semester.
COURSE DESCRIPTIONS
N.B. Not all sections of the courses listed below are offered each semester.
Please consult your Schedule of Classes for exact course offerings.
PREPARATION FOR COLLEGE
ENGLISH: MISE À NIVEAU
(NOT FOR GENERAL
EDUCATION CREDIT)
603-001-03
BY PLACEMENT ONLY
This course is designed for second
language students whose English skills,
as determined by the placement test,
need further development before
they can enter the introductory
course in the regular English program.
The course uses a variety of methods
to teach students basic skills in reading, writing, and oral communication.
To pass, students must attain the level
of competency required for the introductory English course.
PREPARATION FOR COLLEGE
ENGLISH: EFFECTIVE READING
AND WRITING
(NOT FOR GENERAL
EDUCATION CREDIT)
603-001-03
BY PLACEMENT ONLY
This course is intended for students
whose English skills, as determined by
the placement test, need further
development before they can enter
the regular English program. The
course prepares students for entry into
college-level English courses by working on reading, writing and communication skills. Tutors and specially
selected teachers prepare students to
deal with the requirements of later
English courses in particular and college studies in general.
INTRODUCTION TO
COLLEGE ENGLISH
The introductory course is offered at
two levels: one is INTRODUCTION
TO COLLEGE ENGLISH: LITERATURE
and the other is INTRODUCTION TO
COLLEGE ENGLISH: COMPOSITION
AND LITERATURE. Students whose
placement scores suggest that they
need more help with their reading
and writing will be placed in
COMPOSITION AND LITERATURE.
N.B. Students are required to take
one, not both, of these courses.
English 101 is intended to help students develop the critical abilities they
need at the college level. Although
the content of various sections vary
somewhat, all emphasize writing skills
and reading comprehension.
If you receive no notification of
placement, register for the course
INTRODUCTION TO COLLEGE
ENGLISH: LITERATURE.
603-101-04 (2.2.4)
BY PLACEMENT ONLY
This range of courses is intended for
students who must develop and
improve the critical abilities needed
for reading and writing at the college
level. Course objectives are:
(1) to analyze written and spoken
discourse
"BLOCK A"
A-Block English courses are intended to
bring students to a college level of proficiency in the areas of reading, writing, listening and speaking, with particular
emphasis on written production and reading comprehension. Regular and ongoing
exercises develop students’ language and
analytical skills, while the reading material,
representative of various genres and periods and expressing a variety of themes,
encourages an appreciation of the aesthetic
and cultural value of literature.
(2) to apply a critical approach to
literature
(3) to produce written and spoken
discourse
These courses help students discover
ways of responding, both personally
and analytically, to readings and to
learn the basics of literary interpretation, by writing frequently about the
literature they are reading. To pass
this course, students must write a
750-word essay that meets specific
criteria.
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COMPOSITION AND LITERATURE
Courses include:
Life’s Like That!
Reflections of Ourselves
The Word About Us
Approaches to Literature
Understanding Literature,
Understanding Ourselves
INTRODUCTION TO COLLEGE
ENGLISH: LITERATURE
603-101-04 (2.2.4)
Courses include:
Children’s Literature
Dark Fiction
The Discovery of Self
English Express
English Without Tears
Global Voices
Family Matters
Introduction to Canadian
Literature
Introduction to Western Literature
Mythology
The Outsider in Society
Prose, Poetry and Drama
A Slice of Life
As Simple (or complex) as ABC
Modes of Literary Discourse
Poetry, Fiction, Nonfiction
House and Home
Reading and Writing Strategies for
Successful College Essays
WRITING TUTORS
603-102, 603-103, 603-DBW
This course is designed for students
who have developed a high level of
proficiency in their own writing and
who are interested in sharing their
knowledge with other students. The
course heightens awareness of the
writing process and provides an
important service to students who
seek assistance in developing their
language skills. Students will also
study fiction, drama and poetry and
recognize how literature interprets the
human condition. Students will
improve their own writing skills
through writing short responses on literature, editing one another’s work
and writing essays about literature.
CULTURAL STUDIES AND HISTORICAL STREAMS
In order to allow students to concentrate their English studies in these areas of interest, a number of
courses are identified as belonging in both of these streams.
CULTURAL STUDIES STREAM
HISTORICAL STREAM
Cultural studies examines the complex power relationships (class,
gender, race, colonialism) between literature and society. Courses
in the profile would begin by examining our assumptions about
“culture” to encourage students to come up with a basic definition of culture. Cultural artifacts will be drawn from literary classics as well as popular culture, such as film, popular music, and
television. Later in the profile, students will be introduced to
some of the basic theories of cultural and literary studies such as
class theory, psychological approaches, gender studies, post-colonialism, queer theory, etc. The underlying premise of the profile
is that we may best understand our culture by stepping outside of
it and returning to it frequently.
The characteristic of courses in the Historical Stream is that the
literature in each of the courses is drawn from a particular historical period. The idea is that in taking all four of his/her English
courses in this stream, the student will begin to see that literary
creation arises within an historical context and that literary movements are sequential and bear a relationship to each other.
Historical context is by no means the exclusive concern of any of
these courses; it merely serves as the basic organizing principle in
courses that explore a full range of stylistic and thematic considerations, in addition to historical context.
603-101-04
603-101-04
Mythology
Stories Of War And Peace, The Ancient World
The Beach
Mythology
The Literature Of The Fantastic
603-102-04
603-102-04
Theatre Of The Absurd
Theatre Of The Absurd
The Graphic Novel
American Gothic
The Image Makers
Drama: Tragedy And Comedy
Historical Fiction
The Evolution of Horror
Shakespeare For Our Time
Twentieth Century Historical Fiction
I And Thou
The Study of Poetry
The Fairytale Tradition
What’s So Funny
The Study of Poetry
Medieval And Renaissance Literature
603-103-04
Introduction To Modern Poetry
Shakespeare At The Movies
Canadian Poetry Since The Forties
Monster-Making: Tales Of Horror
Shakespeare For Our Time
Scots: Kilts, Castles And Clans
Technology and Human Nature in Stories About the Future
The Romantic Imagination
603-103-04
Tainted Love
Shakespeare At The Movies
Trauma and Witness
Contemporary Fiction
Into the West
Themes Of Modern Poetry
603-DBW-04
Enlightenment and Romantic Era
American Dream/Realities
The Romantic Imagination
Adapting Stories
Coyote Dreams: Stories by Native Canadian and American
Writers
Understanding Media
The Metamorphic Self
Women And Knowledge
603-DBW-04
Documenting Barbarism: Genocide Literature
History, Memory, Identity
Twentieth Century: History, Memory, Identity
Postmodern Concerns
Texts And Contexts
Texts And Contexts
Berlin: Literature-Culture-History
Berlin: Literature-Culture-History
Documenting Barbarism: Genocide Literature
The West and the World
Traces of Memory: 20th Century Through Literature
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GENERAL EDUCATION
Global Voices
LITERARY GENRES
603-102-04 (2. 2. 3)
P: 603-101-04
The main focus of these courses is to
study the relationship between form
and meaning. The broadest literary
‘genres’ (or kinds of literature) are poetry, drama and prose (fiction or nonfiction). There are numerous sub-genres
within these broad categories. In these
courses, the focus may be on either one
genre (e.g., short fiction, comedy) or on
a variety of genres. Students learn to
identify and analyze such structural elements as plot, character, point of view,
tone, symbol, diction, rhythm, rhyme,
metaphor and how these devices interact to produce meaning. The courses
will focus on helping students recognize
the patterns that enrich the works, the
themes that these patterns suggest, and
the relationship between the significant
elements of the work and the themes.
To pass these courses students are
expected to write a 1,000 word essay
that meets specific criteria.
AMERICAN GOTHIC
603-102-04 (2.2.3)
While the term ‘Gothic’ often conjures up images of ruined castles,
damsels in distress and supernatural
forces, the genre referred to as
‘American Gothic’ is an entirely different beast. By examining literature, art
and film from the period spanning the
early 19th Century to the present, we
will examine how American writers
and artists strove to create a means
through which they could address
specifically North American cultural
concerns, including issues surrounding
national identity, religion, race relations, and the urban environment.
THE ARTHURIAN TRADITION
603-102-04 (2.2.3)
Students will examine a range of genres featuring stories about King Arthur
and his knights. Genres will include
Middle English romance, chronicle,
poetry by Tennyson, modern novels,
and film. Issues to be considered
include: values of individuality and
community within Arthurian society,
ideals of heroism, the formation of
identity of knights, the role of combat
in defining the individual and the
community, and the ethic of chivalry.
THE ART OF FICTION
603-102-04 (2.2.3)
This course will introduce the student
to twentieth-century writers from
many different backgrounds and will
focus on narrative prose in the form
of the short story and the novel.
Students will be encouraged to
undertake close textual analysis, both
independently and in small groups, in
order to familiarize themselves with
and reach conclusions about the
effects of the elements of fiction.
THE BEST OF POPULAR
LITERATURE
603-102-04 (2.2.3)
Maybe “hack” writers with their
escapist formula plots, unbelievable
protagonists, and episodes of gross
physical titillation know more about
their readers than we like to think.
This course will examine, analyze and
evaluate the formal characteristics and
thematic concerns of commercial
bestselling fiction. It will argue, along
with psychologist Carl Jung, that literature which is dedicated to telling its
readers what they want to hear and
which is mostly unconscious of its
own values may have quite as much
to say about the society that produced it as serious literature.
BRAVE NEW WORLD
603-102-04 (2.2.3)
The fruits of the applied sciences
include steam engines, guillotines,
Botox, computers and pace-makers.
Inventions like these often provoke
strong reactions on the street, but also
in literature. In this course we will ask
the question: What do writers think
of the world we have created? Is it
scary or pleasant? Civilizing or dehumanizing? All of the texts in this
course offer answers to questions like
these and raise other considerations
about the uses and perhaps abuses of
science. In addition to looking at the
intersection between human invention and literature, we will also (1)
consider the texts as multifaceted
works of literature that belong to a
larger literary tradition and (2) provide
students with the opportunity to
improve their writing skills.
THE CANADIAN SHORT STORY
603-102-04 (2.2.3)
Today’s Canadian short-story writers
are much bolder than their literary
126
ancestors. Issues of sexuality and violence and ethnicity, for example, are
being treated in frank and disturbing
ways, while humour often winks from
a footstep away. Apart from provocative content, our writers are ambitiously experimenting with form and
technique. This course will survey the
best of the ‘new’ writers, fitting their
work into the Canadian short fiction
tradition.
COMEDY: WHAT’S SO FUNNY?
603-102-04 (2.2.3)
This course is designed to give students a historical overview of the
genre of comedy - from ancient
Greece to modern times. Students
will learn to recognize the universal as
well as the historically and culturally
specific features of comedy. Besides
the lectures and work on assigned
class material, students will be responsible for pursuing their own investigation of the comic in the journal
project for which the student will
select material. Much attention is
given to the writing process: reading
critically, brainstorming, outlining,
drafting and editing.
CREATIVE WRITING
603-102-04 (2.2.3)
This course will introduce students to
literary genres through reading, discussion and writing. The genres predominantly covered will be the
personal essay and the short story.
Major topics will include plotting,
scenes building, character development and the development of theme.
Students will have many opportunities
to do "creative writing". The weekly
two hours of practical work (required
for all literary genres courses) may
take place in the computer lab.
CREATIVE WRITING FOR
CHILDREN
603-102-04 (2.2.3)
Most people’s introduction to stories
happens in childhood, through children’s books. Writing for children
isn’t as easy as it seems. The work
has to be accessible, engaging, and
original. In this course, we will examine the genre of children’s literature,
from picture books to the young adult
novel. The writing assignments will
be mostly creative. Students will
write their own picture books, as well
as the opening chapters of early readers and young adult novels.
THE EVOLUTION OF HORROR:
FROM GOTHIC TO GORE-THICK
603-102-04 (2.2.3)
Tragedy and comedy are two dramatic genres that portray two contrary
visions of human potential, action,
and circumstance. In tragedy, human
action and conflict seem ruled by an
almost perverse logic that leads
relentlessly to a shocking and fatal
conclusion. Whereas in comedy, surprise rules in a world where conflicts
miraculously are resolved and human
wishes fulfilled. The course will examine the Ancient Greek tragedy
Antigone, the 17th century French
comedy Tartuffe, and the early 20th
century Czech tragicomedy R.U.R.
Throughout the semester we will also
look at examples of tragedy, comedy,
and tragic-comedy on film.
Though a great deal of criticism is
often levelled at the genre of Horror,
(it is dismissed as un-literary, trashy,
and juvenile) it can never be
described as static. From its 18th century Gothic beginnings to contemporary works that place emphasis on
blood, gore, and scantily clad college
students, Horror has always been a
medium through which writers and
artists can discuss and deal with individual, personal, and societal concerns. Through the ages, and through
ever-changing definitions of what is
‘scary’, writers have had to find new
methods with which to express the
fears of their time. In order to do so,
they must choose to either draw
upon or reject generic conventions of
the past in an attempt to lead readers
to a greater understanding of humanity’s deepest conscious and unconscious fears.
DRAMA:
TREADING THE BOARDS
603-102-04 (2.2.3)
This course deals with drama in two
ways: as a literary genre and as a performing art. To this end, we will see,
as well as read, a selection of plays,
concentrating on plot, character, stage
directions, settings and props, and,
above all, dramatic dialogue of that
vital element which, through tightly
controlled language, holds the audience, tells the story, reveals character,
and exposes the theme of the play.
ENGLISH IN MANY TONGUES
603-101-04 (2.2.3)
This course introduces students to
English literature written from various
cultural perspectives. The material
consists of poems, plays, short stories, and non-fiction from an international array of authors who provide a
voice for the voiceless in the English
language.
EPIC AND ROMANCE
603-102-04 (2.2.3)
This course is intended as an introduction to the Epic and the Romance, two
forms of literature which have had a
major influence on the history of ideas,
especially in terms of defining heroic
behaviour and the relative roles of men
and women in society. Following an
introduction to these two genres of literature, students will be introduced to
specific examples of epic and romance,
beginning with the Greek world of
Homer, and moving on the Roman
world of Virgil, the Germanic tribal
world of Beowulf, the feudal world of
Charlemagne, and the Arthurian world
of quest and courtly love.
THE FAIRY TALE TRADITION
603-102-04 (2.2.3)
This course will examine the artistic,
cultural, and intellectual appeal of
fairy tales. In addition to studying the
symbolic structures and the archetypal themes of fairy tales, we will
explore how the genre constructs and
challenges our understanding of childhood innocence and adult experience. Students will consider how
psychology, ideology, and gender continue to exert influence on the ways
fairy tales are understood.
FICTION:
SMALL, MEDIUM, LARGE.
603-102-04 (2.2.3)
Myths, fables, legends and tales are
ancient forms of storytelling that
engage the imagination and often
teach a moral. Out of these shorter,
more simplistic forms of fiction grew
the modern short story, a genre that is
more complex in plot, characterization
and theme. The novella is a form that
combines the compression of short fiction with the wider scope of the novel.
In this course, we will read works of
fiction in all these genres: myth, fable,
legend, tale, short story, novella, and
novel. We will explore the conventions
of the various forms and illuminate
how the authors produce meaning
while entertaining the reader.
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THE GRAPHIC NOVEL
603-102-04 (2.2.3)
This course focuses on the relatively
recently identified genre of the graphic novel, or the comic book as serious
literature. In surveying a selection of
these texts students will explore not
only the range of this literary genre,
which includes fiction, memoir and
non-fiction narratives, but also the
distinctive artistic techniques which
distinguish the graphic novel form
from that of purely textual works.
THE IMAGE MAKERS
603-102-04 (2.2.3)
This course is designed to teach students how to think, read and write
about literature and film as art forms
by using film, an in-depth study of
one or more literary works and essays
about film and literature. The
approach will be one that emphasizes
formal elements such as action, dialogue, character, imagery, setting and
narrative techniques. Parallels
between film and other literary genres
such as drama, the novel and poetry
will be drawn so that the student
emerges with an overall concept of
what a literary genre is.
INTRODUCTION TO MIDDLE
EASTERN LITERATURE
603-102-04 (2.2.3)
This historical survey course introduces the student to the literature of
the Middle-East, predominately from
Persian and Arabic traditions (often
Islamic), but including works from
various countries. The first half of the
course examines classical and
medieval literature (e.g., Gilgamesh,
1001 Nights, selections from Attar,
Ferdowsi, Koran and Bible), while the
second half of the term is devoted to
modern literature, predominately
prose fiction (by noted writers such as
Naguib Mahfouz). The works are also
selected in order to address specific
questions of genre, with its unique
history in Middle Eastern literature.
INTRODUCTION TO POETRY
603-102-04 (2.2.3)
This course introduces students to the
basic elements of poetry (form,
rhythm, rhyme, metaphor, symbol,
image, etc.) through the study of
selected poems from various eras in
English literature, with a particular
emphasis on modern works. The
GENERAL EDUCATION
DRAMA:
TRAGEDY AND COMEDY
603-102-04 (2.2.3)
course is designed to demystify poetry
and help the student enjoy this fundamental form of human expression.
Activities include essays, tests, discussions, presentations, web research,
etc.
JAPANESE LITERATURE ON FILM
603-102-04 (2.2.3)
The purpose of this class is to introduce students to contemporary
Japanese literature and film. Students
will look at, discuss, and write about
the literature and cinema of Japan
from the end of World War II to the
present. The main goal of the course
is to discover the common ground
that our respective cultures share.
JAZZ LITERATURE
603-102-04 (2.2.3)
"Jazz Literature" will appeal to lovers of
music. A unique genre of literature is
emerging out of the changing mix of
sounds categorized as "jazz." Its
advanced vocabulary has been dismissed as an elitist art form, intellectual
music too sophisticated for the average
person, only for the college crowd.
You have come to the right course!
LITERARY GENRES
603-102-04 (2.2.3)
This course will examine a range of literary texts selected by the teacher.
These texts may be from one or more
of the following genres: fiction, film,
poetry, drama and nonfiction. Students
are expected to read texts carefully
and to comprehend the author’s use
of generic elements, rhetorical techniques, and literary devices.
MEDIEVAL AND RENAISSANCE
LITERATURE
603-102-04 (2.2.3)
In this course we examine key English
texts during the transition from the
Middle Ages to the Renaissance. By
reading texts by Chaucer,
Shakespeare and others writers, students will gain a solid understanding
of how gender roles, courtly love,
chivalry, religion and sexuality
changed, as well as how they were
represented, in the early days of
English literature.
REALISM, ROMANCE, IRONY
603-102-04 (2.2.3)
Writers have at their disposal various
ways of representing the world in
which we live: they may report it as
faithfully as possible, remaining
always within the limits of human
perception; they may stretch its laws
of probability, preferring imagination
over accuracy; or they may playfully
distort it, allowing us to view the
familiar world in an unfamiliar light.
In this course, we will study the conventions that distinguish three major
modes of literary representation: realism, romance, and irony. In addition
to exploring the formal elements of
each mode, we will consider how
each mode lends itself to particular
thematic concerns. Finally, we will
reflect on the unique place and function of each mode within human
society and culture.
time and ours. We will use recent
critical approaches to explore
Shakespeare’s complex representations of human identity and experience, with an emphasis on topics like
gender, sexuality, male-female relationships, race, racism and class.
These issues were as interesting and
problematic to Shakespeare and his
audience as they are to us 21st century postmoderns, and allow us to see
connections and differences between
Shakespeare’s culture and ours. We
will emphasize the close reading and
viewing of individual plays so that students can understand and come to
enjoy Shakespeare’s language, theatricality and themes.
THE MIDDLE AGES AND
RENAISSANCE
603-102-04 (2.2.3)
SHAKESPEAREAN COMEDY
603-102-04 (2.2.3)
This course will focus on different
types or genres of literature (poetry,
drama, essays, epic and romance, for
instance) inasmuch as they reflect the
concerns of these two historical periods. We will deal with selections
which reflect the other-worldly concerns of the Middle Ages with its
emphasis on this life as a preparation
for the next, as compared to others
which reflect the humanistic, thisworldly concerns of the Renaissance
era with its emphasis on the perfectibility of humans and human society.
ROMANTIC TRADITION:
WESTERNS, FANTASY AND
SCIENCE FICTION
603-102-04 (2.2.3)
Out of the mists of mythology comes
the romantic tradition of storytelling.
Astride a muscular steed the gleaming
knight hurtles against the dragon, his
bloody lance carrying him through
winds of flame. The knight dismounts
on the main street of a dusty town,
the burning sun at his back, deadly
metal in his hand. With a flash reminiscent of lightning, the air shatters
and the knight travels on, past the setting sun. Stars crown him, their cold
light glistening on his helm and he
drifts from the safety of his space
craft....
SHAKESPEARE FOR OUR TIME
603-102-04 (2.2.3)
In this course, we will focus on
Shakespeare’s use of comedy and
tragedy to engage with compelling
social and psychological issues in his
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This course is designed to give students an overview of Shakespeare’s
comedy through the study of an early,
middle and late comedy. Students will
learn to recognize the common features and distinctions in Shakespeare’s
comedies, noting both the development and ultimate consistency of
Shakespeare’s comic vision. Much
attention is given to the reading and
writing processes: reading critically,
brainstorming, outlining, drafting and
editing.
SHAKESPEARIAN DRAMA
603-102-04 (2.2.3)
In this course we examine two or
three key plays by William
Shakespeare. Although a considerable
amount of history gets worked into
the course, the primary focus will be
on the formal properties of
Shakespeare’s poetry, prose and,
more generally, his dramas. Readings
will be accompanied with viewings of
the plays in production. Some of the
plays we have read recently: Hamlet,
Macbeth, King Lear, Romeo and Juliet,
Twelfth Night, As You Like It, The
Winter’s Tale et al.
SHORT FICTION
603-102-04 (2.2.3)
This course is an introduction to the
short story in which emphasis is
placed on the reader’s critical
response and the articulation of that
response. Consideration will be given
to tradition and innovation in the
genre and to the author’s marshalling
of the story’s components to achieve
dramatic and subtle effects. Readings
are drawn from the works of a wide
variety of authors. Classes comprise
some lecture on and considerable discussion of the assigned readings.
Written assignments provide practice
in literary analysis and in the expression of interpretive commentary on
readings.
while learning the characteristics specific to particular types of poetry.
Students will learn to identify and
work with key elements in the criticism of poetry, such as tone, irony,
paradox, and ambiguity.
THE SHORT STORY
603-102-04 (2.2.3)
Theatre of the Absurd presents a
vision of a bizarre and illogical world
that is both deeply tragic and darkly
comic. By combining elements from
surrealist art, existential philosophy,
and black humour, absurdist plays
make audiences sad to the point of
despair while also making them roar
with laughter. In this course we will
study plays and films that both lament
and laugh at life’s absurdities.
SPECTACULAR DRAMA
603-102-04 (2.2.3)
This course introduces students to the
genre of traditional drama as performance art. Through reading, hearing,
seeing, and even performing scenes
from plays, students will gain a fuller
appreciation of the tremendous
power of plays to shape meaning and
transform society. By reading and
watching six plays - from Greek comedy to American tragedy, including
those by Sophocles, Shakespeare,
Ibsen, Shaw and Williams - students
will become more perceptive and
critical theatre-goers. A major
assumption, as well as the goal of this
course, is the notion that learning
about, watching, and participating in
the dramatic arts can be enjoyable as
well as educational.
The focus of the course will be on
drama as it is performed, so students
should be prepared to participate, not
only as critics, but as readers and performers as well.
THE STUDY OF POETRY
603-102-04 (2.2.3)
This course aims to introduce students to a broad range of poetry,
spanning several historical periods
and poetic genres. We will focus on
developing skills in close reading
THEATRE WORKSHOP: ENGLISH
603-102-04 (2.2.3)
Students will read a variety of plays,
examining the basic elements of the
dramatic genre, both as literature and
as “theatrical event.” The aim is to
develop an appreciation of drama
though individual and collaborative
activities, such as class discussion,
personal journals, “theatrical” presentations, as well as planning and writing a critical analysis.
THE TWENTIETH CENTURY
NORTH AMERICAN NOVEL
603-102-04 (2.2.3)
The past 100 years have been a period of tremendous controversy and
upheaval all over the world. In this
course, students will read a number
of interpretations of this era written
by North American novelists.
Twentieth century versions of universal themes such as love, death, and
the changing role of science and technology will be investigated.
THE TWENTIETH CENTURY NOVEL
603-102-04 (2.2.3)
The calamitous and dazzling 20th
century was an age of movement and
change on a massive scale, one which
bore the miraculous fruit of human
invention and the horrors of human
pride. The course will examine three
books written after the two World
Wars and on the peripheries of the
European, Soviet and American
empires, with an emphasis on theme
(the desire of men and women to
break from history, to seek truth and
happiness) and style.
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This course focuses on the Victorian
Gothic, grouping texts thematically
into three sections that represent specific societal anxieties: the fears raised
by the rapid pace of technological
and scientific change, the preoccupation with the borders of sexuality and
the self, and the obsession with death.
Students who want to write a ghost
story may attempt this oral form of
storytelling at the end of the course.
THE WORDSMITH: INTRODUCTION
TO SHORT FICTION
603-102-04 (2.2.3)
This course will introduce the student
to the work of twentieth century writers. The course will encourage students
to formulate their response to the subtle and varied complexity of this literary genre. The class will use discussion
and written assignments to interpret
their own responses to the readings.
WRITING THE SELF
603-102-04 (2.2.3)
“Writing the Self” is an introduction
to life writing. Through a consideration of different forms of autobiographies in their historical and cultural
contexts, this course will challenge
you to consider the problems inherent in ‘writing the self’. It will equip
you to both analyze autobiographical
texts as well as produce autobiographical works of your own.
LITERARY THEMES
603-103-04 (2.2.3)
P: 603-101-04
These courses examine how literature
interprets the human condition. Formal
analysis (looking at the organization of a
work) provides many insights about a literary work, but we can also ask questions
about perspective, attitudes, assumptions
and social settings. To this end, in these
courses students should learn to recognize
a work’s literary themes, cultural context
and value system. To pass these courses
students are expected to write a 1,000
word essay that meets specific criteria.
BEYOND REASON
603-103-04 (2.2.3)
If there is no God, and if there are no
absolute values, twentieth-century
humans may either seek for an earlier
natural self of intuitive awareness or
retreat in bewilderment and confu-
GENERAL EDUCATION
“Literary Genres: The Short Story” is a
post-entry level course in the A-block
component of English with a special
emphasis on understanding the formal aspects of the short story. The
course will allow students to enjoy
reading a number of short stories by
D.H. Lawrence and E. Hemingway,
discuss these in their historical and literary contexts, and examine why they
are effective (or otherwise). The
objective of this course is to enable
students to apply a critical approach
to literary genres. Students will learn
to recognize literary genres and conventions.
THEATRE OF THE ABSURD
603-102-04 (2.2.3)
VICTORIAN GOTHIC
603-102-04 (2.2.3)
sion, alienated from the world around
them. Beginning with the short story
and the novel, we will be reading a
variety of texts that call into question
the power of reason as a means of
understanding our world.
CANADIAN CROSSINGS
603-103-04 (2.2.3)
Crossings can be real or metaphorical.
They can occur between countries,
cultures, religions or even states of
mind. Using contemporary Canadian
literature, we will explore the theme
of crossings. We will look closely at
the characters involved in the crossings and at how the experiences precipitate a change of lifestyles,
perspectives and values. We will
explore whether the effects of the
crossings are temporary or permanent. What is gained and what is
lost? Students will learn a lot about
Canada in this course.
CANADIAN LITERATURE
603-103-04 (2.2.3)
In this course, students will read
selected works of Canadian literature
in various genres and learn to distinguish and discuss critically the myths
and techniques characteristically
employed in Canadian writing. The
thematic focus is, then, issues of cultural and national identity and the
pedagogic focus is on textual analysis,
interpretation and writing skills.
CHILDREN’S LITERATURE:
REPRESENTATIONS OF NATURE
603-103-04 (2.2.3)
This course explores children’s literature with a special focus on representations of nature, including animals,
wilderness, land, trees, and water. We
discuss children’s interactions with the
natural world. We study the development of nature-consciousness, using
both picture books and chapter
books. Western and indigenous
world-views are compared. Central to
the course is an in-depth reading of
three books for children and young
adults that focus on animals, the natural world and the cycles of the seasons, death and rebirth.
COLLAPSE: SHAKESPEAREAN
TRAGEDY
603-103-04 (2.2.3)
This course concentrates on
Shakespearean tragedy, especially as
this unique and powerful art form
dramatizes ambition, moral conflict,
and personal collapse. Students will
also be introduced to the life and
times and reasoning of Shakespeare,
particularly to those aspects of his
experience and beliefs (insofar as we
know them) which have influenced
the language and characters of his
greatest plays, the tragedies. Video
and/or film productions of each play
studied will be viewed and discussed
in class.
CONTEMPORARY FICTION
603-103-04 (2.2.3)
The course will examine two novels
and some short stories that have as a
theme people’s struggles to find love
and a place within their societies.
Texts by three to four writers will be
chosen from the following: Khaled
Hosseini, Jonathan Coe, J.M. Coetzee,
Melissa Bank, and Margaret Atwood.
CONTEMPORARY JAPANESE
LITERATURE
603-103-04 (2.2.3)
This course examines literary themes
through the study of post World War
II Japanese Literature. We will look at
such themes as the human cost of
war, the evolution of the status of
women, isolation and loneliness,
alienation and identity in modern
society, the avant-garde. The class will
explore these themes through short
stories novels, and films.
COYOTE DREAMS: STORIES BY
NATIVE CANADIAN AND
AMERICAN WRITERS
603-103-04 (2.2.3)
The course attempts to explore a few
examples of stories by Native writers
in order to look more closely at the
place of mythology in native storytelling and its role as a source of spiritual strength. Through the study of
original myths as well as stories by
contemporary writers, such as Louise
Erdrich, Thomas King and Leslie
Marmon Silko, students will learn
about the history and present-day
realities of Aboriginal peoples of
North America.
EARLY MODERN DRAMA AND
THE OCCULT
603-103-04 (2.2.3)
This course is devoted to three early
modern plays that feature magic,
alchemy, witchcraft, and other aspects
of the occult. While unified by their
witchy and strange content, the plays
are characterized by different generic
130
conventions, performance histories,
styles of language, and cultural contexts. With the aim of understanding
and enjoying different kinds of early
modern drama, we will study the language, contemporary relevance, and
theatricality of the readings. We will
compare each of the assigned plays to
a related twentieth-century film, an
exercise which should stimulate some
interesting discussion about the continuity and difference between the
early modern period and our own.
EROS AND POLIS
(LOVE AND THE CITY)
603-103-04 (2.2.3)
In this course, we will be looking at
texts which deal with the perennial
conflict between love and social-political ideas, or between the personal
and the public realms. The reading list
includes a classical Greek tragedy, a
play by Shakespeare, a modern play
and novel. Students will engage in a
number of critical projects, including
essay writing (drafting and editing),
presentations, group discussions, and
short writing exercises (e.g., short
answer questions) in order to gain an
understanding of the various elements
of literature and the critical interpretation of literature, as well as to
improve their writing skills.
FOLKLORE
603-103-04 (2.2.3)
This course focuses on the traditional
stories and music of a variety of cultures, and the relevance of these traditions to postmodern society. We will
consider widespread and culturally
specific folkloric motifs; the political,
religious, and moral implications of
folkloric stories; and the difficulties of
preserving oral traditions in the face
of increased literacy and globalization.
FOOD FOR THOUGHT
603-103-04 (2.2.3)
Students of this course will explore
the thematic and metaphorical use of
food in literature. Food, or its
absence, has been an effective tool to
express the significance of relationships, cultural history, family tradition,
women’s issues, political dissent, and
personal memory. By studying a variety of authors and their “food literature,” students will discover how food
can serve as an important theme in
creative expression.
IN SEARCH OF SELF
603-103-04 (2.2.3)
This course examines the central
theme of self discovery. Students will
study novels and short stories in
which the characters seek to answer
questions about who they are, who
they will become and how they can
adapt to society without sacrificing
their own individuality. The course
content focuses on the search for
identity during the different stages of
life, beginning with childhood and
ending with old age.
INTO THE WEST
603-103-04 (2.2.3)
The idea of the West has long gripped
the American imagination with the
hope that there, somewhere beyond
the western horizon, one might finally
escape the various falsehoods of history and culture to become, if not
free, then at least real. In this course
we will attempt to understand some
of the different ways that writers have
contributed to or commented on the
image of the West as an enduring
utopian ideal. Along the way we will
reflect on how the Western’s imaginary landscape has served as a
ground on which to stage—sometimes to challenge, sometimes to reaffirm—dominant ideas about
individualism, capitalism, progress,
nature, and gender—in short, ideas
about America itself.
INTRODUCTION TO DRAMA
603-103-04 (2.2.3)
We will study several important dramatic works which address themes
crucial to the mood and experience
of the mid-twentieth century; selected playwrights may include such significant figures as Eliot, Auden and
Isherwood, Brecht, Beckett and
Pinter.
INTRODUCTION TO
JOURNALISM
603-103-04 (2.2.3)
This course will focus on news reporting in the print media – mainly masscirculation newspapers. We will
establish what a news story is and will
learn the skills necessary to write
effective news stories. This will
involve writing effective leads, learning to ask the right questions, covering a meeting, speech, or press
conference, writing a “Streeter”, con-
ducting an interview, writing a profile,
writing a play review from notes after
attending a live performance, writing
a news story, doing effective research,
learning how to peer-edit, among
other journalistic skills.
the reading and writing processes:
reading critically, brainstorming, outlining, drafting and editing.
There will be lectures, tutorials, discussions, interactive Internet exercises,
speeches, library exercises and guest
lecturers. The prevailing teaching style
is learning by doing: classes will be
hands-on and interactive: students
must be prepared to participate.
The Maritime Provinces of Canada
conjure up many romantic and scenic
images, from the red sandy beaches
of charming Prince Edward Island to
the wild rocky coastal shores of
Newfoundland. The people are
thought of as friendly, down-home
charmers. While all these impressions
hold a great deal of truth, there is
another side to life in Atlantic
Canada. It is a side that is a little less
picture-perfect, a little seedier than
the postcard depictions of this interesting part of the country. In this
course we will read the works of several writers to learn about the ways of
life, values, hardships, and triumphs
of life in Atlantic Canada.
LOSS AND DISCOVERY
603-103-04 (2.2.3)
Students will read from a selection of
stories, essays, poetry, and a novel,
which all deal in some way with the
theme of loss and discovery—loss, in
the sense of leaving something irretrievably behind; discovery, in the
sense of gaining new and transformative knowledge. We will look at various issues that arise in the texts as
they relate to our course theme: the
nature and importance of rites of passage, gender differences in the
process, responses to authority, the
relevance of love and death. The
course will also develop students’ critical skills for interpreting and writing
about literature.
LOVE AND DEATH
603-103-04 (2.2.3)
This course examines women’s and
men’s views of themselves and their
world, exploring the concerns that
emerge as universal themes in world
literature: innocence and experience,
love and hate, conformity and rebellion, aging and death. Our aim is to
establish texts not as isolated achievements, but as belonging within a
world context, connected across the
boundaries of historical period and
geographical border.
LOVE IN SHAKESPEARE
603-103-04 (2.2.3)
This course provides students with an
overview of Shakespeare’s dramatic
and poetic art through the study of
the theme of love in his poetry and
his comic and tragic drama. Thus,
while focusing on Shakespeare’s complex treatment of the idea of love,
students will also learn to recognize
generic distinctions among poetry and
drama, as well as comedy and
tragedy. Much attention is given to
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THE MARITIME MUSE
603-103-04 (2.2.3)
MONSTER MAKING:
TALES OF HORROR
603-103-04 (2.2.3)
H.P. Lovecraft once said that “the
oldest and strongest emotion of
mankind is fear, and the oldest and
strongest kind of fear is fear of the
unknown.” Yet, is the unknown really
intangible or is it simply that which
our society deems taboo, a set of
fears that swirl around such unspeakable topics as perverse sexuality, mortality, loneliness or even technology
out of control? Rather than speaking
directly about these issues, we
choose to create monsters that
embody these fears, and who symbolically function as emblems of what
we will become if we trespass into
the realm of the forbidden. Horror
fiction, in its earliest days, was known
by its props and settings, but with
Edgar Allan Poe in the 1830s and
‘40s, it begins to shift away from the
exterior trappings to emphasize the
psyche of the monster. Following in
his footsteps, the contemporary horror fiction writer takes as a starting
place the concern with interior
entropy—spiritual and emotional
breakdown. With this shift, the
“monster” becomes increasingly
human. We will also explore the historical and cultural origins of horror
fiction (e.g. changing ideas about
rationality and madness; the psychological significance of apparitions,
omens, and haunted houses; the
importance of the doppelganger in
horror fiction, etc.), so that students
can compare and contrast the way
writers use literary techniques to
express their moral, psychological
and social significance.
MUSIC IN LITERATURE
603-103-04 (2.2.3)
"Music in Literature" examines the
work of musicians who have authored
books using college-level English. The
literary legacy of composers and songwriters will be analyzed in counterpoint with their music. This course
will also reveal popular Canadian
composers and poets who have
achieved international acclaim, yet
who remain unknown to Canadian
readers and listeners.
NEOCLASSICAL/
ROMANTIC THEMES
603-103-04 (2.2.3)
This course will deal with selections
which reflect the concerns and
themes of two historical periods in literature: the Enlightenment, with its
emphasis on the importance of order
and a rational approach to life, followed by the Romantic period, with
its emphasis on the importance of the
individual’s feelings and emotions,
and on the power of imagination.
PRACTICAL ETHICS IN
SHAKESPEARE
603-103-04 (2.2.3)
Although Shakespeare is not an ethical theorist, his insight into personal
and interpersonal conflict is central to
his tragedies. In this course we will
examine the challenging ethical
dilemmas dramatized in two of them.
We will examine some of the conflicting motives and desires that we all
encounter. We will then consider
the consequences, both to ourselves
and others, of the decisions we make.
Most importantly, we will learn to
think in terms of "otherness" – how to
consider our actions as part of a social
network where all actions necessarily
affect others.
QUEBECOIS FOLKLORE
603-103-04 (2.2.3)
This course considers the patrimonial
traditions of French-Canadians in
Québec, including folkloric stories,
music, dance, and cuisine. We will
examine recurring trends in folkloric
stories, the manner in which tradi-
tions are preserved and disseminated
in the postmodern era, and the variety of international influences which
have contributed to the unique cultural heritage of our province.
important will be romantic love, and
the tension it creates with other relationships. Readings will be supplemented with viewings of the plays in
performance.
THE ROMANTIC IMAGINATION
603-103-04 (2.2.3)
SURVEY OF POETRY
603-103-04 (2.2.3)
Reason versus the imagination; childhood innocence and adult experience; individualism and social
conformity; the primacy of nature;
and the obsessive attraction with the
dark side—these are some of the
themes that have defined the romantic revolution of the 18-19th centuries. In examining the development
of a Romantic aesthetic and attitude
in poetry, fiction, the visual arts, and
music, we will question the cultural
relevance of the romantic imagination
upon our lives today.
This course will provide a thematic
survey of poetry. The first two-thirds
of the course will cover modern poetry. In the last third we will study a
play by Shakespeare. Students will
have the opportunity to write their
own poetry if they wish;
however,"creative" work will not be a
requirement.
SCOTS:
KILTS, CASTLES AND CLANS
603-103-04 (2.2.3)
The myths and legends of Scotland
are rich and varied, offering intriguing
tales of saints and kings, heroes and
villains, magicians and monsters,
giants and ghosts, foul deeds and
frightening fiends, told against a dramatic backdrop of stern castles, sinister caves, craggy peaks and swirling
mists. In this course, through literature
spanning several centuries, reflecting
the challenges, triumphs and defeats
which the Nation has endured, the
story of Scotland unfolds.
SHAKESPEARE AT THE MOVIES
603-103-04 (2.2.3)
Shakespeare is the world’s most popular playwright. Today, his plays are
reaching new audiences through the
medium of film. But to what extent
are these transplants from stage to
screen successful? The class will study
two of Shakespeare’s plays in depth.
Students will develop a firm grasp of
the text as they explore its treatment
in film.
SHAKESPEAREAN FAMILIES
603-103-04 (2.2.3)
In this course we examine
Shakespeare’s dramatization of family
relations in two or three plays. We
will be especially interested in studying the various conflicts and renegotiations that take place between family
members (and sometimes friends) as
children pass into adulthood. Also
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TAINTED LOVE
603-103-04 (2.2.3)
Is love a blissful experience that
makes us forget all our troubles, or is
love an emotional snake-pit that conceals its true nature until it has us
trapped within its snaky coils? The
aim of this course is to examine how
writers from different eras and cultures explore love in order to account
for the good, the bad and the ugly
sides of one of the emotions central
to our very existence. Specifically, we
will focus on the ways in which writers use, abuse, adhere to, or ignore
traditional notions of love in an
attempt to represent forms of love
that are often viewed as untraditional,
socially unacceptable or ‘tainted’.
TECHNOLOGY AND HUMAN
NATURE IN STORIES ABOUT
THE FUTURE
603-103-04 (2.2.3)
Open up the science section of any
newspaper, and one finds reports of
advances in genetic engineering, or
statistics about how ‘wired’ we are, or
reviews of new-and-improved biomechanical prosthetics, or speculation
about the latest drugs (legal or illegal)
designed to keep the mind sharp, or
improve physical performance. Is science and technology now driving
human evolution? This course is
about the complex relationship
between the human body, human
culture, and human technology as it is
explored in literature, film, and
games.
THEATRE WORKSHOP ENGLISH
603-103-04 (2.2.3)
This course is ideal for students studying or just plain interested in theatre
(Theatre Workshop students,
Professional Theatre students, scientists who really want to go on the
stage...) The all-round, all-in-one,
magic theatre course for all horses.
Designed to meet the requirements of
students in the Professional Theatre
Program and those enrolled in the
Theatre Workshop, “Theatre English”
accommodates students in all stages
of the CEGEP English curriculum. All
students work together on theatrical
projects, while doing other assignments specific to their college level. In
Theatre English, students can expect
to develop facility in reading, watching and interpreting a variety of texts
(dramatic, fictional, poetic, cinematic)
as well as improving written and oral
expression in English. The Final
Showcase offers an opportunity for
dramatic writing to students in the
Playwright Stream and group performance to all participants.
THEMES IN LITERATURE
603-103-04 (2.2.3)
This course will examine the themes
and ideas in a range of literary texts
selected by the teacher. These texts
may be from one or more of the following genres: fiction, film, poetry,
drama and nonfiction. Students are
expected to read the texts carefully
and to comprehend the themes and
ideas being developed by the author
through the use of generic elements,
rhetorical techniques and literary
devices.
THEMES IN MODERN POETRY
603-103-04 (2.2.3)
In this course students will study a
selection of representative poems and
poets of the modern period. The
objective of the course is to understand modernist poetics and the various developments in poetry in our
times in order to help students appreciate contemporary verse, de-mystifying the whole genre and assumptions
about the inscrutability of poetry.
THE MONSTROUS
603-103-04 (2.2.3)
Students will examine a range of early
English literature featuring stories
about conflicts between heroes and
monsters. Works will include the Old
English classic Beowulf the Irish classic
The Tain, as well as other stories from
Old Norse saga, in translation.
Students will explore the way that
these stories about conflicts between
representatives of a society and a
monstrous ‘other’ express, shape, and
challenge a society’s values
TRAUMA AND WITNESS
603-103-04 (2.2.3)
This course will further develop the
skills essential for effective reading
and writing about literature though
the critical, analytical study of an
array of texts which explore the interrelated themes of trauma and witness.
Students will explore the treatment of
these themes across an array of fiction
and non-fiction genres including
memoir, film, drama, novel, graphic
novel and journalism, and will consider the diverse aspects of these themes
as well as the various ethical facets
and implications of both theme and
genre choice.
WORLD LITERATURE III:
THE ENLIGHTENMENT AND THE
ROMANTIC ERA
603-103-04 (2.2.3)
This course is the third in the
sequence of four required Liberal Arts
Program English courses. It comprises
the study of a selection of texts from
the British and European eighteenth
and nineteenth centuries. The course
explores the prevailing ideas and
themes associated with the neo-classical “Enlightenment” and with the
Romantic revolution. It examines the
images and literary techniques which
embody the ideas and themes. The
course’s approach emphasizes close
examination of texts, the reader’s critical response to the texts and the
133
articulation of that response. Classes
comprise some lectures on and considerable discussion of the assigned
readings. Written assignments provide
practice in literary analysis and in the
expression of interpretive commentary on readings.
WORLD WIDE WOMEN
603-103-04 (2.2.3)
The life experiences of women
around the world are vast and varied.
Whether women are living under the
veil of Islam, drawing water from
wells in Africa, or climbing corporate
ladders in the west, what unites
women around the world is more
than just biology. There are mental
and social connections as well. In this
course we will take a literary trip
around the world to hear the voices
of women. What work do women
do; what types of relationships do
women have with men and with each
other; what conflicts and triumphs do
women experience; how do religion,
social class, and gender shape
women’s lives? These are some of
the questions this course will seek to
answer.
“BLOCK B”
With due attention to the varieties of discourse in speech, print and images that
students are likely to encounter in the
programs and their lives outside of
school, B-Block English courses teach students how to become active and aware
users of discourse as well as effective and
ethical communicators. It is our firm
conviction that these goals are valuable
not only to programs wishing to produce
skilled graduates but also to the vital role
of General Education in higher education
and in the culture at large.
ENGLISH FOR SPECIFIC
PROGRAMS
603-DBW/T/V-04 (2.2.2)
P: 603-101-04
These courses enable students to communicate in forms appropriate to programs
of study. Students learn to recognize
appropriate forms and conventions of
communication and the organization of
various types of discourse. They also
learn to develop their own ideas into
arguments and theses, and to organize,
revise and edit their work. To pass the
course students must write a 1000-word
essay that meets specific criteria.
ADAPTING STORIES
603-DBW-04 (2.2.2)
Designed for students with an interest
in literature, theatre, marketing,
anthropology, creative writing, interactive media, or film-making, this
course focuses on how stories work –
across cultures, through time, and in
different media. Students are encouraged to explore where issues of medium and message intersect, as we
examine at least two stories that have
been adapted across media lines (i.e.
from fiction to film, film to stage,
biography to television series, myth to
game, or poetry to song).
AMERICAN DREAMS/REALITIES
603-DBW-04 (2.2.2)
The American Dream is an elastic
concept that has had many definitions. The conservative American
Dream emphasizes the ‘rags to riches’
myth of limitless economic opportu-
nity whereas the liberal version
emphasizes the promise of equal
rights for all Americans. Drawing on
essays, photographs, and films about
the American Dream, we will work
towards an understanding of one of
the central myths of contemporary
American culture.
ARGUMENT AND PERSUASION
603-DBW-04 (2.2.2)
In this advanced course in reading
and writing, students will hone skills
in reading critically and communicating effectively. In studying the strategies of argumentation and persuasion,
students will become more conscious
of the principles and techniques for
developing ideas and, by means of an
appreciation of the rhetoric of argument, sharpen analytical skills and
enhance their power to communicate
clearly and persuasively.
BERLIN:
LITERATURE-CULTURE-HISTORY
603-DBW-04 (2.2.2)
Berlin. One of the great centres of
the world, this city is a nexus of literary, cultural and historical significance.
From the heart of this often troubled
city have come works of literature
that have had a profound effect on
the discourse of the rest of the world,
and in this city are gathered treasures
of human culture and history spanning millennia. This course is available as a travel option (which
includes visiting Berlin) and a regular
course option.
CANADIAN CULTURE
603-DBW-04 (2.2.2)
What does it mean to be Canadian?
Is it possible or even desirable to
express and define ourselves as such
given the country’s size and spread,
its history of conflict among the
Native, French and English populations, the current multicultural mix of
our cities, and our intimate links to a
country which is not only the world’s
superpower but whose culture dominates our own? Over the semester we
will address these questions by reading a variety of literary and expository
texts, and work towards clarifying our
own responses to them.
CHANGING CLIMATES
603-DBW-04 (2.2.2)
There have always been individuals
critical of the Western world’s habits
134
of careless consumption, and who see
the damage to our environment as
too high a price to pay for economic
prosperity. However, as evidence of
climate change accumulates, a conviction is growing among many including scientists, people in the
Humanities, business people and
politicians - that our way of life, or
“business as usual,”is unsustainable,
and that actions must be taken to
change our habits and our technologies. Over the semester we will
address the crisis by reading and writing on a variety of expository texts some on the histories of past ecological breakdowns, and many on climate
change specifically - and develop a
response to the most pressing problem of our time.
COMING OF AGE
603-DBW-04 (2.2.2)
“Maturity is a bitter disappointment,”
Kurt Vonnegut has said. The mature
civilizations of Europe and the ancient
cultures of Asia have tended to see
American idealism and energy as
naive, even childish. A story about
the 20th century Chinese leader, Mao
Tse-tung, might help put this issue in
perspective. Reportedly, Mao was
asked his opinion in the 1940s
regarding the most important result of
the French Revolution, which took
place in 1789. “It’s too soon to
know,” was his answer. What does it
mean to “grow up” as an individual in
a country as young as Canada? How
is it different from “coming of age” in
previous times and/or in different
countries of the world? We will read
and discuss books in this course
which focus on such questions.
COMMUNICATION AND
COMMUNITY: VETERAN’S
HOSPITAL
603-DBW-04 (2.2.2)
Communication and Community is a
practical communication course
based on fieldwork. It comprises
weekly 4-hour fieldwork sessions with
veterans residing at Ste-Anne's
Hospital who have cognitive impairment and/or other disorders. The
course provides an opportunity for
participants to establish a relationship
in a hospital setting with persons
much older. These relationships will
be the subject of a developmental
journal and a case-presentation.
COMMUNITY
603-DBW-04 (2.2.2)
Using literature, this course focuses
on two contemporary approaches to
the scientific account of evolution,
with one science-based vision leading
to the ongoing destruction of the
Earth community (plants, animals,
humans) and with the other sciencebased vision having the potential to
help the Earth community flourish.
The focus of the course will be on the
second positive vision and its new
kinds of heroes as seen in contemporary literature. One novel, short stories, myths, fairy tales, essays and
poems are included.
DOCUMENTING BARBARISM:
GENOCIDE LITERATURE
603-DBW-04 (2.2.2)
ENGLISH DBW:
ENGLISH FOR PROGRAMS
603-DBW-04 (2.2.2)
This course will examine themes in a
range of texts selected by the teacher.
These texts may be from one or more
forms of discourse appropriate to
given fields of study. Students are
expected to read the texts carefully, to
comprehend the themes and ideas
being developed by the author, and
to respond orally and in writing to the
discursive frameworks presented in
the course.
THE FRAGILE MIND
603-DBW-04 (2.2.2)
In this course we will examine texts in
which the protagonist has been diagnosed with a mental illness and has
received treatment for that disorder.
Each of the texts deals with a different
kind of psychosis and provides insight
into the patient’s experience both
GREEN CITIES
603-DBW-04 (2.2.2)
This course is designed to help students acquire techniques of research
and essay writing by considering
pressing issues within the greatest
challenge of our century: human
cohabitation with nature, more
specifically, the need for environmental consciousness. Indeed, planetary
overpopulation is fuelling an unprecedented urban sprawl, which is eating
up green spaces at an alarming rate.
Through the study of various aspects
of this dilemma from an architectural,
scientific, sociological, geographical,
and cultural point of view, we will try
to identify solutions that may if not
reverse the trend but at least diminish
the threat to our survival as inhabitants of one and the same planet.
Along with this preoccupation we will
also strive to master the technical
writing aspects of the course, as
described above.
IRELAND IN FOLKLORE, FACT
AND FICTION
603-DBW-04 (2.2.2)
The small island of Ireland has long
been celebrated for its rich folklore,
and for its ability to preserve a strong
sense of its Gaelic culture in the face
of Norse, Norman, and English invasions and occupations. In this course,
we will examine the folklore and literature of Ireland and the influences of
Irish history and ancient Gaelic culture
on these oral and literary traditions.
JOURNALISM: THE NEWS AS
MUSE
603-DBW-04 (2.2.2)
This course serves as an introduction
to the conventions of journalism. It
will provide marketable skills for students who wish to pursue a career in
journalism. The focus will be upon
issues in the news related to each student's specific program. Creativity
will be encouraged by using the news
as a "muse" (source of inspiration).
135
LITERARY FORGERIES
603-DBW-04 (2.2.2)
Literary forgeries are often overlooked
due to the notion that their criminality
and historical inaccuracy outweigh
their literary merit. Yet forgeries have
played an important role in the shaping of literary, cultural, social, and
political trends. In this course, we will
consider the various motives behind
and responses to several literary forgeries in an effort to determine where
the boundaries are (if any exist)
between forgery and fiction and
between subjectivity and dishonesty—
and to consider whether there is such
a thing as an ethically justifiable lie.
LITERATURE AND THE LAND
603-DBW-04 (2.2.2)
This course explores the relationship
between the land, community, survival, and writing. We read poetic
and scientific texts from Western and
traditional cultures that reflect consciousness of the land and of environmental issues. We explore how
different genres allow diverse perspectives, world views and types of
knowledge to be portrayed. We consider a variety of ways in which
authors explore human consciousness
of the land, and see how all living
beings coexist on Earth in dynamic
interrelationship.
MANUFACTURING IDENTITY
603-DBW-04 (2.2.2)
This course examines how human
identity is shaped by industrialization
and technology. Students will learn
about the history of the division of
labour and emerging technologies
(from the steam loom weaver to photography to voice recording) and how
they affected our understanding of
the stability and the fragility of the
self. The course also investigates the
development of surveillance technologies from Orwell’s telescreens to
Facebook.
MATERIAL WORLD, IN A
603-DBW-04 (2.2.2)
We live in a society dominated by
consumerism, a shop-till-you-drop
world where material goods are valued above all else. The end goal of
contemporary life is not to be virtuous, but to be rich. The pursuit of
pleasure preoccupies us more than
the pursuit of wisdom. In this course
GENERAL EDUCATION
Our focus is on comparative forms of
discourse used in the representation of
the Armenian, Jewish, and Rwandan
genocides. After placing these genocidal events in their proper historical,
ideological, and social contexts, we
explore the ethical challenges inherent
in the act of documenting historical
memory through autobiography, fiction, film, the graphic novel, journalism, nonfiction, poetry, and the visual
arts. By building an informed awareness of the impact of genocide upon
our individual and collective memories, we aim to explore constructive,
critical, and responsible ways of bearing witness to historical atrocity.
with illness and with therapy. In addition to reading fictional and biographical accounts, students will be
encouraged to investigate the psychological literature, to assess the implications of mental illness as a social
construct and to develop communication strategies appropriate to their
own field of study.
we will take a close, critical look at
our consumerist society from numerous angles, including teen culture,
advertising, education, the environment, and the developing world.
Students will improve their oral and
written argumentative skills while
dealing with this interesting issue.
MYTH AND SOCIETY
603-DBW-04 (2.2.2)
This course is designed to introduce
students to the study of mythology
and its various components: its purpose, its methods, and the various
connections to be made with other
forms of literature, to religion, and
especially to cultural attitudes. The
content of the course will include
selections from Native American,
Hebrew, Greek and European cultures.
NATURE
603-DBW-04 (2.2.2)
This course focuses on positive relationships between humans and
nature, as presented in essays (natural
history and expository), one novel,
and short stories.
THE NEWS AS MUSE
603-DBW-04 (2.2.2)
This course serves as an introduction
to the conventions of journalism. It
will provide marketable skills for students who wish to pursue a career in
journalism. The focus will be upon
issues in the news related to each student's specific program. Creativity will
be encouraged by using the news as a
"muse" (source of inspiration).
POSTMODERN CONCERNS
603-DBW-04 (2.2.2)
provide the student with instruction
and practice in various kinds of real
world communications – addressing
problems and finding solutions.
Largely through the use of a case
study method, the course emphasizes
communicating in business and professional contexts and is intended to
be of practical value for students looking to sharpen their abilities in conceiving, organizing, writing and
presenting effective texts.
READING AND WRITING
ABOUT THE ARTS
603-DBW-04 (2.2.2)
We regularly consume works of art—
film, dance, architecture, etc.; sometimes we respond to them. This
course explores the relationships
between works of art and verbal
response. The major assignments will
involve exploring the relationship
between some area of the arts and
the student’s field of study.
SIGNS OF OUR TIME
603-DBW-04 (2.2.2)
This course will examine certain current social issues and ideas of concern
to most of us. Through a selection of
literature, we will explore aspects of
popular culture and assess their validity. Students will be encouraged to
read actively and think critically and
to interpret and evaluate the texts.
Students will practise several forms of
writing relevant to studies in social
science.
STRANGERS IN A STRANGE
LAND
603-DBW-04 (2.2.2)
This course offers an introduction to
some of the more useful and engaging ideas and issues associated with
the term "postmodernism." Students
will develop a familiarity with and
mastery of key postmodern terms and
concepts through the study of an
array of literary genres (critical theory,
expository prose, memoir, graphic
novel and drama) as well as film,
Broadway musical, television and
opera.
What happens when we find ourselves in a totally new and unfamiliar
environment? Do we reinvent ourselves, conquer the new, or seamlessly assimilate? This course will
explore the different methods,
philosophies, and challenges in which
characters, who have suddenly
become strangers in a strange land,
adapt to new places and new modes
of being. Works read may include
Shelley’s Frankenstein, Greene’s Our
Man in Havana, and short stories from
Lahiri, Diaz, and Ballard.
PRACTICAL COMMUNICATION
603-DBW-04 (2.2.2)
TEEN TALK
603-DBW-04 (2.2.2)
Problem-solving and communication
are skills vital to success in almost all
fields of work. This course aims to
In the western world, society revolves
around the concept of youth. Images
of youth dominate popular culture, as
136
well as the consumer world. The message to adults is that they should try
to remain forever young. And yet, in
all of this, where is the voice of teens?
What are teenagers’ real values and
desires? Are teens merely crass materialists, or are they also concerned
with serious social issues? What is it
like to be a teenager in our consumer
society? This course will address some
of these questions by reading texts,
both non-fiction and fiction, that centre on the teen experience. We will
deal with issues such as gender, race,
sexuality, family, consumerism and
materialism, all through the voice of
teens.
THEATRE WORKSHOP: ENGLISH
603-DBW-04
This course is ideal for students studying or just plain interested in theatre
(Theatre Workshop students,
Professional Theatre students, scientists who really want to go on the
stage...) The all-round, all-in-one,
magic theatre course for all horses.
Designed to meet the requirements of
students in the Professional Theatre
Program and those enrolled in the
Theatre Workshop, the course
accommodates students in all stages
of the CEGEP English curriculum. All
students work together on theatrical
projects, while doing other assignments specific to their college level.
Students can expect to develop facility in reading, watching and interpreting a variety of texts (dramatic,
fictional, poetic, cinematic) as well as
improving written and oral expression
in English. The Final Showcase offers
an opportunity for dramatic writing to
students in the Playwright Stream and
group performance to all participants.
THE BIBLE AS LITERATURE
603-DBW-04 (2.2.2)
The Bible is the foundation document
of two of the three great Abrahamic
religions, Judaism and Christianity.
Even Islam, notwithstanding the
absolute pre-eminence of the Qur’an,
acknowledges a debt to the Bible. It
is therefore a significant monument
in the cultural landscape of a great
many of us. It is seminal to many
great works of literature, art, music
and architecture in the Western tradition. In addition, the ethical principles found therein are at the heart of
the sense of justice and the codes of
justice most of us live with.
Note that it is a fundamental premise
of this course that all religious narratives are myths created by people, in
this instance, largely, if not exclusively,
men, in specific times and places and
for purposes about which their very
existence invites us to speculate. This
is not to say that the Bible should not
be considered true. It is “true” in the
same way that all great literature is
true, insofar as it resonates with paradigms and motifs that hit at the heart
of the psycho-spiritual experience of
humankind.
TEXTS AND CONTEXTS: AN
INTRODUCTION TO LITERARY
GENRE (LIBERAL ARTS B-BLOCK)
603-DBV-04 (2.2.2)
THE HOLOCAUST
603-DBW-04 (2.2.2)
This course explores the “Shoa”. Its
purpose is to remember, to remind
and to bear witness to the calamity
that is called the Holocaust. The class
will be engaged in a collective as well
as a personal journey through the history of the people, places and events
that marked this terrible period of
human endeavour. The class will
read testimonials, view films and participate in activities intended to reaffirm the values of mutual respect and
dignity for our fellow human beings.
THE METAMORPHIC SELF
603-DBW-04 (2.2.2)
Many works of literature focus on
characters that undergo enormous
changes in their lives: Alice’s adventures in Wonderland find her becoming magically larger and smaller, and
Dr. Jekyll unlocks his own darker side
to become Mr. Hyde. As readers, we
can look at these characters to see
how their transformations allow them
(or us) to gain perspective, learning
more about themselves and the world
TRACES OF MEMORY: 20THCENTURY HISTORY THROUGH
LITERATURE
603-DBW-04 (2.2.2)
This course explores various forms of
discourse used in the representation
of 20th-century history. As our focus is
predominantly on genocide, oppression, and war, we will explore the
roots and subsequent impact of racial,
fascist, Nazi, and totalitarian ideologies as well as situate these in their
proper historical and social contexts.
We will then explore the ethical challenges inherent in the act of documenting historical memory through
autobiography, fiction, film, the
graphic novel, journalism, nonfiction,
poetry, and the visual arts. By building
an informed awareness of the impact
of genocide, oppression, and war
upon our individual and collective
memories, we aim to explore constructive and critical ways of understanding the weighty role of history
upon our lives.
UNDERSTANDING MEDIA
603-DBW-04 (2.2.2)
Why study popular culture? Popular
culture reflects the values of our society. It also influences our ideas and
behaviour. Thus, we understand our
society and the forces that shape us
better if we analyse popular culture.
Lastly, it is interesting to examine the
often highly sophisticated techniques
it uses to get its messages across and
their impact. As Marshall McLuhan
often remarked, “The medium is the
message.” The course will examine
advertising, television programming,
news and film.
VOLUNTEERING: COMMUNITY
AND COMMUNICATION
603-DBW-04 (2.2.2)
Volunteering: Community and
Communications is a practical communications course focused on doing
volunteer work with seniors and disadvantaged members of the community. The class is centred on the idea
that besides being college students
pursuing academic goals, young
137
adults are also vitally connected to
their community. These positive
visions go beyond the traditional role
of students following an academic
program, to include fieldwork
options: preparing and delivering
meals, designing recreational activities
for shut-in seniors and mentally handicapped, tutoring at-risk immigrant
pupils, running food and clothing
banks, hospital assistance… Students
thus learn more about their own
compassionate strengths in the broader context of the community. In
addition to their weekly fieldwork,
students keep journals, write essays,
engage in research and readings and
deliver oral case reports.
THE WEST AND THE WORLD
603-DBW-04 (2.2.2)
This course surveys contemporary literature and film about encounters,
interactions, and tensions between
“Western” and “non-Western” cultures. Topics may include Canadian
multiculturalism, immigrant experiences and reasonable accommodation, literature about cultures formerly
dominated by the West, and Western
responses to troubled parts of the
world today. The course emphasizes
critical thinking, reading, and writing,
while encouraging students to explore
their own perspectives on the current
climate of culture wars.
GENERAL EDUCATION
Texts and Contexts will familiarise students with the main contemporary
theoretical approaches to literature.
By describing features shared by the
most effective critics, the course will
attempt to give students a sound basis
for their own writing. The approaches
we examine will be applied to major
writers of the 20th century and students will be encouraged to apply
these approaches to the literary texts
they will be studying in their other
Liberal Arts courses.
in which they live. In this course, we
will examine how such changes open
up new possibilities for thought and
feeling, and how a self might be
understood when we can see it being
two things at once.
ENGLISH EXIT EXAM
IMPORTANT INFORMATION FOR ALL STUDENTS
MINISTERIAL EXAMINATION OF LANGUAGE OF INSTRUCTION
“ENGLISH EXIT EXAM”
• The essays are read by two teachers who must agree on
two out of three marks and be no further than one apart
on the third.
• The exit test is a test of competency in the areas of reading, writing, and critical thinking.
• Students may write the test when they have completed
three BLOCK A courses (101, 102, 103); they may be
registered in the third.
• Any mark lower than “C” in any of the three
categories results in a failure of the whole test.
• Within each of the categories are four specific criteria
(see chart beside).
• Students have four hours in which to select one of three
readings (traditionally two non-fiction, one short-fiction)
and write a 750 word critical analysis of it.
• The John Abbott College Learning Centre, in co-operation
with the English Department, runs a number of workshops during the semester to help students prepare for
the test.
• They may bring a dictionary (English and/or other), but
no electronic ones. No Thesaurus.
• The three categories that students are evaluated on are
comprehension and insight, organization and expression.
STUDENTS WHO DO NOT PASS THE EXAM WILL NOT RECEIVE THEIR (dec) DIPLOMA OF COLLEGE STUDIES.
• Students who are interested and eligible to write the French Exit Exam should inquire at the Registrar’s Office.
138
FRENCH
Students must take 2 French courses:
ONE BLOCK “A” COURSE :
GENERAL FRENCH
ONE BLOCK “B” COURSE:
PROGRAM RELATED FRENCH
If placement determines that students
do not have a college level of proficiency in French, students may be
required to take one or two remedial
courses to upgrade their knowledge
of the language. These courses are
called “mise à niveau” or “language
development”.
The program determines during
which semester students do each of
their two courses. For example, Social
Science students usually do their
Block “A” course in the first semester
and their Block “B” in the third
semester, whereas Science students
do their Block “A” course in the second and their Block “B” course in the
fourth semester.
BLOCK”A” COURSES :
The Block “A” course numbers are
as follows:
Four levels of Block “A” courses are
offered. These courses take into
account the objectives of the secondary French program and also accommodate the varying abilities of
individual students. By the time students arrive at college, they should
have acquired basic skills in four areas
of language proficiency : speaking,
reading, writing and listening, emphasizing reading and writing.
A variety of teaching methods are used
in the Block “A” courses depending
upon which of the four skills is being
taught. Whenever possible, the written
materials studied are texts originally
intended for francophone readers.
Each level is defined by the complexity of the texts studied and the type
of written assignments students are
expected to produce. Beginners’
French (602-100) works on developing equally the four basic language
skills so students can communicate in
French with a basic degree of facility.
Low intermediate French (602-101)
works on developing the four basic
language skills, however, the emphasis is on reading and writing. The
objective is to communicate in
French with a certain degree of facility. In Intermediate French (602-102),
reading assignments are longer and
more complex. The written assignments are more demanding and the
cultural component more important.
The Advanced French (602-103) is
centered entirely on the study of literature and culture. Textual analysis
and composition are emphasized. At
this level, the different sections have
specific themes such as:
• Arts et culture des romantiques –
XIXe siècle
• Cinéma
602-100-03
LEVEL 1 FRENCH
• Contes et nouvelles
602-101-03
LEVEL 2 FRENCH
• Histoire de la langue française
602-102-03
LEVEL 3 FRENCH
• Journalisme
602-103-03
LEVEL 4 FRENCH
• Le roman contemporain
• Création littéraire
• Introduction à la littérature
du XXe siècle
• La condition féminine
• Le roman policier
139
• La Littérature française à
travers les âges
• Littérature des temps modernes
• Littérature fantastique
• Montréal : Culture et spectacles
• Poésie
• Poésie québécoise
• Théâtre
Those themes may vary from one
semester to another.
BLOCK “B”COURSES :
The Block “B” course numbers are
as follows:
602-DBJ-03
LEVEL 1 FRENCH
602-DBK-03
LEVEL 2 FRENCH
602-DBL-03
LEVEL 3 FRENCH
602-DBM-03
LEVEL 4 FRENCH
Students are permitted to register in
their Block “B” course only after completion of their Block “A” French course.
(The Block “A” course credit is a prerequisite to the Block “B” course).
The program-related Block “B”
French course is designed to help students consolidate and improve skills
developed in the Block “A” course. It
also enriches students’ command of
French by emphasizing language abilities directly related to a particular
type of profession or field of study.
The College determines the specific
course content which best responds
to students’ needs. The teaching
methods, texts, written and oral
exams, group work, class presentations, portfolios, etc., are tailored to
students’ program of study or future
professional requirements.
As in the common core (Block “A”)
courses, there are four levels of program related (Block “B”) courses. The
standards and objectives of the different levels vary according to the difficulty of the material studied and the
length and complexity of the written
assignments.
At the Advanced Level (602-DBM),
students with excellent written skills
may choose to register in a special
course and upon recommendation
become tutors to help other students
at the caf (centre d’aide en français).
For more information, please contact
Daniel Rondeau of the French
Department.
GENERAL EDUCATION
For each block, there are four levels
of courses. Placement in the appropriate level of French is determined by
the students’ High School marks. The
French Department reserves the right
to change the placement of a student
upon written notice.Please refer to
the French Placement Chart in the
College Schedule of classes. Students
take the Block “B” course at the same
level as the Block “A” course.
French Second Language (Block “A”)
courses are designed to prepare students for full participation in Quebec
society. The objective of these courses is to enable students to communicate in French with a certain degree
of fluency.
HUMANITIES
Visit the Humanities Department on line:
www.johnabbott.qc.ca
Click on Current Students and select
Academic Departments to find the
department home pages.
Humanities courses are general edcuation
courses. You must pass three Humanities
courses in order to graduate.
These courses must include:
TWO (2) BLOCK A COURSES
one from each of these two
categories:
HUMANITIES: WORLD VIEWS
345-102-03
AND
HUMANITIES: KNOWLEDGE
345-103-04
AND
ONE (1) BLOCK B COURSE:
HUMANITIES:
ETHICAL ISSUES
345-DBU-03 OR
345-DBW-03 OR
345-DBX-03 OR
345-DBY-03 OR
345-DBZ-03
P: 345-102-03 &
345-103-04
BLOCK A COURSES
You may only take one World Views
(345-102-03) and one Knowledge
(345-103-04) course.
The course numbers 345-102-03 and
345-103-04 apply to whole categories
of courses. Individual courses in these
categories are described below.
The two categories of courses in
Block A (Knowledge and World
Views) pursue the general goals of:
developing logical thought and
recognizing its limitations; understanding various ways of acquiring
knowledge and how those ways have
developed historically;
and examining systems of understanding.
Knowledge and World Views courses
help students understand different
views of humanity and of knowledge
through the use of a multi-disciplinary
approach. This understanding will
equip students to analyze, synthesize,
and evaluate knowledge claims and
world views. To pass courses in these
categories students are expected to
demonstrate the ability to reflect in an
informed manner and to express what
they have studied in an organized
and coherent fashion.
HUMANITIES:
WORLD VIEWS
345-102-03 (3.0.3)
World views are understandings of reality
shared by groups or societies defined or
self-defined on the basis of common
geography, economic status, gender, sexual orientation, ideology, history, religion,
spirituality, political values, psychology,
language, culture, (dis) ability, etc.
AFRICA: ISSUES ON THE
“DARK CONTINENT”
345-102-03 (3.0.3)
Tyrannical governments, civil war and
ethnic conflict, and border invasions
all threaten the possibility of peace
and stability in many regions in Africa.
Pandemics such as AIDS, avoidable
famines, illiteracy, and gender issues
also combine to keep Africa underdeveloped and in poverty. This course
will examine contemporary issues on
the African continent within their historical context. Students will study
some of the political, social and economic ideas that guide African countries’ attempts to break these ongoing
patterns that result in poverty and
underdevelopment. The primary
educational approach will be through
case studies.
ASPECTS OF FREEDOM
345-102-03 (3.0.3)
Students will examine (with the help
of the instructor) the question of individual freedom and societal liberty.
Therefore they will be introduced to
the various problems of authority
(negative freedom). In the course of
the semester, possible solutions, if any
should exist, will be considered and
debated.
THE ART OF BEING HUMAN
345-102-03 (3.0.3)
What does it mean to be human? Do
we realize the fullness of our humanity in quiet contemplation, study, or
prayer? Or is it the case that we can
only hope to realize the fullness of
140
our humanity in the messy world of
human relationships? Do we become
fully human only when we care for
friends and family members, children
and strangers? Or is true salvation to
be found in animistic communion
with Nature? Human beings have
been asking questions of this kind for
thousands of years. This course is an
introduction to some of these timeless
questions. But it is also a survey of
the historically-specific answers. This
course is meant to be a general introduction to the humanities, centering
upon the West’s centuries-old preoccupation with the art of being human.
BODY-MIND
345-102-03 (3.0.3)
“I think, therefore I am.” Who thinks?
What is thinking? What are thoughts?
How does the mind affect the body
and vice versa? What is mind? How
can the mind work for and against us?
What is it capable of? This course will
attempt to address some of these perplexing questions.
BODY-MIND INTENSIVE
345-102-03 (3.0.3)
This course will cover the same philosophical questions as outlined in
Body/Mind over the course of 10
weeks on campus. The remaining 5
weeks will be condensed into an
Intensive portion, where for one
weekend, students will be immersed
in the application of Body/Mind
analysis, including practical applications in an ashram setting. Course
fees will apply.
CANADA: WHO NEEDS IT?
345-102-03 (3.0.3)
Generally speaking this is a course
about our identity as Canadians. It’s
about how this identity affects how
we understand and order our experience and the choices we make as
individuals and as a community.
Particularly, we will examine the
American influence on Canada’s culture, economy, politics, etc. and how
this shapes our ideals, values and
beliefs, and the limits this imposes on
our choices as a country. Among
other issues, we will critically examine some of the icons and cliches of
Canada’s self definition such as multiculturalism, bilingualism, mosaic, “a
community of communities,” and
“the peaceable kingdom,” and
debate their validity and value in our
claim to a unique identity in North
America. This course is based on the
premise that the dual processes of
Americanisation and globalisation are
rapidly closing the door to an independent and sovereign Canada in
which a truly unique Canadian identity and worldview can be developed. If this is the Canada we
choose, then indeed... who needs it?
THE CANADIAN LANDSCAPE
345-102-03 (3.0.3)
CHINA AND JAPAN:
CONFRONTING THE MODERN
CHALLENGE
345-102-03 (3.0.3)
ing pharaohs and kings. We also
examine more mundane and human
aspects of daily life, such as love and
see and religion and magic in this part
of the ancient world.
CRITICAL PERSPECTIVES ON
PHOTOGRAPHY
345-102-03 (3.0.3)
EXPLORING GENDER
RELATIONS:
GENDER MAPS, EROTIC PRISMS
345-102-03 (3.0.3)
In this course photographic representations that form part of the dominant
discourses about pleasure, individualism and group belonging will be critically examined. The popular
assumption of the essentially truthful or
objective nature of photography makes
it a particularly powerful medium in
shaping our understanding of ourselves
and the world. Such assumptions and
their effects will be questioned through
the study of different photographic
genres, artistic movements and theories about photography. One of the
major themes running through the
course will be the representation of the
body. The photo-body is an
inescapable feature of contemporary
life and is a site of anxiety, desire and
the formation of identity.
EDUCATION AND WORLD VIEWS
345-102-03 (3.0.3)
The course will begin with a brief historical sketch of the mid-19th century
as a background for a more detailed
examination of the social transformations which have occurred in China
and Japan during the more contemporary period. Discussion will focus
on the two countries’ strikingly different concepts of modern transformation, the actual implementation of
these models and the various successes and failures which have resulted
from these experiences.
What do we mean by education?
There are many worldviews on this
question. Some say we are empty
vessels waiting to be filled. Some say
we already know; it needs only the
right stimulation or opportunity to
manifest itself. According to other
worldviews, what we need comes
from established disciplines via texts,
teachers and tests in assigned classrooms. For others still, it comes via
experience, encounters in nature and
in life outside the classroom. In examining education we also need to consider different learning styles and how
they, in turn, shape one’s worldview.
CREATIVITY AND THE
ARTIST’S LIFE
345-102-03 (3.0.3)
EGYPTIAN AND NEAR EASTERN
CIVILIZATION
345-102-03 (3.0.3)
This course explores elevated artistic
expression and its characteristics by
comparing the lives of six remarkable
artists: three who suffered from turbulent mood extremes, and three who
did not. First are the Russian composer Peter Ilych Tchaikovsky, American
poet Sylvia Plath, and Dutch painter
Vincent van Gogh. Secondly, the
Czech composer Antonin Dvorak,
British poet W.H. Auden, and Spanish
This course is an introduction to the
great civilizations of Egypt and the
Near East. We begin with a brief
description and discussion of historical events and excerpts from literature
in order to provide a context within
which to understand such important
developments as the invention of
writing, the first known set of laws,
and the creation of monumental
works of art and architecture glorify141
Our worldviews about males and
females assume diagnoses about what
roles, identities and experiences are
natural vs unnatural for men and
women, and imply prescriptions
about what, for both, constitutes lifeaffirming-vs life-negating values,
choices and actions. Our identification as male or female is significant in
its consequences. It thus frames and
influences the questions we ask about
ourselves and the ideals that we pursue as sexual beings, the terms for
success or failure in our intimate relationships, the response of others to
our personal and interpersonal sexual
self-expression, and the assumptions
we make about heterosexual, homosexual and bisexual identities as such
world views are sites for the appropriation and experience of our gendered/sexual selves. This course
provides an opportunity for students
to study opposing and complementary worldviews, both secular and nonsecular: biological, spiritual,
psychological, sociological, anthropological and philosophical.
HUMAN NATURE AND
SOCIAL VALUES
345-102-03 (3.0.3)
Are human beings essentially good or
bad? Is inequality a natural and necessary condition of humankind? Is history progressing towards a particular
end? Are we living in a free society?
These are some of the questions that
are vital to the understanding of our
modern world. We will try to answer
those questions and, in the process,
we will examine different views of
human “nature” and identify the values we share with the rest of society.
We will study the ideas of famous
thinkers, from ancient Greece to the
twentieth century, and explain how
our views of the world have been
shaped by centuries of reflection on
human nature and society. Ultimately,
the objective is to better understand
the meaning of key values promoted
(or disputed) in society: power, freedom, equality, and peace.
GENERAL EDUCATION
In his conclusion to The Bush
Garden, Northrop Frye makes the following comparison: “To enter the
United States is a matter of crossing
an ocean; to enter Canada is a matter of being silently swallowed up by
an alien continent.”1 Canada has
come to be defined by this primordial encounter with the forbidding
wilderness, a land indifferent and
occasionally hostile to humanity’s
presence. We will investigate the
ways in which early Canadian culture
was largely formed by this encounter,
and to what extent it continues to
shape our art, literature and national
consciousness.
painter Pablo Picasso. By comparing
their cultures, nationalities, sexuality,
disposition and work habits, we
examine the nature of the creative
temperament.
FEMINISM: I’M NOT A
FEMINIST, BUT...
345-102-03 (3.0.3)
But what? You want your little sister to
feel safe walking home? You hate if
when your friends call you a “fag” for
taking yoga? The post-feminist myth
tells us we don’t need feminism anymore: sexism has disappeared, girls
have gone wild, boys can use cover up,
and we are living gender equal lives.
Are we… really? A closer look shows a
more complicated picture. Using an
intersectional framework which integrates racism, classism and homophobia, we will look at how young people
in Canada try to make sense of their
lives in not so post-feminist times.
gate questions about the meaning and
nature of world view as a concept and
a reality. Issues discussed include the
importance of this concept in academic research, in our everyday interactions, in understanding issues
related to international events and,
finally, the questions and concerns
raised when world views meet or collide within multicultural societies.
JAPAN: LOST IN TRANSLATION?
345-102-03 (3.0.3)
Myths define world views in story, ritual, and symbol. Focusing on the
mythology of the ancient and
medieval worlds, students in this
course explore the world views
behind various tales of creation, and
investigate a variety of answers to the
meaning of love, war, death, power,
and life itself.
What happens when our understanding of another culture comes to us
through the lens of our own worldview? How do images and desires
produced, for example, by novels or
films create an ahistorical image of
Japan as "Other"? This class introduces
Japanese culture and society and
questions the construction of "the
Japanese" as a monolith. We focus on
the diversity within contemporary
Japan, looking at how groups such as
teenagers, gays and lesbians, feminists, resident Koreans (among others)
experience life and resist dominant
sexist, capitalist, and racist discourses.
INDIAN VIEWS
345-102-03 (3.0.3)
MARXISM
345-102-03 (3.0.3)
The Iroquoian Great Law of Peace
informed North American social
organization, while the East Indian
Vedas informed the sciences of the
East, from which many western scientific ideas derived. Both Indian societies responsible for these documents
are masters of organization, with welldeveloped social and epistemological
philosophies and cosmologies.
Present-day agriculture, architecture,
mathematics, aesthetics, philosophy,
medicine, "alternative medicine",
astronomy and literature owe
acknowledgments to these cultures,
so often regarded as anathema to
European ideas of the rational. In this
course we will use two great works,
Longfellow's Hiawatha and Patanjali's
Yoga Sutras, to understand the Great
Law of Peace and the yogic codes for
the search for elusive peace and their
cultural overlaps with our current
aspirations as global people.
Marxism is an integral worldview
blending a philosophy (including a
materialist conception of history), an
economic theory, the theory and tactics of the communist movements in
their diversity (including the Marxist
appraisals of the most important mass
trends in the present-day democratic
movement), and the theory of socialism and communism.
IMAGES IN MYTH AND EPIC
345-102-03 (3.0.3)
AN INTRODUCTION TO
WORLD VIEW
345-102-03 (3.0.3)
The purpose of the course is to enable
the student to articulate and investi-
In this course, we will study the fundamentals of Marxism and compare
Marxism with other worldviews such
as Existentialism, Freudianism,
Thomism, and Platonism.
THE NEXT GENERATION?
345-102-03 (3.0.3)
This course explores the history and
nature of childbirth and childrearing
in Canada at individual, family and
social levels including the 'medical
institutionalization' of pregnancy and
birth. In addition, it looks at the collective development of 'generations'
or age cohorts; their shared experiences, characteristics, life 'markers'
and power (or lack thereof) wielded
by each of these groups in society.
142
NORTH-SOUTH RELATIONS –
CLASH OF WORLD VIEWS
345-102-03 (3.0.3)
This course deals with the following
issues: (i) an examination of understanding of a Third World culture; (ii)
the dynamics of change the Third
World culture is undergoing in the
face of a dominant international
(Western) culture; (iii) a historical and
contemporary review of the relations
and trade between the industrially
developed countries (North) and the
Third World (South).
POETRY AND SOCIAL CHANGE
345-102-03 (3.0.3)
In this course we will look at the differences between poetry and propaganda; the similarities between poetry
and prayer; the fertile ground
between poetry and song. Using listserve sources and students' findings,
we'll attempt to see how poets have
influenced social conceptualization in
the past and present, in the West and
elsewhere.
REEL POLITICS:
MYTH IN THE MAKING
345-102-03 (3.0.3)
This course explores how feature films
project political views and social values. We will highlight the film-maker’s
message by analyzing the cinematic
techniques, characters and plots of
political-genre films and by exploring
our own intellectual and emotional
reactions.
RELIGIONS AND LIBERATION
345-102-03(3.0.3)
This course will examine the traditions of liberation in the religious
worldviews of Christianity, Islam, and
Buddhism, especially as they relate to
the work of social justice in the world.
While the practice of liberation as a
source of personal transcendence and
awakening is amply documented in
books and the media, the traditions of
religious liberation as a means to
build a just society tends to be overlooked. If religious traditions are all
too often understood to be one of the
many causes of sectarian violence,
wars, and other forms of oppression,
this course will examine those traditions, and the social movements born
from them, that inspire religious peoples to work for social justice in their
own contexts.
THE STAGES OF LIFE
345-102-03 (3.0.3)
Thinkers from Ovid to Shakespeare to
Freud have understood human life as
being divided into various stages, or
seasons. From the infant, “mewling
and puking in its mother’s arms,” to
the elderly person on the brink of
death, “sans teeth, sans eyes, sans
taste, sans everything,” as described
by Jaques in Shakespeare’s As You
Like It, each age has been reflected
upon, written about and, of course,
depicted. On a grand scale, this
course will be an attempt to understand how art informs the understanding of the self in transition, past,
present and future.
TAKING SIDES ON WORLD
VIEWS AND DRAMA
345-102-03 (3.0.3)
TECHNOLOGY AND
HUMAN VALUES
345-102-03 (3.0.3)
Technology provides us with a form of
knowledge and a way of doing things
that are based on instrumental reason, expediency and functionalism,
even though many of us remain convinced that it is “value-free.” Besides
inventing and using technologies,
human beings happen to have moral
experiences as they constantly grapple
with questions regarding freedom,
rights, responsibilities, good, evil, right
and wrong. In this course we will be
examining and assessing the scope
and limitations of technology from a
humanistic and ethical perspective.
TELEVISION DRAMA: THE
CULTURAL CONTEXT
345-102-03 (3.0.3)
Television is the most pervasive medium of mass communication in our
lives today. Its role is to inform, educate, and entertain us. When it performs all three at the same time this
represents 'quality television' which
judge to be true or false about the
psychological development and emotional make-up of character; and to
reveal the values underlying and
motivating their own behaviour/performance as well as that of others.
GAY/QUEER: PERCEPTION
AND MISPERCEPTION
345-102-03 (3.0.3)
Recently we have seen a radical, difficult, and uneven shift toward a
world view that values diversity and
mutuality. This development can
most readily be seen in the explosion
of movements against discrimination
and against the division of the world
into “haves” and “have-nots.” This
emerging world view challenges
most traditional ideologies which
hold that people in one group (e.g.,
men, whites, Christians, Brahmins,
heterosexuals) are better than and/or
have a right to more than people in
another group (e.g., women, people
of color, non-Christians, “untouchables,” gays and lesbians). This ongoing shift is changing the way we see
others and ourselves, and our views
on education, our economic views,
and our laws.
Or is it? Can you be sure? How did
you come to believe what you believe
about lesbians, gay men, bisexuals,
queers, and the transgendered and
intersex folk with whom they are so
often confused? This course will interrogate some conventional and popular
understandings of LGBQTI peoples
and juxtapose them with the diverse
ways in which LGBTQI people understand and represent themselves and
their worlds. The course makes use of
an intersectional framework that takes
race, ethnicity, class, gender and sex
into account in rethinking what it
means to be “gay.”
THE THEATRE OF LIFE: STAGING
EXPERIENCE AND EXPLORING
VALUES
345-102-03 (3.0.3)
Derived from the Greek ‘theatron’,
theatre creates external spaces that
provide both insight into our interior
lives, and instruction about the
human condition. It allows us to see
and recognize timeless truths about
ourselves and others. Divided into
three acts: ACTI: HUMAN NATURE
AND CHARACTERAZION; ACT II:
BRINGING CHARACTER TO LIFE &
ACT III: CHARACTERS IN CONFLICT,
this team-taught course holds theatre
and ‘the drama’ up to students as a
mirror which presents them with
diverse angles of vision about the real,
the true and the good. Students will
develop a discriminating perception
allowing them to explore the reality of
what they see and hear in theatrical
works of art; to examine what they
143
THIRD WORLD AND CANADA:
CONTRAST
345-102-03 (3.0.3)
The course contrasts a Third World
(traditional) culture with the Canadian
culture. It also deals with the issue of
poverty in the Third World. The objective of the course is to increase the student’s awareness of Third World
cultures, and problems they face in the
context of the modern world.
VALUING DIVERSITY
345-102-03 (3.0.3)
VIEWS ON DEATH AND DYING
345-102-03 (3.0.3)
We look at contemporary North
American attitudes, and examine
some ways in which people have
tried to resolve the universal problem
of death. We will also consider the
consequences of the denial of death
and the importance for the individual
of coming to terms with his or her
mortality. The course will seek to
establish the various means by which
people have come to terms with their
own mortality.
VIEWS ON ORDER AND
FREEDOM
345-102-03 (3.0.3)
The function of a world view is, in
part, to describe how society is and/or
should be organized. “Order” and
“freedom” are two important concepts
GENERAL EDUCATION
Interested in debating? Interested in
discovering how you can use world
views to contextualize an argument?
Using Lorraine Hanberry’s A Raisin in
the Sun, David Mamet’s Oleanna, and
Bertolt Brecht’s Three Penny Opera,
you will learn how to apply world
views to interpret drama. Afterwards
you can then use these techniques in
whatever academic or non-academic
area you wish to pursue.
produces meaning for its audiences.
The televisual form that corresponds
most often to this label is 'drama'
because drama tells us stories about
who we are as individuals and as a
nation. It tells us where we came
from, and what we are capable of.
Drama presents us with the heroes
and villains who inhabit the history of
our country and the depths of our
humanity; memorable characters who
shape our experience and our culture. This course will examine
Canadian television drama past and
present. Then we'll compare and contrast Canadian dramatic traditions and
conventions with those of other countries, particularly the American networks and Britain's BBC.
in any such description. How can we
achieve an “ordered” society? How
much “freedom” should citizens have?
Answers to these (and other) questions
come from various political theories,
many of which will be examined in
this course. These include theories
from Ancient Greece, the
Renaissance, and the modern period.
GLOBAL SOUTH
(SOUTH ASIA AND IRAN)
345-102-03 (3.0.3)
In this course we will look at diverse
world views in different parts of South
Asia and the Middle East. The
objective of this course is to gain a
better understanding of the cultural,
social and political ideas in these parts
of the 'global south.' In particular, we
will look at the ideas and beliefs that
have shaped the culture of these
regions by examining their religions
and customs. We will also look at the
contemporary social and political
situation in these regions.
WAR AND PEACE IN THE
MIDDLE EAST
345-102-03 (3.0.3)
With the end of World War II and the
creation of the state of Israel, the relations between three of the world’s
major religions – Christianity, Judaism
and Islam – were thrown into conflict.
The Arab Nation was broken into a
number of nation-states which have
developed in various ways from tentative approaches toward westernization and democratic forms of
government to the counter reactions
of resurgent Islam. There have been a
series of wars, some involving Israel
and its neighbors, and many, mostly
unrealized, peace proposals. The politics of oil has magnified all the regional conflicts into world issues. The
course is about worldviews in conflict
without resolution yet.
WAR, PEACE AND WORLD ORDER
345-102-03 (3.0.3)
This course will provide students with
an understanding of several views on
global order. Students will critically
analyze the realist world view, which
sees competition, inequality and war
as inherent features of our state system, and examine the implications of
this perspective for world order. This
world view will then be compared to
a number of alternative perspectives,
inspired by such sources as liberalism,
pacifism, socialism, feminism, anarchism and ecologism. Each world
view will be examined according to a
number of dimensions, including its
core values and views on human
nature, the fundamental cause(s) of
war, and the possibilities for peace.
WOMEN’S HUMAN RIGHTS
345-102-03 (3.0.3)
This course will look at the development of an international movement to
advance women’s human rights over
the past 20 years. Students will study
the tensions and commonalities
between approaches to the question
of women’s human rights from the
perspectives of various agents: feminist, women, NGO and human rights
groups, national governments (particularly in Asia), and the United Nations.
Is domestic violence a human rights
issue? Are human rights a form of
western imperialism masquerading as
a universal? What assumptions are
human rights based upon? How have
women both interrogated and mobilized these concepts to advance their
rights in various national, regional and
international contexts? Can previously
excluded groups such as lesbians
effectively use human rights discourse
to address their issues? Topics to be
explored include: human rights, feminism, universalism, cultural relativism,
ethnocentrism, anti-ethnocentrism,
activism, global/local relations, and
international networking. Emphasis
will be on new anti-ethnocentric feminist approaches and the Asian context.
THE WORLDS OF MUSIC
345-102-03 (3.0.3)
The Worlds of Music will examine the
music produced by different societies
and groups as well as the ‘worlds’ created by music. Using musical case
studies, students will learn to identify
the key elements of a world view and
the basic concepts that determine a
society or group’s interactions with
music. From societies where music is
forbidden, to societies where it plays
a central part in daily life, the course
will begin by examining the complex
relationship between music, sound
and society. We will use case studies
to look at how different social cultures
incorporate music and music-making
into an understanding of religion,
defense, personal relationships, politics, group identify and other aspects
of social life.
144
THE WIDE WORLD OF SPORTS
345-102-03 (3.0.3)
This course will examine the sports
culture of different societies and
groups, and the significance of the
growing influence of professional sport
in North American society. Using case
studies, students will learn to identify
the key elements of a worldview, and
the concepts that shape and define a
society or group’s relationship with
sport. From societies where sport participation is tied to national identity
and pride, to places where it plays an
“entertainment content” role in a corporate media conglomerate, we will
examine the complex human relationships with sport.
HUMANITIES: KNOWLEDGE
345-103-04 (3.1.3)
A field of knowledge can be any serious
body of knowledge relating to education,
law, psychology, creativity, social behavior, or other disciplines. Humanities
approaches each from an interdisciplinary
perspective.
CANADA'S DOCUMENTARY
TRADITION
345-103-04 (3.1.3)
Canada, through its National Film
Board, has come to define the documentary film. The Film Board's purpose has always been "to reflect
Canada to Canadians and the rest of
the world". CBC television continues
the tradition of excellence with documentary programming such as The
Nature of Things and The Fifth Estate.
This course will examine the history
of documentary filmmaking and the
non-fiction film tradition in this country. We will analyze the intentions of
documentary filmmakers and discuss
the audio-visual techniques,
approaches and styles they employ in
telling their stories.
THE CITY, SOCIETY AND THE
ENVIRONMENT
345-103-04 (3.1.3)
The city is one of the most important
physical expressions of human society.
How did cities begin? What makes a
city work? These are some of the
questions which will be explored in
this course. The course will examine
the modern city and some of its problems in today's globalized world. It will
compare the modern city with the living spaces of more traditional, indigenous societies. In this course we will
look at the relationship of the city to
culture, environment, technology and
energy. We will also explore new ways
of imagining different kinds of communities which are more sustainable.
COLONIZATION BY
KNOWLEDGE
345-103-04 (3.1.3)
COMMUNICATION:
SELF & SOCIETY
345-103-04 (3.1.3)
“I know you believe you understand
what you think I said, but I am not
sure you realize that what you heard is
not what I meant.” What does it mean
to communicate? What do you say
after you say “Hello”? Why is it so difficult to understand each other? Why
do some people argue and fight all the
time? If people use the same words,
why do they mean different things?
Just what is body language? Are first
impressions really right? Is there such a
thing as constructive criticism? What
does it mean to listen? Didn’t you hear
what I said? How many times do I
have to tell you? What’s the matter,
are you deaf? What’s the point of trying to talk to you? Doesn’t anyone
understand me? Can I learn to communicate more effectively?
CURRENT EVENTS
345-103-04 (3.1.3)
With satellite television and the
Internet, the distinction between
news makers and reporters often disappears. Truth is the first casualty of
war and public relations the first harbinger of peace. Newspapers com-
DOCUMENTING MYTHS:
POLITICS OF CITIZENSHIP
345-103-04 (3.1.3)
Documentary films engaging a variety
of social and political issues have in
recent years attracted enormous popular attention and critical praise. In this
course we explore how knowledge
about the world and its inhabitants is
produced, shared, contested, and distributed across societies and national
borders through the vehicle of documentary film. By viewing a dozen or so
documentaries we will address a number of issues and responsibilities (the
filmmakers' and ours) related to representation, ethics, citizenship, consumption, and social engagement. The aim
of the course is to make us betterinformed and equipped citizens in an
increasingly complex and interconnected global society.
GENRE CINEMA AND
IDEOLOGIES
345-103-04 (3.1.3)
This course will examine the relationship between cinema and dominant
ideologies as sources of knowledge
for understanding our world. The
course will be framed through the
lens of genre cinema: the western,
film noir, and horror. The individual
films examined in the course will be
critically appraised within their
respective genres and also within the
socio-political, cultural, and historical
context in which they were made and
viewed. As a sometimes controversial
popular cinematic form, genre cinema offers a resonant frame through
which to analyze conflicting ideologies, social controversies, and debates
on historical perspectives in the nineteenth and twentieth centuries.
from the early investigations of Freud
and Jung, through the “human development movement” of the sixties and
seventies, to Alcoholics Anonymous
and other self-help groups (e.g., incest
survivors, cancer survivors, holocaust
survivors). From individual and small
group settings, these issues are now
widely popularized in bestselling
paperback books and on television
programs such as the Oprah Winfrey
Show. This course provides an
overview of the dramatic change in
understanding human nature.
KNOWING THROUGH CREATIVE
WORKS
345-103-04 (3.1.3)
People from all societies explore and
understand the world in part through
creative works such as myths, fairy
tales, novels and films. We will cover a
number of recent creative works. The
goal of the course is to comprehend
the role of such works in our lives. A
special emphasis will be how current
social issues are dealt with in popular
novels and films. We will be exploring:
• what we learn about life through
creative works;
• how such knowing differs from and
yet connects with other forms of
knowing (through research, intuition, etc.)
• how creative works have different
functions at different times; and
how people’s lives, ideas, and
favourite creative works or fictional
characters may be linked.
KNOWING THROUGH MUSIC
345-103-04 (3.1.3)
This course uses music to show how
we create, acquire and process
knowledge in different ways. Music is
universal; it expresses emotion and
symbolic content. All varieties of
musical expression have a place in
our society, and the course aims to
include many of these expressions.
Through attentive listening to music,
reading, thinking, watching movies
about, experiencing and discussing it,
the student should emerge with a
broader knowledge and appreciation
of the phenomenon known as music.
KNOWING THE INNER SELF
345-103-04 (3.1.3)
MASS MEDIA AND
KNOWLEDGE
345-103-04 (3.1.3)
The twentieth century has seen an
explosion of interest in human psychology and personal development,
This course is about the information
the mass media provides to
Canadians and the effect this has on
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GENERAL EDUCATION
In this course we will use written,
electronic and audio-visual material
to explore some of the important
conditions for knowledge of others
and ourselves. We will begin with
definitions of human rights to determine what basic rights we can claim:
those which contribute to the pursuit
of knowledge and truth universally.
We will look at humans’ relationship
to the environment, and how it has
evolved to make certain types of
knowledge nearly inaccessible and
other types of knowledge, in certain
contexts, nearly meaningless. We will
look at who lays claim to knowledge,
and for what purposes and at the
evolution of “knowledge communities” and people’s attempts to resist
them. We’ll look at who chooses to
“stay dumb” and why.
pete with television for versions of
the sensational. Images determine
elections. Sound bites control decisions. Polls influence what becomes
public policy. How are we to know
what is happening in our world,
given the mix of fact and fiction, the
plethora of docudramas and infomercials, the varieties of propaganda
and expert opinion?
our ability to know and understand
the world. More specifically, we will
examine the limits and biases of corporate controlled mass media and
how the mass media form, fashion
and limit our knowledge of contemporary social issues. In a word, we are
going to work at “media literacy” in
this course by helping students develop a critical and informed understanding of mass media techniques,
methods and content and how this
constructs our knowledge of reality.
of images, concepts, and stereotypes
that make up Western knowledge of
the Far East, in particular China and
Japan. At the same time it examines
the socio-historical circumstances that
led to the creation of such knowledge. Students will learn to identify
Orientalist forms of knowledge in
films and literary works.
MYTHS AS A SOURCE OF
KNOWLEDGE
345-103-04 (3.1.3)
This course will examine how feature
films influence our understanding of
historical events and personalities. We
will explore how film-makers project
their stories of the past through the
medium of cinema and the impact of
those films on our interpretation of
history.
The goal of this course will be to
understand myth as a concept as well
as to explore particular myths from a
variety of historical and cultural contexts with the aim of understanding
how myths function as repositories
and transmitters of knowledge. We
will examine the function of myth in
the formation of culture as well as in
the individual’s search for meaning.
We will investigate different theories,
both ancient and contemporary, of
myth interpretation with particular
emphasis placed on the knowledge
which is transmitted by myth. Finally
we will examine the use and interpretation of myths in our own contemporary context(s) in order to begin an
exploration of what our own use and
interpretation of myths can help us
learn about ourselves.
ON EDUCATION
345-103-04 (3.1.3)
In this course we will examine the
objectives and methods of education
according to a variety of theories. We
will identify the forces which contribute to the content (knowledge) of
the educational process and the
effects of this knowledge on the individual and society as a whole. It is
important to uncover the assumptions
about people and society embedded
in these theories. Students will consider the role authority/power plays in
determining education content and
style as well as the influence of the
learning environment on the education process.
ORIENTALISM: WESTERN
KNOWLEDGE OF THE EAST
345-103-04 (3.1.3)
What comes to mind when you hear
the word the Orient, or the Far East?
This course examines the repertoire
contemporary beliefs and the assumptions that underlie them. Elementary
logic and probability theory.
SELF-KNOWLEDGE
THROUGH YOGA
345-103-04 (3.1.3)
This course will examine how stage
plays are adapted to the medium of
cinema and the impact of those films
on our appreciation and understanding of drama as a cultural reflection of
society and the times.
Knowledge is a tool with which one
seeks to achieve something – understanding, a sense of control, etc. It
can be used and abused. Self-knowledge teaches people how to recognize how they use knowledge. We
will assume that the purpose of
knowledge is action: better, more
productive, more harmonious, gainful, fulfilling action. With knowledge
comes response-ability, the ability to
answer for one’s actions, to explain
them to oneself and put them into a
larger context. In this course, students
act on knowledge. Through the practice of yoga, students will acquire new
knowledge of self, along with the ability to apply it productively. Some old
knowledge will be accessed in a new
way. Possibly the only way to talk
about mind is through metaphor:
paying minute attention to the workings of the body in yoga provides
unparalleled metaphor.
SCIENCE AND KNOWLEDGE
345-103-04 (3.1.3)
SEX AND SEXUALITY
345-103-04 (3.1.3)
This course will examine the scientific
way of arriving at knowledge and
consider whether scientific method is
the best, (or even the only way) to
know our world and ourselves. We
will look at the main assumptions
behind the scientific method; consider those assumptions in their historical
context; and criticize their adequacy.
Sexual behaviour is fundamental to
human existence, yet it remains
shrouded in mystery to many people
due to lack of knowledge and fear of
indecency. What exactly is sex and
sexuality? How is knowledge of sexuality and sexual relations determined
and examined? What are some of the
main sexual concerns for young adults
and people worldwide? This course
will examine the answers to these
questions and more from various disciplines and perspectives, with an
emphasis on values, cross-cultural
diversity, responsible sexual behaviour
and self-awareness.
REEL HISTORY: HISTORY, FILM
AND KNOWLEDGE
345-103-04 (3.1.3)
REEL THEATRE: THEATRE, FILM
AND KNOWLEDGE
345-103-04 (3.1.3)
SCIENCE, PSEUDOSCIENCE AND
SUPERSTITION
345-103-04 (3.1.3)
How can one distinguish between
legitimate, reliable forms of knowledge, and exciting though deceptive
claims? We will examine various
claims that have been put forward in
recent years and taken seriously by
intelligent, educated people who have
nevertheless fallen into traps and try to
discover a path to critical thinking.
KNOWLEDGE: SCOPE AND LIMITS
345-103-04 (3.1.3)
Can we know anything? What can we
know? How can we know it? Various
historical theories of knowledge. Some
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SEXUAL STYLES, SEXUAL
JOURNEYS
345-103-04 (3.1.3)
This course provides an in-depth consideration of various modes-personal
–philosophical, psychological, and
sociological – of acquiring knowledge
about the fundamental questions of
human sexuality: Why do we behave
sexually? How do we behave sexually?
How should we behave sexually? The
course will examine traditional
approaches and current theories in
exploring these questions.
SHAPING THE FUTURE
345-103-04 (3.1.3)
Based on the work of Montreal
philosopher Horst Hutter, this course
focuses on five time-honoured strategies of self-overcoming: 1) periodic
retreats into solitude for quiet reflection; 2) the cultivation of challenging
friendships; 3) proactive reading and
introspective writing; 4) close attention to “nutrition” (understood expansively to include food and drink as
well as air, sound, and much else,
including images—such as those
viewed on the nightly news); and, 5)
the physical—and perhaps metaphysical—activity of dance.
What does “home” mean to you?
What are the differences between
“house” and “home”? This course
explores the nature of human shelter
from the Paleolithic period up to the
present day in cultures all around the
world. From the huts and farmhouses of pre-urban cultures, to the luxury
high-rises and tenements of contemporary cities, we will examine a
diverse array of architectural spaces
that people call home. Issues to be
discussed include social justice, disaster housing, environmental sustainability, and the new urbanism.
SONIC TRUTHS
345-103-04 (3.1.3)
Music from Thrash Metal to Mozart is
a significant element in our understanding of the world. People play
and listen to music without really
knowing what and how they are
learning. This course aims to move
beyond the charms of music and submit it, and our relationship with it, to
analysis. Sonic Truths will deal with
the history of human music-making
and its role in different societies. We
will begin by examining contemporary popular music and the relationship between musical culture and
social identity in Western society. We
will also look at the making, marketing and hearing of hit songs in twentieth-century North America. The
course will examine four types of
musical authority, social status and
relationships between men and
women.
Visual Culture is a relatively new field
of study which draws on ideas from
cultural studies, art and art history,
sociology and anthropology, among
other disciplines. Visual Culture is a
way of studying the contemporary or
historical world through photographs,
pictures, and images, rather than
through texts and words.
THE STRUGGLE OF IDEAS IN
MODERN DRAMA
345-103-04 (3.1.3)
In this course we will debate contrasting sociological schools of thought or
ways of knowing in relationship to
three great plays of modern drama:
Arthur Miller’s Death of a Salesman,
Henrik Ibsen’s Hedda Gabler, and
George Bernard Shaw’s Major
Barbara. In this course a variety of
innovative teaching techniques will be
used, including knowledge and interpretive gaming and improvisation.
The teacher will spend time in the
computer lab to help students with
their writing to make sure students
come to class with the best possible
essays they can possibly produce.
THINKING, LOGIC, AND
KNOWLEDGE
345-103-04 (3.1.3)
How knowledge is acquired, classified,
communicated, and how it is and
should be applied, with special emphasis on the analysis of dialectical and formal logic in human thinking. The social
context of knowledge: philosophy, economics, politics and culture.
UNDERSTANDING WAR
THROUGH FILM
345-103-04 (3.1.3)
This course will examine how and
what we learn about war through
viewing feature films. How do we
decipher fact from fiction in movies?
How do filmmakers influence our
imagination about the nature of war
and our interpretation of specific
wars? And how do we process that
knowledge on the cognitive, emotional and subconscious levels?
VISIONS OF THE MEDIA
345-103-04 (3.1.3)
A course in Media Literacy which
involves a critical analysis of the form,
content, and function of both the print
147
and electronic media in North
America. This course attempts to create
understanding of the enormous influence of mass information, mass persuasion, and mass culture in our society.
THE WISDOM OF CUISINE
345-103-04 (3.1.3)
This course will explore the various
ways in which humans have learned
to meet their nutritional needs while
examining the role of smell and taste
in our acquisition of knowledge. In
the process, students will learn to recognize, define, categorize and analyze
culinary wisdom through an examination of cuisines from societies around
the world. Major historical developments in agriculture, trade, cultural
contacts and cuisines will be explored
for their impact on our current understanding, appreciation and consumption of food.
WOMEN, POWER AND
KNOWLEDGE
345-103-04 (3.1.3)
In this course we will learn to think
critically about the production of
knowledge about women in various
contexts. This will involve exploring
key concepts which influence how we
think about women, such as: sex, gender, race, culture, age, ethnicity, and
class. We will learn to examine our
assumptions critically, but not blamefully, by unearthing the sources of our
knowledge (and blind spots) about
women. We will ask questions which
help us to understand how our knowledge is always only partial and often
biased: who speaks, who listens, and
who decides whose perspectives
count? This will necessarily involve
questioning our knowledge about
men and masculinity as well. In particular, this course will teach students
how to find and listen to dissident
voices which productively challenge
our knowledge of what it means to be
a woman or man in the world today.
WOMEN AND WAR
345-103-04 (3.1.3)
Our knowledge about war has been
shaped for centuries by men's experiences; in fact, war in most cultures
has been seen as the quintessentially
male activity. Women's participation
and support for war have been largely
ignored, and women have long been
linked more with peace than war.
This course will examine recent
GENERAL EDUCATION
KNOWLEDGE, SHELTER
345-103-04 (3.1.3)
STUDIES IN VISUAL CULTURE
345-103-04 (3.1.3)
research which focuses on women's
experiences and questions the construction, use, and validity of these
deeply-rooted beliefs that link men to
war and women to peace. This study
will demonstrate how our knowledge is
often biased, partial and rooted in a
social context, and provide students
with a more complete understanding of
the problem of war and of the role that
women's studies has played in expanding and reshaping our knowledge.
WORKING IN CANADA
345-103-04 (3.1.3)
Work will probably occupy close to a
third of most of our adult lives. There’s
very little else that any of us will do
that so centrally affects our choices
about such key issues as where and
how we live, what we value and what
we can and cannot do as individuals
and with others. What kind of work
do you want when you graduate?
How much money do you expect to
earn? What kind of boss do you want?
Do you want to be the boss? Do you
need a union? What do you need to
realize your dream career in life?
Given the evolution and transformation of work in this country, can these
dreams be realized? These are the
kind of questions we’ll be asking in
this course. How do your answers fit
into the reality of working in Canada?
In sum, through a better knowledge
and understanding of work in Canada
we will develop a richer sense of ourselves and the country we are building
for ourselves and future generations.
WORLD MUSIC IN THE GLOBAL
VILLAGE
345-103-04 (3.1.3)
Unlike generic musical terms such as
traditional, folk or popular, “World
Music” must be rooted in strong ethnic elements. The term “world
music” first entered the commercial
marketplace in the 1980’s, initially
referring to sounds recordings that
fused Western popular music with
indigenous music from around the
world. Since the 1990’s, new technologies have made the recording
and distribution of indigenous ethnic
music far more accessible, and musician-performers have increasingly
been in demand to tour with their
original material, thus, the popularity
of world music has soared. The study
of world music offers insight into both
the cultural mosaics of distinctive
societies as well as some of the cultural conflicts inherent in this era of
increasing globalization.
BLOCK B COURSES
HUMANITIES:
ETHICAL ISSUES
Students at John Abbott College normally
take their Ethical Issues B-Block course
after completion of their two A-Block
Humanities courses. The B-Block courses
build on the concepts and skills developed in the earlier courses. All of these
sections deal with ethical issues and aim
at aiding the student in making connections between these issues and his/her program of studies. These courses allow students to develop the skills needed to
apply critical thinking to the values associated with diverse issues they will face at
university, at work or in daily life.
ISSUES FOR PRE-UNIVERSITY
345-DBU-03
ETHICS FOR COLLEGE
STUDENTS
345-DBU-03 (3.0.3)
Different sources of ethical guidelines
for behaviour – including religion,
philosophy, and the social sciences –
are examined in order to discover
whether there is any basis for universal morals, or whether it all depends
on culture or personal choice.
Current social issues will be explored
through group debates.
ETHICS IN FICTION
345-DBU-03 (3.0.3)
This course explores the ways ethical
issues such as pollution, technology,
and personal responsibility are presented in works of fiction from Greek
myth and drama to contemporary
novels and plays.
ETHICS OF TRAVEL
345-DBU-03 (3.0.3)
This course will examine some important ethical issues related to travel.
These include: the financial, cultural
and ecological implications of travel
and tourism. In all countries of the
world we can find issues of rights violations whether of humans, animals or
the environment. Should we give
weight to these issues as we plan our
148
vacations and trips from home? How
can we travel more ethically? Should
we want to travel more ethically? The
course aims to make students aware
of these ethical issues and to provide
appropriate analytical tools, as well as
to allow them the opportunity to consider and debate such questions.
MORAL CONTROVERSIES IN
SOCIETY
345-DBU-03 (3.0.3)
The purpose of this course is to
improve the student’s ability to assess
controversial moral issues in contemporary society in order to arrive at
informed, well-founded and stronglysupported positions relating to them.
Students will be required to construct
sound arguments in defense of the
conclusions they reach, as well as to
communicate their points of view
effectively. Subjects for critical examination will include persistent social
issues like abortion, euthanasia, capital
punishment, and freedom of speech,
as well as more recent moral dilemmas like reproductive technologies,
drug testing, consumption patterns,
world hunger, and population growth.
PREJUDICE
345-DBU-03 (3.0.3)
This course examines some of the
psychological, social, and political
effects of prejudice on the lives of
people judged as undesirable in any
society. Using contemporary and historical examples of oppresion, the student will examine how prejudice
functions to normalize distorted facts
and opinions even in people of good
will. While personally opposed to
prejudice, an individual may enjoy
economic and cultural privilege as a
member of a dominant group. The
social implications of these ethical
issues as well as the benefits of
diverse points of view and knowledge
available in integrated or multicultural
societies will also be explored.
ETHICS AND AESTHETICS
345-DBW-03
DEBATING ETHICAL ISSUES
IN DRAMA
345-DBW-03 (3.0.3)
Using Arthur Miller’s The Crucible.
Tennessee Williams’ A Streetcar Named
Desire, and Rolf Hochhuth’s The
Deputy, we will be debating the following ethical issues: freedom of speech,
sexual discrimination, and the responsibility of the individual to take a principled position in cases of war and
oppression. In this course the classroom
itself will become a kind of theatre as
students act out the various conflicting
ethical positions that emerge from
these works of drama.
IMAGE ETHICS
345-DBW-03 (3.0.3)
VALUES AND THE ARTS
345-DBW-03 (3.0.3)
Modernists desired to cast aside tradition in favour of the creation of the
new and uncorrupted. Post-modernists claim that project has collapsed in our endlessly contemporary
culture. By means of images from the
visual arts of the last two hundred
years, we will examine modernist
aims to reevaluated art, society and
life itself, and look at postmodern culture: art ‘after the end of art’.
SOCIAL ISSUES
345-DBX-03
ANIMALS AND SOCIETY
345-DBX-03 (3.0.3)
This course investigates the many
relationships between human beings
and animals. We use animals as
household pets and care for them in
shelters, but also control them in disturbing fashion in factory farms, laboratory experiments, and
entertainment centers (such as zoos
and circuses). How ethical, then, is
our treatment of animals? Are we at
all justified in using animals to serve
our (human) interests? We pursue
these questions critically, reflecting
throughout on the notion of equality
between humans and animals.
The subject matter of this course
varies according to student interest
from areas such as: racism, pollution,
sex and society, drugs, the future of
Quebec, the relationship between
law and morality, etc. The course is
designed to give the student a basis
for the normative analysis of various
ethical issues. It aims to arouse awareness, to challenge the intellect and
imagination of the student in reading
and thinking about various ethical
issues in contemporary society.
ETHICAL QUESTIONS ON RACISM
345-DBX-03 (3.0.3)
What is ‘racism’? What makes an
action ‘racist’? This course examines
these questions by looking at how
racism has manifested in our society.
In particular, we will discuss various
historical cases of racial oppression in
Canada. We will subsequently use
that understanding to consider some
contemporary questions and controversies regarding racism.
GODS, MONSTERS, AND
STRANGERS
345-DBX-03 (3.0.3)
What are monsters? What do they
show (monstrare) the world? How
have monsters been constructed in
history and how are they being
defined today? This course will critically engage the history of monsters in
myths, religious texts, and non-religious traditions as a means to examine the construction of “otherness” in
the contemporary world. What do
monsters tells us about the ethical
stances often taken in relation to others, or strangers? Do monsters make
us secure the system of boundaries
that surround us? Religious texts often
demonize monsters as a threat to
rigid boundaries. Yet some texts deify
the monster as a revelation of the
holy. At other times, the monster is
both demonized and deified, showing
a deep ambivalence about the place
of monsters and “otherness” in the
world.
LOVE AND FRIENDSHIP
345-DBX-03 (3.0.3)
What do you love? Why? How does
this love manifest itself in your
thoughts, words, and deeds? What
does it mean to say that someone is
149
your friend? What does that bond
entail? Are there different kinds of
love and friendship? What are they?
What distinguishes them from one
another? Human beings have been
asking questions of this kind for
thousands of years. This course is an
introduction to some of these timeless questions. But it is also a survey
of the historically-specific answers.
This course is meant to be a general
introduction to the field of ethics,
centering upon the West’s centuriesold preoccupation with love and
friendship.
ME, YOU AND US: THE ETHICS
OF HUMAN RELATIONSHIPS
345-DBX-03 (3.0.3)
When confronted with an issue in a
relationship, what factors do you
consider? What is the weight of your
own needs when considering a
course of action? What about the
needs of others? By drawing on ethical principles from Eastern and
Western philosophies, this course
will examine ethical issues that arise
in many types of human interaction,
such as the relationship with one’s
own self, romantic partners, family
members, friends and society.
MEDIA MESSAGES AND SOCIAL
ISSUES
345-DBX-03 (3.0.3)
This course provides the opportunity
to examine the relationships between
social issues and the mass media.
Students will explore television, film,
advertising, music, news, and popular
culture to see how media representations shape our global culture through
their constructed realities, and will
also assess the impact of converging
communications and entertainment
technologies. Critical perspectives
gained in this course will lead students to the goal of media literacy.
Methodology includes short lectures,
video, films, and media analysis discussions.
SOCIAL ISSUES:
PEACE SEMINAR
345-DBX-03 (3.0.3)
This course gives students a forum to
bring together their understanding of
peace in an integrative manner. The
course will be divided into modules,
including: literature and philosophy;
globalization, cultural colonization
GENERAL EDUCATION
This course will examine images and
ethics. Students will be introduced to
issues such as: ethical behaviour on
the part of creators or visual media;
public perception of a lack of ethics in
photography, films, tv and advertising.
Students will learn to assess what is
artistic and editorial freedom while
considering the rights of subjects –
questions of consent, infringement of
privacy and objectivity within the documentary film form. Problems of misrepresentation, particularly as it affects
minority communities and women in
fiction films, will be explored.
CURRENT ETHICAL ISSUES
345-DBX-03 (3.0.3)
and marketing; history and politics of
current wars. Priority for this course
will be given to Peace Studies students, with remaining places open to
students not pursuing the peace studies certificate.
SOCIAL ISSUES THROUGH
LITERATURE
345-DBX-03 (3.0.3)
Literature can help us focus on the
elements and consequences of some
of the social issues which dominate
our world. By examining the plot,
characters, and attitudes revealed in
the assigned texts, we will look at societal attitudes towards race, war and
violence, health and health care, governmental intervention in private lives,
and the extent and nature of individual responsibility towards others.
SCIENCE AND SOCIETY
345-DBY-03
BIOETHICS
345-DBY-03 (3.0.3)
Bioethics is a rapidly-evolving,
dynamic field, concerned with issues,
conflicts and controversies about how
we should treat living beings. Among
the issues discussed will be: ethics
and scientific research; ethics and
health care; allocation of scarce
resources; fundamental rights; legal
rights; conflicts of interest; conflicts of
values; conflicts between cultural
viewpoints; autonomy versus paternalism; conflicts between rights; conflict between obligations; the search
for universal ethical principles in this
field; whether health care or scientific
research should be run as businesses;
the impact of bioethics on the individual and society as a whole.
CRITICAL THINKING FOR THE
NEW MILLENNIUM: ETHICAL
ISSUES IN SCIENCE
345-DBY-03 (3.0.3)
Critical thinkers reflect on and analyze their thinking; curiosity and creativity accompany critical thinkers
who, while paying attention to others’
opinions, discover their own path.
Throughout the semester students will
work on becoming aware of and
improving their thinking, reading and
writing skills. Simultaneously, and
using these developing skills, we shall
examine several different ethical
issues presented in science and scientific endeavours, covering a wide variety of topics from the use of animals
in science; techniques and funding of
research; and bioethical issues like
reproductive technology and gene
research.
ENVIRONMENTAL ETHICS
345-DBY-03 (3.0.3)
For over a century now, our attempts
at mastering nature have caused
extensive pollution, resource depletion, and suffering for countless
human and non-human beings. Is
there something fundamentally wrong
with "the system" (our values, institutions, technologies)? We examine this
question critically by tracing the evolution of anthropocentrism (or
"human-centeredness") and documenting some of its most problematical expressions, such as the
development of military technologies
and economic globalization. Topics
may also include animal rights, the
growth of cities, the security of the
food supply, and challenges to mainstream medicine. Throughout, we
seek to determine how rightful it is to
use nature for human projects.
ETHICS IN SCIENCE AND
TECHNOLOGY
345-DBY-03 (3.0.3)
Science and technology are not neutral forces in society. By seeking to
understand and control nature, they
offer hopes of progress and freedom
for the average citizen. However, they
also pose serious ethical dilemmas or
problems, affecting the rights of
human and non-human beings. This
course will: discuss the values of science; describe the relationship
between science, technology, and
economic /political power; and identify the various ethical problems associated with scientific research and
techno-logical development. We will
explore the issues conceptually, historically, and through several case
studies (energy, military production,
medical practice and genetic engineering, agriculture, the space program, computers).
SCIENCE AND SPIRIT
345-DBY-03 (3.0.3)
In this course we explore the moral
and ethical implications of one of the
greatest puzzles of our time: Can science and spirit coexist or are they
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mutually exclusive; compatible or
contradictory? We will initially review
and assess more traditional models
that leaders in the fields of science
and philosophy espouse about this
important yet divisive dilemma. With
that background we will then examine
some of the new works and theories
by current scientists and philosophers,
PhDs in physics and genetics, experts
in quantum theory and mathematics,
renowned scholars and mystics, bestselling authors, and award-winning
international think-tanks and foundations that champion avant-garde interpretations and cutting-edge
paradigms. Throughout the semester
we will analyze how these various
positions on this age old question raise
ethical choices in the new millennium.
THE SUSTAINABLE CAMPUS
345-DBY-03 (3.0.3)
This course was developed by JAC
students to provide meaningful work
and course credit for over-extended
but under-engaged students to
research, produce, contest and apply
knowledge and codes of ethics in a
practical campus sustainability project. We ask, “How do College decisions about what we learn and how
we interact with the environment
(programs and purchasing, hiring and
firing, governance and garbage) affect
the broader human and species communities in Montréal, Canada, and
our planet as a whole? What are the
impacts of our career paths and
lifestyles upon our environment, community, and conscience? Our challenge is then to devise and implement
concrete measures on campus to
transform the nature of our relationship to the natural world, our community, and our economy.
THE SCIENTIST, SOCIAL ISSUES,
AND DRAMATIC LICENSE
345-DBY-03 (3.0.3)
Scientists have been socially constructed to be moral giants and base
demons, the saviors of the world and
the world’s nemesis, while dramatists
have imaginatively created the persona of scientists to serve their own
political purposes. This course will
explore the moral ambiguities surrounding the role of the scientist.
Using three plays, Galileo,
Copenhagen, and An Enemy of the
People, we will explore the interface
between science and drama and the
social issue debates that result from
that interaction.
PHYSICAL EDUCATION
Students are required to successfully complete three Physical Education courses: 109-103, 109-104
and 109-105. Courses 103 and 104 are prerequisites for 105 and may be taken in any order.
GENERAL INFORMATION
STUDENT EVALUATION:
Each course is evaluated in the
following manner:
100% competency based. Individual
instructor’s interpretations of this general guideline may vary. Precise
breakdowns appear in the course
outline distributed during the first
class.
RESOURCE CENTRE:
Resource materials and the expertise
of faculty members are available to
students in the P.E. Resource Centre,
C-114D.
Website address:
www.johnabbott.qc.ca/physed
MEDICAL PROBLEMS /
LEARNING DISABILITIES:
All students must take a Physical
Education course. Questions concerning medical problems, unique disabilities or specialized courses should be
directed to an academic advisor or
the Chair of Physical Education.
FIRST CLASS OF EACH SEMESTER:
Students must come to their first Physical Education class of each semester fully prepared to
actively participate. Requirements for each acategory of activity are listed below.
Physical Education courses are offered in the following categories
AQUATICS
OUTDOOR EDUCATION
RACQUET SPORTS
• Bathing suit and towel required
• Some courses are compressed, i.e.,
minimum 8 classes + 1 or 2
weekends
• Students must provide their own
squash eyeguards and squash ball
(available for rent/purchase at
Casgrain Equipment Desk)
• Goggles strongly recommended
• Deep end swimming ability
recommended for all courses
• All courses are co-educational
DANCE
• Swimming ability is required for
some courses
• A swimming test will be
administered for any course with
activity(s) involving water
• Appropriate dance wear strongly recommended
• A fitness test may be administered for
some courses
• All courses are co-educational
• Students may be required to
provide or rent equipment for some
courses
FITNESS & WEIGHT TRAINING
• Certain courses are held off-campus,
e.g., Spinning. Students must provide
their own transportation.
• Travel fee for all outdoor
education courses
• All courses are co-educational
• Some courses require outdoor participation – e.g., jogging
• Fitness tests administered in fitness
courses
• All courses are co-educational
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• All courses are co-educational
INDIVIDUAL/TEAM SPORTS
• Certain courses are held off-campus,
e.g., Curling at Baie d’Urfé Curling
Club. Students must provide their
own transportation.
• All courses are co-educational
GENERAL EDUCATION
COURSE EVALUATIONS:
The Physical Education Department
incorporates student evaluation components into all course offerings. This
feedback plays an important role in
helping improve the curriculum and
quality of instruction.
MEDICAL EVALUATIONS:
At the start of each semester, students
in Physical Education classes are
required to complete a medical questionnaire. These questionnaires help
instructors become aware of any
medical situations that may potentially arise.
COURSE INFORMATION
Courses 109-103 and 109-104 may be taken in either order, but both must be taken before course 109-105.
Visit www.johnabbott.qc.ca/physed for more info.
LIFESTYLE 109-103-02 (1.1.1)
Physical Education courses teach students to become more responsible for their own health and wellness. In course 109-103,
students examine the relationship between various lifestyle behaviours and health. Through physical activity, students learn
the effect exercise has on their physical and mental well-being, and through experimentation with different activities, they
can identify those activities which best suit their personal abilities, interests and needs.
Examples of 109-103 course offerings:
AQUATICS
INDIVIDUAL SPORTS
RACQUETS
Swim Activities
Archery / Fitness
Squash/Racquetball/Badminton
FITNESS
Martial Arts
Circuit Training
Fitness Conditioning
Mind Body Fitness
Dance
TEAM SPORTS
OUTDOOR ED.
Introduction to Outdoor Education
Team Sports
Visit www.johnabbott.qc.ca/physed for more info.
ACTIVITY 109-104-02 (0.2.1)
Course 109-104 requires students to set personal objectives or goals specific to their chosen activity and to later evaluate
their attainment of these goals. Throughout the semester, students evaluate their skills and identify any difficulties they
encounter. Students learn to respect the rules and safety procedures specific to their chosen activity.
Examples of 109-104 course offerings:
AQUATICS
OUTDOOR EDUCATION
RACQUETS
Swim Conditioning
Alpine Skiing
Kayaking
Snowboarding
Cross Country Skiing
Orienteering
Rock Climbing
Winter Camping
Mountain Biking
ECO Camping
Paddling Skills
Badminton
Squash
Tennis
FITNESS
Pilates
Yoga
Jogging
Dance
INDIVIDUAL SPORTS
Golf
Martial Arts
TEAM SPORTS
Basketball
Curling
Soccer
Volleyball
Visit www.johnabbott.qc.ca/physed for more info.
ACTIVE LIVING 109-105 (1.1.1)
P: 109-103-02 & 109-104-02
Courses 103 and 104 are prerequisites for course 109-105, which is an extension and amalgamation of both. Students learn
to plan, practice and evaluate activities in a health perspective. They plan and execute their own programs and practice within the context of the realities of their lives. At the completion of this course, students have the necessary tools to take control
of their healthy and active futures.
Examples of 109-105 course offerings:
AQUATICS
INDIVIDUAL SPORTS
RACQUETS
Individual Swim Program
Golf
Martial Arts
Squash
Badminton
Tennis
FITNESS
Step Workout
Individual Fitness Programs
Mind Body Fitness
Spinning
Core Strength Training
Dance
OUTDOOR EDUCATION
Bicycle Camping
Canoe Camping
Canoe / Kayak Camping
Mountain Hiking and Camping
Urban Outdoor Activities
Outdoor Survival
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TEAM SPORTS
Curling
Team Sports
Volleyball
Soccer
Basketball
COMPLEMENTARY COURSES
Complementary courses provide an opportunity for students to explore subjects outside their field of
concentration and are offered in five areas: Social Science, Science and Technology, Foreign Languages,
Mathematics and Computer Science, Arts & Aesthetics. Students must take two complementary courses
as part of their General Education requirement. The following complementary courses are offered at
John Abbott College but not all of them are offered each semester. Students are advised to check the
complementary section of the Schedule of Classes each semester for course offerings.
COMPLEMENTARY RULES
DOMAIN
01
SCIENCE AND TECHNOLOGY
DOMAIN
02
MATHEMATICS
DOMAIN
03
SOCIAL SCIENCES
DOMAIN
04
COMPUTER SCIENCES
DOMAIN
05
ARTS AND AESTHETICS
DOMAIN
06
FOREIGN LANGUAGES
• Students are encouraged to select courses from subjects that are outside their program of study.
• All programs, except Liberal Arts, require students to take two courses totalling four credits, from two different
ensembles within the Domains.
• Each ensemble has a different competency.
• It is possible to take two of the same ensembles as long as they are from two different Domains.
Example 1:
A Social Science student can select “Introduction to Computers” (Ensemble 1) in the Science
Domain and “Intro to Programming” (Ensemble 2) in the Science Domain as they are in two
different ensembles.
Example 2:
A Social Science student can select “Introduction to Computers” (Ensemble 1) in the Science
Domain and “Spanish 1” (Ensemble 1) in the Foreign Language Domain as they are in two
different Domains.
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COMPLEMENTARY COURSES
• Note the program restrictions on each complementary course listed in the schedule of classes.
ANTHROPOLOGY
FORENSIC ANTHROPOLOGY
381-DBE-AB (3.0.3)
Forensic Anthropology is an applied
field of Anthropology directed at the
recovery, identification, and evaluation of human remains in a criminal
context. As a complementary, this
course is designed to provide students
with an introduction to the scientific
perspective of Anthropology and its
application to forensic technology.
The course is focussed on
Anthropology’s “Holistic Perspective”
in understanding questions of death
and disposal (taphonomy) and identification of individuals from skeletal
remains (forensic osteology) and
involves hands-on experience in
assessing actual skeletal remains. The
course will be of practical value to
students considering a career in
Forensic Science, Archaeology,
Physical Anthropology, Police
Sciences, Criminology, and Law and
of general interest to any student who
wishes to learn about the forensic sciences.
BIOLOGY
BIOLOGY OF SEX
101-DAA-03 (2.1.3)
A Biology complementary course for
non-science students which examines
reproduction in humans as well as
other organisms.
cerned about the environment and
man’s impact on the environment.
This course will look at the relationships between science and technology and will focus on environmental
challenges arising from recent scientific and technological discoveries.
This course will include an introduction to the basic principles of Ecology
including ecosystems, energy transformations, communities and populations. These principles will then be
applied to the study of some of the
critical environmental problems facing
man today such as air and water pollution, global warming, damage to the
ozone layer, human population
growth, and ecotoxicology.
This course may be taken as part of
the Environmental Studies Certificate.
BUSINESS
BASICS OF BUSINESS
401-DAA-03 (3.0.3)
This course is designed to introduce
students to the primary functional
areas of business study, including
Management, Marketing, Accounting,
Finance and Law. Students acquire an
extensive knowledge of business
terms and concepts as well as the
analytical and decision-making skills
needed for any future business courses.
INTRODUCTION TO
HANDBUILT CERAMICS
570-DBA-03 (1.2.3)
This course may be taken as part of
the Women’s Studies and Gender
Relations Certificate.
INTRODUCTION TO THROWING
ON THE POTTER’S WHEEL
570-DBB-03 (1.2.3)
This Biology complementary course
for non-science students should be of
interest to all students who are con-
CLIMATE CHANGE
FROM SNOWBALL EARTH TO
GLOBAL WARMING
202-DAC-AB (3.0.3)
This course is not so much a chemistry course per se, but rather an earth
science course that uses notions of
physics, geology, chemistry and biology to look at our planet’s changing climate. Climate change is a hot topic
these days, with global warming rearing its ugly head. Did you know that
Earth’s climate has been evolving constantly and naturally for millions of
years? Were you aware that climate
has been known to change over the
course of a human lifetime without
human influence? Did you know that
qualifying carbon dioxide as a ‘toxic
gas’ is largely a fallacy? Or that we
are facing the prospect of a new ice
age within just a few hundred years,
either man-made or natural?
This course starts with an introduction
detailing global circulation and the
basics of climate before moving on to
take a look at climates of the past. It
then covers atmospheric pollution
and finishes with a study of the current global warming issue.
CHEMISTRY OF SEX
202-DAB-03 (3.0.3)
CERAMICS
Topics covered include the evolutionary significance of sex, embryology,
anatomy and physiology of the reproductive system, nervous and
endocrine regulation of sexual behaviour, conception, pregnancy, birth,
lactation, contraception, abortion,
and sterilization. Some of the new
technological developments for genetic manipulation and fertility will be
studied. The material is taught
through lectures and A/V presentations. Some lab demonstrations may
be included.
ENVIRONMENTAL BIOLOGY
101-DAB-03 (2.1.3)
CHEMISTRY
This course introduces students to
basic ceramics techniques, including
traditional construction methods
(pinching, coiling and slab building),
decoration, glazing and the firing of
objects. The emphasis is on individual
practical work, supplemented by
instructor lectures and demonstrations.
This course introduces basic ceramics
techniques, throwing on the potter’s
wheel, decoration, glazing and firing,
and emphasizes individual practical
work, supplemented by instructor lectures and demonstrations.
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This course deals with some of the
current issues involved in sex hormone chemistry and therapy,
pheromones and the chemistry of sex
attraction. It examines the link
between structure, chemistry and
physiological effect of the major male
and female sex hormones, and discusses the scientific basis of pregnancy testing, oral contraceptives (i.e. the
“pill”), the “morning after” pill, and
the treatment of female and male
infertility. The pros and cons of taking
synthetic estrogens, progestins and
anabolic steroids are also examined.
Pheromones and the chemistry of sex
attraction in insects are investigated
along with potential applications of
pheromone based pest control. Also,
evidence pointing to the existence of
human pheromones and their possible role in human sexual attraction is
examined.
CHEMISTRY OF WINEMAKING
AND BEER BREWING
202-DBA-03 (1.2.3)
The techniques of winemaking and
beer brewing are presented in this
course from a chemical perspective.
The chemistry of fermentation is
examined against a backdrop of wine
and beer culture, including the history
of wine and beer, the cultivation of
grapes, and modern scientific winemaking and beer brewing practices.
The scientific approach will be further
explored in a laboratory setting, in
which students will experimentally
determine characteristic features of
wine and beer such as acidity, sulphur
levels, and alcohol content. A three
step tasting protocol will be introduced to allow for critical evaluation
of different wines and beers. A batch
each of wine and beer will be assembled and made in class, and students
will have the opportunity to repeat
the process at home, effectively putting into practice what they are learning in the classroom.
CHEMISTRY OF CRIME
202-DBC-03 (2.1.3)
COMPUTER SCIENCE
ENHANCING YOUR COMPUTER
KNOWLEDGE
420-DAB-AB (1.2.3)
This course will enhance your computer knowledge by covering key concepts and developing your knowledge
of today’s popular software. It will
explore contemporary software such
as file management, word processing,
presentation graphics, and spreadsheets. General computer concepts
will help students assess and determine their needs in home computing.
INTRODUCTION TO ECOMMERCE
420-DAC-AB (2.1.3)
This course will encourage students to
consider the place, role and evolution
of the basic principles of E-Commerce
in our society and to characterize its
different uses. Topics covered will
include, understanding E-Commerce,
INTRODUCTION TO
PROGRAMMING WITH
VISUAL BASIC
420-DBA-03 (1.2.3)
A hands-on course in Visual Basic
programming. In this course the student will learn how Visual Basic can
be used to build small programs that
run on a Windows PC. Topics
include an introduction to the Visual
Basic integrated development environment, the Visual basic programming language, building error free
Windows applications with forms,
controls, properties and event procedures. This course assumes that the
student knows how to work with the
Windows graphical user interface and
can use Windows Explorer to manipulate folders and files.
INTRODUCTION TO
PROGRAMMING WITH VISUAL C++
420-DBF-03 (1.2.3)
This course introduces structured and
disciplined approaches to computer
programming and problem solving to
solve everyday computing problems.
In this course, the C++ programming
language forms the basis for the study
and implementation of computer
algorithms and for the development of
structured programming techniques.
Topics include, an introduction to the
Visual C++ Integrated Development
Environment (IDE), basic C++ language syntax, structured programming
principles, and the debugging and
testing of code using the Visual C++
IDE. This course assumes that the student knows how to work with the
Windows graphical interface, and can
use Windows Explorer to manipulate
files and folders.
GRAPHICS PROGRAMMING
USING FLASH
420-DBH-AB (1.2.3)
This course will introduce the student
to the basic principles of graphics programming. Students will learn about
programming and use Macromedia
Flash to create various types of graphics and games. The student will learn
about sound, motion, tweens, and
ActionScript programming. As well,
each student will create a website
that includes their work.
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ENGINEERING
IT IS ROCKET SCIENCE
244-DBB-AB (1.2.3)
This course provides an exciting introduction to the fascinating world of
rocket science, undoubtedly one of
humanity’s foremost technological
achievements. Perceived to be
exceedingly complex, and beyond the
capabilities of all but the most gifted
scientists and engineers, this course
will demonstrate that its fundamentals
are within the grasp of all who are
interested. Science, mathematics and
the art of flight, will come to life with
the building and launching of model
rockets. No previous scientific or
mathematical background is required,
only an interest in understanding what
Rocket Science is really all about!
FINE ARTS
INTRODUCTION TO
PRINTMAKING
511-DBA-03 (1.2.3)
This preparatory course will touch
upon the major aspects of printmaking
processes. Students will integrate pictorial experiences in painting and
drawing, and apply these various
facilities to basic printmaking methods. Emphasis will be on individual
and practical use of media. Students
will share their insights with others in
a group setting.
INTRODUCTION TO DRAWING
511-DBB-03 (1.2.3)
This introductory course examines
drawing as a means of visual expression that encompasses the processes
of seeing, thinking, making and communicating. Students learn about the
expressive elements of drawing and
explore a variety of media such as
pencil, charcoal, ink and collage.
Emphasis is placed on the observational aspects of drawing as well as
the acquisition of fundamental drawing skills. In this hands-on course
drawing is approached as a skill that
can be learned and no previous
drawing experience is required.
INTRODUCTION TO PAINTING
511-DBC-03 (1.2.3)
This course is about discovering what
makes a painting. It will provide students with an introductory foundation
to the fundamentals of making a
COMPLEMENTARY COURSES
This course takes an in-depth look at
how the modern sleuth uses a wide
array of scientific techniques to solve
crime. Students will get to play detective and investigate some well-publicized cases.
building an income generating website, traffic building techniques, and ECommerce security concerns.
painting. Students will apply what
they learn to a number of in-class
assignments, and to different kinds of
picture making: still lives, landscapes,
etc... The main objective is for each
student to gain a working understanding as to what a painting is and what
potential it may hold in store for them.
INTRODUCTION TO VISUAL
LITERACY
511-DBE-03 (1.2.3)
Based on the idea that visual images
are a language, this course introduces
students to basic elements and mechanisms of visual language by exploring and comparing its use in different
communication contexts. The course
goals are pursued in the Digital
Media Computer Lab employing various computer graphic programs.
FOREIGN LANGUAGES
At John Abbott College students have a
choice as complementary courses to
study the following Foreign Languages:
German, Italian, Mandarin, and
Spanish.
These language courses are primarily
offered at Beginners level, though students who have studied at least two
years of the language in High School, or
are native of that language are strongly
encouraged to enroll in higher levels.
Descriptions of the advanced language courses are listed under the
Creative Arts, Literature and
Languages Program p. (51)
Note: Language courses Level III and
Level IV are offered only in the winter
semester.
*Please contact an Academic Advisor or
the Chair of the Foreign Languages
department for further information.
GERMAN I
609-DAA-03 (3.0.3)
This course is designed for students
who have no knowledge of the
German language. It focuses on the
acquisition of the basic grammatical
structures within the context of everyday activities related to student’s
immediate environment. The development of the acquisition of the language will include four proficiencies:
aural and written comprehension;
oral and written expression.
ITALIAN I
608-DAA-03 (3.0.3)
In order to give maximum exposure
to the language, the course will be
conducted in Italian. The course is
designed for students with no previous knowledge of Italian.
The aim of the course is to develop
basic oral expression, listening comprehension and elementary reading
and writing skills. Students will acquire
fundamental grammar structures and
vocabulary and learn communicative
skills for simple everyday situations.
Students will also develop awareness
and understanding of the cultural context of the Italian language.
MANDARIN I
613-DAA-AB/01 (3.0.3)
Mandarin I is designed to introduce
students to the language, as well as to
provide insights into the life and culture of China. Students will begin to
de-mystifying the Chinese language
by learning the Mandarin phonetics,
some characters, and simple sentence
structures. Upon completion of the
course, students will acquire basic
communication skills to hold simple
conversations, and be able to read
and write short texts. This course is
intended for students who have no
knowledge of the language or any
Chinese dialect.
SPANISH I
607-DAA-03 (3.0.3)
The primary aim of the Spanish discipline is for the student to develop fluency in understanding, speaking,
reading, and writing Spanish and to
appreciate its cultural diversity.
This course is for students with no
previous knowledge of Spanish. This
level I course focuses on the acquisition of the basic grammatical structures of the language while
emphasizing the development of
aural and reading comprehension as
well as oral and written expression.
SPANISH II
607-DBA-03 (3.0.3)
Prerequisite for this course is Spanish
I (607-DAA-03). However, students
that have studied Spanish for at least
two years in High School may register
for Spanish II.
This course emphasizes writing,
vocabulary acquisition, and the study
of more complex grammatical structures. Conversation, group activities,
and projects are emphasized.
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MUSIC
MUSICAL LITERATURE:
A HISTORY OF AFRO-AMERICAN
INFLUENCED ROCK MUSIC
550-DAB-03 (3.0.3)
“From the Blues to the Beatles and
beyond … ” This course is an ethnomusicological survey of the roots and
development of Black influenced
Music in North America. This course is
designed to develop musical appreciation, perception and awareness and
will acquaint the student with various
forms of Afro-American Popular Music,
performance styles and their influence
on rock music in general. Special
emphasis will be placed on listening
and aural analysis – being able to recognize characteristics in the music
studied – by means of recordings,
videos and live performances as well
as classroom lecture-demonstrations.
MUSIC OF OUR TIME
550-DAC-AB (2.1.3)
This general music history survey
course is designed primarily to bring
students along the road to being
knowledgeable music lovers. Much
of the content will reflect the realization that the musical system of
Western Europe and the Americas is
of great importance, but that it is also
one of several among the civilizations
of the world. While emphasis is
placed on the mainstream of Western
tradition of the 20th and 21st
Centuries, all important developments will be discussed, including
attention to popular styles of music –
blues, country, film, folk, jazz, latin,
musical theatre, pop, rock, swing,
traditional, world and many others.
A HISTORICAL SURVEY OF
WESTERN ART MUSIC
550-DAA-03 (3.0.3)
This general survey course of
Western art music will demonstrate
how music, growing out of its own
past, has shaped its own development. The course will begin with
early developments during Antiquity
and proceed chronologically through
the Medieval, Renaissance, Baroque,
Classical, Romantic and 20th Century
eras and conclude with current
trends in the arts, specifically related
to music. Emphasis will be placed on
developing appropriate aural skills for
informed listening.
NUTRITION
DIET, WEIGHT & DISEASES
120-DAB-03 (3.0.3)
Diet, Weight, and Diseases is based
on the premise that by understanding
the relationship between degenerative
diseases (such as cancer, diabetes,
and cardiovascular diseases) and
lifestyle choices, one could identify
one’s risk factors and ultimately prevent the development of these diseases. This course provides the
student with the knowledge and skills
needed in order to 1) characterize
health, diseases and dietary behaviour; 2) illustrate how nutrition relates
to health and diseases; 3) explain the
aetiology of the diseases and the different stages of their development; &
4) deduce the various dietary recommendations and practices arising from
the established links between diet and
diseases.
NUTRITION TODAY
120-DBA-03 (1.2.3)
Nutrition Today provides the student
with the knowledge and skills needed
to 1) describe the science of nutrition;
2) explain contemporary nutritional
issues; 3) discuss dietary and health
strategies with the help of guidelines;
and 4) develop scientifically-, ethically- , and environmentally-sound
dietary plans.
SPORTS NUTRITION
120-DBB-03 (2.1.3)
Sports Nutrition provides the student
with the knowledge and skills needed
to develop nutritionally- sound strategies to train and/or compete in
power- and/or endurance sports
using the basic criteria of a healthy
ART OF LIVING WELL
120-DBC-03 (1.2.3)
In the past few years, perspectives on
health have been evolving in multiple
ways. Diversity in perspectives is partly
shaped by the fact that health has
been advertised as a commodity. The
idea that achieving total health is within the grasp of every individual has
been promoted by alternative health
practices. This idea has been a catalyst
in marketing multiple health-related
products and services. Although the
majority of products and services are
considered quackery according to scientific criteria, the complementary
views on health have been successful
in delivering care and comfort to people. Science has been promising cures
for diseases through modern technology. However, its ability to promote
overall health has been limited.
Selecting and individualizing the best
elements of conventional (scientific) and
alternative practices for improving
health continues to be a challenge for
people. One approach, which is used
by both disciplines, is wellness: eating
well, being active, relaxing, and avoiding exposure to harmful substances. The
Art of Living Well is founded on the
premise that wellness can be individualized and uses the best elements of different practices in promoting health.
PHYSICS
SPORTS AND SPORTS
EQUIPMENT
203-DAB-03 (2.1.3)
Designed for non-science students,
this course offers a hands-on, nonmathematical approach to understand
the underlying principles for athletic
performance and sound technique.
Students will be engaged in many outdoor and indoor activities to explore
both mainstream and fringe sports,
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focusing on the physical principles and
concepts behind the sports equipment, the technique for playing the
sports (biomechanics), and the impact
of new technologies on the athletes,
the fans, and the games themselves.
The course will introduce the student
to the basic laws of mechanics and
will look at how these laws are germane to a large variety of sports.
Emphasis will be placed upon specific
applications. When appropriate,
training techniques will be studied, as
well as commonly used athletic testing procedures.
Material will be presented through a
combination of hands-on activities, inclass modules (combining teacher presentations with peer discussion and
exploration), demonstrations and projects. Students will be actively involved
during much of the class, either
observing or participating in an analysis
of biomechanical principles. Small
group work for activities and projects
will employ simple measurements and
analysis to examine sport techniques.
MYSTERIES, MAGIC & MYTH
203-DBC-AB (1.2.3)
Nature, at times, can be so strange it
appears magical, behaving in totally
unexpected ways. Humans, too, like
to present things with a magical touch.
This course introduces students to the
mysteries, magic, and myth of natural
or man made phenomena. During
lectures illusionary phenomena with
real equipment will be presented;
moreover, a magician will present and
explain some magic tricks. Students
will investigate a variety of intriguing
phenomena with a hands-on
approach. They will be trained in the
performance of some magic tricks. Inclass explanations and discussions will
lead students to identify and explain
the scientific laws involved, without
the use of mathematics.
PSYCHOLOGY
INTRODUCTION TO
PSYCHOLOGY
350-DAA-03 (2.1.3)
This course introduces students to the
scientific study of human behaviour.
Major topic areas include: 1) the
major theoretical approaches to the
study of psychology, 2) scientific
COMPLEMENTARY COURSES
In our society, consumers regularly
face conflicting information on food,
nutrition, health and many other
nutrition-related topics. Our society’s
quick-fix mentality, profit-making attitude, and market-based economy
constantly generate controversy, particularly over nutrition and health.
These controversies flourish in both
the scientific and non-scientific fields.
How do we make sense of contemporary issues such as genetically modified foods, chemically altered foods,
unregulated herbal products, environmentally-sound diets, ethically-sound
diets, and alternative dietary guidelines?
diet and the metabolic principles of
sports nutrition. Specifically, the student will be able to 1) describe the
science of nutrition; 2) describe
health-related and sport-related fitness; 3) describe nutritional factors
for power and endurance sports; 4)
formulate the criteria of a healthy
diet and the metabolic principles of
sports nutrition; and 5) develop scientifically sound training and performance diet plans.
research methods in the behavioural
sciences, 3) the biological basis of
psychology including genetics, the
brain and nervous system, sensation,
and perception, 4) learning and
memory, 5) stress. The emphasis is
placed on how knowledge in each of
the aforementioned areas can be
applied to daily life.
INTERACTION AND
COMMUNICATION
350-DBA-03 (2.1.3)
Communication makes us human:
whether at school, work or play we are
constantly absorbing information, asking questions and trying to make sense
of and share our discoveries. We often
take this feature of our experience for
granted, not realizing that social interaction and communication are skills
which can be studied and improved
upon to enhance the quality of our
lives. This course exposes students to
the patterns of communication and
social interaction and helps them
appreciate the potential for personal
development that may follow.
Topics covered in this course include:
relevant components of the processes
of human interaction and communication; self image, self confidence,
and their characteristics; interpersonal
perception; verbal and nonverbal
communication; obstacles and suggestions for enhancement; decision
making and problem solving; work
groups; leadership and membership;
assertive and compliant behaviors and
their consequences.
PUBLICATION DESIGN &
HYPERMEDIA
INTRODUCTION TO WEB DESIGN
412-DBB-AB (1.2.3)
This course presents both the theoretical basis of designing an effective,
functional web site and the hands-on
mechanics of creating such a site
using Dreamweaver and HTML.
Students will work with the three
basic web page elements – text, links,
and multimedia (primarily images and
sounds) – to create web sites that are
technically functional, aesthetically
pleasing, and marketable. They will
also learn to upload their sites.
PHOTOSHOP FOR PRINT
AND THE WEB
412-DBC-AB (1.2.3)
Many students today take digital photos
and print them or use them on the
web. They also scan regular photos for
print or internet applications. These
photos can often be enhanced in
Adobe Photoshop, the industry standard photo manipulation software used
by almost everyone to prepare digital
photos and scanned images for printing
and internet applications. Using Adobe
Photoshop CS2, you will learn to
retouch and optimize your digital photos and scanned images for print and
the web. Computer skills you will
develop include colour correction,
cropping, colorization, compositing,
selecting, resizing images, masking and
layering, changing image formats, using
channels, transparency, compression,
cloning and painting. You will learn
proper scanning techniques and how
to take better digital photos.
CREATIVE ARTS
FILM
CINEMA AND SOCIETY
530-DAA-03 (2.1.3)
This course explores the ways cinema
can reflect, criticize or support social
organizations and their values or myths.
Each year the course concentrates on
different themes, e.g., war and peace.
This course may be taken as part of
the Peace Studies Certificate and the
Women’s Studies and Gender
Relations Certificate.
MODERN CINEMA
530-DAD-03 (2.1.3)
This course explores the ways cinema
can reflect, criticize or support social
organizations and their values or myths.
Each year the course concentrates on
different themes - e.g., war and peace.
QUEBEC CINEMA
530-DAE-03 (2.1.3)
The popularity and international
stature of Quebec cinema have
grown immensely over the past twenty years. Films produced in Quebec
have been recognized for their
unique social content, sophistication
and artistic energy. This course presents some of the most compelling
Quebec films of this period. (A
knowledge of French is not necessary
for this course: films that are not in
English will have sub-titles.)
INTRODUCTION TO CINEMA
530-DAM-03 (3.0.3)
Designed for both beginners and more
experienced students of film, the primary
objective of this course is to help students
understand the fundamentals of film criticism: how a film tells its story and realizes its meanings.
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TELEVISION
VIDEO PRODUCTION
530-DBC-03 (1.2.3)
This complementary course is
designed for students outside of the
Creative Arts discipline who wish to
experiment with video. Various styles
of video production will be explored
and during the semester students will
work on a production that could be a
part of an assignment for a course
taken within their discipline.
INTRODUCTION TO
BROADCAST MEDIA:
RADIO AND TELEVISION
585-DBF-03 (1.2.3)
In this course students learn how to
prepare talk shows, newscasts and promotions for radio and television
through planning, creativity, writing,
speech, directing, visualization and
production techniques. Classes are
structured in two parts: A) Radio in
which announcing theories and techniques are explained and demonstrated. B) Television involves practical work
in the studio under the instructor’s
supervision. A newscast is produced.
PHOTOGRAPHY
DARKROOM PHOTOGRAPHY I
585-DK1-AB (1.2.2)
This is a course in black and white
35mm.photography. In it students
learn the tools and techniques of
camera functions, film exposure and
development and fine printing. They
are introduced to the aesthetics of the
black and white photographic tradition as well as to contemporary issues
addressed by artists using this medium. Students work on technical exercises and create a final portfolio that
demonstrates technical proficiency
and expresses the student’s developing artistic vision.
There is a $150.00 course fee for
materials and camera rental.
Please note: Students registering for
Darkroom Photography 1 and Darkroom
Photography 2 must have a couple of
hours available on either Wednesday or
Friday between 9:30 a.m. to 4 p.m. to
work in the darkroom on their assignments.
Course cost is $100.00 for materials
and $60.00 for camera rental.
RELIGION
MAGIC, RELIGION AND
SCIENCE
370-DBA-03 (3.0.3)
This course examines the nature of
faith in magic, religion and science. It
explores the development of Western
religion in terms of the suppression of
local cultures, of women, of magic
and the “irrational,” and the subsequent expression of religion by the
cult of science (Scientism). Student will
be introduced to some different explanations for an practical experiences
with various forms of divination.
In addition, depending on student’s
program and her or his personal interests, each will explore a topic in
either the rationality, the ideology, or
the iconography of magic, religion
and science.
CULTURE AND MEDIA
387-DBC-03 (3.0.3)
This course introduces students to our
world and the world in which we
want to live from the perspective of
the media – television, radio, newspapers, magazines. It focuses on how
media messages influence our thinking about our society and each other.
For example, how does sex-role
stereotyping in advertising and
pornography encourage feelings of
sexual inadequacy and isolation? Is
violence on television used as a
means of social control to instill fear
in us? Who owns the media and how
do they influence the content we
accept as “truth”? Are advertisers selling us a synthetic culture in an unreal
world which doesn’t exist? This course
helps students understand our media
and how it influences our lives.
SOCIOLOGY
CRIME AND DEVIANCE
387-DBA-AB (3.0.3)
COMPLEMENTARY COURSES
The purpose of this course is to introduce the student to the topic of
Deviance and Crime. Students will
learn the concepts, theories and
methods used by criminologists who
engage in this social science. Students
will also have an opportunity to learn
more about specific crimes such as
murder, sexual assault, prostitution,
drug abuse, organized crime and
business crime.
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FEES AND FINANCIAL ASSISTANCE
PAYMENT OF FEES
Any fees collected by the College may be paid by cash, cheque, Master Card, VISA or bank cards (Interac, Instabank,
etc.), or money order made payable to John Abbott College. A $15.00 College charge will be imposed for each cheque
returned because of insufficient funds.
If your fees are paid by an outside Agency (e.g., Travail Quebec, School Board) you must inform the Registrar’s Office at
the time of Registration.
STUDENT FEES
REPLACEMENT OF IDENTIFICATION CARDS
Student fees are $142 per semester for full-time day students and $33 per course for part-time day students. Fees
are subject to change on a yearly basis. Students who do
not pay the fees will not be permitted to register.
Students who lose their ID card or pick up their first ID card
after the third week of classes will be required to pay a
$10.00 fee. All ID cards are updated with a sticker each
semester. Replacement of this sticker costs $5.
The fees are divided into five categories: registration fee
$20 ($5 per course for part-time day students), educational
support fee $25 ($6 per course for part-time day students),
student services fee $42 ($10 per course for part-time day
students), student association fee $45 ($12 per course for
part-time day students), student association capital campaign fee $10 for full-time students. Refer to the Student
Services section of the Course Calendar for further information regarding the disbursement of the funds.
STUDENTS WITH OUTSTANDING DEBTS
1. Students with outstanding debts will be informed in writing by the individual department.
2. Students will not be permitted to register for a subsequent semester until the debt is paid.
The Student Fees Refund deadline is published each semester in the Schedule of Classes.
INTERNATIONAL STUDENT FEES
Student Visa Holders with authorization to attend John
Abbott College must pay the following fees, in addition to
the Student Activity Fee:
TUITION FEES
Quebec residents who are full-time students following a
program of study do not pay tuition fees for CEGEP credit
courses. Registration and other fees established by the
College are listed in the Schedule of Classes.
The following tuition fees are based on the rates of the
2008-2009 academic year. An increase of about 2% is
expected. Updated tuition fees will be posted on the John
Abbott College website once they are made available.
Some courses may have costs for materials and/or equipment used in class. The costs for these courses are listed in
the Schedule of Classes must be paid at registration. These
fees are totally or partially refundable according to the dates
pre-established for each semester by the College.
Tuition Fees: $4,090 per semester for pre-university programs and for Computer related and Social technologies,
$5,295 per semester for Theatre and Science technologies,
and $6,339 per semester for biological (or health-related)
technologies as established by the Ministry of Education.
These fees are subject to change from year to year. Tuition
fees must be paid by the first day of classes each semester.
SUMMER COURSES
There are tuition fees imposed by the provincial government for courses offered during the summer.
Health and Accident Insurance Fee: Obligatory Health and
Medical Insurance for international students: It is mandatory for all International students to participate in the group
insurance plan for foreign students attending CEGEPs. The
insurance has to be purchased through the College: The
cost for the insurance for a year is $ 936 (Aug. 1, 2009 –
July 31, 2010). Updated fees for 2009-2010 will be posted
on the Fees and Financial Aid section of the John Abbott
College website once available
All fees are listed in the Summer School Schedule and are
subject to change on a yearly basis. Please refer to the
Schedule of Classes for a complete listing of fees applicable
to the current semester.
ACCIDENT INSURANCE
Students (except student visa holders) may pick up information for a low-cost insurance plan at the beginning of the
semester. This plan supplements Medicare and helps cover
among other expenses, ambulance, physiotherapy, dental
and out-of-country costs. Students are covered 24 hours a
day from August to August. Annual premiums are $11.00
for females and $20.00 for males.
Payment for the insurance must be made in person by cash
or Credit/Debit card at the Financial Services Office, SH209 during regular business hours, or by mailing a money
order, travelers cheques, or a personal cheque payable to
John Abbott College , Financial Service, 21275 Lakeshore
Raod, Ste-Anne de Bellevue, QC, H9X 3L9, before the start
of the semester.
These prices are subject to change. Detailed information
and application forms are available in Student Activities,
Herzberg, Room 159.
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Participation in the insurance plan is mandatory for all eligible foreign students. However, any eligible foreign students
may be exempt from participation if they can demonstrate
their enrolment to the Quebec Health Insurance Plan under
the reciprocity agreement for health and social security
signed with certain countries (Denmark, Finland, Greece,
Luxembourg, Norway, Portugal and Sweden)
The International Programs Office will order your insurance
automatically in accordance with your registration records.
You do not have to advise the office to order the card for
you. Upon your first day of classes, please come to the
International Programs Office, located in Herzberg H 416
and we will provide you with a fulfillment package which
includes an insurance card and a booklet explaining your
coverage in more depth and a claim form.
College Fee: $50.00 fee applicable to Student Visa holders
admitted to the College from outside Canada. Established to
pay for additional expenses incurred by the College, this fee
must be paid at the time of confirmation.
Please note that International Students are not eligible to
receive Canadian or Quebec government assistance.
NON QUEBEC RESIDENT FEES
Canadian citizens born outside Quebec and permanent residents registered in a cegep who do not qualify as residents
of Quebec in accordance with the “Règlement sur la définition de résident du Québec” will be required to pay non
resident tuition fees, in the amount of $990 per semester
for a full-time student and $4.45 per hour for a part-time
student.
All tuition fees are subject to change without notice.
FINANCIAL ASSISTANCE
John Abbott students may benefit from various sources of
financial assistance:
a) Quebec Student Loans and Bursaries program
b) Canada Student Loans program
c) John Abbott College Bursaries and Scholarships - see list
d) Part-time employment in the College and externally may
be found with the help of the Student Employment
Centre in Student Services, Herzberg, Room 138.
GENERAL INFORMATION
Students who need financial assistance should consult the
Financial Assistance Office in Herzberg, Room 139. For
more information, please refer to the Student Services
Section of the Calendar.
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STUDENT SERVICES
The Student Services Division provides comprehensive programs,
activities and services which directly support the College’s educational mission and respond to student needs. Focusing on the
enhancement of student learning and personal development,
Student Services is also concerned with the general quality of student life on campus and student engagement. Student Services
Departments are located along “Main Street” in the Casgrain
Centre, Herzberg Building and Stewart Hall.
UNIVERSITY AND CAREER INFORMATION CENTRE
The University and Career Information Centre is a centralized resource centre that contains a wide variety of information on college, university and career information.
Located in Student Services it contains a large collection of
university and college calendars, directories of educational
institutions, directories of subjects and programs, university
application forms, admissions tests, up to date information
on employment prospects and job search techniques as
well as access to Internet resources on university information. There is also a collection of pamphlets, books and
monographs describing different occupations and careers.
Reference assistance is available.
ORIENTATION
Orientation introduces new students to the College and
assists them in making a smooth transition from high school.
Orientation activities help students learn about the campus
facilities, services, activities and resources available to them.
Students are required to participate in a special August program, which includes a session on strategies for success in
college, campus tour, Student Services multi-media show,
and an opportunity to meet staff members and ask questions. Students receive their Agenda books and ID cards.
They can also buy their books and parking permits.
COUNSELLING
For many students, entering CEGEP means having to make
important adult decisions for the first time. A counsellor can
help students to develop decision-making and problemsolving skills.
During the first week of classes, various social events are
held to facilitate integration into campus life.
Personal Counselling
Counsellors can help students sort out thoughts and feelings
in many areas, including family problems, depression, shyness, anxiety, relationships, sexual abuse, homesickness and
communication skills.
ACADEMIC ADVISING
The primary purpose of Academic Advising is to provide students with accurate information and to assist students to realize educational opportunities available to them. Academic
advisors encourage students to make informed decisions
regarding education, career and life goals by relating the students’ interests, skills, abilities, and values to careers, higher
education and the world of work. Advisors also maintain a
valuable link between students and the College by providing
information about students’ needs, preferences and performance to program committees, program chairs, and academic
management for use in making institutional decisions and
policy. Academic Advisors work with students individually on
an appointment basis. Confidentiality and friendly, personalized attention is assured.
Career Counselling
Students are helped by counsellors with their career decision making by learning more about their interests, abilities,
values and by finding about various career possibilities. This
is accomplished through discussion, testing and the use of
computerized career exploration programs.
Educational Counselling
Counsellors offer students assistance with areas such as time
management, classroom presentations, exam anxiety, dealing with teachers and procrastination.
The Counselling department, in monitoring the Standing
and Advancement Policy, works with students who have
poor academic records. Refer to the Policies and Procedure
Section of the Calendar for further information on the
Standing and Advancement policy.
Advisors deal mainly with three basic areas of information:
College Information
Academic advisors help students select a course of study to
meet diploma requirements while respecting the individual’s personal, educational and career goals. In addition
they provide information about the college’s policies, procedures, resources and programs.
LEARNING CENTRE
The Learning Centre offers academic support to students. It
provides individual consultation and assessment of study
habits and attitudes, as well as personalized plans of action
to succeed in college. It also offers free tutoring and a series
of College Success Workshops which include practical
instruction and step-by-step strategies for studying, timemanagement, note taking, listening, effective reading, oral
presentation, math and test taking. Through its English as a
Second Language (ESL) program, special tutoring assistance
is offered to students whose first language is not English.
The Centre also has a Read and Write Lab which is opened
to 2nd language and any other student needing assistance
with speaking, reading and/or writing the English language.
University Information
Academic Advisors inform students about university
entrance requirements and help with the completion of
university and scholarship application forms.
Career Information
Academic Advisors assist students to relate educational programs to their career goals.
Because the CEGEP system places the responsibility for
meeting diploma requirements on students, all students
are encouraged to meet an Academic Advisor at least
once each semester.
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STUDENT SUCCESS SERVICES
SPORTS AND RECREATION
Student Success Services offers programs and services
designed to support and increase academic success. The
Student Success Specialist engages in outreach activities aimed
at first semester students, students in entry programs, academically weak students, and students on academic probation.
John Abbott students may participate in athletic activities at
recreational, intramural and intercollegiate levels. College
facilities include three gymnasiums, pool, skating rink, playing fields, weight training and exercise rooms, sports therapy
equipment, squash and racquetball courts.
This office works with the college community in activities
such as mid-semester evaluation, orientation, staff development and the coordination of the “Early Alert” system. The
specialist also works with both ad hoc student committees
and faculty and staff advisory committees toward the creation of strategies for student success.
Recreation: Students may use the facilities during recreation periods and sign out equipment from the Casgrain
Centre equipment room. There are also more than 35
recreational clubs.
Intramurals: Students may register with the intramural coordinator for: basketball, volleyball, badminton, cosom hockey
and indoor soccer for league and tournament competition.
The focus of the intramural program is in the winter semester.
STUDENT EMPLOYMENT CENTRE
Intercollegiates: The John Abbott Islanders compete in the
FQSE CEGEP league in women’s basketball, men’s basketball (two teams), women’s flag football, mixed golf, lacrosse,
women’s hockey, women and men’s rugby, women and
men’s soccer, mixed swimming and tennis, women and
men’s volleyball, baseball, competitive cheering, crosscountry running and synchronized swimming. Women’s
and men’s programs enjoy equal status at John Abbott.
The Student Employment Centre provides assistance in
locating part-time jobs, full-time jobs for Summer and/or
Christmas break, and works closely with academic departments to assist graduating students in obtaining full-time
employment upon graduation.
Through group workshops and individual coaching, there is
an on-going program to assist all students with résumé writing, interview preparation, networking and contacting
prospective employers. Students have access to information
and reference materials on labour market statistics, summer
jobs, work abroad and volunteer opportunities. Internet
access with links to employment related web sites is also
available for on-line job search in the Centre.
Please Note: It is the students’ responsibility to notify the
College if they suffer from any health condition or physical
disability which would affect their participation in sports
activities (recreation, intramural, intercollegiate).
CULTURAL DIVERSITY
FINANCIAL ASSISTANCE SERVICES
The Cultural Diversity Office assists students from all cultural
backgrounds to integrate and succeed in college. It provides
programs and activities that reflect the diverse cultures in
the college and serves as a resource for teachers and staff
who have concerns related to diversity issues.
Financial Assistance Services provides information and
application forms for financial assistance programs to which
John Abbott students may apply: the Quebec Student
Loans and Bursaries program, Canada Student Loans, John
Abbott College Bursary and Scholarship funds. A resource
person is available to answer questions and provide assistance with application procedures and determining eligibility
for financial assistance.
STUDENT ACTIVITIES
Financial assistance programs have strict deadlines. Students
are advised to apply early.
Student Activities advisors work with students on activities
which occur outside the classroom, including:
Clubs: (approximately 35 socio-cultural or athletic);
Bandersnatch (student newspaper); CSKY (student radio
station); SUJAC (student government);
HEALTH AND WELLNESS CENTRE
The Health Education Nurse is available for consultations
with students to discuss a variety of health-related concerns.
Often this includes general health, nutrition, emotional well
being, birth control, pregnancy, sexually transmitted infections and stress. Services also link and refer students to
community health resources, agencies and services.
The Agora: John Abbott’s main activity centre, the Agora
hosts daily displays, speakers, comedians, etc.
Mini- Courses: Recreational courses such as CPR, income
tax, self-defense, standard first aid and driver’s education
are just a small sampling of the many mini-courses available
to students.
Health promotion campaigns organized on a college-wide
basis include sexual health, alcohol, tobacco and drug use,
stress and healthy lifestyle choices.
Trips: Travel to destinations such as New York City and
Stratford broaden students’ cultural experiences.
Ski week is also very popular.
An on-campus medical clinic is open two half-days a week.
Students can make an appointment to see a doctor for a
variety of general health services.
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GENERAL INFORMATION
Special Activities: Educational Programming (alcohol awareness, sexuality, multicultural, leadership, political debates);
Winter carnival; Springfest.
HOUSING SERVICES
CONFERENCE/RENTALS
The College offers groups the opportunity to hold workshops and meetings on campus during the summer months.
An effort is made to provide housing, food, facilities and
services at a reasonable cost for many types of activities.
Rental of facilities is also available on weekends throughout
the year. For more information call Student Services, local
5488.
On-Campus
On-Campus housing is available to 191 full-time students in
Stewart Apartments. Each apartment contains two bedrooms,
full bathroom, kitchenette and living room/dining area.
Apartments are fully furnished and equipped with a refrigerator, microwave oven and stove top as well as comfortable living room and bedroom furnishings. Stewart Apartments offers
on-campus housing to both male and female students.
BOOKSTORE/SPORTS STORE
Priority for acceptance into the residence will be given to
Québec residents. The general criteria for acceptance is
based on distance from, and accessibility to, the College.
Deadline for application is May 1st. Stewart Apartments
operates on a nine (9) month lease arrangement, usually
commencing the week before classes begin in the fall
semester and ending on the last day of exams in May. For
further information, please contact the Housing Services
Office, local 5234.
The Bookstore stocks student texts required by students for
all courses, plus drawing instruments, art and stationery supplies and other items. Bus passes and student tickets may
also be purchased at the Bookstore.
FOOD SERVICES
Stewart Cafeteria, located on the main floor of Stewart Hall,
offers full-course breakfasts and lunches as well as a
take-out service and snack bar foods.
Off-Campus
A snack bar, called the Munchbox, is located on the first
floor of the Casgrain Centre and vending machines are
located at convenient areas throughout the College.
Housing Services maintains an up-to-date listing of off-campus housing in neighbouring municipalities or along convenient bus routes. A variety of arrangements are available,
including rooms in private homes, apartments and houses
to share. Housing Services will also advise students on how
to make the best off-campus accommodation choices. For
listings and further information, contact the Housing
Services Office or view this list by typing “OFF CAMPUS
HOUSING” in the search box located on the college’s
website at www.johnabbott.qc.ca.
TRANSPORTATION AND PARKING
The College is serviced by the Lakeshore 200 bus and the
210 bus (on class days only) from Fairview Shopping
Centre; the 211 bus and the 221 metrobus (weekdays and
rush hours only) from Lionel Groulx metro station.
The 21 bus from Hudson; the 33 bus from Pincourt;
the Montreal-Rigaud commuter train from downtown
Lucien-L’Allier station, and Rigaud station and the 251 bus
from the Ste-Anne-de-Bellevue train station.
LEGAL ADVISORY SERVICE
Bus tickets and monthly passes are available at the College
Bookstore in Stewart Hall. Schedules can be picked up at
Student Activities in Herzberg, room 159.
John Abbott provides legal advice at no cost to students. A
private attorney is available to help in an advisory capacity,
whether it’s a matter of being cheated on a used car purchase or being involved in serious trouble. Typical issues
include marital, criminal, immigration, car accidents, new
business advice and general civil matters. Legal Advisory
clinics are held on alternate Thursdays.
Campus parking is available for a fee. The amount charged
is established on a yearly basis. Campus traffic regulations
and decals are available at Orientation and from Campus
Security Services, Laird Hall, room 101.
CAMPUS DAYCARE CENTRE
The Campus Daycare Centre, located on Maple Avenue
beside the College, is open to both John Abbott and
Macdonald College students and staff. Children from
3 months to 5 years old are eligible for enrollment.
CASGRAIN SPORTS CENTRE
Under the direction of Student Services, this multi-functional facility is available for students, staff and the general public. The Centre includes six squash courts, two racquetball
courts, three gymnasiums, two multi-purpose rooms, two
weight training rooms, an aerobics/martial arts studio and a
25-metre pool. The Centre also houses a number of academic departments and a theatre used for student productions and community activities.
As a non-profit organization, parents are actively involved in
running the Centre. For further information, please call the
Director at 514-398-7951.
ABORIGINAL STUDENT RESOURCE CENTRE
The Aboriginal Student Resource Centre offers social and
academic support for Aboriginal students. The Centre is a
welcoming space that reflects aboriginal cultures and traditions. The staff assists students in adjusting to the college
environment and advises students concerning available services and programs within the college and community.
During the day, Monday to Friday, the Casgrain Sports
Centre activity areas are used by Physical Education classes,
the Sports and Recreation Department, staff and students.
At night and on weekends the Centre is open on a membership and drop-in basis to staff, students and the public.
164
The staff also serves as an advocate for aboriginal issues and
as a liaison between students and teachers. The Centre
offers a study area, computers, study skills workshops and
tutoring.
STUDENT FEES
The student fees (see Student Fees section of this Calendar
for specific costs) are administered jointly by Student
Services and the Student Union (SUJAC) through the
Student Activity Committee (SAC). Chaired by a student,
SAC is composed of three students and two staff members.
The committee is responsible for the allocation of all funds
according to student needs and interests.
SERVICES FOR STUDENTS WITH SPECIAL NEEDS
John Abbott welcomes students with special needs and we
provide reserved parking, lockers and ramps in suitable
areas, plus access to elevators, telephones and washrooms.
The College helps students choose and pre-register in courses suitable to the limitations of the disability and modifies
classroom procedures and testing techniques. The Learning
Centre provides services and specialized equipment including note takers, tape recorders, books in Braille, computers
with large print and attendants for students with physical or
medical disabilities.
SAC funds activities and groups such as: Student Union,
Agenda book, ID card processing, Bandersnatch, CSKY
Radio, Sports and Recreation, Student Activities, Legal
Advisory Services, Employment Centre, Academic Advising,
Learning Centre, Counselling, Health and Wellness,
University and Career Information Centre, student clubs,
social and cultural programs, plus special projects and
events.
It is important that students inform the College of their special needs during the admission process before their first
registration. For further information and assistance please
call the Coordinator of Services for Students with
Disabilities, local 5300.
SERVICES FOR LEARNING DISABLED STUDENTS
A number of students with normal and above normal intelligence have difficulty learning in a conventional manner.
The coordinator of services for learning disabled students
acts as the liaison between the student who has been formally assessed as learning disabled and those who provide
services. These services include:
• Assistance with choosing courses suitable to the limitation
of the disability
• Pre-registration
• Assistance with reading, writing and study skills in The
Learning Centre
• Use of word processors with spelling and grammar checks
• Specialized computer software to aid learning disabled
students
For further information and assistance, please call the
Coordinator of Services for Learning Disabled students,
local 5300.
ACCIDENT INSURANCE
GENERAL INFORMATION
The College has arranged for students to enroll, at a
reduced rate, in a low-cost accident insurance plan that
supplements Medicare. For example, the plan helps pay for
ambulance, physiotherapy, dental and out-of-country costs.
The plan insures students twenty-four hours a day for a full
year. Students in high-risk activities are encouraged to
enroll.
Intercollegiate athletes and members of athletic clubs are
required to pay a fee which automatically covers them during participation in their college activity.
Information and application forms can be picked up in
Student Activities, H-159.
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LIBRARY MEDIA SERVICES
LIBRARY
MEDIA SERVICES
Located in the Library Building, the library seats 300 people. Hours are posted outside the entrance. Additional
information about the Library is available from the John
Abbott College home page:
click on Current Students, then Library Media Services.
Located on the second floor of the Library Building. Hours
are posted outside the entrance.
Collection
Collection
The Library has a collection of 78,000 books, in addition to
periodicals, government documents and microfilms. It has
online subscriptions to French and English newspapers, academic and Canadian full text databases.
Media Services has a collection of 6,000 items: DVD’s,
videos, films, audio cassettes, CD’s and CD-ROM’s.
Additional information about Media Services is available
from the John Abbott College home page:
click on Current Students, then Library Media Services.
Equipment
Media Services has overhead projectors, cassette players,
videocassette players, CD-ROM players, multi-media units,
projection for videos and computers, DVD players and laptops.
Loans
The library lends books for a period of two weeks. The loan
period for reserved items is variable. Overdue materials are
subject to fines. I.D. cards are required to borrow library
items.
Loans
The circulation desk lends out CDs, CD-ROMs and audio
cassette media for a period of two weeks. DVDs and
videos are available for classroom and library use only. The
loan period for equipment is variable. I.D. cards are
required to borrow and use media and equipment.
Reference
Reference staff is available for consultation and instruction
on the use of the library.
On-line resources are available for student use 24 hours a
day, 7 days a week. These include academic and Canadian
databases.
Language Resource Centre
The language resource centre is located in Penfield basement. Students may use the centre on a drop-in basis.
Wireless Internet Access
Radio and Television Studios
The Library Building is equipped with wireless access to the
Internet. This is available in all areas of the library. including
the basement. Students may borrow laptops from Media
Services to access the wireless service.
Radio and television studios are located in the Casgrain
Building. Students enrolled in radio and television classes
book the studios and use the equipment for class-related
projects.
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BURSARIES AND SCHOLARSHIPS
John Abbott College gratefully acknowledges donations to the following
bursaries and scholarships available to John Abbott College students.
For students attending John Abbott College
John Abbott College Bursary
+/- $5,000 each semester to be divided
John Abbott College Faculty Association Bursary
Three at $500
John Abbott College Management Association Scholarship
One at $500
John Abbott College Professional Association Bursary
Four at $500
The Auxiliary of the Lakeshore General Hospital Bursaries
(Nursing students)
$5,000 to be divided
The Alumnae Association of the Montreal General
Hospital School of Nursing (Nursing students)
$1,000 to be divided
The Bert Young Memorial Scholarship
(Social Science students)
One at $500
The Colin Robertson Memorial Scholarship
(Chemistry students)
Approximately $200
La caisse populaire Dorval - Pointe-Claire
(First year Business Administration student
with the highest academic standing)
One at $250
The David Burt Memorial Scholarship
(Biology students)
Two at $400
The Doug Anakin Scholarship for Outdoor Pursuits
One up to $500
The Jason Panich Memorial Bursary
(Professional Theatre or C.A.L.L. Media or
Performing Arts profile student)
One at $500
The Merck Frosst Employees’ Charity Trust Fund
(First year Nursing students)
One at $5,400
The Luann Bisaillon Scholarship
One at $500
The Angela Wilson Memorial Bursary (Intensive Nursing students)
One at $1,800
The Aditya Youth Trust Fund Bursary
One at $500
The Kirk MacGeachy Memorial Bursary (Geology and Fine Arts students)
One at $500
For students graduating from John Abbott College and pursuing university studies:
The Anne-Marie Edward Scholarship
One up to $1,500
C A E Electronics Limited (Science graduate)
One at $250
John Abbott College Scholarship
One at $750
John Abbott College Faculty Association Scholarship
Two at $500
La caisse populaire Dorval - Pointe-Claire
(Graduating student in Business Administration
with the highest academic standing)
One at $500; One at $250
One at $200
Montreal Lakeshore University Women’s Club
(Female student)
One at $2,000
Pamela Montgomery Scholarship (Professional Theatre)
To be determined
Peace Studies Scholarship
One at $150
Nick Arganski Memorial Scholarship
(Mathematics student)
One at $500
Selma & John Greenblatt Memorial Scholarship
One at $500
Julie Zachau Memorial Scholarship Bursary
One at $1,000 or two at $500
The Andrew Stachrowski Memorial Scholarship
(Police Technology student)
One at $3000
The Inez Sobers Scholarship in Correctional Intervention
One at $250
The Gary W. Sims Quebec Association of
Applied Educational Technology Scholarship
One at $300
INFORMATION SUBJECT TO CHANGE
167
GENERAL INFORMATION
McGown-Christoff Scholarship (Dental Hygiene)
CENTRE FOR CONTINUING EDUCATION
People who are currently working and interested in upgrading their IT competencies may be eligible for several parttime training courses subsidized by Emploi-Québec. Details
are available on the website.
Each semester, over 1,000 students attend classes at John
Abbott’s Centre for Continuing Education. Credit courses
ranging from Computer Science and Psychology to Fine Arts
and Mathematics help students complete a DEC, prepare
for university or update their career skills. Pathways to
Success (081.01) allows students to get started on their college-level studies. Fast-track Attestation (AEC) programs offer
career direction and retraining to adults who are preparing
to enter or re-enter the workforce. Non-credit community
courses are offered in areas such as languages, health, communications, business, finance, information technology and
leisure activities.
For people who have career experience but no diploma,
the Centre also offers a service for recognition of acquired
competencies in several programs.
Continuing Education has built an excellent reputation for
providing top quality business training services to employers
throughout the region. From microcomputers or health and
safety, to languages or management training, instruction is
tailored to address practical concerns and is provided by
industry experts. Content can be adapted to individual
needs and trainers work in both English and French.
Workshops are offered on the campus or at the client’s
workplace.
The growing demographic of older adults is a strategic focus
for Continuing Education and more and more people over
the age of 50 are choosing to continue their lifelong learning at the Centre.
The Centre is active throughout the year, including a
Summer ESL Home-Stay Program for visiting Japanese university students from Kobe, Japan.
The Centre makes every effort to respond to community
needs and is interested in receiving student suggestions for
programs, courses and workshops.
Full- and part-time Attestation of Collegial Studies training
programs include the following:
For further information on courses, programs or services
offered by Continuing Education:
www.johnabbott.qc.ca
Full-Time Attestation Programs
514-457-5036 or by fax at 514-457-6878
• Bio-Industrial Process Technology (ECA.0B)
• Computerized Financial Management (LCA.AB)
• Network Administration (LEA.80)
The mailing address is:
• PC Technical Support (LEA.71)
Centre for Continuing Education
• Police Technology for Inuit & First Nations (JCA.OQ)
John Abbott College
Brittain Hall
• Residential Real Estate Agent (EEC.1Y)
• Refresher Nursing for Registered Nurses (CWA.0D)
21275 Lakeshore Road
• Professional Integration Program for InternationallyEducated Nurses (CWA.0K)
Sainte-Anne-de-Bellevue, Quebec H9X 3L9
• Web Technology (NWE.1P)
• Event Planning and Management (LCL.21)
• Investigative Techniques and Procedures (JCA.12)
• Web Programmer (program number TBA)
Part-Time Attestation Programs
• Cisco Networking (LEA.BJ)
• Finance (LCA.84)
• Linux Operating System (LEA.1D)
• Marketing (LCA.85)
• Publication & Web Page Design (LCE.0Z)
168
INSTITUTIONAL POLICY ON THE EVALUATION
OF STUDENT ACHIEVEMENT (IPESA)
Implementation Date – July 1, 2004 / Approved at the Board of Governors, February 10, 2004
1.
the intellectual abilities and attitudes necessary for success
in the twenty-first century. These include, but are not limited to,
GENERAL INTRODUCTION
The purpose of this document is to provide John Abbott
College with a clear philosophy and procedures for the
evaluation of student achievement. Its overall goal is to
assure equity and fairness of student evaluation.
• Acquiring a sound base of knowledge in their programs;
• Communicating in English at a college level, both orally
and in writing;
2. OBJECTIVES OF THIS POLICY
The IPESA is designed to provide teachers, students, and
the entire community with information that will make them
aware of the expectations and the standards of the College.
It provides departments with a structure within which they
can assure that all teachers for whom they have responsibility are carrying out fair and valid evaluation. It serves to
advise students, teachers, and other members of the college
community of their duties, rights, and responsibilities in
regard to the evaluation of students’ academic achievement.
• Communicating in French, both orally and in writing, so
that students can live and work in Quebec;
SPECIFIC OBJECTIVES ARE TO
• Understanding the meaning of ethical and environmental
concerns;
1.
2.
• Reasoning analytically;
• Evaluating information to determine its limitations and
biases;
• Using information technology for research and communication;
• Assuming responsibility for learning;
• Being a productive member of a team;
Assure equity of evaluation. This does not imply
uniformity of course content or evaluation. It implies
that students will be evaluated on the Ministerial
objectives as clarified by the department and that the
standards used will be those of the Ministry as clarified
by the department. The objective is to provide teachers with the opportunity to use their professional
expertise while at the same time following Ministry
directives and assuring that students are treated fairly;
• Adapting to a changing workplace environment;
• Being responsible for one’s own health and physical wellbeing;
• Developing a commitment to life-long learning;
• Developing a commitment to social justice.
4. THE LEARNING CONTEXT
Support a competency-based education within a
Program Approach that includes a common General
Education component;
3.
Establish and explain the principles to be followed in
evaluating student learning;
4.
Describe the College’s structures that guarantee these
principles are followed in practice;
5.
Articulate the rights and responsibilities of students,
teachers, departments, program committees, academic
administrators, the Academic Council, and the Board
of Governors with respect to the evaluation of student
achievement;
Provide students, parents, universities, and employers
with a clear picture of learning evaluation at the
College;
7.
Provide information that will allow students to
understand more fully and exercise their rights in the
educational process.
In order to realize these intentions, the College has adopted
a learning context that is comprised of clearly focused programs of study. DEC programs include an important general
education component.
Programs of study are the key units in the provision of
CEGEP education. Integrated and coherent learning activities
lead to the achievement of Ministerial objectives based on
Ministry standards as interpreted by the College.
To understand the spirit of CEGEP programs, one must fully
understand the notion of competence, i.e. the knowledge
and ability to accomplish a complex task, consistent with
the overall goal of the program. At the end of the program,
a successful graduate must be able to demonstrate mastery
of the program outcomes. This demonstration requires the
integration of knowledge, abilities, and attitudes in an evaluation task appropriate to the program known as the
Comprehensive Assessment. The College’s coherent curriculum focuses on outcomes that provide the learner with frequent opportunities to act at ever-increasing levels of
complexity, to transfer knowledge and abilities from one
area of study to another, and to integrate previously
acquired abilities and knowledge.
3. THE EDUCATIONAL INTENTIONS
The College community has the right and the obligation to
identify the fundamental values and intellectual abilities it
wishes to transmit to its students.
This approach to program conception, development, and
delivery is in keeping with the needs of students who are
faced not only with the challenge of adapting to everchanging circumstances in life and in work, but also who
The College is committed to putting the education of the
students at the centre of the decision-making process.
Furthermore, it is committed to developing in all its students
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GENERAL INFORMATION
6.
4.1 INTRODUCTION TO THE LEARNING CONTEXT
need the ability to engage in life-long learning. This
approach has important consequences for the evaluation of
student learning which will be described below.
attained to the required standard. Faculty teaching the same
course use predetermined, clearly defined, and announced
marking criteria to assure equity of evaluation.
4.2 THE DEVELOPMENT OF DIPLÔMES D’ÉTUDES
COLLÉGIALES (DEC) PROGRAMS OF STUDY
4.3 DEVELOPMENT OF ATTESTATION D’ÉTUDES
COLLÉGIALES (AEC) PROGRAMS OF STUDY
Many constituencies are involved in the development of
CEGEP programs: the Ministry of Education (MEQ), the
College community, including its administration, program
committees, academic departments, and individual teachers. The role of each of these groups will be described
briefly below.
AEC programs are developed by the program coordinator of
a specific program with the input of faculty and major
industry partners. This is sometimes carried out in cooperation with another college.
4.2.1
5. EVALUATING IN A COMPETENCY-BASED
ENVIRONMENT
THE MINISTRY OF EDUCATION (MELS)
It is the MELS’s role to authorize programs of study and
then to set the overall program goals as well as statements
of competency. These statements are the result of consultation with teachers, students, industry, universities, and other
concerned parties. The MELS has also developed a general
education component, after extensive consultation, that
outlines the goals of general education and its contributing
disciplines.
5.1 THEORY OF COMPETENCY-BASED
EVALUATION
4.2.2
There should be formative evaluation which may be worth
marks. It allows a student to discover any areas of difficulty
that require extra work.
The College attests that a student who passes a course has
demonstrated achievement of the learning objectives
required by the Ministry to a level agreed to by the
Department based on the Ministerial standards.
5.2 THE PURPOSE OF DIFFERENT TYPES OF
EVALUATION
THE COLLEGE
The College has the right and the obligation to produce a
Mission Statement that describes the fundamental values
and intellectual abilities that it wishes to transmit to its students.
4.2.3
Summative evaluation occurs after a substantial portion of
the course has been completed (or in the case of modular
courses, this can be done at the end of a module). There
must be a final summative evaluation task (or tasks) in each
course that allows the student to demonstrate the aspects of
the competencies assigned to that course.
THE COLLEGE ADMINISTRATION
The College administration provides the framework and
support that allow the programs, departments, and teachers
to create the curriculum.
4.2.4
5.3 EVALUATION STRATEGIES
THE PROGRAM COMMITTEES
Evaluation tasks, created by teachers, are directly related to
the learning objectives of the course and the learning outcomes in the exit profile of the program. Examples of evaluation tasks include examinations, essays, problem solving
exercises, oral exams, artistic productions, laboratory work,
case studies, simulations, etc. The evaluation of student performance must be impartial, valid, and reliable.
Departments and course committees shall ensure equivalency in evaluations and ensure that all sections of a multisection course adhere to a common evaluation framework.
In the case of common competencies taught by several disciplines, program or general education committees shall
ensure equivalency of evaluation.
The responsibilities of the Program Committees concerning
program development are the following
1.
Participate in the development of program exit profiles
that build on the program goals and objectives provided by the Ministry, and recommend them to the
Academic Dean and Academic Council;
2.
Participate in the development of program planners
that respect the rules provided by the Ministry and that
assure that all outcomes within the exit profile are
taught and assessed, and recommend them to the
Academic Dean and Academic Council;
3.
Participate in the development of comprehensive
assessments that equitably assess whether the student
has integrated the program objectives as defined in the
exit profile, and recommend them to the Academic
Dean and Academic Council.
4.2.5
Evaluation shall take place throughout the semester. In the
first weeks of class, the teacher will provide first semester
students with feedback on basic skills so that students who
need extra help will know and be able to ask for it.
All components of the evaluation must be indicated in the
course outline and include the weight given to each component. Unless approved by the Associate Dean, the following policy applies:
THE ACADEMIC DEPARTMENTS
Course objectives are more specific statements that guide
actual instructional decisions. Faculty within academic
departments develop courses that teach and evaluate
course objectives as well as learning outcomes that are
specified in the exit profile. Learning activities are designed
to support an ever-increasing level of complexity, transfer,
and integration. Part of the student’s evaluation includes
summative evaluations, designed by the teachers, that are
used to determine whether the course objectives have been
No single component will be worth more than 40%
The summative evaluation(s) will be worth at least 40% of
the student’s final grade
Up to 10% of the total marks in a course may be awarded
for participation in which case specific criteria must be
approved by the Department and included in the course
outline.
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Students who fail a Comprehensive Assessment will be provided with feedback and be allowed to re-submit the
assessment, either in the current semester if time permits or
in a subsequent semester, or be permitted to retake the
course. It is the responsibility of the Associate Dean to
ensure that students have this opportunity.
Up to 10% of the total marks in a course may be awarded
for specific or superior linguistic quality in which case specific criteria must be approved by the Department and
included in the course outline.
Students must be given sufficient time to prepare for and to
complete examinations and assignments for their courses.
The final exam schedule for each semester is constructed by
mid-semester and printed in College publications to alert
students to the dates and times of these exams. In-class tests
may not be given in the last 5 class days of the semester if
the value of the test exceeds 30% of the final mark for the
course. The time allocated for the completion of these tests
may not exceed the regularly scheduled class time without
the prior approval of the Associate Dean.
6. STUDENT RIGHTS AND RESPONSIBILITIES
6.1 STUDENT RIGHTS
All students have the right to
1.
2.
The final marks achieved by students in each course are
submitted by the teachers in accordance with the dates
published in the academic calendar. Instructions for the
submission of the grades are provided by the Registrar.
3.
4.
5.
5.4 THE COMPREHENSIVE ASSESSMENT
The Comprehensive Assessment requires graduating students to demonstrate that integration of acquired competencies of a given program of studies has taken place. It
allows the College to verify that the overall program outcomes, as defined by means of the Exit Profile, have been
achieved by the students.
6.
7.
8.
The Comprehensive Assessment task may be a research
paper, portfolio, oral presentation, artistic production, work
placement activity, or any combination of these or other
activities. A detailed description of the Comprehensive
Assessment Task with its performance criteria will be presented by the Academic Dean to the Academic Council for
its advice. The Program Committee will advise the
Academic Dean on ways to assure equity of evaluation of
the Comprehensive Assessment. Every 5 years or whenever
a major program revision takes place, comprehensive
assessments will be reviewed by the Program Committee.
Have their learning evaluated in a competent and professional manner;
Be informed of what is being evaluated and the type of
measuring instruments to be used;
Receive the results of evaluation in due time (normally
two weeks) except at the end of the semester;
Discuss the results of an evaluation with the instructor;
Have access to all of his / her work that has been submitted for evaluation;
Have the results of evaluation kept confidential;
Equity of workload and evaluation procedures (including marking criteria and grade apportionment) in all
sections of the same course;
Appeal a final grade to the department Final Grade
Review Committee. The Final Grade Review Committee
of the department may change final grades. In those rare
situations where circumstances require it, the College,
through the Academic Dean, may change a student’s
grade after consultation with the department and after
providing written justification to the department.
6.2 STUDENTS IN THEIR FIRST SEMESTER IN
CEGEP HAVE THE RIGHT TO
The eligibility requirements for the Comprehensive
Assessment are as follows:
1.
Feedback on basic skills in the first weeks of the
semester so that they can seek extra help if necessary;
2.
A mid-semester assessment.
6.3 STUDENT RESPONSIBILITIES
Students have the responsibility to
Students must be in the final year of study for their program
and have completed the appropriate prerequisites for the
comprehensive assessment.
1.
Follow the rules and regulations specific to their programs of study, included in their course outlines and
found in this Policy;
Career Programs
2.
Respect their teachers’ right to determine course content, methodology, and evaluation within the guidelines
set by the Ministry of Education and constraints established by the academic departments and this Policy;
3.
Take action to solve academic problems, which they
may encounter in their courses, by communicating
with their teachers or by seeking help through College
services;
Be honest and to refrain from cheating, plagiarism, and
other dishonest or deceptive behaviour;
Remain informed about what takes place in their regularly scheduled classes even when they are absent;
Arrive on time and remain for the duration of scheduled classes and activities;
Wait for the teacher for 15 minutes after the scheduled
beginning of a class, unless they have been notified
otherwise;
Students must be in their 6th semester and have completed
the appropriate prerequisites for the comprehensive assessment.
Exceptions to these eligibility requirements must be recommended by the Program Committee and Academic
Council, and approved by the Academic Dean.
The Comprehensive Assessment must be part of the work
for one or more courses. It may not, however, be the entire
work done within a course. The Comprehensive Assessment
is graded using a pass/fail system.
4.
5.
Students will be informed about the nature of the
Comprehensive Assessment and how it will be administered. Information describing this evaluation will be distributed and explained to the students, as part of their program
orientation and a description will also appear in the College
Calendar.
6.
7.
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GENERAL INFORMATION
Pre -university Programs
8.
Submit neat and legible assignments within the
assigned deadlines with appropriate identification;
9.
Ensure that assignments are submitted according to the
teachers’ instructions and a copy of work retained as a
protection against loss;
7.3 THE DEPARTMENT CHAIR
The Department Chair will provide a written report on an
annual basis to the College on the methods taken to ensure
that course objectives are defined, teaching methods are
applied, and that evaluative techniques specific to each
course for which the department is responsible are established. This report will also include the methods that the
department uses to guarantee the quality and content of
courses.
10. Write tests and final examinations at the times scheduled by the teacher or the College;
11. Inform themselves of, and respect, College examination procedures;
12. Keep all assessed materials returned to them for at least
one semester in the event of a grade review.
7.4 THE PROGRAM COMMITTEE
Program Committees have the responsibility to
7. COLLEGE ROLES AND RESPONSIBILITIES
CONCERNING THE EVALUATION OF STUDENT
LEARNING
The College includes a variety of professional personnel and
governing bodies (e.g. teachers, departments, program
committees, deans, Academic Council, the Board of
Governors) each of which has specific roles and responsibilities in regard to the evaluation of student learning. Each
will be described below.
7.1 THE TEACHER
The teacher teaches during the designated classroom periods. He/she is expected to arrive on time and teach for the
entire period. A one hour period requires 50 minutes of
teaching time. The teacher designs appropriate evaluation
tools. For major evaluation tasks, the teacher must provide
a written description of the task and the marking criteria.
All evaluations must be fair, and must assure that students
who pass a course have adequately demonstrated achievement of the learning objectives of the course according to
the standards set by the MEQ and clarified by the appropriate department. The teacher will provide the student
with marking criteria when or before an assignment is
given and the reasons for the mark when the assignment is
returned. Students are entitled to receive written feedback
on all major assignments and on their summative evaluation if requested. Feedback on final exams may be verbal.
All assigned work except final exams and summative evaluations must be returned within due time (normally 2
weeks).
1.
Participate in the development of program exit profiles
that build on the program goals and objectives provided by the Ministry, and recommend them to the
Academic Dean and Academic Council;
2.
Participate in the development of program planners
that respect the rules provided by the Ministry and that
assure that all outcomes within the exit profile are
taught and assessed, and recommend them to the
Academic Dean and Academic Council;
3.
Participate in the development of Comprehensive
Assessments that equitably assess whether the student
has integrated the program objectives as defined in the
exit profile, and recommend them to the Academic
Dean and Academic Council;
4.
Assure that learning activities developed by departments are consistent with the needs of the students,
the goals of the program, and are coherent with those
of other departments contributing to the program,
including the General Education departments, by making recommendations to them;
• Make recommendations to departments and to the
Academic Dean concerning course outlines;
• Make recommendations to departments and to the
Academic Dean concerning generic course outlines and
equity of assessment between different courses having
the same competency being taught in different departments.
7.5 THE ASSOCIATE DEANS
7.2 THE DEPARTMENT
Under the authority of the Academic Dean, Associate
Deans assure that teachers, departments, and program
committees carry out their responsibilities under this policy.
The department oversees the teaching methods of a course
and assures the appropriateness of the evaluation tools used
to measure student learning.
The department has the responsibility to assure the quality
of the courses in its discipline(s). The department, working
with the program committee, oversees the development of
the courses under its responsibility. It assures that Ministerial
objectives are taught and evaluated; it decides on the
appropriateness of the learning activities. It clarifies the
Ministerial objectives so that they are understood in the
same manner by every member of the department. It
assures that teachers’ evaluation tasks, marking criteria, and
marking schemes conform to departmental guidelines.
7.6 THE ACADEMIC COUNCIL
The function of the Academic Council (By-Law 5) is to
advise the College on any matter concerning the programs
of studies dispensed by the College and the evaluation of
learning achievement, including the procedures for the certification of studies.
7.7 THE ACADEMIC DEAN
The Academic Dean has the responsibility for the quality of
education at the College, and co-ordinates the academic
activities of the College. In this manner, he/she ensures the
highest level of quality, consistency, and coherence. He/she
is responsible for presenting this Policy to the Board of
Governors and for the implementation of this Policy.
After consultation with the Program Committee and/or the
General Education Committee, departments will bring
courses to the appropriate subcommittee of Academic
Council which will forward a recommendation to Academic
Council.
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Students who transfer from a French language CEGEP to an
English language CEGEP or vice versa, who have taken and
passed at least one of the Language of Instruction and
Literature courses that are part of the General Education
component common to all programs, may write the examination in that language. The college will, with the students
concerned, determine which examination (English or
French) they will write.
8. THE COURSE OUTLINE
The course outline is a commitment between the teacher
and the student. It should be a reliable and thorough guide
to the course.
After consultation with the program committee each course
outline must be approved by the following College bodies:
the department and Academic Council via appropriate subcommittees.
During the first week of each semester, a printed course
outline is distributed to every student for each course in
which he or she is registered. Each item of information
should be explained to students at this time.
10. SPECIAL EXAM ACCOMMODATION
The Learning Centre will ensure that students with disabilities who are entitled to special examination facilities receive
these services.
The Dean responsible for the program, the Department
Chair and all the students registered in the course must be
informed in writing if, due to exceptional circumstances,
any changes are made to the course evaluation plan.
11. EVALUATION FOR CERTIFICATION
11.1 DIPLOMA OF COLLEGE STUDIES (DEC)
The Minister of Education sanctions collegial studies upon
the recommendation of the College. The DEC is awarded
to the student who has successfully demonstrated mastery
of the learning outcomes of the program as defined in the
Exit Profile, as well as the ability to integrate these outcomes, and has completed all other diploma requirements.
Departments assure that different sections of the same
course are equitable in the amount of work required of the
student, the evaluation plan, the summative evaluation and
the marking criteria.
The course outline must include
• the distribution of course hours (class work/fieldwork)
with an explanation of the number of homework hours
required in a week
• the room number
• the section number
• the teacher’s availability
• the objectives of the course which reflect the Ministerial
objectives
• the course content
• the instructional methods
• the evaluation procedures and weighting
• the role of the course within the program
• the required texts
• the approximate cost for textbooks and other material
(if any)
• the departmental absence policy
• a reference to the College Policy on Cheating and
Plagiarism.
Certification of collegial studies is automatically granted with
the successful completion of the required courses, the
Ministerial Examination of College English, and the
Comprehensive Assessment. The College periodically provides the students with a summary of their academic
progress, indicating the courses required in order to complete a diploma or attestation. The Academic Advising
Department assists students with the interpretation of the
specific requirements. The requirements of all DEC programs provided by John Abbott College are published in the
College Calendar.
11.2 ATTESTATION OF COLLEGE STUDIES (AEC)
The College awards an Attestation of Collegial Studies (AEC)
to those students who have successfully completed specialized, College-developed programs of instruction. The
requirements for an AEC are published in the Continuing
Education Calendar.
12. AWARDING OF DIPLOMAS AND ATTESTATIONS
The segment of the course outline covering evaluation
describes the tasks used in evaluating the student’s work
and the weighting placed on these different tasks. The
approximate deadlines for the submission of major assignments are clearly stipulated. Where student participation
and/or linguistic quality are used as part of the evaluation,
the marking criteria for student participation and/or linguistic quality are given along with the proportion of marks that
are allocated to them.
Prior to recommending to the Minister that a diploma be
awarded or prior to the college awarding an AEC, the
Registrar’s Office will verify that all requirements for the credential have been met including that the student has:
All students enrolled in a program leading to a Diploma of
College Studies must pass an evaluation of College English,
administered by the Ministry of Education, in order to earn
their diploma.
Students may write this examination once they have passed
two of the three Ministerial English courses and are in the
process of completing the third, or have passed the third,
when they register for the examination.
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Earned a secondary school diploma or equivalent;
2.
Met the specific admission requirements of the program and the standing and advancement requirements;
3.
Met the program objectives;
4.
Earned the required credits, including substitutions
(SU), exemptions (DI), and equivalencies (EQ);
5.
Passed, where applicable, the exit exams as set by the
Ministry;
6.
Completed a minimum of one full semester of program-specific courses at John Abbott College; and
7.
Passed the program’s Comprehensive Assessment at
John Abbott College.
GENERAL INFORMATION
9. THE MINISTERIAL EXAMINATION OF
COLLEGE ENGLISH
1.
Diplomas are generally received within three months of
completion of studies and the College recommendation.
Attestations are received immediately upon successful completion of the AEC program.
dent’s parent(s) or legal guardian(s), the transcript will be
released to the parent(s) or guardian(s).
16. TRANSCRIPTS
At the end of each semester, the College issues each registered student a transcript listing all the courses in which
he/she has registered and the final results obtained in each
of these courses. This transcript is presented in the form
prescribed by the Minister of Education. The final transcript
lists the competencies associated with each of the courses.
13. RECOGNITION OF ACADEMIC ACHIEVEMENT
13.1 HONOUR ROLL
The College recognizes superior academic achievement by
its regular students on a semester basis through its Honour
Roll. In order to be named to the Honour Roll, the student
must meet the following criteria for the semester in question:
1.
Top 10% of the program;
2.
Minimum 80% average;
3.
No mark under 75%;
4.
No more than one course under normal course load
for that semester;
5.
Be enrolled in at least two concentration courses in the
program.
17. GRADE REVIEWS
A student contesting a final grade must use the Final Grade
Review process. The final grade review must be based on
all of the work which was submitted and graded by the
deadline for the submission of grades for the semester in
question.
The review request must be submitted on a Final Grade
Review Form available from the Registrar’s Office. The
Registrar will send the completed form to the Department
Chair for students taking courses leading to a DEC or taking
courses leading to an AEC that are under the supervision of
that department. Other AEC requests will be sent to the
Dean of Continuing Education. The Registrar’s Office will
keep a copy of the Grade Review Request.
The names of Honour Roll Students are posted in the
Herzberg Building.
13.2 DEAN’S LIST
The College recognizes outstanding academic achievement
by its regular students with the Dean’s List. The top 25 students in the College who have followed all the courses that
are required by their particular semester planner will be
included on the Dean’s List. The names of the Dean’s List
students are posted in the Herzberg Building.
The deadline for grade review request is four (4) weeks after
the start of the next regular semester.
For all courses, the review is conducted by the departmental Grade Review Committee in accordance with the teachers’ collective agreement. The committee is composed of
the teacher of the course and two other teachers in the
department. The student will be given an opportunity to
appear before the Committee. The results of the review
must be submitted by the department to the Registrar’s
Office within 10 working days of the receipt by the department of the request. Those received in January before the
first day of classes must be processed within 5 working days
in order for students to be able to register in the correct
course in the Winter Semester. The student is notified in
writing by the Registrar’s Office of the outcome. If the outcome affects the student’s registration process for the following semester, the student will be informed by telephone.
14. ATTENDANCE
Attendance is compulsory. Departments may have specific
attendance requirements and/or a departmental failure policy for absence. These must be approved by their Associate
Dean and included in the course outline.
Since marks recognize the extent to which competencies
are met, no marks can be given for attendance or deducted
for absence.
Students must be excused if they have a valid medical or
special reason for missing a class or an assessment deadline;
teachers should require proof. Teachers are not required to
re-teach course material missed by these students. Such students cannot lose marks for missing a formative evaluation.
In this case, the marks for that evaluation may be assigned
to another evaluation even if the guidelines in 5.3 are
exceeded. However, teachers must provide alternate summative evaluations if students miss a summative evaluation
due to an excused absence. Special arrangements should
be made for religious holidays, identified by the student at
the beginning of the semester where possible, and may be
made in cases of chronic illness. If the student misses a significant part of the course due to excused absences, the student may fail the course or receive a permanent
incomplete.
All student work which is not returned to the student must
be retained by the teacher or the department until one
month past the grade review deadline. A student requesting
a final grade review must be prepared to produce any documentation returned by the teacher.
Grade review committees may change a student’s grade. In
rare situations, where circumstances require it, the College,
through the Academic Dean, may change a student’s grade
after consultation with the Grade Review Committee and providing a written justification to the department.
18. INCOMPLETES
15. CONFIDENTIALITY
If the teacher is giving a student a temporary incomplete
(IT), he/she must provide a copy of the Incomplete
Contract, signed by the teacher and the student to the
Registrar’s Office. The teacher will then enter the grade
earned to date on Omnivox and the Registrar’s Office will
enter the IT beside that grade. The deadline for submission
of the final grade is published by the Registrar.
Unless the student has given written permission to do otherwise, student records, grades, and cumulative transcripts are
confidential and given out only to the students themselves
and to staff members who must have access in order to do
their jobs, In the case where a student is under 18 years of
age, and upon a request presented in writing by the stu174
leave the program. The requirements for each program are
published in the program brochure. Students asked to leave
a program may appeal this ruling to the Appeals
Committee. The decision of the Appeals Committee is final.
The Appeals Committee consists of the Dean of Continuing
Education and two of the following: coordinator of the program, program teacher and/or Counsellor.
19. ACADEMIC STANDING AND ADVANCEMENT
A basic level of academic achievement is required of
each student in the College. In order to maintain sound
academic standards, the College monitors each student’s
progress on a semester basis in relation to the following
criteria.
19.1 DEC PROGRAMS
20.
Students who do not pass 50% of the normal course load in
their programs for a given semester are placed on academic
probation the following semester.
A student placed on academic probation is required to
meet with a counsellor to sign a probation contract which
clearly indicates the number of courses to be passed and
recommended remedial activities. Successful fulfillment of
the contract removes the student from probationary status
and allows him/her to register as a student in good standing
for the subsequent semester.
It is the responsibility of teachers
• To show first semester students how to paraphrase and
cite, and allow them to practice this skill;
• To teach all students what cheating and plagiarism are;
Failure to fulfill the requirements of the contract requires
that the student be suspended from the day operations and
full time status for at least one academic year. The student is
able to discuss any extenuating circumstances with a counsellor. A student may not be on probation more than twice.
• To deal with those students who are involved in cheating
and plagiarism.
20.1
CHEATING
Cheating means any dishonest or deceptive practice relative
to examinations, tests, quizzes, lab assignments, research
papers, or other forms of evaluation tasks. Cheating
includes, but is not restricted to, making use of, or being in
possession of, unauthorized material or devices and/or
obtaining or providing unauthorized assistance in writing
examinations, papers, or any other evaluation task and submitting the same work in more than one course without the
teacher’s permission. It is incumbent upon the Department
through the teacher to ensure students are forewarned
about unauthorized material, devices, or practices.
The student may appeal his/her case in writing to the ReAdmission Review Committee. The review committee is a
college committee and consists of an Associate Dean, a
teacher, the chairs of the Academic Advising and the
Counselling Departments or their delegates and a student in
good standing representing the Student Union of John
Abbott College (SUJAC). Final appeals are to the Academic
Dean.
Those who are refused re-admittance are encouraged to
follow courses in the Continuing Education Division on a
part-time basis, take summer courses, or apply elsewhere to
improve their academic standing.
20.2
PLAGIARISM
Plagiarism is the intentional copying or paraphrasing
(expressing the ideas of someone else in one’s own words),
of another person’s work or the use of another person’s
work or ideas without acknowledgement. Plagiarism can be
from any source including books, magazines, electronic or
photographic media, or another student’s paper or work.
Students in pre-university or entry programs who fail the
same (or equivalent) Program specific or mise-à-niveau
course twice require written permission from the Associate
Dean to enrol a third time. Students who fail one of their
courses three times will be required to change their program.
20.3
Professional program students and Fine Arts students must
also pass 50% of their program courses in any given semester in order to remain in their chosen program.
PROCEDURES REGARDING CHEATING OR
PLAGIARISM
If the teacher is convinced that a student has intentionally
cheated or plagiarized,
1.
2.
3.
4.
AEC PROGRAMS
Students in AEC Programs must pass all of their courses in
order to obtain their AEC. Students who do not meet the
level of academic achievement required in full-time AEC
Programs will be either put on probation or required to
5.
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He/she will inform the individual;
If cheating occurs during any evaluation (test, exam, or
any other evaluation activity), the teacher will collect
the student’s papers immediately and/or annotate the
work to be evaluated. Then the teacher will allow the
student to complete the activity but not necessarily
with the same materials;
The teacher will gather all available evidence relating
to the charge (written material, notes, etc.) and inform
the departmental chair;
The teacher may require the student to take an oral
quiz to confirm his/her knowledge of subject matter if
plagiarism is suspected;
For cheating or plagiarism, the teacher will assign the
student a zero on a formative evaluation task or fail the
student in the course on a summative evaluation task.
GENERAL INFORMATION
Professional program students are not permitted to fail the
same professional program course twice. If they do, they will
be required to leave the program. Professional program students may appeal the above requirement in extenuating circumstances to the appropriate Program Appeal Committee
with a final appeal to the Academic Dean. Professional programs with the approval of the Board of Governors’ may have
additional program standing and advancement policies, which
address dismissal due to failures in specific courses and may
have policies with regard to dismissal on issues of safety and
security.
19.2
CHEATING & PLAGIARISM
Cheating and plagiarism are unacceptable to John Abbott
College. Students are expected to conduct themselves
accordingly and must be responsible for all of their actions.
The College has the responsibility to inform students of this
Policy.
The teacher will explain to the student the proof of
his/her action;
6.
IN - PERMANENT INCOMPLETE
Permanent incompletes are only assigned by the Registrar.
Permanent incompletes may be awarded for serious medical or other reasons that prevented the student from completing the course. Students must provide documentation to
support the request.
The teacher will advise the Registrar, in a written
report, of the details of the incident, and a copy will be
given to the student (by the teacher if possible). The
name of the student and the record of the incident will
be held in a confidential file by the Registrar. The student having been found to have cheated or plagiarized
will be informed by the Registrar. Upon receipt of a
second report of cheating or plagiarism, the student
may be suspended from the College for up to a period
of two years.
20.4
EC - FAIL
The EC comment accompanies any failing grade
(59% or below).
DI - EXEMPTION
An exemption is given when the College exempts a student
from taking a course, which is part of his/her program. An
exemption is only given when a student is unable to enrol
in a course and if the course cannot be replaced by another
course. The exemption does not entitle the student to the
credits provided by this course. The number of credits required
by the program is reduced by the number of units provided
by the course for which the exemption has been given.
APPEAL MECHANISM
The student may appeal the decision to the Academic
Appeals Committee. This Committee will be a parity committee consisting of three teachers appointed by JACFA and
three people appointed by the Academic Dean. SUJAC
may appoint an observer. The student in question may be
present at the hearing.
21.
MARKING SYSTEM
21.1
NUMERICAL SYSTEM
In order to receive a medical exemption, the student must
provide a doctor’s note, which allows the College to exempt
the student from a particular course or group of courses.
For an exemption from a course which has been removed
from a program, it is necessary to show that there is no
replacement course which allows the student to meet the
same learning objectives.
The final grade is expressed as a percentage, which denotes
the level of achievement of the learning objectives for the
course. This calculation is based on the professional evaluation of the student’s level of attainment of the learning
objectives based on criteria established by the department
and approved by the Program Committee.
SU - SUBSTITUTION
A substitution allows a student to substitute a course normally required in his/her program of studies by a course
with similar objectives and standards.
The College utilizes a numerical grading system in which
the minimum pass mark is 60%. This pass mark of 60%
indicates that the student has demonstrated at least the
minimal level of competence in the attainment of the
objectives of the course. With a mark of 60 or greater in a
course, the student is entitled to receive college credit for
that course.
SUBSTITUTIONS MAY BE GIVEN IN TWO
INSTANCES:
The following provides a definition of the levels corresponding to numerical grades achieved by students. While the
definition may be open to individual interpretation, it provides the student and the general public with an understanding of the meaning of the numerical grade.
The levels are defined as follows:
90-100%
80-89%
70-79%
60-69%
0-59%
21.2
A
B
C
D
F
Excellent
Very Good
Good
Pass
Fail
1.
When a program revision has resulted in the discontinuation of certain courses. In order to obtain the number of credits necessary for the granting of a diploma,
the discontinued courses can be replaced by courses in
the new program;
2.
When a student changes programs and has already
achieved essentially the same learning objectives in a
course of the previous program that are required in the
subsequent program. For example, a student changing
from the Social Science program to the Science program would be able to substitute a Social Science
course passed in the previous program for the complementary course in the Science program.
The substitution of a course may be granted to a student
under the following conditions:
CODING SYSTEM
In addition to numerical grades the student transcript provides a notation, if required, and the credits attained for
each course. The codes are as follows:
1. The student has already attained essentially the same
learning objectives of the course or courses concerned
in one or several college courses which have been previously passed;
IT - TEMPORARY INCOMPLETE
2. There is no other course which can be taken because of
program revision;
A numerical grade, even if it is a zero, must be assigned
with the IT comment. There must be a written agreement
between the instructor and the student regarding the completion of the course work submitted to the Registrar’s
Office. The official deadline for the submission of the completed grade is published in the Academic Calendar.
3. For students who transfer from a French language
CEGEP to John Abbott College, the mother tongue
French courses completed at a French CEGEP will be
substituted for an English course (Language of Instruction
and Literature);
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4. Second Language English courses completed at a French
CEGEP will be substituted for a French second language
course.
22. AUTO-EVALUATION OF THIS POLICY
Problems with this Policy can be directed at any time to the
Academic Council or its designated committees.
Department chairs should also mention any problems
encountered with the IPESA to the Academic Dean on an
annual basis.
EQ - EQUIVALENCE
An equivalence is given when the College, after consultation with the appropriate Department and Program, recognizes that an individual has previously attained the
objectives of a course. An equivalence gives the student the
credit for a course which need not then be replaced by
another course.
Academic Council, after advice from a designated committee, will report on the suitability of this Policy to the Board
of Governors at least once every three years and the Board
will authorize changes as required.
This measure is applied when a student demonstrates to the
satisfaction of the College that he/she has attained the
objectives and standards of the course for which the “equivalence” is requested. Such attainment can be demonstrated
in two ways:
1.
2.
23. REVISION OF THIS POLICY
All of the practices and procedures set forth in this document are open to review and re-evaluation. Taking into
account recommendations from Academic Council and the
departmental chairs’ annual reports, the Academic Dean
will report to the Board at least every three years on the
extent of compliance with the Policy and recommend any
necessary changes.
By previous studies: studies outside of a college, in
courses at either the secondary or post-secondary level
and given by an institution from either inside or outside Quebec;
By previous learning experiences: recognition of prior
learning.
24. RESPONSIBILITY FOR THE APPLICATION OF
THE POLICY
The Academic Dean is responsible for this policy.
The conditions required to be granted an equivalence for a
course are as follows:
1.
2.
Equivalences may be granted for secondary school
courses if the student has acquired the competency at
the level expected, usually those which cover material
present in an area of collegial technical training;
Equivalences may be granted for post-secondary courses other than CEGEP taken outside Quebec which
have learning objectives closely corresponding to those
of the student’s collegial program;
Equivalences may be granted for prior learning acquired
outside an educational institution. The evaluation may
require the student to present a portfolio or to take a challenge examination.
PROCEDURES
Some substitutions are carried out automatically for students
transferring from a French language CEGEP or when programs are revised.
GENERAL INFORMATION
To request a substitution (SU), an equivalence (EQ), or an
exemption (DI) a student must meet with an Academic
Advisor who will complete the Request for Course
Evaluation Form. If necessary, the student will be referred to
the appropriate department chair for the evaluation and
approval. The department chair, or his/her delegate, will
evaluate the requests and render a decision. The student is
obliged to furnish copies of marks, course outlines or other
documents in support of his/her request if requested by the
chair.
The student is obliged to present the completed form to the
Registrar’s Office and pay any fees. As well, the student
must have the prior institution forward an official copy of
marks to the Registrar’s Office.
If the request is not approved by the chair, the student may
appeal to the appropriate Associate Dean who will consult
with the chair and advisor as appropriate. The department
chair will be informed in writing by the Associate Dean of
any decision that is contrary to his/her recommendation.
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GENERAL POLICIES AND PROCEDURES
No credit of any kind will be granted under any circumstances for an audited course and the course content may
not be submitted as a prerequisite for any advanced course.
ATTENDANCE VALIDATION
After September 20th in the Fall and after February 15th in
the Winter all students must confirm their attendance in
each of their courses. To do this, students must access the
Attendance Validation module on Omnivox at the following
Internet address: johnabbott.intraflex.ca
COURSE CORRECTION/COURSE EXCHANGE
Course corrections for pedagogical reasons are processed
during the first week of classes.
NB: Failure to confirm their attendance in one or more
courses does not mean that the student will be deregistered
from the course (s). All non-confirmed attendances will
mean that the student receives whatever grade they have
earned until that point in time.
Preferential course change/course exchange is permitted at
the end of the first week of classes. A student will receive
credit only for a course in which he/she has been officially
registered.
If applicable, students who are no longer full time as a result
of non-confirmed attendance will be required to pay tuition
fees.
COURSE DROPS
Students may drop courses between the first day of classes
and the deadline to drop for each semester. These deadlines are published in the Academic Calendar and Schedule
of Classes each semester.
CHANGE OF PROGRAM
Requests for a change of program must be made the semester preceding the change. November 1st is the deadline for
the Winter semester and March 1st for the Fall semester.
EDUCATION TAX DEDUCTION FORMS
Tax Deduction Forms are available on Omnivox by the end
of February. (Form T2202A and Form TP697V).
Requests are made to the Admissions Office and studied by
the Admissions Selection Committee. Students are notified
of the Committee’s decision on Omnivox. Late requests are
considered on an individual basis as space permits. Change
of program forms are available in the Registrar’s Office.
INTENSIVE, INTER-SESSION AND DOUBLE CREDIT
COURSES
The drop deadline for these courses is up to and including
the first 20% of the course. In the case of double credit
courses, the 20% applies to each portion of the double
credit. These deadlines are published by the Registrar’s
Office each semester.
CLASS TIME
Classes begin on the hour or half hour and end 10 minutes
prior to the hour or half hour.
GRIEVANCE POLICY
CONVOCATION
The grievance policy exists to help a student or group of
students resolve complaints about or conflicts with teachers.
Grievances may include, but are not limited to, issues such
as the following:
In June, John Abbott College formally honours the graduates
of all programs who have completed their studies during
the past academic year. Individual students who have
excelled in a particular academic area are recognized by
way of departmental awards or scholarships. There is a fee
for all students who participate in the Convocation ceremony, as well as those students who request a John Abbott
College Ceremonial Diploma Certificate.
• Treatment of students
• Coverage of course material
• Adherence to the printed course outline
• Adherence to College policies
COURS COMMANDITES
Informal Level
(Taking courses at another CEGEP)
Dealing directly with the Teacher
Full-time John Abbott College students must obtain permission if they wish to follow a course at another CEGEP.
Failure to obtain the required commandite (permission)
may result in the student not obtaining credit for the course
taken at the other CEGEP. Commandites are granted by an
Academic Advisor.
The student should attempt, if possible, to resolve the issue
directly with the teacher.
Seeking the Chairperson’s Assistance
If the issue remains unresolved, the matter should be
brought to the attention of the department chairperson. It is
the chairperson’s responsibility (or that of a department delegate) to help resolve the complaint/conflict by acting as a
mediator and proposing solutions.
COURSE AUDITING POLICY
Day Division
Definition: An “auditor” is a student officially registered in
the College who wishes to audit a course without seeking to
obtain credits or certificate of studies.
Formal Level
If no agreement is reached at the Informal Level, the student may file a formal grievance by completing the appropriate form available at the offices of the Academic Dean,
Associate Deans, SUJAC or the Registrar.
Procedure: The student may be admitted as an auditor at
the discretion of the teacher (if space permits). The student
must obtain a “Request to Audit” form from the Registrar’s
Office. The form must be completed both by the student
and teacher and returned to the Registrar’s Office prior to
the course drop deadline for each semester.
The Associate Deans are responsible for hearing grievances
and reaching decisions regarding the complaints/
conflicts. The Associate Dean shall treat each case on its
individual merits, and will assure confidentiality.
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Formal grievances may be submitted at any time but not
later than:
REGISTRATION BY PROXY
In extenuating circumstances only, the Registrar’s Office will
act as your Proxy. A request for “Proxy Registration” can be
made at the Registrar’s Office. A fee of $50.00 will be
required.
• March 15 for grievances arising in the preceding Fall
semester
• October 15 for grievances arising in the preceding Winter
and Summer semesters
RELIGIOUS HOLIDAYS
Within five working days of receipt of the Grievance Form,
the Associate Dean will notify the teacher and the student
involved as to the time, place, and date of interviews which
may be required.
The Academic Calendar of the College is fixed by the Board
of Governors.
At certain times of the year, students may be absent from
classes or other College activities to observe their religious
holidays.
The Associate Dean will gather information pertaining to
the complaint from all parties involved as quickly as possible. This will be done by interviewing the student, the
teacher, as well as any witnesses. If both the student and
teacher agree, the Associate Dean may hold a meeting
between both parties.
It is the students’ responsibility to advise their teachers in
advance and to make appropriate arrangements for missed
assignments, tests, etc.
SEMESTERS
After all pertinent information has been gathered, a written
decision will be made and submitted to the student and the
teacher within five working days.
An academic year is composed of 2 semesters - Fall and
Winter. Each semester is 15 weeks in length. Although not
considered part of the regular academic year, the Summer
semester, which is approximately 7.5 weeks long, provides
an opportunity for students to accelerate their program or
catch up on courses previously failed.
The Associate Dean will retain a confidential record of the
grievance and its resolution for a period of five years.
It is the Associate Dean’s responsibility to see to it that
his/her decision has been implemented and is being
respected.
SEXUAL HARASSMENT
The College has endorsed a policy on sexual harassment
and a set of procedures for handling complaints of this
nature. Sexual Harassment is defined as follows:
RIGHT OF APPEAL
Both the student and the teacher have the right to appeal
the decision and may do so by submitting a written request
to the Academic Dean.
Persistent unwanted attention of a sexually-oriented nature
that interferes with the performance or environment of an
individual, and/or
LATE REGISTRATION
Implied or expressed promise of reward for complying with
a sexually-oriented request, and/or
Students who do not register during the regular registration
period will be considered subject to space availability.
Students will be asked to pay a late registration fee and
courses will not be guaranteed. Contact the Registrar’s
Office for an appointment.
Implied or expressed threat of reprisal, actual reprisal, or
the denial of opportunity for refusal to comply with a sexually-oriented request.
This definition is broad enough to include various forms of
harassment (leering, inappropriate questions or remarks,
fondling, phone calls at home, requests for dates, subtle or
overt pressures for sexual activity, etc.) At the same time,
the definition underlines the two essential features of
harassment: the sexual attention is persistent and unwanted, and/or involves the use of a position of power over
another person.
MY JAC PORTAL
My JAC Portal is a bilingual, interactive intranet service
available to the College’s internal community. It groups all
services available to students including Omnivox services,
which provides them with access to their student records,
allows them to register and verify their grades. Students use
their student i.d. number and select a P.I.N. number to
access their portal account.
PRE-REGISTRATION
SOCIAL DATA-CHANGE OF ADDRESS
Students are expected to notify the Registrariat of any
change of address and/or telephone number, using
Omnivox.
All students in 3-year career programs are pre-registered in
all of their courses.
PROOF OF REGISTRATION
Forms requiring proof of registration will be certified upon
request at the Registrar’s Office.
REGISTRATION
Students register once each semester using the Omnivox service. Information about registration is provided to each student
by the Registrar’s Office on Omnivox under Information
Intended for You or via a message in Omnivox (MI0).
179
GENERAL INFORMATION
Students taking courses which are not part of their
program will be charged tuition fees.
For further information on sexual harassment and/or how to
proceed with a complaint, see the handout entitled “WHAT
TO DO IF YOU ARE HARASSED”, available in Student
Services H-148.
OUT OF PROGRAM COURSES
GOVERNANCE
Meetings are held every two weeks during the academic
year and are open to the College community. Inquiries may
be directed to Dr. James Vanstone, Chair of Academic
Council.
BOARD OF GOVERNORS
The College is governed by a 19-member Board of
Governors appointed by the Minister of Education.
The membership categories are:
5 - Socio-Economic, including one member chosen from the
school boards, one from the universities, and one from the
Société régionale de développement de la main d’oeuvre
THE STUDENT UNION
The Student Union of John Abbott College (SUJAC) is the
officially recognized student voice based on the concept that
organized and informed student input into the College’s
operations is a vital part of the John Abbott community.
The Student Union consists of a five-member Executive: a
President and four Vice-presidents (VP Internal, VP Academic,
VP Finance, and VP External). There is also a Congress elected
at the beginning of the Fall semester, with each Congress
member representing 125 John Abbott College students.
SUJAC also oversees various student clubs and organizations
through the Student Activity Committee (SAC).
The objectives of SUJAC are:
• to promote the academic and social interests of its members
• to protect student rights and to act as students’ advocate in
grievance cases
• in its role as a student government, to participate in and
monitor the College’s decision-making process.
2 - Business representatives
2 - Alumni (one pre-university; one technology)
2 - Parents of current students
2 - Students (one pre-university; one technology)
2 - Faculty
1 - Non-teaching professional
1 - Support staff
1 - Director General
1 - Academic Dean
THE ADMINISTRATION
Ginette Sheehy
Director General
Eric Schmedt
Academic Dean/Director of Studies
Gerald Stachrowski
Director of Administrative Services/
Secretary General
Léonce J. Boudreau
Director of Student Services
Steve Avram
Director of Facilities
Diane McGee
Director of Continuing Education
Pierre Assein
Director, Communications & Information
Technology Services
Vacant
Dean of Science, Dental Hygiene, Engineering
Technologies, and Nursing programs
Thomas McKendy
Dean of General Education, CALL, Fine Arts,
Liberal Arts, and Professional Theatre Programs
Margaret Leech
Dean of Social Science, Business Admin.,
Correctional Intervention, ILT, Pathways,
Police Technology and PDHT programs
Donna Yates
Dean of Academic Systems
Daniel Nyisztor
Coordinator of Financial Services, Comptroller
Francine Arbec
Coordinator of Human Resources Services
Stephanie Hygate
Coordinator, International Programs
Daniel Boyer
Coordinator of Student Services
POLICY ON STUDENT CONDUCT
Statement of Student Rights and Responsibilities
As citizens, John Abbott College students enjoy the same
basic rights as do all citizens and are bound by the same
responsibilities to respect the rights of others. In joining the
John Abbott community, students are expected to conduct
themselves in accordance with College standards designed
to perpetuate its educational mission and purpose.
Free inquiry, expression and assembly are guaranteed to all
students. Students have the right to freely pursue their
respective educational goals and functions. It is the
College’s responsibility to assure, as far as possible, the
resources and atmosphere which these require. Students
are also free to organize their personal lives and behaviour,
subject only to the law, established College policies and
rules, and the stipulations of the Student Code of Conduct.
Willful or irresponsible damage, loss of College, student or
staff property, and all disruptive, offensive or irresponsible
behaviour by students, shall be considered detrimental to or
acting against the rights of the College community. All students involved in such acts shall be dealt with according to
the provisions of this policy.
Breaches of College policies, rules or violations of the
Student Code of Conduct which are also breaches of the
law may be dealt with in the courts. It is understood that
any individual who is victim of a crime on College premises
or at College functions may, independently, file a police
report. The Director General, on behalf of the College, also
reserves the right to lay charges or refer the matter to the
proper law enforcement agency. However, if the College is
involved or affected internally, these breaches of College
policies, rules or violations of the Student Code of Conduct
will be dealt with by the Director of Student Services or the
Student Conduct Committee in accordance with the provisions of this policy regardless of whether or not individuals
are charged in the courts.
A copy of the Policy on Student Conduct and Discipline
Procedures is available in Student Services and SUJAC.
ACADEMIC COUNCIL
A consultative and advisory body to the Board of
Governors, Academic Council’s principal responsibility
involves advising the College on the organization and development of instruction.
Academic Council sets its own objectives and priorities for
each academic year and addresses issues brought to
Council’s attention. Examples of topics discussed by previous Councils include academic freedom, introduction of
new programs and certificates of study, recommendations
regarding the effects and implications of restructuring preuniversity programs, grievance procedures as they concern
teachers and courses, academic calendar, library policies
and teaching space.
The Membership of Academic Council is comprised of representatives from various sectors – faculty, administration,
non-teaching professionals, support staff and students. These
individuals are voted to Council by the groups they represent.
180
GENERAL INFORMATION
DIRECTORY
Here are the listings for Student Services, Registrariat and the College’s academic departments. If you
wish to locate a teacher or office not listed here, inquire at Student Services, Herzberg 148. The
directory can be accessed on our home page: www.johnabbott.qc.ca
DEPARTMENT
LOCATION
181
Herzberg 148
Herzberg 102 (106)
Stewart Hall SH-209
Herzberg 128
Hochelaga 106
Herzberg 349
Hochelaga 210
Brittain Hall 118
Herzberg 225
Penfield 227
Brittain Hall 101A
Herzberg 148
Penfield 021B
1 Maple Avenue
Hochelaga 240
Hochelaga 240
Herzberg 102
Stewart East SE - 207
Stewart East SE - 114
Herzberg 102 (110)
Penfield 247
Penfield 118
Herzberg 139
Casgrain 108
Herzberg 235
Penfield 137
Jones Building
Herzberg 139
Hochelaga 131
Stewart Apts. 113
Hochelaga Annex 104
Hochelaga 134
Herzberg 416
Herzberg 117
Herzberg 176
Hochelaga Annex 205
Library 101
Herzberg 202B
Library 201
Herzberg 407
Herzberg 411
Hochelaga 304
Penfield 315
Casgrain 118
Herzberg 319
Hochelaga 311
Hochelaga 316
Penfield 214A
Herzberg 128
Hochelaga 113
Hochelaga 106
Herzberg 117
Casgrain 128
Herzberg 159
Herzberg 138
Herzberg 148
Herzberg 119
Penfield 101
Casgrain 0056
Hochelaga 325
457-6610
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398-7951
457-6610
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LOCAL
5290
5283
5211
5355/5361/5358
5492
5188
5052/5053
5562
5399
5820
5266
5292
5164
—
5513
5520
5282
5442
5645
5283
5796
5955
5540
5780
5927
5215/5917
5844
5308
5486
5234
5178
5472
5469/5544
5285
5290
5170/5140
5330
5840
5337
5376
5633
5328
5538
5407
5815
5464
5456
5933
5902
5817
5492
5285
5322
5320
5314
5290
5286
5397
5425
5770
GENERAL INFORMATION
Academic Advising
Academic Dean
Accounting
Admissions
Anthropology
Biology
Business Administration
Business Training Services
Chemistry
Computer Science
Continuing Education
Counselling
Creative Arts, Literature and Languages
Daycare Centre
Dean, Arts and Nursing, Dental, Theatre
Dean, Social Science, General Education, Police and Correctional
Dean, Science and all other Career programs
Dental Hygiene
Dental Hygiene Clinic
Director General
Engineering Technologies
English
Financial Assistance
Fine Arts
Foreign Languages (German, Italian, Spanish)
French
Geoscience
Health Services
History/Economics/Political Science
Housing Services
Humanities/Philosophy/Religion
Information and Library Technologies
International Programs
Learning Centre
Legal Advisory Services
Liberal Arts
Library
Mathematics
Media Services
Nursing
Nursing, Intensive
Nutrition
Pedagogical Computer Centre
Physical Education
Physics
Police Technology
Psychology
Publication Design & Hypermedia Technology
Registrariat
Social Science Methods
Sociology
Special Needs Student Advisor
Sports and Recreation
Student Activities
Student Employment Centre
Student Services
Student Success Animator
Student Union (SUJAC)
Theatre/Music
Youth and Adult Correctional Intervention
TELEPHONE
Arena
Penfield
RE
R
to
w
ap
le
M
H
to Ste-Anne-de-Bellevue
RE
RE
Bus Stop
Stewart Hall
Residence
Stewart Hall
Laird Hall - Security
Lakeshore Road
Hochelaga
Bus Stop
0
y.
4
Hw
Brittain Hall
Continuing Education
Herzberg
Parking Areas
RE Ramp Entrance
R Receiving
Handicapped Parking
Roads
Paths
Hwy. 20
Casgrain Centre
e.
Av
EXIT 39
211
200
221
210
JOHN ABBOTT
COLLEGE
20
40
BAIE-D'URFÉ
➡
EXIT 41
SAINTE-ANNE-DE-BELLEVUE
Dental
Hygiene Clinic
Bus Stop
514 457-6610
FAX: 514 457-4730
http://www.johnabbott.qc.ca
Internet Home Page:
TEL:
21,275 LAKESHORE Rd., SAINTE-ANNE-DE-BELLEVUE
➡
182
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to
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0
INDEX
A
E
M
Aboriginal Student Resource Centre 164
Academic Advising . . . . . . . . . . 162
Academic Council . . . . . . . . . . . 180
Accident Insurance. . . . . . 160, 165
Accueil Programs. . . . . . . . . . . . . 11
Administration . . . . . . . . . . . . . . 180
Admission Requirements . . . . . . 5, 6
Advanced Standing . . . . . . . . . . . . 5
Agora . . . . . . . . . . . . . . . . . . . . 163
Anthropology. . . . . . . . . . . . 32, 154
Applicants with Foreign
Certificates . . . . . . . . . . . . . . . . . . 6
Application Procedures . . . . . . . . . 6
Arts and Sciences . . . . . . . . . . 9, 55
Attendance . . . . . . . . . . . . 174, 178
Economics . . . . . . . . . . . . . . . . . . 33
Educational Counselling. . . . . . . 162
Engineering . . . . . . . . . . . . . . . 155
Engineering Technologies. . . . 10, 78
Environmental Studies Certificate. . 7
English. . . . . . . . . . . . . . . . . . . . 123
English Exit Exam (Ministerial) 138, 173
Map . . . . . . . . . . . . . . . . . . . . . 182
Marking System . . . . . . . . . . . . . 176
Mathematics . . . . . . 26, 24, 25, 36
Mathematics Sequence Chart . . . 16
Mature Students . . . . . . . . . . . . . . 5
Media Services . . . . . . . . . . . . . 166
Methodology . . . . . . . . . . . . . . . . 36
Mission Statement . . . . . . . . . . . . . 1
Music . . . . . . . . . . . . . . . . . . . . 156
B
Biology . . . . . . . . . . . . . . 23, 32,154
Board of Governors . . . . . . . . . . 180
Bookstore/Sports Store. . . . . . . . 164
Bursaries and Scholarships. . . . . 167
Business . . . . . . . . . . . . . . . 33, 154
Business Administration . . . . . 10, 66
C
D
Dental Hygiene . . . . . . . . . . . 10, 73
Directory . . . . . . . . . . . . . . . . . . 181
Double DEC Science and . . . . . . 41
Social Science
Fees and Financial Assistance. . . 160
Film, Radio and Television . . . . 158
Final Exams . . . . . . . . . . . . . . . . 170
Final Marks . . . . . . . . . . . . . . . . 170
Financial Assistance . . . . . . . . . . 160
Financial Assistance Services . . . 163
Fine Arts . . . . . . . . . . . . . 9, 52, 155
Food Services . . . . . . . . . . . . . . 164
Foreign Languages . . . . . . . . 42, 156
Français/French . . . . . . . . . . . . . 139
G
General Admissions Policy . . . . . . . 5
General Education. . . . . . . . . . . 122
Geography/Geo-Science . . . . . . . 33
Geology/ Oceanography . . . . . . . 24
Governance. . . . . . . . . . . . . . . . 180
Grade Review . . . . . . . . . . . . . . 174
Graduate Evaluation . . . . . . . . . 173
for Diplomas
Grievance Policy . . . . . . . . . . . . 178
N
Nursing . . . . . . . . . . . . . . . . . 10, 87
Nutrition . . . . . . . . . . . . . . . . . . 157
Non-Quebec Resident Fees. . . . 161
O
Omnivox . . . . . . . . . . . . . . . . . . 179
Orientation . . . . . . . . . . . . . . . . 162
Out-of-Program Courses . . . . . . 179
Out-of-Province Applicants . . . . . . 5
P
Payment of Fees . . . . . . . . . . . . 165
Pathways Programs . . . . . . . . 11-14
Peace Studies - Certificate . . . . . . . 8
Personal Counselling . . . . . . . . . 162
Philosophy. . . . . . . . . . . . . . . . . . 36
Photography . . . . . . . . . . . . . . . 158
Physical Education. . . . . . . . . . . 151
Physical Science . . . . . . . . . . . . . 26
Physics . . . . . . . . . . . . . 25, 26, 157
H
Health Services . . . . . . . . . . . . . 163 Police Technology . . . . . . . . . 10, 91
History and Classics . . . . . . . . . . . 34 Policies and Procedures . . . . . . . 178
Honours Programs. . . . . . . 6, 18, 29 Police Technology, Pathways to . . 13
Honours Science . . . . . . . . . . . . . 18 Policy on Evaluation of Student
Honours Social Science / . . . . . 289 Achievement . . . . . . . . . . . . . . . 170
Political Science. . . . . . . . . . . . . . 37
Commerce
Housing Services . . . . . . . . . . . . 164 Ponderation. . . . . . . . . . . . . . . . . 15
How to Calculate Credit Value . . 15 Pre-Hospital Emergency Care 10, 97
Humanities . . . . . . . . . . . . . . . . 140 Preparatory English Courses. . . . 123
Preparatory Programs . . . . . . . . . 11
I
Pre-Registration . . . . . . . . . . . . . 179
ID Cards . . . . . . . . . . . . . . . . . . 160 Pre-university Programs . . . . . . 9, 15
Information & Library
Pre-university Program Structure . 15
Technologies . . . . . . . . . . . . . 10, 82
Probation . . . . . . . . . . . . . . . . . 175
Institutional Policy on The Evaluation of (see Standing and Advancement)
Student Achievement (IPESA) . . 169
Probation Appeals . . . . . . . . . . . 176
Intercollegiates. . . . . . . . . . . . . . 163
Professional Theatre . . . . . . 10, 101
International Applicants . . . . . . . 5-6
Programs Offered and Entrance
International Student Fees . . . 6, 160
Requirements . . . . . . . . . . . . . 9, 10
Inter-session courses . . . . . . . . . 178
Proof of Registration . . . . . . . . . 179
Intramurals . . . . . . . . . . . . . . . . 163
Psychology . . . . . . . . . . . . . 36, 152
Publication Design & Hypermedia
L
Late Registration . . . . . . . . . . . . 179 Technology . . . . . . . . . 10, 112, 153
Learning Centre. . . . . . . . . . . . . 162
Q
Legal Advisory Service . . . . . . . . 164 Quebec High School Students . . . . 5
Liberal Arts . . . . . . . . . . . . . . . 9, 59
Library. . . . . . . . . . . . . . . . . . . . 166 R
Collection . . . . . . . . . . . . . . 166 Radio . . . . . . . . . . . . . . . . . . . . 153
Loans . . . . . . . . . . . . . . . . . 166 Recognition of Academic . . . . . 169
Reference . . . . . . . . . . . . . . 166 Achievement
183
S
Science . . . . . . . . . . . . . . . . . . 9, 17
Science, Pathways to . . . . . . . . . 12
Science Option Courses . . . . . . . 22
Science Program Chart . . . . . . . . 21
Semesters . . . . . . . . . . . . . . . . . 179
Services for Learning . . . . . . . . . 165
Disabled Students
Services for Students . . . . . . . . . 165
with Special Needs
Sexual Harassment . . . . . . . . . . 179
Social Data - Change of Address 179
Social Science . . . . . . . . . . . . . 9, 27
Social Science . . . . . . . . . . . . 9, 28
with Math Profile
Social Science - Commerce Profile9, 28
Social Science, Pathways to . . . . . 12
Social Science - Psychology Profile28
Sociology. . . . . . . . . . . . . . . 39, 159
Sports and Recreation . . . . . . . . 163
Standing and Advancement . . . . 175
Student Activities. . . . . . . . . . . . 163
Student Employment Centre . . . 163
Student Fees . . . . . . . . . . . 160, 165
Student’s Rights and . . . . . . . . . 171
Responsibilities regarding evaluation
Student Services . . . . . . . . . . . . 162
Student Success Services . . . . . . 163
Student Union. . . . . . . . . . . . . . 180
Students with Outstanding Debts160
Summer Courses . . . . . . . . . . . . 160
T
Table of Contents. . . . . . . . . . . . . . 3
Television . . . . . . . . . . . . . . . . . 158
Theatre . . . . . . . . . . . . . . . . . . . 101
Transcript Notation . . . . . . . . . . 176
Transcripts . . . . . . . . . . . . . . . . . 174
Transition Program. . . . . . . . . . . . 10
Transportation and Parking . . . . 164
Trips . . . . . . . . . . . . . . . . . . . . . 163
Tuition Fees . . . . . . . . . . . . . . . . 160
U
University and Career . . . . . . . . 162
Information Centre
University Information . . . . . . . . 162
W
Women’s Studies and Gendre . . . 8
Relations - Certificate
Y
Youth & Adult . . . . . . . . . . 10, 118
Correctional Intervention
GENERAL INFORMATION
Campus Daycare Centre . . . . . . 164
Career Counselling . . . . . . . . . . 162
Career Information . . . . . . . . . . 162
Career Programs . . . . . . . . . . . . . 65
Casgrain Centre . . . . . . . . . . . . . 164
Centre for Continuing Education 168
Ceramics . . . . . . . . . . . . . . . . . . 154
Change of Program . . . . . . . . . . 178
Cheating and Plagiarism . . . . . . 175
Chemistry . . . . . . . . . . . 23, 26, 154
Classics . . . . . . . . . . . . . . . . . . . . 35
Clubs. . . . . . . . . . . . . . . . . . . . . 163
College Information. . . . . . . . . . 162
Complementary Courses . . . . . . 153
Comprehensive Assessment . . . . 171
Computer Science . . . . . . . . . . . 155
Computer Science Technology10, 70
Conference/Rentals . . . . . . . . . . 164
Convocation . . . . . . . . . . . . . . . 178
Counselling . . . . . . . . . . . . . . . . 162
Cours commandites. . . . . . . . . . 178
Course Auditing Policy. . . . . . . . 178
Course Correction/
Course Exchange . . . . . . . . . . . . 178
Course Drops . . . . . . . . . . . . . . 178
Course Outlines. . . . . . . . . . . . . 173
Creative Arts, Literature . . . . . 9, 42
& Languages (C.A.L.L.)
C.A.L.L. Pathways to.. . . . . . . . . . 13
Credit System or Value . . . . . . . . 15
Cultural Diversity. . . . . . . . . . . . 163
F
Recreation. . . . . . . . . . . . . . . . . 163
Registration . . . . . . . . . . . . . . . . 179
Registration by Proxy . . . . . . . . . 179
Registration Validation . . . . . . . 178
Religion. . . . . . . . . . . . . . . . 39, 159
Religious Holidays . . . . . . . . . . . 179
Replacement of Identification
Cards. . . . . . . . . . . . . . . . . . . . . 160
184