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Seneca College of Applied Arts and Technology

Bachelor of Applied Technology Software Development

School of Computer Studies Faculty of Technology

May 6, 2002

Jocelyn Piercy, Co-Dean Faculty of Technology

Phone: 416-491-5050 ext. 3701 Fax: 416-661-4034

Email: [email protected]

Valerie Freeman, Chair School of Computer Studies

Phone: 416-491-5050 ext. 3702 Fax: 416-661-4034

Email: [email protected]

http://www.senecac.on.ca

mailto:[email protected]

TABLE OF CONTENTS Appendix - Page Appendix 1 - Cover Page

1.2 Program Abstract ........................................................................................ 1 - 1

Appendix 2 - Executive Summary 2.1 Executive Summary .................................................................................... 2 - 1

Appendix 3 - Program Synopsis

3.1 Synopsis of Proposed Program................................................................... 3 - 1 Appendix 4 - Program Structure Requirement

4.1 Table: Applied Degree Program Structure .................................................. 4 - 1 Appendix 5 - Degree Level Standard

5.1 Applied Degree-Level Standard Summary.................................................. 5 - 1 Appendix 6 - Program Content

6.1 Program Development Advisory Committee Membership........................... 6 - 1 6.2 Minutes of Program Development Advisory Committee.............................. 6 - 6 6.3.1 Current or Pending Regulatory or Licencing Requirements........................ 6 - 10 6.3.2 Letters of Support from Regulatory/Licencing Body(ies)............................. 6 - 10 6.4.1 Current Professional, Accreditation or other

Organizational Requirements/Standards .............................................. 6 - 11 6.4.2 Letters of Support from Professional/Accreditation

or Other Organizations .......................................................................... 6 - 15 6.5 Table: Program Level Learning Outcomes.................................................. 6 - 16 6.6 Table: Academic Course Schedule ............................................................. 6 - 18 6.7 Course Tables ............................................................................................. 6 - 21 6.8 Table: Admission Requirements ................................................................. 6 - 206 6.9 Table: Promotion/Graduation Requirements............................................... 6 - 208 6.10.1 Table: Work Experience Outcomes............................................................. 6 - 209 6.10.2 Table: Paid Co-Op Work Experience Commitments ................................... 6 - 210

Appendix 7 - Program Delivery

7.1.1 Processes and Mechanisms for Student Feedback .................................... 7 - 1 7.1.2 Student Feedback Instruments ................................................................... 7 - 2

Appendix 8 - Capacity to Deliver

8.1.1 Table: College KPI Data.............................................................................. 8 - 1 8.1.2 Table: Program KPI Data ............................................................................ 8 - 2 8.2 Program Strengths and Appropriateness to College Mission and Goals .... 8 - 6 8.3.1 Staff Curriculum Vitae ................................................................................. 8 - 9 8.3.2 Curriculum Vitae for On-line Learning Professional and

Technical Staff....................................................................................... 8 - 156 8.4 Curriculum Vitae Release Form .................................................................. 8 - 157 8.5 Policies on Faculty Evaluation/Renewal...................................................... 8 - 161 8.6 Enrolment Projections and Staffing Implications ......................................... 8 - 207 8.7.1 Table: Library Resources ............................................................................ 8 - 208

8.7.2 On-line Delivery Resources......................................................................... 8 - 210 8.7.2.1 Description of Resources, Tools and Applications ...................................... 8 - 210 8.7.2.2 Summary of Current On-line Learning Experience ..................................... 8 - 214 8.7.2.3 On-line Learning Practices, Guidelines and Policies................................... 8 - 216 8.7.2.4 Statement – Software and Hardware Agreements...................................... 8 - 225 8.7.3 Table: Computer Access ............................................................................. 8 - 226 8.7.4 Table: Classroom Space ............................................................................. 8 - 227 8.7.5 Table: Labs/Equipment ............................................................................... 8 - 228 8.7.6 Resource Renewal and Upgrade Plans ...................................................... 8 - 229 8.8 Support Services ......................................................................................... 8 - 233 8.9 Spreadsheet: Financial Planning................................................................. 8 - 234

Appendix 9 - Economic Need

9.1 Economic Need ........................................................................................... 9 - 1 9.2 Employer Support........................................................................................ 9 - 7 9.3 Student Interest/Potential Pool of Candidates............................................. 9 - 55

Appendix 10 - Non-Duplication of Program

10.1.1 Table and Statement: Similar/Related Diploma Programs.......................... 10 - 1 10.1.2 Table and Statement: Similar/Related University Programs ....................... 10 -7 10.2 Innovative Program Description .................................................................. 10 - 13

Appendix 11 - Promotability/Recognition

11.1 Credential Recognition ................................................................................ 11 - 1 11.2 Credential Recognition Arrangements ........................................................ 11 - 2 11.3 Student Protection Forms and Processes................................................... 11 - 10

Appendix 12 - Evaluation

12.1 Evaluation Plans and Schedule................................................................... 12 - 1 Appendix 13 - Other Relevant Information

13.1 Other Related Information ........................................................................... 13 - 1 Appendix 14 - Ministry Submission Requirements

14.1 Table: Information for Funding .................................................................... 14 - 1 14.2 College Plans for Related Programs ........................................................... 14 - 2

Appendices Appendix A - TEL Building ............................................................................................ A - 1 Appendix B - Complete Documentation of C.I.P.S Standards ...................................... B - 1 Ministerial Attestation Form and Signature of President

School of Computer Studies Seneca College

Bachelor of Applied Technology

(Software Development)

Submitted by:

CS Applied Degree Team

Faculty: Robert Boyczuk Barb Czegel Mary-Lynn Manton John Samuel Joyce Walton Evan Weaver Jennifer Parker

Support: Elly Brisbois

Chair: Valerie Freeman

h t tp : / / c s . senecac .on .ca

1.2 Program Abstract The Bachelor of Applied Technology (Software Development) is a new program that blends the learning of theoretical principles with practical applications. The proposed curriculum addresses industry needs for technically superior software developers who can communicate effectively within the business context. The development of life-long learning skills is established through investigative research and system projects. The program is delivered at degree level standard and includes a co-operative work term. Graduates will achieve the academic criteria for qualification as C.I.P.S. professional. The applied degree program will be located in the new Seneca/York TEL building, a collaborative centre of research and learning.

Appendix 1 - Page 1

2.1 Executive Summary

Software development has evolved into a multi-billion dollar industry that has a direct

impact on every aspect of modern life. Each business has its own mission-critical expectations

of the specialized software on which it relies. Software applications rarely consist of relatively

simple programs developed in isolation by an individual or a small group. Modern software can

be extremely complicated, and is best developed by a dedicated team of individuals who have a

thorough understanding of both the business and technical issues involved. A software

developer must work as part of a development team to form an effective partnership with a

system's stakeholders, and can only meet stakeholder needs through a skilled combination of

technical knowledge, communication skills, and teamwork.

The Bachelor of Applied Technology (Software Development) has been developed

with detailed industry consultation to produce knowledgeable, adaptable software developers

skilled in both the technical and non-technical aspects of software development. By combining

technical and communication skills from the beginning of the program, and by integrating this

training through a series of practical challenges of increasing complexity, this program will

graduate the trained communicators and problem solvers that industry demands. The

application of theory to practice will be a distinguishing characteristic of the applied degree

program in software development.

Economic needs for the program

Extensive research and review have identified the following economic and demographic

factors that support the need for the applied degree program in Software Development:

Even with the recent economic downturn, 20 – 25% of the IT jobs (20,000 positions) in

Canada remain unfilled

The economic future of Canada is directly related to the information skills of its workers

Industry surveys list a combination of communication and business skills as essential to

employment and success in information technology careers

Appendix 2 - Page 1

No existing Ontario postsecondary program delivers the required combination of

technical, business and communication skills demanded in employer surveys

Recent economic downturns in specific technology sectors emphasize the need for

transferable skills that can be applied in diverse technology areas

The pace of software development and change requires analytical problem solvers who

can and will pursue a path of life-long learning

Toronto is and will remain the business and economic capital of Canada; as such, will

require qualified software graduates

Monster.ca and Workopolis.ca list extensive job postings in software development

Lateral transfers and frequent promotions characteristic of computer professionals

create numerous entry level employment opportunities

The 2002 census projects a population increase in the GTA area

The aging workforce demographic is a factor; replacement employees with current

education are needed

Initial job employment opportunities are improved with a degree qualification

A degree is important for career advancement and professional designation

A summary of how the economic need was determined

For the past five years, Co-op employers and the Computer Studies advisory committee

have clearly presented the economic need for this program. Applied technical skills remain the

number one priority for our business partners. However, there has been a growing demand for

graduates that can, immediately upon graduation, demonstrate these skills in a business setting

and additionally communicate and work effectively in teams with technical and non-technical

associates. Based on those recommendations, the following research was conducted,

An extensive review of publications and relevant documentation

Consultation with external IT business professionals

Census 2002: Growth projections and immigration trends for Toronto

Appendix 2 - Page 2

A review of job postings: online and paper based

Discussions with graduates of our computer diploma programs

A detailed Internet search for information, research and findings

A review of existing college and university program offerings in Ontario and Canada

An online skills survey of Co-op employers

Opportunities for recognition of the credentials

The Canadian Information Processing Society (C.I.P.S.) is the accrediting body that

grants the professional designation (I.S.P.) for Information Technology professionals in Canada.

The I.S.P. is an internationally recognized designation that may only be attained after the

professional has work experience. Graduates of the applied degree program will be eligible for

this designation after meeting the work requirement.

Upon completion of the applied degree, students will be eligible for admittance to

university post-graduate programs, subject to standard assessment criteria. Criteria will include

acceptable GPA, GMAT, work experience, and letters of reference. Letters of credential

recognition for the applied degree have been received from the Universities of St. Mary's,

New Brunswick (Fredericton, St. John), and Brandon and from University Colleges of Cape

Breton and The Cariboo.

Originality of the program

The Bachelor of Applied Technology (Software Development) program is not a computer

science degree, nor is it a college computer diploma program. This is a new program. Current

college diploma programs are application-based and offer limited communication courses.

Existing college curricula offer either programs with the required breadth and depth in technical

areas at the expense of business and communications or programs with a broad base of skills

deficient in depth and specialization. University computer science programs are historically

based on theoretical foundations in the study of discrete mathematics. Other university

Appendix 2 - Page 3

programs, such as the B.A. (ITEC) at York, demand breadth requirements but limit study in

technical areas.

The Bachelor of Applied Technology (Software Development) is a new program that

blends theoretical and analytical principles traditionally taught by universities with applied

concepts offered by colleges. The proposed curriculum addresses the demands of industry for

software developers who possess superior technical knowledge and are able to communicate

effectively within the business context. The development of life-long learning skills is a priority.

This applied program will be delivered at a degree level standard by academically qualified

faculty and will be housed in the new TEL Building, a centre of research and learning designed

collaboratively by Seneca College and York University.

How the program fits with the mission and strengths of the college and will enhance the capacity

of the institution

The School of Computer Studies, in support of Seneca's mission statement, is a

dynamic and innovative leader responsive to the changing needs of employers and students.

The diploma programs are exceptional, providing superior opportunities in 27 professional

options and 5 specializations. Seneca was the first college to offer a computer networking

program, now home to 1200 students. The new open-source technology has led Seneca to

develop the only post diploma program in LINUX. Under the government's Strategic Program

Initiatives Fund program, Seneca has provided curriculum and faculty expertise to assist in the

revision of other college programs. The applied degree program in software development builds

on a history of unparalleled computer education in Ontario and is a critical component in

maintaining and extending Seneca's leadership in applied education.

Type of skills/knowledge at the degree level required for the profession

The proposed applied degree meets or exceeds the standards established for applied

degree accreditation by C.I.P.S. professionals. The C.I.P.S. requirements are:

Appendix 2 - Page 4

" To meet the needs of the business community, a competent graduate must receive training in

at least six areas:

Business or other application-related knowledge which provides an appreciation of the

context and environment within which application systems are developed and

implemented;

Technical knowledge and computer-based skills which provide the basic foundation of

any information systems function;

Advanced training in technical skills and knowledge as appropriate to graduates at the

Bachelor level;

Significant hands-on practice in the application of these technical skills;

Communication and workplace skills which provide the ability to interact in both written

and oral form with individuals at all levels within an organization;

Project management, supervisory, and general management skills as appropriate to a

high technology environment."

A summary of the ways in which employers will support the program

The response of the business community, members of the advisory committee,

employers and the students has been overwhelmingly positive. This support is reflected in

letters and surveys contained within the proposal. The cooperative education database for the

Faculty of Technology contains listings for 3500 employers and over the past three years, the

School of Computer Studies has received over six million dollars in educational support

(hardware and software) from corporate sponsors.

Enrolment and faculty growth

The planned start date for this program is September 2003 in order to meet the needs of

the double cohort and future projected increases in post secondary enrolments. The enrolment

plan (Appendix 8.6) indicates two calendar intakes, September and January. Projections for

September 2003 are 80 students and for January 2004, 40 students. This 80 / 40 enrolment

Appendix 2 - Page 5

Appendix 2 - Page 6

plan results in an overall program enrolment of 372 students in September 2007. Appendix 8.6

indicates Seneca's intention to hire as needed to meet the requirement growth of this program

Financial Capacity

Seneca College is prepared to operate this program within ministry-funded parameters.

It is also anticipated that private and corporate sources of educational support (software and

hardware) will continue and increase with the opening of the new TEL building allowing for

continued delivery of high quality education.

3.1 Synopsis of Proposed Program Title: Bachelor of Applied Technology (Software Development) Credential Nomenclature: B.A.T. (Bachelor of Applied Technology) Program Description: Business wants employees who can do, think, and communicate. The applied degree proposal delivers a curriculum that prepares graduates of this program to be those employees. The program of study delivers:

• applied skills and theoretical knowledge in technology and business • problem solving methodologies and investigative research techniques • communication skills and principles underlying the role of an individual in a global

society. This four-year program is unique both in content and in delivery. The delivery of the curriculum blends the learning of theoretical principles with “real-world” applications. The content is designed to meet industry needs for superior software developers who can communicate effectively within the business context. Existing programs do not provide the depth and breadth of content nor the unique applied delivery proposed in the Bachelor of Applied Technology.

Bachelor of Applied Technology (Software Development)

Curriculum Courses 12 % Communications 20% Programming and Databases 9% Internet and Security 11% Systems Analysis and Design 9% System Environments 11% Professional Options 11 % Business and Co-op 17% Liberal Studies Plus a 14-week supervised work term

Appendix 3 - Page 1

Program learning outcomes Graduates of the proposed Bachelor of Applied Technology in Software Development program will demonstrate the ability to: 1. solve problems by designing, coding, testing, and implementing programs using several

programming languages, at least one to a professional language-specific standard; 2. develop integrated systems of hardware and software, using current system

development methodologies to fulfill the processing needs of a client; 3. use and configure several operating systems in the development and deployment of

software at a professional level; 4. develop and deploy Internet-based applications using current technologies to meet client

needs; 5. design databases and develop applications that process database contents using a

DBMS and various programming languages, to current industry standards; 6. apply data communications, networking, and security concepts to the development of

multi-site, multi-user systems, following relevant industry standards; 7. use effective written, oral and visual communication skills to communicate with technical

and non-technical audiences, at levels appropriate for a variety of business settings;

8. apply project management theory and techniques to the development of automated systems, using a basic understanding of business principles and practices;

9. work effectively and cooperatively as a team member in different roles and settings

using appropriate technical and interpersonal skills, in the development of automated systems;

10. continue the life-long learning process of acquiring new skills and knowledge through

formal and self-directed means using information and learning resources; 11. incorporate knowledge of organizational structure, management functions, business

objectives and established practices in the design of business systems and software, including strategic planning and corporate objectives, administrative processes, human resources, accounting, marketing, and e-business;

Appendix 3 - Page 2

Linkage between program learning outcomes and curriculum design The program outcomes and subsequent curriculum design were designed in stages over the past two years. The process included:

• Fall 2000 - List of essential skill outcomes developed by the Advisory committee, 3500 employers and categorization of skills list under curriculum outcome headings

• Winter 2001 - Advisory committee review of categorization and prioritization within categories and open faculty meetings

• Fall 2001 -Faculty applied degree committee initiated extensive research, study of comparative post secondary curriculum and advisory committee validated program outcomes

• Winter 2002 - Program outcomes established at degree level standards, curriculum map and subject outcomes designed from program level outcomes and supported unanimously by the advisory committee

The curriculum design was founded on the early development of the eleven program outcomes reflective of industry needs and priorities. Curriculum consultants from the Center for Professional Development ensured that the program outcomes met standards commensurate with Seneca’s commitment to high-quality applied degree education. The categories of study (reflected in the graph above) and the weighting allocated to each, represent the prioritization indicated by employers. The program learning outcomes cut across many areas of the curriculum and will be reinforced in several courses. For example, program outcome seven (communications) is essential to the achievement of outcome two (systems development). Further, the communications outcome will be achieved not only through communication courses but also in many other subjects, technical and non-technical. The applied degree curriculum integrates the program learning outcomes throughout the course offerings and provides the theory and applications necessary to achieve the outcomes. This program will include a variety of delivery methods including interactive lectures, labs, demonstrations, discussions, seminars, self-directed exercises, tutorials, and case studies. For each course, there will be a web-based home page accessible to students as an information center. Each class will be enrolled interactively in a Blackboard session that permits open discussion and contact 24 hours/day, 7 days/week. An innovative course, Investigative Research Internship, is included in the curriculum during the second summer semester. This course requires students to do independent off-site research with online support from a faculty advisor and from standards and resources published to the Internet. The supervised work term will highlight the integration of classroom learning with application and support many, if not all program learning objectives. Relationship to applicable regulatory/licencing requirements and professional bodies There are no regulatory/licencing bodies for software development programs. In absence of this standard, the proposal was benchmarked against the accreditation requirements set forward by the professional body, C.I.P.S. (Canadian Information Processing Society). The proposed curriculum meets or exceeds the C.I.P.S. requirements (Appendix B) for accreditation of applied degrees. It is noted that in other provinces, C.I.P.S. may accredit college diploma and applied

Appendix 3 - Page 3

degree programs. This is not true in Ontario. The School of Computer Studies is working with C.I.P.S. to formalize a presentation to the Ontario government for future accreditation. Nature of the paid work term The 14-week co-operative work term is an essential part of the curriculum, requiring students to apply a significant portion of the learning achieved by the end of year three. The work experience allows for the demonstration of communication and business skills and the application of technical knowledge to various programming and systems projects. The employer and the faculty coordinator supervise the work term. Students are prepared for the work environment through a specialized preparatory course prior to the work term. Subsequent to the work term, students will have an opportunity to assess and evaluate the work experience in the Co-op Integration and Career Planning course. New OSSD Curriculum Completion of OSSD or equivalent and four Grade 12 U or U/C courses including:

• MCB4U Advanced Functions and Introductory Calculus or MDM4U Mathematics of Data Management

• ENG4U University Preparation English • Two other Grade 12 U or U/C courses

** Recommend two C or U/C courses - one course in Business and one in Technology - Computer Studies Existing OSSD Curriculum Completion of OSSD or equivalent and four OAC credits including:

• OAC English • OAC Algebra • Two additional OAC credits

** Recommend two additional courses - one course in Business and one in Technology - Computer Studies Projected Cumulative Full-time Enrolment Per Year * Projections are based on two intakes per year, one in September, one in January

September January Cumulative Year One 80 40 108 Year Two 80 40 195 Year Three 80 40 280 Year Four 80 40 365

Anticipated Start Date September 2003

Appendix 3 - Page 4

Bachelor of Applied Technology (Software Development) Enrolment Projections and Student Progression by Semester Sept. Jan

2003 2004 May 2004

Sept. 2004

Jan 2005

May 2005

Sept. 2005

Jan 2006

May 2006

Sept. 2006

Jan 2007

May 2007

Sept. 2007

# Students (Semester)

80 (1)

68 (2) 40 (1)

Off Off

58 (3) 34 (2) 80 (1)

55 (4)

32 (3) 68 (2) 40 (1)

BTR490BTR490 30 (4) Off Off

55 (5)

58 (3) 34 (2) 80 (1)

55 (6) 30 (5) 55 (4) 32 (3) 68 (2) 40 (1)

Coop Coop BTR490 BTR490 Off Off

55 (7) 30 (6) 55 (5) 30 (4) 58 (3) 34 (2) 80 (1)

55 (8) 30 (7) 55 (6) 30 (5) 55 (4) 32 (3) 68 (2) 40 (1)

Grad Off Coop Coop BTR490BTR490 Off Off

30 (8) 55 (7) 30 (6) 55 (5) 30 (4) 58 (3) 34 (2) 80 (1)

Cumulative 80 108 172 195 257 280 342 365 372 • Program Start Date: September 2003 • Attrition Rates: 15% for first semester 10% for second semester 5% for third semester 5% for fourth semester Direct enrolments and /or transfers will offset attrition in semesters 5 through 8

Program Map – Bachelor of Applied Technology (Software Development)

Sem. Program Map

1

BTP100: Programming Fundamentals using C

BTB110: Accounting for the Business Environment

BTO120: Operating Systems for Programmers—UNIX

BTO130: Operating Systems for Programmers—Windows

BTC140: Critical Thinking and Writing

2

BTP200: The Object-Oriented Paradigm using C++]

BTD210: Database Design Principles

BTI220: Internet Architecture and Development

BTO230: Operating Systems for Programmers—iSeries

BTC240: Interpersonal Communications in Organizations

Liberal Studies Elective

3

BTP300: Object-Oriented Software Development I-C++

BTD310: SQL Database Design using Oracle

BTI320: Web Programming on UNIX

BTS330: Business Requirements Analysis using OO Models

BTC340: Business Presentations


4

BTP400: Object-Oriented Software Development II—Java

BTN410: Data Communications- Networks

BTI420: Web Programming on Windows

BTS430: Systems Analysis and Design using UML

BTC440: Business and Technical Writing


* BTR490: Investigative Research Internship

5

BTP500: Data Structures and Algorithms

Professional Option

BTB520: Canadian Business Environment

BTS530: Major Project- Planning and Design

BTH540: Design for User Interfaces

6 BTP600: Design Patterns in UML

Professional Option

BTE620: Law, Ethics and Social Responsibility

BTS630: Major Project- Implementation

BTC640: Multimedia Presentations

CPP600: Co-op Professional Practice

* BTW699: Co-op Work Term

7

Professional Option

BTN710: Information Security

BTB720: Marketing Principles and Practices

BTS730: Project Management Methodologies

BTH740: Human Factors in Computing

CPP700: Coop Integration and Career Planning

8

Professional Option

Professional Option

BTR820: Research Methodologies and Project

BTS830: Technology Planning and Acquisition

Liberal Studies Option

4.1 Applied Degree Program Structure The Bachelor of Applied Technology (Software Development) will initially be offered with two intakes per year - September and January. Two calendar entry points are very advantageous. It provides potential students with entry options and provides enrolled students who need to take a course from a previous semester the opportunity to do so without falling behind in their course of studies. Program Structure One: September enrollment and course sequence Degree Structure (September Intake)

September

January

May

Year One On-campus studies On-campus studies Vacation Year Two On-campus studies On-campus studies, Research - Vacation Year Three On-campus studies On-campus studies Paid full-time co-op Year Four On-campus studies On-campus studies Graduation

Program Structure Two: January enrollment and course sequence Degree Structure (January Intake)

September

January

May

Year One On-campus studies Vacation Year Two On-campus studies On-campus studies, Research - Vacation Year Three On-campus studies On-campus studies Paid full-time co-op Year Four On-campus studies On-campus studies Paid full-time co-op or

vacation Year Five On-campus studies Graduation

Paid Full-time Co-op Work Experience: Students will be required to complete one work term of 14 weeks to graduate. There are options for a possible second work term. Students in program structure one may accept consecutive work terms and rejoin the curriculum in program structure two. Students in program structure two may accept either a second consecutive work term rejoining the curriculum in program structure one or a second work term in their last summer.

Appendix 4 - Page 1

5.1 Applied Degree-Level Standard Summary

The applied degree in Software Development is a new program that will provide

graduates with the critical knowledge and practical skills required for successful careers in

information technology. The program integrates computer theory with practical applications and

directly addresses the business and communication requirements deemed essential by

employers.

Ontario’s colleges and universities provide two learning paths to prepare graduates to

contribute to the social and economic fabric of their community. Students may pursue a

university degree that emphasizes theory or choose a college diploma that focuses on applied

principles. There is substantial research to support the need for an alternative learning path,

one that integrates the educational philosophies of the universities with those of the colleges.

With its inherent requirements for problem solving and analytical thinking, software development

is a strong candidate to deliver a degree level program using this new applied learning path. In

locating the Bachelor of Applied Technology program in the new TEL centre, Seneca has

provided for future collaborative opportunities with York University in the areas of research and

learning.

Knowledge and Critical Understanding…

Holders of the degree will have obtained the critical knowledge in following the principles of

software development. Some of these topics are:

• structured and OO programming constructs

• algorithmic solutions and design patterns

• programming and system standards

• technology change and innovation

• analysis of program and system requirements

• deployment of software on a variety of platforms,

Appendix 5 - Page 1

• design and programming of Internet-based applications,

• human factors in computing

• data structures and information management

• data communications and information security

• project planning, implementation and management

• business structure, practices, ethics and behaviours

• research methodologies

• communications to varied audiences in varied environments

• technology planning and acquisition

• career planning practices

The curriculum reflects a progressively complex level of skill, knowledge and interpretation

associated with software development. Initial courses focus on understanding and application of

principles underlying the development of software systems. A more abstract application of these

same principles is delivered in mid-curricula courses where emphasis shifts to developing

analytical skills. In the final two years, courses will require students to synthesize information to

solve real business problems and demonstrate their knowledge in a cooperative work term.

Ability to apply underlying concepts…

The application of concepts is reinforced in all courses through self-directed

programming assignments (requiring the application of concepts learned in class to new

problem domains), research projects, case studies, the design and implementation of a software

system and by actual work experience during a supervised work term.

Students are required to integrate concepts from a variety of courses, technical and non-technical. For example, in systems analysis and design courses, students will be required to develop ‘real world’ solutions integrating principles learned in technical, business and communication courses. In later semesters, students will build on

Appendix 5 - Page 2

previously learned concepts to implement a two-semester business project, develop case study solutions, and conduct investigative research and independent inquiry. Methods of Inquiry…

Graduates will be able to investigate, research, evaluate, and implement effective solutions as

part of a collaborative team or on their own. Students will be continually exposed to the

fundamental need to meet client requirements, and will practice and employ the principles of

analysis. The study of business and communication concepts will provide students with the

techniques required to align technology strategies with business management objectives.

An investigative approach will be used in all courses, along with repeated requirements

for the collection and analysis of information. The Internet is a fundamental resource for

software developers and will be used extensively. However, the emphasis will not merely be on

the collection of data but rather on the ability to use information strategically in achieving

specific objectives. This emphasis on knowledge versus information requires students to

demonstrate a capacity for critical thinking and evaluation. Graduates of this program will have

the knowledge skills to be both information seekers and information providers.

An understanding of the limits …

System development methodologies require the establishment of scope and boundaries

for a proposed system. In the delivery of a system, the software developer faces the challenge

of working within these boundaries to attain the required scope. Graduates of this program will

recognize that they are not business specialists but rather possess the capability to work

effectively within a business context. Graduates will understand that in the technical

environment, change is inevitable and that the criteria for success depends on the ability to not

only apply fundamental concepts to new technology, but also to continue the process of life long

learning.

Graduates will know the constraints of various technologies and will be able to evaluate

the applicability of different methodologies to specific problems. Graduates will understand the

Appendix 5 - Page 3

strengths and weaknesses of different programming languages and will apply this knowledge to

select the proper software development tools.

Range of Established Techniques…

By its very nature, the art of successful software development is a process of critical

analysis and problem solving. The curriculum requires that students create software programs

and systems of varying levels of complexity, in varying business and technical environments. As

a result, students will develop not only the ability to create and test new solutions, but to

recognize patterns in problems and be able to apply appropriate solutions. Students will also

learn that communication skills, problem solving skills, and business knowledge are as

important as technical skills in effective systems development. Graduates will have the ability to

communicate effectively in a business environment along with a sound base of technical

knowledge, a combination that will make them very effective problem solvers.

Effectively Communicate information…

The ability to communicate effectively in a variety of forms and to a variety of audiences

is critical to success in any career today including software development, yet most technology

programs do not adequately address this requirement.

In the past decade, the processes and technology involved in communicating

information have undergone a dramatic transformation. Business functions in a global,

networked environment, yet traditional communication techniques have never been more

important. For example, the ability to write electronic documents and to effectively process and

evaluate written information from the Internet is critical. Presentations must be delivered to

audiences in various geographic locations, and of various cultures. Audience expectations have

risen to the point that even relatively minor presentations require use of multimedia. Presenters

are expected to know and use a wide array of presentation technologies.

The proposed degree addresses the critical need for communication skills in diverse

settings. Students will be required to take several communication courses including critical

Appendix 5 - Page 4

thinking and writing, interpersonal communications, business presentations, business writing

and research. Two courses will deal specifically with human/machine dialogues – User Interface

Design and Multimedia Presentations. Human Factors in Computing will examine the cultural

and global influences on communication. All communication courses will have a significant

practical component - students will be required to practice the concepts learned.

Students in the applied degree program will benefit from the opportunity to select from a

wide range of electives offered by the Liberal Arts faculty.

Undertake Further Training…

The relentless pressure of new computer technology requires information practitioners

into a pattern of ongoing research. Students will learn that in order to keep up with, and take

advantage of, the rapid rate of change, they must commit to lifelong learning and investigation.

Graduates of the applied degree program will understand the importance and value of

further education. The importance of acquiring new competencies will be highlighted in the

Career Planning course. Graduates will have opportunities for admission to university graduate

studies programs.

Qualities and Transferable Skills for Employment…

Technology Churn is a term that describes the turmoil caused by the continuing arrival of

new technologies. Economic downturn, as exemplified by the failure of many dot.com

companies in the past year, is often the result of technology churn. Technology professionals

with well-rounded skill sets are typically more qualified to weather economic downturns than

more specialized colleagues. The curriculum for the proposed degree addresses both the

requirements to keep up with changing technology and the requirement to possess a broad skill

set.

Graduates of the applied degree program will have many transferable skills: strong

technical knowledge, design and analysis methodologies, business concepts, and

Appendix 5 - Page 5

Appendix 5 - Page 6

communication techniques, to name a few. Armed with transferable skills, graduates will be

equipped to learn with and adjust to technology changes and economic fluctuations.

Summary

The field of software development demands effective communication, business acumen,

precise technical knowledge and an analytical intellect. The Bachelor of Applied Technology

(Software Development) will deliver to its graduates the required skills at a level appropriate to a

degree credential.

6.3 Regulatory/Licencing Requirements 6.3.1 Current or Pending Regulatory or Licencing Requirements There are no licencing and regulatory bodies associated with the field of software development. Therefore, there are no current regulatory/licencing requirements and/or standards for this program. 6.3.2 Letters of Support from Regulatory/Licensing Body(ies) As there are no licencing and regulatory bodies associated with the field of software development, there are no supporting letters.

Appendix 6 – Page 10

6.4 Professional/Accreditation or other Organization Requirements/Standards 6.4.1 Current Professional, Accreditation or other Organizational Requirements/Standards In the absence of any licensing and regulatory bodies, the proposal was benchmarked against the accreditation requirements set forward by the professional body, C.I.P.S. (Canadian Information Processing Society). The proposed curriculum meets or exceeds the C.I.P.S. requirements for accreditation of applied degrees. However, it should be noted that in other provinces, C.I.P.S. accredits college diploma and applied degree programs. This is not true in Ontario. The School of Computer Studies is presently working with C.I.P.S. to formalize a presentation to the Ontario government for future program accreditation. C.I.P.S. offers two types of accreditation, one for the program and one for the professional. The professional designation is Information Systems Professional (I.S.P.). All graduates of the applied degree program will be eligible for I.S.P. designation after completing the work experience requirement. The length of the work experience is based on accreditation of the program.


Requirements for I.S.P. Designation Education Experience C.I.P.S. Accredited University Programs (Computer Science, Information Systems or Software Engineering)

• Four (4) year university degree. Two (2) years professional level experience.

• Three (3) year university degree. Three (3) years professional level experience.

Non-Accredited University Programs

• Four (4) year university degree (C. Sc., M.I.S., or Software Engineering).

Four (4) years professional level experience.

• Three (3) year university degree (C. Sc., M.I.S., or Software Engineering).

Five (5) years professional level experience.

Accredited College or Technical Institute Programs (computing program or technical program)

• Three (3) year computing program. Four (4) years professional level experience.

• Two (2) year computing program. Five (5) years professional level experience.

• One (1) year post-diploma I.T. program. Seven (7) years professional level experience.

Non-Accredited College Programs (computing program)

• Three (3) year computing program. Six (6) years professional level experience.

• Two (2) year computing program. Seven (7) years professional level experience.

Other Routes

• Successfully passed the examination offered by the Institute for Certification of Computer Professionals (ICCP) leading to the CCP or equivalent.*

• Successfully passed the Diploma Level examination offered by the British Computing Society (BCS).


• Successfully passed the Professional Graduate Level examination offered by the British Computing Society (BCS).


• Professional experience only. A minimum of 12 years of professional level experience and having entered the field prior to 1976.

*A copy of exam results must accompany the application.


C.I.P.S. Statement posted at: http://www.cips.ca/standards/accreditation/cpac/ "Top ten reasons employers hire I.S.P.- certified professionals: 1. Rigorous certification criteria ensures I.S.P.- certified professionals will be superior

contributors to an organization's bottom-line. 2. Customers are assured of high-quality information systems being used to develop and

support products and services. 3. The perception of an organization is enhanced internationally through broad recognition of

the I.S.P. 4. Three hundred hours of professional training completed every three years by each I.S.P.,

ensures an organization is applying the best of current practices. 5. Access to the educational resources and networking opportunities provided by C.I.P.S.,

keeps contractors and staff current and informed. 6. More than 1,700-plus I.S.P. holders across Canada 7. National nature of the designation provides consistency of standards, easy transferability,

and cost efficiencies. 8. As a government-registered professional designation for information systems professionals,

the I.S.P. provides a unique competitive advantage for organizations when bidding internationally.

9. Effective self- regulation of the profession provides confidence to customers and the general

public while avoiding the burden of regulation. 10. Supporting staff to receive and maintain the I.S.P., reflects an organization's appreciation

that its staff are professionals."


Curriculum Requirements for C.I.P.S. Program Accreditation "The information systems area has become such an integral part of the operation of most organizations that the ability to maintain stability of operation and to establish a competitive position is dependent on the successful partnership of the information systems area with the other functional areas of the business. To meet these needs of the business community, a competent graduate must receive training in at least six areas:

• Business or other application related knowledge which provides an appreciation of the context and environment within which application systems are developed and implemented;

• Technical knowledge and computer-based skills which provide the basic foundation of


• Advanced training in technical skills and knowledge as appropriate to graduates at the bachelor level;

• Significant hands on practice in the application of these technical skills;

• Communication and workplace skills which provide the ability to interact in both written

and oral form with individuals at all levels within an organization.

• Project management, supervisory and general management skills as appropriate to a high technology environment.

These 6 components of the curriculum should be highly integrated so that graduates are able to function fully as members of a professional IT team. In addition, a liberal arts and general education component would normally be expected to round out the program. The curriculum must foster the development of graduates with a diverse set of skills. These graduates must be prepared for positions beyond the typical entry level of a C.I.P.S. accredited 2 year diploma program through exposure to a variety of advanced platforms and technologies, courses that significantly contribute to their professional/career development, and exposure to appropriate topics in technology management and workplace skills. Businesses require continuous personal and educational development for their employees in order to maintain a position in the marketplace. Therefore, the program must be structured to enable and promote life-long learning opportunities. In addition, the program must develop students' abilities in the areas of critical thinking, problem solving and independent learning. While it is evident that local or community needs may have a bearing on the specific content of the program, one of the major objectives of accreditation is to identify programs which address the staffing needs of businesses on a more general basis. Therefore, the basics as described must be present for a program to be considered for accreditation. In addition, it is expected that local employment needs will also be addressed through the inclusion of additional topics of study." See Appendix B : Complete Documentation of C.I.P.S. Standards


6.4.2 Letters of Support from Professional/Accreditation or Other Organizations There are no licensing and regulatory bodies that may accredit applied degree programs in the province of Ontario, therefore no letters of support are submitted.


6.5 Table: Program Level Learning Outcomes Program Level Learning Outcomes Graduates of the proposed Bachelor of Applied Technology (Software Development) will demonstrate the ability to:

Courses that Contribute to this Outcome Courses indicated in bold are primary contributors to the specific learning outcome

1. Solve problems by designing, coding, testing, and implementing programs using several programming languages, at least one to a professional language-specific standard;

All BTP courses, all BTI courses, BTS630 [BPO910-960 inclusive]

2. Develop integrated systems of hardware and software, using current system development methodologies to fulfill the processing needs of a client;

All BTS courses, BTR490, all other BT courses [all BPO courses]

3. Use and configure several operating systems in the development and deployment of software at a professional level;

All BTO courses, all BTI courses, all BTP courses, BTS630, BTH540, BTN710 [BPO910-960 inclusive]

4. Develop and deploy Internet-based applications using current technologies to meet client needs;

All BTI courses, BTP400, BTH540, BTC640 [BPO910, BPO920, BPO940, BPO950, BPO960]

5. Design databases and develop applications that process database contents using a DBMS and various programming languages, to current industry standards;

All BTD courses, BTP400, BTH540, BTI320, BTI420, BTS630 [BPO900, BPO910, BPO940, BPO960]

6. Apply data communications, networking, and security concepts to the development of multi-site, multi-user systems, following relevant industry standards;

BTN410, BTN710, BTO320, BTI420, BTO120, BTS830, BTP400 [BPO910-960 inclusive]

7. Use effective written, oral and visual communication skills to communicate with technical and non-technical audiences, at levels appropriate for a variety of business settings;

All BTC courses, all BTS courses, CPP600, CPP700, BTR490, BTR820, all other courses

8. apply project management theory and techniques to the development of automated systems, using a basic understanding of business principles and practices;

BTS530, BTS630, BTS730



9. Work effectively and cooperatively as a team

member in different roles and settings using appropriate technical and interpersonal skills, in the development of automated systems;

All BTS courses, BTC240, BTB720, BTH740, BTC340, BTC640 [BPO940]

10. Continue the life-long learning process of acquiring new skills and knowledge through formal and self-directed means using information and learning resources;

BTR490, BTR830, BTE620, BTH740, all other courses

11. Incorporate knowledge of organizational structure, management functions, business objectives and established practices in the design of business systems and software, including strategic planning and corporate objectives, administrative processes, human resources, accounting, marketing, and e-business;

All BTB courses, all BTS courses, BTC240, BTC340, BTC440, BTH740, BTE620, CPP700, BTW699, BTH540, BTR490, BTR820 [BPO900]

Note: Square brackets indicate professional option courses.

6.6 Table: Academic Course Schedule

Course Schedule Table

Year and Semester Course Title

Total P Course

Semester Hours

Total O Course

Semester Hours

Course Prerequisites and Co-requisites

Year 1Semester 1 BTP100: Programming Fundamentals using C 70 Not applicable

BTB110: Accounting for the Business Environment 56 Not applicableBTO120: Operating Systems for Programmers - Unix 56 Not applicableBTO130: Operating Systems for Programmers - Windows 56 Not applicableBTC140: Critical Thinking and Writing 56 Not applicable

Semester 2 BTP200: The Object-Oriented Paradigm using C++ 56 BTP100BTD210: Database Design Principles 56 Not applicableBTI220: Internet Architecture and Development 56 BTO120 or BTO130BTO230: Operating Systems for Programmers - iSeries 56 BTP100BTC240: Interpersonal Communications in Organizations 42 BTC140Liberal Studies Elective 42 See appendix 6.7

Year 2Semester 3 BTP300: Object-Oriented Software Development I - C++ 56 BTP200

BTD310: SQL Database Design Using Oracle 56 BTD210BTI320: Web Programming on UNIX 56 BTO120 and BTI220BTS330: Business Requirements Analysis using OO Models 56 BTC140 and BTP200BTC340: Business Presentations 42 BTC240Liberal Studies Elective 42 See appendix 6.7

Semester 4 BTP400: Object-Oriented Software Development II - Java 56 BTP300BTN410: Data Communications - Networks 56 BTI220BTI420: Web Programming on Windows 56 BTI320 and BTO130BTS430: Systems Analysis and Design Using UML 56 BTS330

BTC440: Business and Technical Writing 42 BTC140Liberal Studies Elective 42 See appendix 6.7

Summer Study BTR490: Investigative Research Internship 56 BTS330Year 3Semester 5 BTP500: Data Structures and Algorithms 56 BTP400

Professional Option 56 See appendix 6.7BTB520: Canadian Business Environment 56 BTB110 and BTC240BTS530: Major Project - Planning and Design 56 BTS430BTH540: Design for User Interfaces 56 BTI420

Semester 6 BTP600: Design Patterns in UML 56 BTS430 and BTP500Professional Option 56 See appendix 6.7BTE620: Law, Ethics and Social Responsibility 56 BTB520BTS630: Major Project Implementation 56 BTS530 and BTP400BTC640: Multimedia Presentations 56 BTC340CPP600: Coop Professional Practice 28 BTB520 and BTC240

Year 4Semester 7 Professional Option 56 See appendix 6.7

BTN710: Information Security 56 BTN410 and BTP400BTB720: Marketing Principles and Practices 56 BTB520BTS730: Project Management Methodologies 56 BTS630BTH740: Human Factors in Computing 56 BTH540 and BTB520CPP700: Coop Integration and Career Planning 28 Co-op work term

Semester 8 Professional Option 56 See appendix 6.7Professional Option 56 See appendix 6.7BTR820: Research Methodologies and Project 56 BTS730 and BTC440BTS830: Technology Planning and Acquisition 56 BTB520 and BTS730Liberal Studies Option 42 See appendix 6.7

1806 630Sub-total Course Hours:Total Program Hours: 2436

Percentage of Program Offered in O Courses: 26.50%

6.8 Admission Requirements

New OSSD Curriculum Program Admission Requirements

Academic

Completion of OSSD or equivalent and four Grade 12 U or U/C courses including:

• MCB4U Advanced Functions and Introductory Calculus or MDM4U Mathematics of Data Management

• ENG4U University Preparation English

• Two other Grade 12 U or U/C courses

** Recommend two C or U/C courses - one in Business and one in Technology - Computer Studies

Related Work/Volunteer Experience

Not applicable

Other

Mature students will be considered for admission consistent with Ministry of Training, Colleges and Universities policies and upon demonstration of academic preparedness in prerequisite disciplines.

Appendix 6 - Page 206

Existing OSSD Curriculum Program Admission Requirements

Academic

Completion of OSSD or equivalent and four OAC credits including:

• OAC English

• OAC Algebra

• Two additional OAC credits

** Recommend two additional courses - one in Business and one in Technology - Computer Studies

Related Work/Volunteer Experience

Not applicable

Other

Mature students will be considered for admission consistent with Ministry of Training, Colleges and Universities policies and upon demonstration of academic preparedness in prerequisite disciplines.


6.9 Promotion and Graduation Requirements

Course Type Promotion Graduation

Professional C C

Breadth C C

Overall C C Seneca Academic Policy (Final grades and grade point averages)

Final Grade Grade Point Percentage

A+ 4 90% to 100%

A 4 80% to 89%

B+ 3.5 75% to 79%

B 3 70% to 74%

C+ 2.5 65% to 69%

C 2 60% to 64%

D 1 55% to 59% *

F 0 0% to 54% (Not a pass) Or

EXC Excellent

SAT Satisfactory

UNSAT Unsatisfactory

*No student will be eligible to graduate with a Seneca College certificate or diploma if, in more than 30% of the subjects required for graduation, the student has received a "D" grade.


6.10 Paid Work Experience 6.10.1 Work Experience Outcomes Work Experience Outcomes Relationship between the work

experience and program learning outcomes

• solve programming challenges using appropriate technical skills and effective critical thinking (Cognitive, Application);

• analyze assigned problems, design, code, and test programs to solve assigned problems (Cognitive, Analysis);

• initiate systems analysis and design activities to plan, develop and implement projects (Cognitive, Synthesis);

• extend skills through user training and articulate outcomes from that training (Cognitive, Application);

• initiate acquisition of new skills through the study of learning resources to become proficient in the technical environment (Cognitive, Synthesis);

• construct and implement software testing procedures (Cognitive, Application);

• scrutinize test results for reliability and validity (Cognitive, Analysis);

• manage user fact-finding interviews, review of documents, and other activities to define user needs for potential new or modified systems (Cognitive, Synthesis);

• develop appropriate database solutions for both interactive and non-interactive applications (Cognitive, Application);

• develop time management skills to meet assigned deadlines (Cognitive, Application);

• maintain a log journal to record work assignment progress for supervisors (Cognitive, Comprehension);

• demonstrate effective interpersonal and team building skills (Cognitive, Application);

• conduct demonstrations and presentations as required by management (Psychomotor, Perception);

• establish plans and schedules for the development or modification of business systems (Cognitive, Application);

• appraise the structure of the organization and it's established practices (Cognitive, Evaluation);

The primary goal of the work experience is to apply the concepts studied in an academic setting to actual software development projects. A typical work term will touch upon elements from each of the first six program learning outcomes (programming, systems analysis and design, operating systems, internet, database and data communications), and will require expertise in two or three of these areas. Every work term will emphasize the last five program outcomes (communications, project management, teamwork, life-long learning and business) and, more importantly, will reinforce the relevance of these outcomes to the student. In addition, the work experience will expose the student to measures of success that differ from those in an academic environment, giving the student an appreciation of what is important in the workplace. Following the work term, the student will be required to take CPP700, Co-op Integration and Career Planning Integration, a course which provides the opportunity to assess and evaluate the work experience.


7.0 PROGRAM DELIVERY 7.1.1 Processes and Mechanisms for Student Feedback Student Feedback is a required component of the Faculty Performance Review Process. The students of all faculties, full-time and part-time, are formally surveyed in November and/or March of each year. Student responses are tabulated by an external consultant and means reported for individual professors, by program, by faculty, and across the college and compared to means generated in previous years.

Appendix 7 - Page 1

7.1.2 Student Feedback Instruments The computer-scored questionnaire (7 point scale – ranging from very poor to outstanding) that is used as part of the formal Faculty Performance Review process is an adaptation (with the consent of the originator of the tool, Dr. Harry Murray) of a similar questionnaire used by professors at Western University. This tool requests students’ feedback on: Evaluation of the Professor Students are asked to evaluate the professor on a 7 point scale ranging from very-poor to outstanding

• Displays enthusiasm and energy in conducting class session … • Conducts class sessions in an organized, well planned manner … • Explains concepts clearly and understandably … • Encourages student participation and independent thinking through class activities … • Responds to student questions clearly and thoroughly …

• Presents subject materials in an interesting way …

• Shows concern for student progress and offers to help students with problems …

• Is available for individual consultation with students … • Communicates subject outcomes and requirements clearly and explicitly …

• Maintains close agreement between stated subject outcomes and what is actually taught

• Makes it clear how each topic fits into the subject as a whole … • Uses methods of evaluation (e.g., quizzes, assignments, exams) that reflect important

aspects of the subject matter and provides a fair evaluation of student learning … • Grades student work promptly, and provides helpful comments and feedback where

appropriate … • Has motivated me to increase my knowledge and competence in the area of study of

this subject … • All things considered, is effective as a college teacher …

Appendix 7 - Page 2

Evaluation of Subject Students are asked to evaluate the subject on a 7 point scale ranging from very poor to outstanding

• Overall, how would you rate this subject as a learning experience?

Physical Environment Students are asked to evaluate the learning environment on a 7 point scale ranging from very-poor to outstanding

• My impression of the physical environment (e.g., class/lab) is that is… (very-poor to outstanding)

An external consultant does the statistical analysis of the students’ responses and reports individual professor’s means to the professor and to the chair, benchmarked against the program, school, Faculty and college means. In addition, faculty are strongly encouraged to request on an ongoing basis and annually, open-ended qualitative feedback using one or more of suggested formats such as: Supplementary Comments about the Professor, the Subject, the Physical Learning Environment using tools such as Supplementary Comments sheets, One-Minute Papers, Start-Stop-Continue forms.

Appendix 7 - Page 3

The information asked for in this survey is collected under the legal authority of the Ministry of Colleges and Universities Act R.S. 0. 1990 Reg. 770. The information is used for the administrative and statistical purposes of the college. Any questions regarding the survey should be directed to Katharine Janzen, Seneca College 491-5050, Ext. 2080

Seneca College Student Feedback Questionnaire

The purpose of the survey is: “To obtain information whichwill assist us in improving college subjects/programs and

maintaining a high standard of teaching and learning.”

Please

Inst

ruct

ions

1) Make heavy dark marks. PLEASE USE A PENCIL. if you cannot use a pencil then use a blue pen. 2) Do not use check marks to select boxes. 3) If you erase, please erase completely. 4) Please do not make any other marks on this form.

Professor Name: ____________________________________ Subject Name

3. Status of this subject

Required

A. STUDENT INFORMATION … 1. Your attendance in this subject is. Always Mostly Usually Seldom

2. Your expected grade A B C D F in this subject. Satisfactory Unsatisfactory

4. Your level of enthusiaregistration.

High

B. EVALUATION OF PROFESSOR … 5. Displays enthusiasm and energy in conducting class sessions 6. Conducts class sessions in an organized, well planned manner 7. Explains concepts clearly and understandably 8. Encourages student participation and independent thinking through class activities. 9. Responds to student questions clearly and thoroughly. 10. Presents subject materials in an interesting way, considering inherent imitations of the subject 11. Shows concern for student progress and offers to help students with problems. 12. Is available for individual consultation with students. 13. Communicates subject outcomes and requirements clearly and explicitly. 14. Maintains close agreement between stated subject outcomes and what is actually taught 15. Makes it clear how each topic fits into the subject as a whole. 16. Uses methods of evaluation (e.g. quizzes, assignments, exams) that reflect

important aspects of the subject matter and provides a fair evaluation of student learning.

17. Grades student work promptly, and provides helpful comments and feedback where appropriate 18. Has motivated me to increase my knowledge and competence in the area of study of this subject 19. All things considered, is effective as a college teacher.

C. EVALUATION OF SUBJECT … 20. Overall, how would you rate this subject as a learning experience?

D. PHYSICAL ENVIRONMENT... 21. My impression of the physical learning environment (e.g. class/lab) is that it is:

Appendix 7 - Page 4

fill in the boxes like this:

: _______________________

to you.

Optional

sm to take this subject, at the time of initial

Medium Low

8.0 Capacity to Deliver 8.1.1 Past Performance College Key Performance Indicators Year Graduate

Employment Graduate Satisfaction

Employer Satisfaction

Student Satisfaction

Graduation Rate

98-99 88% 79% 89% N/A 50%

99-00 88.5% 79.3% 92.4% 64% 48%

00-01 85.3% 79.8% 92.1% 78.2 51.6%

01-02 ** ** ** 77.2% ** ** Indicates awaiting 2001-2002 Survey Results


8.2 Program Strengths and Appropriateness to College Mission and Goals Seneca's mission is "to provide career-related education that prepares our students to succeed in a global economy". To that end, the Seneca vision is to provide excellence in education that prepares today's learners for tomorrow's careers and to create dynamic, state-of-the-art learning and working environments. The Bachelor of Applied Technology (Software Development) supports the mission of Seneca College and encompasses the college's vision. Seneca College has a complete and comprehensive strategic plan. The plan for 2001-2003 can be viewed at http://www.senecac.on.ca/stratplan. Excellence in education … The curriculum presents students with opportunities to develop a strong foundation in the theory and practice of technology, communication, and business. The program addresses industry needs for technically superior software developers who can communicate effectively within the business context. The development of life-long learning skills is established through investigative research and system projects providing graduates with transferable knowledge that can be applied to chosen career paths and pursuit of further education. Preparing today’s learners for tomorrow’s careers … The applied degree curriculum supports the practical application of theory in several courses and in a fourteen week supervised work term. In-class examples, assignments, case studies and projects in all courses present actual business problems that require effective solutions. In the project planning and implementation courses, students must work with a business client to design, analyze and produce a working solution for that client. The investigative research course requires students to perform an independent requirement analysis for a business system. Students will undertake specific work term preparations in the Co-op Professional Practice course and upon return from the work term, students will review work term outcomes in the Co-op Integration and Career Planning course. Dynamic state-of-the-art learning and working environments … The applied degree program will be housed in the new TEL Building, a 'state-of-the-art' center of research and learning designed collaboratively by Seneca College and York University (see appendices for TEL information). All classrooms and labs will be equipped with the newest electronic delivery devices including wall-to-wall wireless technology. Seneca provides complete I.S.P. service to students and all servers are accessible 24 hours/day, 7 days/week. All full time professors are provided with wireless laptops that are upgraded or renewed regularly to meet expanded technical requirements. History of demonstrated strength In 1969, Seneca College opened its doors to one small class of computer programming students. The School of Computer Studies at Seneca is now home to over 3200 students registered in 7 different computer diploma and post diploma programs. In 1998, 29% of all computer students enrolled in Ontario colleges were Seneca students. When the ATOP (Access to Opportunities) program required a 50% increase in college computer enrollments, Seneca increased by 132%. Seneca has the proven ability to develop and deliver programs to meet emerging business needs in the rapidly changing IT industry. In 1997 Seneca developed Ontario’s first Computer Networking and Technical Support program. Seneca now has 1200 students registered in the networking program. Seneca was the first college to offer a post diploma program in open-


source technology. The Internet Systems Administration program using Linux is the only program of its kind in Ontario. How did courses offered by Computer Studies at Seneca become the largest software programming college in Canada? There is no doubt that the increased use of computer technology in all environments has increased computer education enrollments at many colleges. However, what distinguishes the School of Computer Studies at Seneca is an innovative curriculum that is dynamic in its delivery and content. Our current curriculum is built on a four-semester core of subjects that includes the essential skills required for software programming and analysis. This strong technical foundation is followed by two semesters in which students may elect from at least 27 professional option subjects. The extensive list of professional options provide students with the opportunity to choose a generalized study of programming or a specialization in one or more of five areas - data communications, software development, the internet, data base or AS/400. This unique curriculum design makes it possible for the program to respond quickly to new technologies by adding option subjects to the curriculum that reflect changing industry requirements. Additionally, the size of our student population and the efforts and expertise of 80 academically qualified faculty permit the offering of a diverse and current curriculum. It is important to note that curriculum development is an ongoing and continuous process that involves the collaborative review efforts of faculty, students and an industry advisory committee. It is easy to say that Seneca presents more programming subjects to more students than any other college. But do we do it well? What is the quality of our programs and their delivery? In the 2001 government KPI student surveys, 92% of our students expressed satisfaction when asked whether the program "provides you with skills and abilities specific to your chosen career". This result compares to a response of 79% from students in other Metro colleges. A further comparison of KPI results indicates that in all KPI questions related to program content, program delivery, teacher evaluation and facilities, the Computer Studies Program at Seneca surpassed the results of other college programs. Co-operative education has been, and remains, a strong feature of computer programs at Seneca. With 3500 employers listed in the Faculty of Technology database, the school is positioned to deliver work term placements to qualified students. The Co-op department provides access to an automated online job search system. In 2001, over 90% of qualified computer students who applied for jobs were placed on a co-op work term. The quality of the Seneca curriculum was recognized in 1997 by the Ontario Government's Strategic Program Initiative Fund, Project 5, Regional Specialization. The Fund provided $258,000 to the School of Computer Studies to assist with curriculum renewal and revision and faculty professional development at St. Lawrence and Canadore Colleges. The expertise of Seneca's faculty contributed greatly to the success of this project. Seneca's annual $5M Academic IT fund supports the acquisition of 'state-of-the-art' hardware and software for student use. Seneca also received over $7M in capital ATOP (Access to Opportunities) funds to support the growth in Computer Studies enrollment. This commitment to technology has resulted in student access across the College to high-end IT equipment and services. Program offerings in Computer Studies are continuous intake, offering students the opportunity to begin and/or continue studies in each of three semesters - September, January and May. The School of Computer Studies at Seneca has a proven history of delivering quality education in computer programming. The School of Computer Studies has the curriculum foundations,



faculty, staff, and facilities to provide a successful applied degree initiative. The Bachelor of Applied Technology (Software Development) will build on a proven history of developing and delivering quality education in software programming and will extend opportunities for post secondary students in Ontario. School of Computer Studies Web Site: http://cs.senecac.on.ca

http://cs.senecac.on.ca/

8.5 Policies on Faculty Evaluation/Renewal

Academic/professional credentials required of faculty teaching courses in the program

Seneca College Recruitment, Selection and Hiring Policy SENECA COLLEGE OF APPLIED ARTS AND TECHNOLOGY Policy Title/Subject:

Seneca College Recruitment, Selection and Hiring Policy

Authorizing Body: Board of Governors

Policy # or Code:

May 26, 1999 Item No. 33 (a) iii

Contact: Nimmi Pitt, Vice President Human Resources

Approved by:

Board Of Governors Executive Committee

Date Approved: May 26, 1999 Signature: Nimmi Pitt

Updated:

February 6, 2002 (Executive Cttee)

Seneca College’s mission is to provide career-related education and training that enable our students to succeed in the global economy. In order to achieve this objective, Seneca College’s Strategic Plan acknowledges that, “The ability of the College to respond to a diverse student population and changing learner needs depends upon the capacity of its employees to continue to learn and to adapt.” The College is committed to creating a quality and equitable work environment for all employees. This includes establishing effective procedures for assessing appropriate candidates during the recruitment, selection and hiring process. Seneca College’s recruitment, selection and hiring procedures are designed to attract, place and promote the best-qualified candidates to complement the College’s mission and vision statements. The procedures shall ensure that consistent steps are taken to eliminate, redress and prevent disadvantages in employment for under represented groups and establish a workforce that is representative of the College’s diverse community. April 1999

Appendix 8 - page 161

Interview And Selection Procedures Recruitment is one of the most important elements for an effective and competitive organization. The effort is directed at attracting and placing the right candidate in the right job. It is vital that we spend the time and effort necessary to identify employees who, in addition to being effective members of a department, faculty and/or school, are capable of being productive employees of the College. The following procedures for screening, interviewing and selection committees must be applied in filling all posted staff vacancies. They are intended to maximize employee diversity, achieve the above objectives and maintain compliance with Collective Agreements and the Human Rights Code. Subject to Collective Agreement requirements, the following procedures for screening, interviewing, and selection committees must be applied in filling all posted staff vacancies except in circumstances where reassigning an employee to a vacant position will promote employment stability. Section 1.0 Bona-fide Job Requirements and Job Postings

1.1 An effective hiring process must begin with ensuring that qualifications for the job do not consist of barriers that have historically discouraged and excluded women, racial/ethnic minorities, people with disabilities, francophones and aboriginal people from job opportunities. Job qualifications will therefore be bona-fide requirements. Bona-fide job requirements are described as employment requirements that are necessary for reliable, safe and efficient performance of the essential components of the job.

1.2 Supervisors are ultimately responsible for ensuring job qualifications are bona-

fide, however, the Employment Officer, Employee Relations Department, will be responsible for vetting all requirements for a job and informing the supervisor of any changes necessary to comply with this policy.

1.3 Jobs that are advertised externally will be advertised in at least, but not limited to,

one major Toronto newspaper to attract the best possible candidates from a wide range of backgrounds.

1.4 Consulting firms involved in the hiring process will be provided with a copy of and

comply with the Recruitment, Selection and Hiring Policy and Procedures. Section 2.0 Composition of Selection Committees

2.1 Selection committees are required for every posted position vacancy.Committees are not required for temporary positions that are not posted. However, supervisors will follow all interviewing criteria relating to unbiased practices when hiring temporary staff.

2.2 The Chair of the selection committee will be an administrative representative, usually the immediate supervisor of the vacant position. The Chair will also sit on a second tier selection committee. The second tier committee will consist of the supervisor’s superior or the Vice-President.


2.3 Selection committees will include either a representative from the Employee

Relations Department or Centre for Equity and Human Rights. To the extent possible, the committee will also include a reasonable ratio of individuals following groups:

2.3.1 males, females and other designated group representation; 2.3.2 representatives from administration, faculty and/or support staff; and, 2.3.3 a representative(s) from another department/school (usually from

an area the incumbent will interact with).

2.4 For positions that require Board ratification (Vice-President/President), the Board of Governors shall be notified of any vacancy and may exercise the right to have representation in the selection process. This right may be supplemented by procedures such as search committees, external consultants or other external resources, or through wider composition such as student representation.

2.5 The Chair of the Selection Committee, in consultation with the representative from Employee Relations or the Centre for Equity and Human Rights, will determine the composition of the Selection Committee. This will be done at least five (5) working days prior to conducting any recruitment interviews.

2.6 The size of the committee will be large enough to afford adequate assessment

and discussion of the interview results but not so large as to be intimidating to the candidates. It is recommended that the committee consist of a minimum of three, but not more than five members.

2.7 Selection committee members will not be told the names of the candidates until

an offer to sit on the committee has been accepted. Upon identification of the candidates, it is the responsibility of each committee member to indicate if a potential conflict of interest exists, and if so, to step down.

2.8 Selection committee members will maintain strict confidentiality with regard to the

names and background of candidates, both during and after the selection process. Failure to maintain confidentiality may result in disciplinary action.

2.9 All candidates for a vacant position will be interviewed by the same committee. If,

however, a situation arises that a committee member must be replaced due to unforeseen circumstances, it will be the responsibility of the Chair to ensure that a complete and unbiased summary of each preceding interview be given to the new committee member.

Section 3.0 Two Tier Interviews

3.1 Two tier interviews must be held for all administrative positions of chairs/directors and above.

3.2 Two tier interviews for all faculty, support staff and administrative positions below

the chair/director level are optional. If a two-tier interview is not selected, the first tier selection committee shall have full authority for hiring decisions.


3.3 A minimum of two (2) candidates, whenever possible, must be brought forward to

the second tier interviews for all administrative positions of chairs/directors and above.

3.4 The chair of the first tier selection committee will sit on the second tier selection

committee . The second tier committee will also have access to any documentation from the first tier interviews. The second tier committee must follow the interviewing and selection process as outlined in these procedures.

Section 4.0 Duties of Selection Committee

4.1 The College’s commitment to employment equity must be a key factor in screening applicants for interviews and in actual hiring decisions.

4.2 Abide by the Human Rights Guidelines (Appendix I) and review policies outlined

in the Centre for Equity and Human Rights Resources Manual.

4.3 Review the posting and job description to obtain a full understanding of the duties and responsibilities of the position; the skills, education and experience required; and the details of the position, i.e. rate of pay, position title, etc.

4.4 Extract and record, from the job posting, the specific job-related qualifications

required for the position. These are minimum qualifications and cannot be changed or expanded upon. All candidates will be rated based on how their skills, abilities and experience relate to the minimum job qualifications. It is important to remember that “more is not always better” and that determining the most suitable candidate should not be dependant on who has the most qualifications or experience but rather who is the best qualified.

4.5 Review all resumes and come to a consensus as to which candidates will be

interviewed. The selection committee is not required to interview candidates who do not meet the minimum qualifications for the position, however, any internal candidates not receiving an interview must be notified by the Chair of the Selection Committee prior to commencing the interview process.

4.6 The Candidate Interview Package (Appendix II), distributed to selection

committees by the Employee Relations Department, must be prepared and used for all interviews.

4.7 The Selection Committee will develop and use the same formalized series of

questions for all candidates. This ensures that each candidate has the same opportunity to provide the Committee with job-related information. The questions shall be designed to elicit job-related information only based on the job requirements from the posting. Interviewers may ask a candidate to clarify a certain point of their answer. However, ensure that the question is to clarify a point from the original question and that candidates are not being prompted for the right answer.


4.8 Each committee member is responsible for recording notes for each candidate interviewed. The notes will be used to justify the ranking given for each qualification based on the candidate’s response. The Chair shall be responsible for collecting committee notes and maintaining the competition file for a minimum period of one (1) year.

4.9 The Selection Committee Chair is responsible for contacting internal candidates

if they will not be interviewed and to notify all candidates who were unsuccessful in the competition.

Section 5.0 Candidates with Disabilities

5.1 Accommodating for the Interview:

It is difficult to identify candidates with disabilities when setting up interviews.To avoid the possibility of inviting candidates to an interview location that is inaccessible, ask each candidate one of the following questions during your initial contact: “Will reaching this location pose any problem to you?’’ “Do you have any questions concerning the location of the interview?’’

5.2 Considerations for Candidates with Disabilities:

5.2.1 The Human Rights Code and the Workplace Safety and Insurance Act

states that an employer must provide reasonable accommodation for people with disabilities, short of undue hardship. For further information regarding undue hardship, contact the Employee Relations Department or the Centre for Equity and Human Rights.

5.2.2 In evaluating a candidate’s suitability, consider how they would perform

under normal circumstances and put aside the fact that accommodation will have to be made.

5.2.3 Committee members should not focus on what the candidate can and

can’t do in relation to the selection criteria but rather what accommodations can be made to allow the candidate to be successful in the position. If committee members have concerns regarding the candidate’s capacity to meet the physical requirements of the job, then these should be raised with the candidate at the end of the interview within the context of ascertaining the kinds of accommodation necessary for the candidate to perform the essential job duties.

5.2.4 Only the essential duties of the job shall be considered when evaluating

candidates with disabilities. For example, the fact that an individual may have difficulty in using the photocopier or reaching into filing cabinets, does not change the fact that the individual can perform the essential duties of the job.


Section 6.0 Screening Applicants

6.1 Determining which applicants will be selected as candidates for interviews is a difficult task, particularly when large numbers of resumes are received for a single position. Candidates should only receive interviews if they meet the minimum qualifications for the position as stated on the job posting.

It is at this step that systemic barriers appear and designated group members are excluded from employment opportunities. The selection committee should consider the demographics of the department as a guide in determining specific designated groups to be considered. The following are some typical methods of avoiding systemic discrimination in selecting applicants for interviews. 6.1.1 Alternative Employment:

Women and persons with disabilities, while excluded from the paid workforce, have traditionally acquired significant experience through participating in volunteer work or work in the home. The skills developed may well be transferable to the paid workforce and must be evaluated in the same way as those skills obtained in the paid workforce. In addition, the absence of these groups from the workforce may mean that their paid work experience is not recent. In most cases, however, their experience will be no less valuable to the employer than recent paid experience.

6.1.2 Overqualified Candidates:

The automatic exclusion of applicants who are perceived to be “overqualified” may negatively impact on some members of racial minority groups who have had difficulty in the past getting jobs at the level of their qualifications. Rejecting those who are perceived to be overqualified reduces the pool of skilled workers for a position.

6.1.3 Canadian Experience:

Canadian experience should only be looked at if it is absolutely critical to success of the job. Look for ability or “demonstrated ability” rather than experience. This allows candidates with transferable skills to compete in the competition.

6.1.4 Indicators of Origin, Age, Gender and/or Creed:

Names, location of previous employers, names of educational institutions, dates of employment or educational history, periods missing from employment history or volunteer experience with a religious affiliation are some indicators of origin, age, gender and/or creed. These indicators, provided by candidates on resumes, form the basis for most systemic discrimination. Remember that this type of information on a resume does not determine whether or not an individual would be an effective employee. Ignore it and look at whether or not the individual has the minimum requirements to do the job.


Section 7.0 The Interview Process

7.1 Once the screening process has been completed to determine which candidates will be interviewed, the Chair of the Selection Committee will notify each candidate of his/her interview date, time and location. If requested, candidates may be provided with the names of selection committee members and a copy of the job posting.

7.2 Interview each candidate and record the results of the interview (notes taken

during the interview and completion of the Candidate Interview Summary). During the interview, try to avoid some of the more common forms of bias such as:

7.2.1 no employee will have all the necessary skills to walk in and perform a job

on the first day of work. Some familiarization period may be required in areas such as software packages, online systems and filing systems. Rejecting a candidate because they do not have all the exact skills on the first day of work eliminates potentially good candidates;

7.2.2 accepting or rejecting the candidate right away before the interview

begins. This reaction can be based upon the appearance of the individual, (e.g. how they dress, how they introduce themselves);

7.2.3 stereotyping of what you may think a good candidate is, as compared to a

bad candidate. This is what the selection criteria should measure; 7.2.4 evaluating how the candidate will “fit in” and whether or not his/her style is

appropriate. These judgements are often based on preconceptions about acceptable “styles” and the types of individuals currently performing similar jobs. Assessing applicants in this manner frequently excludes people from other cultures who have different “styles” and who are not “carbon copies” of current or previous incumbents;

7.2.5 weighing negative information too heavily. Often one piece of negative

information has more influence than all the positive information received. Avoid this reaction and look at the overall results;

7.2.6 ensuring that the committee is consistent in their methods of discussing

interviews, i.e. discussing each candidate immediately following an interview, and then discussing the overall results at the end of the interview process.

7.3 At the conclusion of each interview, the Selection Committee Chair will advise

the candidate of the general time frame in which a selection decision is expected and indicate the method of notification (i.e. telephone or letter).


Section 8.0 Supplementing the Interview

8.1 Selecting the right person is strengthened through checking references and, in some cases, conducting tests or requesting presentations.

8.1.1 The Selection Committee Chair will conduct reference checks on all final

candidates.

8.1.2 All candidates must complete a Reference Check Consent Form (Appendix III) sometime during the interview process in accordance with the Freedom of Information and Protection of Privacy Act.

8.1.3 UNLESS AUTHORIZED BY THE EMPLOYEE, CURRENT OR

PREVIOUS SUPERVISOR(S) OF AN INTERNAL CANDIDATE CANNOT BE CONTACTED FOR REFERENCE INFORMATION.

8.1.4 Access to an employee’s personnel file to view past performance

appraisals and/or other documentation that may be material to past performance cannot be gained without authorization from the employee.

8.1.5 The Selection Committee Chair will be the only member of the selection

committee to view documents from the personnel file regarding past performance. Authorized contacts with past and present supervisors shall also be performed by the Selection Committee Chair.

8.1.6 When performing reference checks, ensure that only questions eliciting

job-related information are asked. Questions should verify information received during the interview and stated in the resume.

8.1.7 More than one reference should be contacted for each candidate. This

reduces the risk that you may disqualify a candidate because of an unfavourable reference resulting from the discriminatory attitudes of one former employer.

8.1.8 All reference checks shall be documented and forwarded with other

recruitment documents to the Employee Relations Department.

8.2 Testing

8.2.1 Any tests given to candidates must be job-related to determine whether or not the candidate can perform an essential job duty(s).

8.2.2 In some situations, tests may be given prior to the first tier interview to

assist the committee in determining which candidates will be interviewed. The test must be related to a qualification that makes up a reasonably significant portion of the job.

8.2.3 Tests shall be provided in alternative forms for people with disabilities

who are prevented from participating in the standardized test procedures.


8.2.4 All candidates who must complete a test as part of a job competition must receive the same test(s).

8.3 Presentations

8.3.1 The committee may request candidates to conduct a presentation on a

job related topic(s). Presentations may be requested for any level administrative, faculty or support staff position where speaking to groups is an important requirement of the position.

8.3.2 In the event presentations are requested during the second tier interview

only, the audience shall include members of both the first and second level selection committees. No other individuals will be permitted to attend the presentations.

8.3.3 A selection committee member must be present for all presentations or

will be required to withdraw from the committee

8.3.4 The following procedures shall be applied to the presentations: all candidates will be given the same specific topic or areas to cover and sufficient time to prepare the presentation; all candidates will be allotted the same time for their presentations and the same time for a question period; and, the questions will be prepared by the committee based on bona-fide job requirements, be free of bias and be similarly asked of all presenters.

Section 9.0 Final Selection

9.1 If a decision cannot be made on a final candidate, the Selection Committee Chair may recommend a second tier interview for the best candidates, re-interview all candidates with the same selection committee, or re-post the position.

9.2 If, after interviews have been conducted, the second tier selection committee is

not satisfied with any of the candidates, the search will be expanded (e.g. external advertisement). However, the search will first be conducted by reposting the position for five (5) working days within the College.

9.3 In situations where more than one candidate can perform the job requirements

equally well, the selection committee shall make its decision based on the College’s commitment to establishing a workforce that is representative of the College’s diverse community.

9.4 In support staff competitions, before announcing the name of a successful

candidate or sending a list of names to a second level interview, the Selection Committee Chair will personally and promptly notify all unsuccessful candidates. Unsuccessful support staff candidates must be informed of the name of the successful internal candidate, if one has been selected. Unsuccessful support staff bargaining unit employees must be notified prior to advertising externally. For faculty and administrative positions, it is advisable to receive an acceptance of an offer of employment from the successful candidate prior to notifying unsuccessful candidates.


9.5 Any unsuccessful candidate who is a full-time staff member may request a

review of the committee’s decision within forty-eight (48) hours (two (2) working days) if he/she feels that his/her experience and/or education, or seniority for support staff, has not been given proper consideration. Therefore, Selection Committee chairs, when contacting the successful candidate, must inform them of the review process.

9.6 Once a final candidate has been selected, the supervisor will complete and

submit a Personnel Action Form to the Employee Relations Department. 9.7 Board of Governor’s policy states that, at the director/dean level, the Employee

Relations Department shall forward the approved Appointment Notice to the President’s office for Board ratification.

9.8 Final selection for employees, not requiring Board ratification, will be approved by

the reporting Vice-President and President.

Section 10.0 Salary Determination 10.1 All salary calculations for full-time support staff, full-time faculty and sessional

faculty are provided by the Employee Relations Department. Supervisors will not make any salary commitments (verbal or written) without first consulting with the Employee Relations Department.

10.2 All salary recommendations for administrative staff are made by the reporting

supervisor in consultation with the Director, Employee Relations and approved by the appropriate Vice-President or President.

Section 11.0 Appeal Process

11.1 Full-time staff who are unsuccessful in their candidacy for a position vacancy may request a review of the hiring decision if they believe that the selection committee has not given proper consideration to their education or experience, or for support staff their seniority. The employee must submit a written request for a review to the Director, Employee Relations. The request must indicate the reason(s) why the employee is requesting a review. Employees have forty-eight (48) hours (two (2) working days) after notification that they were unsuccessful to request a review.

11.2 A review of the selection process will be conducted by an appeal committee

consisting of the Vice-President of Human Resources or designate, the representative from Employee Relations or Centre for Equity and Human Rights who sat on the selection committee and a nominee of the appellant. The Vice-President of Human Resources or designate will chair all Appeal Committeemeetings.

11.3 The appellant’s nominee cannot be a staff member from the Human Resources

Department or a member of the selection committee.


11.4 The appeal process does not preclude an individual’s right to seek assistance From his/her local union representative or the Centre for Equity and Human Rights.

11.5 The review will be conducted within five (5) working days upon receipt of the

appeal.

11.6 The Appeal Committee will have the authority to make one or more of the following decisions: a) uphold the decision of the selection committee; b) request that the selection committee re-interview all candidates; c) request that a new and independent selection committee re-interview

either all or final candidates; d) request that the position be reposted; and/or, e) request training be provided to selection committee members on

interviewing and selection. 11.7 The Appeal Committee’s findings and recommendations will be determined

Where possible by consensus.

11.8 The Appeal Committee will document their findings and recommendations and distribute them to the appellant and the Chair of the Selection Committee.


Ontario Human Rights Code Selection Criteria Guidelines

Appropriate Selection Criteria Inappropriate Selection Criteria Education Work training and experience Relevant volunteer training and Experience Work performance and evaluation (previous positions)

Sex Race Colour Creed Ancestry Place of Origin Ethnic Origin Citizenship Age Marital Status Family Sexual Orientation Mental or physical disabilities Union or political affiliation Receipt of public assistance Any non-job related criteria

Appropriate Interview Topics Inappropriate Interview Topics Qualifications as they relate to the job Career goals and where this position fits (if appropriate for the job)

Questions intended to determine factors above Questions on personal matters unrelated to the job in questions (e.g. plans for marriage or children, childcare arrangements)


Ontario Human Rights Commission Interview Guidelines

Appropriate Inappropriate Birthplace, Ancestry, Ethnic Origin and Place of Origin A special interest organization serving people identified by a prohibited ground of discrimination may inquire about such status if having that status is a genuine and reasonable requirement for the job in question

All other inquiries.

Sex, Marital Status, Family Status Inquiries about sex or marital status may be made only if sex or martial status is genuine and reasonable qualification for the particular job. An applicant may be asked his or her relationship to other employees if the employer has a nepotism or anti- nepotism policy regarding spouses, children or parents of the employer or employee.

All other inquiries including those prohibited on application forms. NOTE: Inquiries about sex, martial status or dependants which are pertinent to an employee superannuation, pension or insurance plan may be made after hiring.

Age (18-65) Inquiries about age may be made only if the age of the applicant is genuine and reasonable qualification for the particular job.

All other inquiries. Note: After hiring, the employee may be asked for proof of age, and inquiries may be made about age, which are relevant to an employee superannuation, pension or insurance plan. Inquiries about age which are not related to the job or legitimate personnel purposes are inappropriate.

Race, Colour Nil

Inquiries which would elicit information about race or colour, such as physical characteristics – colour of eyes, hair, height and weight, or photographs.

Religion, Creed Nil

Inquiries about religious affiliation churches attended, religious holidays, customs observed, willingness to work on a specific religious holiday.


Appropriate Inappropriate

Citizenship “Are you legally entitled to work in Canada?” Inquiries may be made about Canadian Citizenship if: - Canadian citizenship is required by law for the particular job; - Canadian citizenship or permanent resident status is required to foster participation in cultural, educational, trade union or athletic activities by Canadians or landed immigrants; Or - the position is a chief or senior executive position and the organization requires a holder to be a Canadian citizen or to be domiciled in Canada with the intention to become a Canadian citizen An applicant may be asked to provide proof of eligibility to work in Canada.

Inquiries about and categories such as Canadian citizen, landed immigrant, permanent resident, native born, naturalised, date citizenship was received, citizenship of parent or spouse; except as noted under Appropriate Questions.

Education Job-related inquiries designed to determine the merits of an applicant’s qualifications, including verification of educational background.

Information designed to elicit information about any prohibited ground of discrimination.

Record of Offences Inquiries about a record of offences including verification of a pardon may be made if the nature of a particular job makes the absence of a record of those particular offences a genuine and reasonable qualification for the job

Inquiries about record of offences which are not job-related.


Appropriate Inappropriate

Disability Inquiries or medical examinations which are directly related to an applicant’s ability to perform the essential duties of the job

Medical examinations or inquiries About health which are not directly job-related may constitute evidence of unlawful discrimination. NOTE: Genuine and reasonable Inquiries about disability that are pertinent to legitimate personnel purposes, such as relating to supernnuation, pension disability, life insurance or other benefit plans may be made after hiring. However, exclusion from such plans may not be used as a reason for denying employment.

References and Memberships in Organizations Nil

Inquiries should not be made which Would elicit information about any of the prohibited grounds


Candidate Interview Package Instructions for Use 1. From the job posting, the committee shall extract the job related qualifications and list

them on the “Candidate Interview Summary”. The committee will then come to a consensus on the importance of each qualification and apply a weight to each.

2. Having extracted the job related qualifications, committee members can develop relevant interview questions. Ensure that there are question(s) for each qualification.

3. A the end of each interview, the committee shall discuss the responses with respect to

each qualification and come to a consensus on a rank. A candidate’s responses can be ranked as:

Does Not Have Qualification – Has Weakness in Qualification – Meets Competency – Is Strong in Qualification

The committee must be able to substantiate the ranks under each qualification and

record the reason(s). 4. Having come to a consensus on a rank for each qualification, the Committee Chair shall summarize the results of the interview on the “Candidate Interview Summary”.

Only one Summary is required for each candidate. 5. Total scores should not drive the committee’s choice of a final candidate(s). The scoring system is intended to be used as a guide only, to assist the committee in identifying anomalies in ranking decisions (i.e. assessment of candidates) and to weed out those candidates who do not meet the job requirements.

In some cases, a qualified candidate will not perform well in the interview, yet his/her skills/abilities are well known to a committee member. In these cases, the committee should discuss and document this aspect. All final decisions by the committee must be based in bona-fide job requirements and must be justified in written notes.


Seneca College Candidate Interview Summary Qualification Ranking Guide

Before beginning the interview, extract from the job posting the qualifications for the position and list them below. Discuss the importance of the qualifications and apply a weight to each. The weights may be in any amount providing the total adds to 100. In some situations the Committee may decide that two or three of the qualifications are equally important, in which case the same weight will be given to each. In other situations the importance of each qualification may vary, in which case the weight will vary. Multiply the rank given to each qualification by the weight to reach a score. Weight Score 1. Qualification:__________________________________________________

Does not have Qualification - 0 Weakness in Qualification - 1 Meets Competency - 2 Strong in Qualification - 3 _____ X ____ = ____

2. Qualification:__________________________________________________ Does not have Qualification - 0 Weakness in Qualification - 1 Meets Competency - 2 Strong in Qualification - 3 _____ X ____ = ____






TOTAL SCORE: _________

COMMENTS:_________________________________________________________________


Seneca College of Applied Arts and Technology Reference Check Consent Form Re: ________________________ Competition No./Position _______________________ Pursuant to section 39(1) of the Freedom of Information and Protection of Privacy Act, I ______________________________________, authorize Seneca College of Applied Arts and Technology to obtain reference information from the following sources: Place a check mark beside the appropriate space(s). From the person(s) or organization(s) listed below.

From my personnel file. (Only information pertinent to past performance will be accessed).

FOR INTERNAL APPLICANTS ONLY From my current supervisor, as listed below.

Company____________________________________________________________________ Name & Title__________________________________________________________________ Telephone Number_____________________________________________________________ Company____________________________________________________________________ Name & Title__________________________________________________________________ Telephone Number_____________________________________________________________ Company___________________________________________________________________ Name & Title _________________________________________________________________ Telephone Number_____________________________________________________________ Date______________________________________Signature_________________________


Evidence supplied direct to the college from the granting agency of the highest academic credential and any required professional credential claimed by faculty members It is the consistent practice of the Employee Relations Department to require that a

confirmed copy of the academic and professional credentials of any faculty member being hired be on file prior to sending the full documentation forward to the college president to sign the Letter of Appointment. The chair of the selection committee is required to sign a confirmation that he/she has seen the original credential(s) and that the copies placed on file are exact duplicates of those credentials.

The Seneca College Recruitment, Selection and Hiring Policy was revised on February 6, 2002 to include the following: Faculty teaching in Applied Degree programs will be required to provide an official transcript of their academic and professional credentials directly to the College from the granting University or Agency (including any Equivalency Assessments) at the time of any confirmation of employment. It will be the hiring supervisor’s responsibility to ensure that the required documentation is requested from the candidate. The candidate will be required to request that the official documentation be forwarded directly to Employee Relations. Upon receipt, Employee Relations staff will inform the hiring supervisor and appropriate documentation pertaining to the hire will be issued. Ref: Seneca College Recruitment, Selection and Hiring Policy – April 1999, Revised February 6, 2002 (above)


Regular Review of Faculty Performance, including student evaluation of teaching Seneca’s Faculty Performance Review Policy (March 1998; rev. February 12, 2002) requires “explicit and systematic feedback (to professors) on all relevant aspects of (their) performance”. The policy and practice support and actively encourage “the development of the individual professor and his/her teaching” and ensure “teaching excellence, program quality and student success” (p.1). Four components are involved in the faculty performance review process. Student Feedback is a required component of the Faculty Performance Review Process. The students of all faculties, full-time and part-time, are formally surveyed in November and/or March of each year. Student responses are tabulated by an external consultant and means reported for individual professors, by program, by faculty, and across the college and compared to means generated in previous years. Peer review and self-evaluation are optional elements at this time, but “are strongly encouraged to ensure that the review is based on multiple perspectives” (p.1). And finally, a comprehensive performance evaluation by the chair is required every 4 months for all probationary faculties, and at least once in four years for all permanent faculties. The performance review is broad in scope and addresses: (a) design, revision and updating of subjects and programs; (b) teaching of assigned subjects, and (c) academic leadership and ancillary responsibilities” (p.1). The policy was revised on February 12, 2002 to include: In Applied Degree programs, the performance evaluation will include a review of faculty participation in applied research. Ref: Seneca College Faculty Performance Review (March 1998; Revised February 12, 2002) – For the full policy see 8.5.1


The means for ensuring the currency of faculty knowledge in the field The college provides significant institutional resources and support, such as the Centre for Professional development and the Centre for New Technologies in Teaching and Learning (see pp. 7-11) dedicated to enabling our faculty to stay current in their fields and enhancing their teaching skills. Seneca’s Strategic Plan 2001-2003 states:

Key Results #6 “College employees will: • establish professional development plans and achieve their objectives, and • be rewarded for enabling student success Key Results #9 “The amount and complexity of applied research will increase.”

Seneca College formally began committing college resources for professional development for faculty and staff in July of 1974 by establishing a funded professional development initiative under the direction of Dr. Klaus Schwartzkopf and Dr. Doug Campbell. In subsequent years this commitment has only increased as is evident in the current Strategic Plan (2001-2003), which identifies the focus on Human Resources Development as one of three Strategic Directions for the College. I. The Centre for Professional Development (CPD) is mandated to facilitate lifelong learning and provide training and professional development to Seneca College’s faculty, support and administrative staff. To fulfill its mandate, the Centre develops, designs and implements policies and programs, which contribute to our employees' individual growth, initial and ongoing training, development and renewal. The Centre is responsible for developing training and development programs which respond to educational objectives, the College's Strategic Plan and College priorities. The Centre provides a broad range of educational programs, workshops and resources; reference materials relevant to post-secondary education; equipment and expertise needed to produce creative teaching materials; funding support to enable faculty and staff to participate in professional development conferences and workshops, and opportunities for informal or interest-focused discussions. Through the Centre for Professional Development, the College provides a variety of services, including confidential consultation by highly qualified academic staff in CPD, on a broad range of academic issues such as: curriculum design and development (for both traditional and electronic environments), teaching/learning strategies (e.g., problem based learning, cooperative groups, enhancing critical thinking, experiential learning), authentic assessment of learning outcomes, and technology enhanced learning. Several faculty in the Centre for New Technologies in Teaching and Learning also assist faculty in integrating on-line curriculum delivery and learning activities into their course development/delivery. In collaboration with Brock University CPD has been offering a jointly developed B.Ed. in ADED program as well as M.Ed. courses on our main campus since 1993. As an Adjunct Professor for Brock University, The Director for the Centre for Professional Development acts as advisor and thesis chair to many of the faculty who engage in graduate studies.


Workshops and seminars related to a broad range of educational topics and computer skills training are offered regularly. In the year 2000, there were:

• 700 faculty registrations in these workshops • 221 admin staff registrations, and • 451 support staff registrations

Ref. CPD Website for specific details regarding Professional development Opportunities for faculty, particularly “This Semester” and “Resources” http://www.senecac.on.ca/cpd Professional Staff in the Centre for Professional Development Professional development activities are guided by three planning committees, they are the: • Administrative CPD Planning Committee • Faculty CPD Planning Committee • Support staff CPD Planning Committee The staff of CPD are well qualified to assist faculty on an individual basis or in groups/schools in all areas related to andragogy. Director, Centre for Professional Development (CPD) - B.Sc.N., M.Ed. (Educ. Admin.); Ed.D. (Higher Education) The Director has taught in college and university programs for more than twenty-five years. She has earned a Bachelor of Science in Nursing, a Masters Degree in Education Administration, and a Doctor of Education degree in Higher Education all from the University of Toronto. She regularly teaches in Masters of Education programs as an Adjunct Professor at Brock University, as an Associate Member with OISE/University of Toronto, and as an Instructor with Central Michigan University. Leadership and change in education is one of the topics she teaches. Her research interests include teaching and learning of critical thinking, the effective use of technology in teaching and learning and on-line teaching. She has presented lectures and facilitated workshops with faculty in Jamaica, China. Morocco and Brazil. The Director currently leads a research team that is developing and evaluating on-line instruction for teachers of broad based technology subjects in Ontario’s secondary schools, in collaboration with York University faculty. She regularly assists faculty with curriculum and program development work. Educational Instructional Designer - B.A., M.Sc., Ph.D. (in progress)-. The Educational Instructional Designer provides ongoing consultation and assistance to faculty and staff who wish to integrate technology in their curriculum delivery particularly in the design and development of interactive online learning activities for fully online or mixed-mode courses. She also co-ordinates Seneca's online Professional Development programs, Designing Curriculum Using Instructional Technology and the new eLearning: Teaching and Training with Technology. Her research interest is in the area of effective online learning especially in facilitating learner interactions and the development of effective online learning communities. In addition to her own research she is also a member of the research team headed by the Director She also serves as a Teaching Assistant at OISE/UT in online courses in the Department of Curriculum Teaching and Learning – Computer Applications. Faculty Consultant - RRT (A), BIS, MSc (A), MPH, Ed.D. – The Faculty Consultant has taught for 25 years in academic, private, corporate and international settings. At Seneca, she assists faculty, support and administrative stall in developing or maintaining skills in related areas from curriculum development and communications. She also


http://www.senecac.on.ca/cpd

assists York University faculty in converting traditional classroom curricula to the e-learning environment. She is also an adjunct professor with the University of San Diego teaching fully online courses in the K-12 teachers continuing education program. Seconded Professor, PhD, (French) One professor is seconded part time to assist faculty through the Centre for Professional Development. The current person is a professor in the Centre for Tourism and Leisure Services. She provides online training in Blackboard, Dreamweaver and other web-based software to faculty


Promotion of curricular and instructional innovation Our Designing Curriculum Using Instructional Technology (CTC) program developed by CPD and launched in 1997, was one of the earliest Internet based teacher training initiatives to help teachers learn how to develop academically sound learning objects and courses for use in an electronic environment. The program won 2 excellence and innovation awards: the McGraw-Hill Ryerson Excellence in Innovation Award - May 29, 1998, and The CONNY Award for exemplary approaches to Continuing Education also awarded in May, 1998 by the Ontario College’s Continuing Education Faculties Committee. In collaboration with Brock University our Centre for Professional Development has offered since 1993 a jointly developed B.Ed. in ADED program as well as M.Ed. courses on our main campus since 1993. As an Adjunct Professor for Brock University, The Director for the Centre for Professional Development acts as advisor and thesis chair to many of the faculty who engage in graduate studies.

Key Results #4 “The College will develop new and enhance existing on-line programs and services.”

The college has been innovative and a leader in post-secondary education in the development of courses and programs for the electronic environment. There are currently almost one hundred Seneca courses available on-line, with thousands of students enrolled annually. Seneca is providing leadership in e-learning consortia such as Ontario Learn.

The Scope Of E-Learning

The college’s e-Learning Strategic plan commits the college to: • Develop and introduce an annual training plan so that by 2003 all full-time faculty will have completed an introductory-level training program and 15% of faculty will have had training on the design and delivery of on-line courses. e-learning at Seneca involves three components:

1. technology-based learning resources that enhance teaching and learning in the classroom, the laboratory and the Learning Commons; 2. web-based resources that faculty and students use for reference, communication, collaboration and research; and 3. on-line learning, either as a course component (i.e., "mixed mode") or for an entire course.

The College makes classroom and web-based resources available to support all full and part-time courses. Faculties are developing on-line learning for selected courses, permitting the professor and his/her students to work in a non-traditional environment instead of solely in the classroom.


e-learning is customized to reflect the nature and objectives of individual programs. Customization of programs and courses also responds to student background and expectations and to faculty strengths. Ref: e-Learning Strategic Plan https://college.senecac.on.ca/news/elearning The TEL Institute The Institute for Technology Enhanced Learning (TEL) is founded on a partnership between York University and Seneca College. It is anticipated that other educational institutions and the private sector partners will join this partnership to form a unique consortium to promote collaborative, innovative approaches to teaching and learning with technology. The York and Seneca staff of the TEL Institute will research, develop and help to implement a new generation of technologies and applications that enable faculty and staff to create, teach and learn in new and more effective ways. They will explore non-traditional teaching methods and broaden their scope to embrace technology-enhanced instruction II. Financial support for ongoing faculty development is provided through the following: a. The Centre for Professional Development provides funding support to enable faculty and staff to attend and present workshops and conferences. b. Professional Development (Sabbatical) Leave Program Each year 2% (approximately 13-14) of the faculty are granted a paid Professional Development (Sabbatical) leave. Ref: OPSEU Agreement (Academic Employees) Sept. 1/96 – Aug. 31/01 Article 20

For 2000/2001 35 faculty applied for the leave – 13 were granted For 2001/2002 45 faculty applied for the leave – 14 were granted

For 2002 /2003 36 faculty applied for the leave - 13 were granted Frequently faculty requesting the PD Leave are seeking to continue their studies at the undergraduate, graduate and post graduate level in their field or in education. Some seek current work experience in the professional field.

In addition, the college grants unpaid Leaves of Absences – some of which are taken for the purpose of upgrading education and/or experience. c. Ten Days of Paid Professional Development Time each academic year

The college allows each teacher at least ten working days of professional development in each academic year with at least 5 of these consecutively.

Ref: OPSEU Agreement (Academic Employees) 1996-2001 Article 11.01 H 1 & H2


https://college.senecac.on.ca/news/elearning

d. Tuition Assistance: (Appendix E) All full time faculty and staff are eligible to receive Tuition Assistance in the amount of 50% of tuition fees (to a maximum of $1,500. per year) and 50% of the costs of required texts and instructional materials, reimbursed upon successful completion of an evaluated and transcripted course taken from a fully recognized educational institution.

Spring 2001 Fall 2001 Winter 2002 Total Certificate/Dip 2 1 15 18 B.A. 2 7 9 B.Ed. 3 9 16 28 M.A. 0 4 4 M.Ed. 5 11 6 22 Ed.D./Ph.D 2 3 2 7 TOTAL 88* *The actual number of faculty and staff engaged in further education is likely greater since not all apply for tuition assistance. e. Tuition Subsidy for Ministry approved programs or courses Faculty and staff may take any Ministry approved programs or courses which the college offers for a tuition fee of not more than $20.00 per course. Ref: OPSEU Agreement (Academic Faculty) 1996-2001 Article 12, Tuition Assistance Policy, October 25, 2000 (Appendix E)

f. Interest-free Payroll Deduction Plans

i. Tuition Payment Faculty and staff are eligible for an interest free loan for payment of tuition, which is then re-paid over the semester under a payroll deduction plan.

ii. Computer and software Purchase An interest free loan up to the amount of $2,500.00 is available for repayment on the payroll deduction plan. for the purchase of computer hardware or software, thus enabling faculty to be current in the use of technology in education.

Ref: Tuition Assistance Policy. October 25, 2000 (Appendix E) III. Faculty Exchanges, secondments and International Programs and opportunities

• Seneca has over 1000 visa students supported actively by International Student Devilment/Seneca International

• CPD facilitates international exchange opportunities for faculty and staff. • Seneca faculty and students have participated in exchanges in China, Mexico and

Singapore


• Contract Training programs have been delivered to clients from China, Cuba, Czechoslovakia, El Salvador, Estonia, Hungary, Jamaica, Latvia, Malaysia, Mexico, Russia, Singapore, Thailand and Korea

• Seneca currently has active partnerships with institutions in Singapore, Thailand, China, Taiwan, Chile and Mexico

Ref: International Program – Senestat 1999/2000 (Appendix C) In addition, the Director, Centre for Professional Development has been an invited guest lecturer and workshop facilitator with faculty in: • China • Brazil, • Jamaica • Morocco Over the years a number of faculty have engaged in industry based secondments within the Greater Toronto Area as well (e.g., Professor Lucie Dutfield one-year in a local bank; Professor Sinikka Barker one year at Toronto General Hospital; Professor Margaret Black, one year with VON community nursing services) IV. Applied Research Seneca College was among the first of the colleges in Canada to receive funding for applied research from Industry Canada under the Canada Foundation for Innovation (CFI) Fund. Matching grants were provided by the Ontario Innovation Trust (OIT) Fund. Two projects were funded in 1999: Project #1739 Applications in Bioinformatics – The Research and Development of

Human Disease Markers for Diagnostic Assays. Project Leader: Dr. William Mak (Seneca) Project Team Members - Seneca faculty: Professor Joseph Chan Dr. Helen Stynes - York University Faculty: Dr. Christopher Rodriquez Dr. Michael Siu Dr. Xiao Mao Li Dr. Stephanie Ditta - St. Michael’s Hospital Staff: Dr. Greg Hare CFI Grant $600,000.00 OIT Grant $600,000.00


Project #1784 Interactive, Internet-based secondary school teacher training in Broad Based Technology Curricula

Project Leader: Dr. Katharine Janzen (Seneca) Project Team Members: Dr. Ron Owston (York University)

Dr. Margo Burns (Seneca) Prof. Dawn Mercer - Ph.D. (in progress) (Seneca)

CFI Grant $76,035.00 OIT Grant $76,035.00 Other Research Projects Seneca School of Aviation Technology/ U of T Project Research Team: Ted Brown – Chair, School of Aviation, Seneca

Professor Owen Moorhouse (Seneca) U of T faculty who are experts in flight simulation and flight mechanisms

Joint project with U of T - 50%: 50% cost sharing (i.e., $50,000.00 each) Purpose – research to enable the production of more effective simulation training Project: Equipping Seneca airplanes with Differential Global Position Systems (DGPS) and Inertia Measuring Units (IMU) to assess the impact of changes in the position of the planes and compare those data with pressure data so that they will be able to more accurately predict impact of changes in position. U of T wants to install the equipment in their airplanes for 4th year students and in engineering labs for their graduate students The School of Aviation has another joint project with Ryerson – their 4th year students are working on a project on one of Seneca’s airplanes. School of Civil Engineering Technology Research Team: Professor Christine Doody-Hamilton (Seneca) York University professors – are leading this project Private sector staff Seneca is part of the Green Roof Consortium along with the Metro Toronto Conservation Authority, private sector partners and York University in the year 2000 the consortium was funded by IRAC in the amount of $15,000.00 and by the Ontario Power Corp. for $5,000, to complete a feasibility study. The consortium is currently submitting a request for $50,000.00 to the Centre for Research in Earth and Space Technologies (CRESTECH) to enable them to set up a green roof test site at the Conservation Authority site on 5 Shorham Drive (Jane and Steles area), Toronto.


General Education Research Team (Seneca staff): Henry Decock Ed.D (ABD)

Professor Jane Haddad (Seneca) Dr. Robert Drummond (York University) is the Principal Investigator for this project; other York University faculty are from the Faculty of Education and Faculty if Arts in the Centre for Research on Work and Society

Purpose of this joint project is to assist marginalized youth in their transition from post-secondary education to the work world, and then assess the impact of the project on student learning in preparation for this transition. $600,000.00 grant received from SSHRC (Community-University Research alliance) for the 2-year project. Faculty of Business A research project that will evaluate the effectiveness of teaching and learning using wireless technology in teaching accounting is currently in progress and involves a partnership of faculty and staff from:

• Seneca College • Northern Alberta Institute of Technology (NAIT) • McGraw-Hill Ryerson Publishing • Bell Mobility • Cap Gemini Ernst & Young • Blackboard • Compaq

In addition, many faculty and staff have in the past and continue to do educational research as part of their M.Ed. and Doctoral studies. The following is a sample of fairly recently completed projects :

M Ed and Ed D Research and Thesis Completed by Seneca Faculty and Staff Title of Research Researcher M.Ed./

Ed.D. Date

Reflections: Graduating Student Survey '90 Elinor Kirby Badger

M.Ed. 1991

Transition: On Becoming a Community College Teacher

Corinne Falconer

M.Ed 1991

Stress Factors Among College Educators George Farid Grant

Ed.D. 1991

A Needs Assessment of Professional Development Activities for Probationary Faculty at Seneca College

Kerry Jarvis M.Ed 1992


Title of Research Researcher M.Ed./

Ed.D. Date

Developing Critical Thinking Skills in Diploma Nursing Students Through Health Care Simulations & Journal Writing

K.L. Honeychurch

M.Ed 1993

Ego Identity Status and Attrition Among First Semester Students in a College of Applied Arts and Technology

Francis Edward Watson Miller

Ed.D. 1993

Educational Change Towards a Sustainable Future

James W. White M.Env. Studies

1994

A Comparison Between the Learning Strategies of Newly-Arrived Chinese Foreign Students and Chinese Foreign Students in the Upper Semesters of a Community College Computer Studies Program

Mary Margaret Ryan

M.Ed ~1995

Vocabulary Maximization: Strategies for College-Level Content Courses

Linda Steinman M.Ed 1996

An Investigative Study of Math. Pretest Scores Using Neural Connection to Determine if Relationships Exist btw. Test Scores & Subsequent Student Performance in Applied Arts & Engineering at Seneca College

Mirsad Mike Celic

M.Ed 1997

Contract Employment in an OCAAT: An Exploration of the Needs and Issues as Perceived by Contract Faculty and .

Ann Linehan M.Ed 1998

Exploration of the Expectations of Students, Graduates and Employers in a Post-Diploma Program in an OCAAT

Dianne Therese Ness

M.Ed 1998

Perceptions of Students at an Ontario CAAT Regarding Characteristics of Effective College Teachers

David Turnbull M.Ed 1998

Web Stars: Holistic, Arts-Based Curriculum in a Computers Applications Course

Selia Karsten M.Ed 1999

OCAAT Vision 2000: Was the Process Worth the Effort? The Perspective of Some Committee Members Eight Years Later

Ralph Rossman M.Ed 1999

A Comparison of the Impact of Using Computer-Based and Traditional Learning Strategies on the Perception and Test Achievement of some Students in a Mental Health Nursing Course in an OCAAT

A. Elaine Wood M.Ed 1999

Structural Change at Southeast Community College

John Struthers M.Ed 1999

Factors Influencing a Student's Decision to Seek Assistance at an Ontario CAAT Learning Centre

Peter C. Miller M.Ed 2000

Student Perceptions of Preferred Teacher Qualities that Promote Learning

Shannon Watson

M.Ed 2000


Title of Research Researcher M.Ed./

Ed.D. Date

Acceptance of Web Technology based Education by Professors & Administrators of a CAAT in Ontario

Saketaram (Sam) Surendra

Ed.D 2001

The Perceived Impact of Leadership Training on the Personal Growth of Former Student Leaders from Seneca CAAT

Iscenty G. Benjamin

M.Ed

2001

Navigating the Community College Landscape: Toward Relationship and Community

Beverly Brewer Ph.D. 2002


Faculty Performance Review Policy SENECA COLLEGE OF APPLIED ARTS AND TECHNOLOGY Policy Title/Subject:

Faculty Performance Review


Policy # or Code:

March 25, 1992 Item No. 23

Contact: Cincy Hazell Acting Vice-President Academic

Approved by: College Executive Committee Deans Committee

Date Approved: March, 1992 September 1997

Signature: Cindy Hazell

Updated:

March 1998 (Executive Committee) February, 2002


College Policy on Faculty Performance Review

September, 1997 (This policy statement replaces the previous policy which was dated October, 1993). Revised March 1998, Revised February 12, 2002)

1. Purpose of Faculty Performance Review

Performance Review provides explicit and systematic feedback on all relevant aspects of performance. It supports and actively encourages the development of the individual professor and his/her teaching. Performance Review enhances and ensures teaching excellence, program quality and student success.

2. Components

Performance Review involves four components. Student feedback is an annual and required component. Peer review and self-evaluation are optional elements but are strongly encouraged to ensure that the review is based on multiple perspectives. Performance evaluation is a required component and is conducted on a cyclical basis.

3. Scope

Performance Review is not restricted to classroom teaching; it addresses the elements in the Class Definition for Professor as stated in the Collective Agreement. These include (a) design, revision and updating of subjects and programs, (b) teaching of assigned subjects, and (c) academic leadership and ancillary responsibilities.

4. The Performance Evaluation Cycle

In the probationary period, written Faculty Performance Evaluations are provided every four months. After the probationary period, faculty are provided with Performance Evaluation at least once every four years.


Process There are two phases in Faculty Performance Review. The first consists of the collection of data and comments from a variety of sources. This feedback is helpful to faculty as they prepare their individual professional development plans each year. The second is the periodic formal Performance Evaluation with the chair, based on the data presented and reviewed. The table below identifies the elements of the Performance Review cycle. Responsibility for performance review and for relevant professional development rests with both the professor and the College. Component Time Frame Process Student Feedback (see Appendix 7, page 4)

Required every academic year. Normally done in November. Results go to professor and chair in January.

• Normally the students in three classes taught by each professor are asked to provide their feedback.

• Most surveys are done in the fall semester; selected surveys are done in other semesters as needed.

• With consultation, the chair selects classes to be surveyed to include first, second and third year students and to minimize survey fatigue.

• The Seneca College Student Feedback Form is used to maximize validity and reliability.

• The professor and the chair receive a computer-generated analysis of the students’ responses following completion of the semester.

• To ensure anonymity, students’ written comments are keyed into a computer file before forwarding to the professor and chair.

Self-Evaluation Optional • Four processes are recommended for this activity Peer Review Optional • The Alliances for Change process is recommended;

further resources are available from the Centre for Teaching and Learning

Performance Evaluation by the Chair

Required At least once every four years

• In addition to the formal evaluation cycle, the chair provides the professor with ongoing and timely feedback related to student surveys, student concerns or any other matters relevant to performance.

• At the beginning of the academic semester the chair notifies each professor to be evaluated.

• Performance evaluation begins with a meeting in which the professor and chair discuss the context (previous evaluations and development plans), the current assignment and relevant survey and other information.

• The process normally includes a classroom/lab visit by the chair or designate.

• At the second meeting, discussion focuses on the Faculty Performance Evaluation Form and leads to the professor’s professional development plan.

• The chair forwards copies of the completed Faculty Performance Evaluation Form to the professor and to the professor’s personnel file.

• In Applied Degree programs, the performance evaluation will include a review of faculty participation in applied research.


Class Definition Professor Under the direction of the senior academic officer of the College or Designate, a Professor is responsible for providing academic leadership and for developing an effective learning environment for students. This includes:

a) The design/revision/updating of courses, including: - consulting with program and course directors and other faculty members, advisory committees, accrediting agencies, potential employers and students; - defining course objectives and evaluating and validating these objectives; - specifying or approving learning approaches, necessary resources, etc.; - developing individualized instruction and multi-media presentations where applicable; - selecting or approving textbooks and learning materials.

b) The teaching of assigned courses, including: - ensuring student awareness of course objectives, approach and evaluation techniques; - carrying out regularly scheduled instruction; - tutoring and academic counseling of students; - providing a learning environment which makes effective use of available resources, work experience and field trips; - evaluating student progress/achievement and assuming responsibility for the overall assessment of the student’s work within assigned courses.

c) The provision of academic leadership, including: - providing guidance to Instructors relative to the Instructors’ teaching assignments; - participating in the work of curriculum and other consultative committees as requested.

In addition, the Professor may, from time to time, be called upon to contribute to other areas ancillary to the role of Professor, such as student recruitment and selection, time-tabling, facility design, professional development, student employment, and control of supplies and equipment.


Self-Evaluation Self-evaluation of one’s performance is a natural starting point for identifying strengths, areas for improvement, and plans for personal growth. It is an optional component of Faculty Performance Review at Seneca College and is strongly encouraged. The Centre for Professional Development can provide further information about the following four approaches to Self-Evaluation. Selection of approach may depend on a variety of factors such as the professor’s background, experience and development goals, as well as results from other components of Performance Review. a. Self-Evaluation Questionnaire and Gap Analysis A structured self-evaluation of performance offers a means for comparing professor and student perceptions of the teaching/learning process. Professors wishing to carry out this type of self-evaluation are encouraged to fill out the Student Feedback Form. This permits systematic comparison with students’ perceptions once their feedback is received. This "gap analysis" reinforces similar perceptions and highlights differences. b. Personal Reflection Many faculty, particularly those engaged in formal certificate or degree studies in education, find value in self-evaluation through journal writing. In a Reflective Journal, the professor regularly records views and observations about his/her performance and then summarizes and evaluates them (e.g. at the time of performance evaluation). The Centre for Teaching and Learning can provide further information on this approach, and on related approaches such as critical incident analysis. c. Teaching Portfolio An increasingly popular form of self-evaluation is the Teaching Portfolio. The portfolio is a collection of samples of the professor’s work along with self-reflection and feedback received on an ongoing basis. Further guidelines are available from the Centre for Teaching and Learning. d. Teaching Skills Inventory An alternative to performance-based self-assessment is the completion of a skills inventory. Such an inventory provides for systematic reflection about teaching and learning based on established benchmarks of teaching effectiveness. The Techniques for Effective Teaching inventory is a recommended framework and is available from the Centre for Professional Development.


Peer Review Peer review enriches perspective and provides observations and insights that are difficult to gain through any other means. Although peer review is an optional component of Faculty Performance Review, it is highly recommended. The Centre for Teaching and Learning provides specific resources in support of the two processes below. a. Alliances for Change Alliances for Change was developed and tested by a group of Canadian educators seeking a means to promote frank and in-depth discussion to benefit individual teachers. Seneca professors have used the process and have evaluated it highly. The model involves a peer from another program. That colleague initially discusses teaching goals and methods with the professor undertaking peer review. Then the peer observes the professor in the classroom and meets with a random sample of the professor’s students to explore their perceptions. This meeting involves a structured process that is the product of research carried out during the development of the model. The peer reviewer then provides the professor with his/her and students’ feedback in a follow-up meeting. b. Other Alternatives In Becoming a Critically Reflective Practitioner, Stephen Brookfield writes that “…colleagues’ observations of our practice can be one of the most helpful sources of critical insight to which we have access”. Brookfield provides specific suggestions on planning and carrying out effective Peer Review. As with Alliances for Change, the Centre for Teaching and Learning will provide source material for professors wishing to undertake this or a related approach to peer review.


Seneca College Faculty Performance Evaluation Form Professor:____________________________ Chair:_______________________________ School: ______________________________ Review Date: ________________________ The evaluation process is a part of Faculty Performance Review, which is described in greater detail in the document Faculty Performance Review (updated March, 1998), available from all Faculty and School offices and from the Centre for Professional Development. The evaluation process normally includes the following steps: 1. At the beginning of the academic semester the chair notifies each professor to be evaluated. 2. Performance evaluation begins with a meeting in which the professor and chair discuss the

context (previous evaluations and development plans), the current assignment and relevant survey and other information.

3. The process includes a class observation by the chair. 4. At the second meeting, discussion focuses on the Faculty Performance Evaluation Form

and leads to the professor’s professional development plan. 5. The chair forwards copies of the completed Faculty Performance Evaluation Form to the

professor and to the professor’s personnel file.


P art A: Design, Revision And Updating Of Subjects And Programs Note: The evaluation framework provides examples in the bulleted lists. These are illustrative and not comprehensive. 1. Consults with co-ordinators, subject leaders and other faculty members, advisory

committees, accrediting agencies, potential employers and students • contributes to committees and meetings • works effectively with peers • supports College functions which promote

programs • attends conferences, workshops, etc.

• takes responsibility for currency and development in his/her discipline through liaison with business/industry, advisory committees, accrediting agencies, etc.

Overall Assessment - Meets expectations: Yes No Comments: 2. Defines subject learning outcomes and evaluates and validates these learning outcomes • develops clear, appropriate subject

outlines • communicates learning outcomes clearly

• designs subject learning outcomes to fit overall program learning outcomes

Overall Assessment - Meets expectations Yes No Comments: 3. Specifies or approves learning approaches & necessary resources; develops individualized instruction and multi-media presentations where applicable • designs strategies that are relevant and

appropriate • selects and develops media and

resources to increase interest, clarity and learning

Overall Assessment - Meets expectations: Yes No Comments:


4. Selects or approves textbooks and learning materials. • Recommends texts at appropriate level • Updates materials to ensure currency

Overall Assessment - Meets expectations Yes No Comments:


P art B: Teaching Of Assigned Subjects 1. Ensures students are aware of subject learning outcomes, approach and evaluation

techniques • introduces learning outcomes clearly • introduces the subject outline effectively

• ensures student understanding of test and assignment requirements

Overall Assessment - Meets expectations Yes No Comments: 2. Carries out regularly scheduled instruction – this includes but is not restricted to

observations made during the class/lab visit • relates content to previous learning,

subject learning outcomes and overall program

• selects content that reflects current practices in business/industry

• demonstrates current discipline/subject expertise in teaching/learning activities

• provides content at the appropriate level • makes the purpose and relationship of

materials and activities clear to students • uses an appropriate pace of learning

activities

• uses class time effectively • integrates content, learning materials

and learning activities • provides time and positive environment

for student questions and discussion • encourages students to think and

question • communicates effectively • shows respect/concern for students • engages students in learning

Overall Assessment - Meets expectations: Yes No Comments based on an integration of feedback from the students and observations made during the class visit:


3. Tutors and provides academic counselling for students• provides individual consultation • provides constructive academic

counselling/advisement • ensures student awareness of

availability

• provides adequate and timely feedback on progress

Overall Assessment - Meets expectations: Yes No Comments: 4. Provides a learning environment which makes effective use of available resources,

work experience and field trips • uses appropriate activities such as

discussion, demonstration, group work, case studies, field trips, lab work

• uses appropriate, clear, relevant and non-repetitive learning materials

• invites differing viewpoints

• meaningful feedback is given to students

Overall Assessment - Meets expectations: Yes No Comments: 5. Evaluates student progress/achievement and assumes responsibility for the overall

assessment of the student's work within assigned subjects • Develops varied evaluation methods

appropriate to content & learning outcomes

• Provides frequent and timely feedback

• Ensures that grading and marking schemes are clear, consistent and fair



P art C: Academic Leadership And Ancillary Responsibilities 1. Participates in the work of curriculum and other consultative committees as

requested • shares ideas/knowledge with peers • suggests appropriate program/subject

changes; influences future program/school planning

• assists in carrying out responsibilities related to the effective functioning of the department

• when assigned, is effective as a subject leader

Overall Assessment - Meets expectations: Yes No Comments: 2. Provides guidance to technologists, technicians, peer tutors, lab assistants etc. re

relevant assignments (if applicable) • works effectively with colleagues,

providing ongoing guidance and direction

• demonstrates current discipline expertise in working with these colleagues

• gives clear and full explanation of expectations relative to their assignments

• demonstrates appropriate and constructive communication skills

Overall Assessment - Meets expectations: Yes No Comments: 3. Student recruitment and selection, timetabling, facility design, professional

development, student employment, and control of supplies and equipment etc. (as applicable)

• participates in recruitment/selection of students, timetabling, facility design, student placement, recommendations on equipment acquisition, control of supplies and equipment

• participates in his/her fair share of ancillary responsibilities willingly and makes a positive contribution

• makes appropriate and effective plans and suggestions for his/her own professional development

• participate in discipline specific and generic professional development activities to improve his/her teaching effectiveness



Summary of Major Strengths and Areas for Development A. Major Strengths: B. Areas for Development: (please complete and attach the professional development

plan) C. Professor’s Comments: Signature of Chair: __________________________ Date: __________________ I have received this report and have discussed it with my chair: Signature of Professor: __________________________ Date: ___________________


Worksheet for Class Observation as part of Faculty Performance Evaluation Date of Class Visit:_______________________ Observer: _________________________ Professor: ________________________ Status: ___________________________ (probationary, permanent, sessional, partial load, part-time) A. CONTEXT Subject: _____________________ Program:___________________ Semester: _____

Period(s) __________ Room Number: _______________ Campus _______________

Number of Students Enrolled: ______ Number attending this class: __________ Description of the physical environment (e.g., ventilation, lighting, space, appearance): Seating arrangement of students: _______________________________________________ (e.g. rows of fixed tables & chairs; movable tables and chairs in rows; boardroom style; Teaching/Resources available: _________________________________________________ (e.g., overhead projector, flip charts, network linked) B. OBSERVATIONS DURING THE CLASS VISIT (Note: items below correspond to “carries out regularly scheduled instruction” section of Performance Evaluation Form) relates content to previous learning, subject learning outcomes and overall program

selects content that reflects current practices in business/industry

demonstrates current discipline/subject expertise in teaching/learning activities

provides content at the appropriate level


makes the purpose and relationship of materials and activities clear to students

uses an appropriate pace of learning activities

uses class time effectively

integrates content, learning materials and learning activities

provides time and positive environment for student questions and discussions

encourages students to think and question

communicates effectively

shows respect/concern for students

engages students in learning

Other


8.6 Enrolment Projections and Staffing Implications

Staffing Requirements -- Projected

Cumulative Enrolment Cumulative Cumulative Cumulative Administrative Ratio of TCH in Full Time Part Time Full Time Part Time Technical Staff Support Full-time each yr

Faculty Faculty Assigned to (Coordinator) Students/ cumulativeEquivalents Equivalents Program Full Time

Year Intake (F.T.E.) (F.T.E.) (F.T.E.) Faculty2003 Fall 80 2.5 1 2 1 32.00 422004 Winter 108 3.8 1.6 2 1 29.00 65

Fall 172 6.3 2.7 2.5 1.5 28.00 1082005 Winter 195 7.6 3.3 2.5 1.5 26.40 131

Fall 257 9.9 4.3 3 2.5 26.70 1702006 Winter 280 11.4 4.9 3 2.5 25.80 195

Fall 342 13.8 5.9 4 3.5 25.90 2362007 Winter 365 14.9 6.4 4 3.5 25.80 255

Fall 372 14.9 6.4 4 3.5 26.10 255

Notes: Technical Staff includes increasing FTE for ACS technicians, lab monitors, tutors. Administrative Support Staff includes increasing FTE for support staff and co-ordinators (Co-op and student advisement)

8.7 Resources 8.7.1 Table: Library Resources Seneca@York has an agreement allowing faculty members to borrow materials from York University. The following informal agreement exists. June 29th, 1999. Seneca@York Faculty will be issued a York University Libraries' Courtesy library card upon request. The card entitles the holder to borrowing privileges with the exception of access to reserve collections, borrowing of maps, and interlibrary loan. Holders of Courtesy cards are allowed to borrow up to 15 books for a 2-week loan period and to renew items once only. Proof of identification and affiliation with Seneca@York will be requested. Faculty should bring their Seneca library card, the "One Card" photo ID card, to the Scott Circulation Desk. The expiry date of the York Courtesy card will match the end of the academic term. Lending regulations are outlined in the Libraries Lending Code (http://info.library.yorku.ca/policies/lending.htm). Notices are mailed to the borrower's home address. Borrowing privileges may be withdrawn from any borrower who violates the regulations of York University Libraries. Seneca@York students will not have borrowing privileges at the York University Libraries. In order to meet the information needs of York faculty, students and staff, it is necessary for this limitation to be in place. However, Seneca@York community members, like the general public, have access to the Libraries' collections, services and facilities for in-house library use. Exceptions to this policy are the use of group study rooms and the booking of library instruction classes. Faculty requiring instruction classes should contact Carolyn Lam at Seneca@York. For access to library workstations, preference is given to York users during busy periods. Toni Olshen Associate University Librarian York University Libraries Tel: (416) 736-5601 Fax: (416) 736-5451 Email: [email protected]


mailto:[email protected]

# of Holdings (print) relevant to the field of

study

# of Holdings (electronic) (Include program specific

databases)

Library Resources Relevant to Applied Degree Program Area (For Students / Faculty) Current If Program

Approved Current If Program Approved

Main Campus Name/Location Seneca at York / 70 The Pond Road

8,500

14,641 *

16 (out of 61 available

databases)

24 * (out of 82 available databases)

Multiple Campuses Names / Locations

Other: Name(s) / Location(s)

* over four years


8.7.2 On-line Delivery Resources 8.7.2.1 Description of Resources, Tools, and Applications

Learning Management Applications:

• In January of this year, Seneca rolled out its MySeneca portal and learning management system for students and employee. MySeneca features Blackboard 5.5 Enterprise Edition tightly integrated with the College’s LDAP Servers and enterprise applications (Student Information System, Financial System, HR System etc.). As one of only a tiny number of post-secondary institutions around the world capable of this level of integration, Seneca is one Blackboard Corporation’s premier beta testers for its soon-to-be-released Blackboard 6.0 learning management system.

• Seneca also makes use of learning management applications like First Class and Web CT.

Server Infrastructure:

• Seneca hosts its MySeneca portal and CMS and its integrated enterprise applications on mix of Sun and HP Servers.

• Seneca's 40 Sun servers range from a Netra T1 to an Enterprise 6500 with 14 CPUs and 12 GB of RAM..

• They are all running Sun OS 8.

• Seneca's 4 HP K400 servers are all running HP-UX 10.2.

Network Infrastructure:

• Bandwidth between Campuses:

o 100 MB Fibre connects the three Seneca campuses (Newnham, Seneca@York, and Don Mills) that host the bulk of its computer studies programs.

o 1.54 MB Fibre (T1) connects Seneca’s King, Jane, and York Gate campuses to the College’s central server farm at Newnham campus.

o 100 MB Fibre access to King campus is being investigated.

o Single or Multiple 128 KB ISDN circuits connect the remaining campuses to Newnham.

• Bandwidth within Campuses

o Seneca’s newest campus, Seneca@York, has 100 MB intranet connections among all its student and employee computers.

o At Newnham, Seneca’s principal campus, students have 100 MB switched connections and employees have a mix of 10 MB half duplex and 100 MB connections. All staff will have 100 MB connections by September, 2003.


o All other campuses have a mixture of 10 MB half duplex and 100 MB connections. The majority have 100 MB.

• Student Dial-up Connections

o Seneca has 240 33.6 KB and 92 56 KB modems for free off-site Internet access for its students.

• Employee Dial-up Connections

o Seneca has 60 56 KB modems for free off-site Internet access for its employees.

• Seneca is currently exploring private sector partnership options for the provision of discounted high-speed Internet access to its students and staff.

Support Systems:

• Seneca has just begun to roll out it's new ITT Virtual Help system based on Unipress Software's Foot Prints 5.5. This virtual help desk will allow students and staff to:

• Submit service calls over the web

• Check on the status of service calls

• Search Seneca's IT knowledge base for solutions

• With this new virtual help desk Seneca students and employees will have:

• One more option for placing service requests, and one that is available 24 x 7 x 365.

• A much more transparent system for communicating with and assessing the service of Seneca's IT department.

• A much greater ability to help them selves.

• This system is fully operational for College employees and will soon be full operational for students.

• To support its on-line course development and delivery efforts, Seneca has completed the purchase of a library and information management system from Endeavor Information Systems. This new library and information management system will replaces Seneca's current system from Data Research Associates (DRA). With the implementation of the new system, the College will be able to provide Seneca's faculty and students with remote access to advanced information services, such as:

• A Web-based public access catalogue which is integrated into the Learning Commons Online and other College web sites (i.e., MySeneca/Blackboard ).

• The integration of digital journals, books and catalogued Web sites within the public access catalogue.


• The ability to seamlessly and simultaneously search across many digital collections stored locally or at other institutions using a common Web interface.

• The ability to book or reserve A/V equipment and media.

• The ability for students and faculty to create personalized information portals (i.e., MyLibrary).

• The ability for faculty and staff to create dynamic bibliographies of full-text resources and have them display as part of an on-line course or course Web page.

• The ability for faculty and staff to create specialized digital collections that are described indexed and searched using current Web standards such as XML/XSL and Dublin Core meta data and incorporate these collections into online curriculum. Example of specialized digital libraries would be electronic reserves and learning objects repositories.

• The opportunity for the College to readily partner with publishers and other institutions in the development and delivery of traditional and digital learning resources to faculty, students, curriculum and classroom.

• With this new application, Seneca College will be a provincial leader in the organization, integration and management of digital learning resources and objects resulting in an enhanced online learning environment for students and faculty. Seneca will role out this new system by January 2003.

• Seneca's Learning Commons recently launched a virtual reference service to provide faculty and students with academic and research support while working online. The virtual reference service is founded on web collaborative software that enables Seneca's reference staff to establish over the Web, interactive and real-time communication with faculty and students. Reference staff will be able to communicate and offer assistance using the latest Web technologies such as chat, push, and web site co-browsing. The Seneca Community will be able to access this service from any standard Web browser, from office, home, on campus or anywhere where Internet service is available.

• To maximise the efficiency of Seneca's servers and to prevent and minimise problems with them, the College's IT department has developed the following:

• An Internal Server Test System

• A Network Utilization System

• A Server / Service Scanning Systems that monitor response times, up time, usage.

• A Server Problem Notification System which feeds critical information from all of these systems to help desk staff and technicians through e-mail and Web page updates.


Human Resources:

Role & Departments Responsible Full Time Part Time (FTE)

Course Development & Course Developer Training

• CNTTL - Centre for New Tech. in Teaching & Learning (ITT)

• CPD -Centre for Processional Development (HR)

• CDL - Centre of Distributed Learning (Faculty of ConEd)

Notes: * CNTTL's full-time staff include 4 permanent staff plus 3 seconded from other departments. ** CNTTL's part-time staff vary in number according to the number of projects it has ongoing and the availability of suitable students.

7*

2

2

8**

__

__

Technical Assistance & Learner Support

• Client Services (ITT)

• Learning Commons (Library)

10

45

20

20

Network Infrastructure, Servers & Desk Top Computers

• Operations & Technical Services (ITT)

• Academic Computing (Faculty of Tech.)

16

__

1

__

Course Management Systems, Enterprise Applications, etc.

• Enterprise Applications (ITT)

• Systems Development & Innovation (ITT)

9

6

3

0


8.7.2.2 On-line Delivery Resources Seneca has been a leader in the development and delivery of on-line learning through its Faculty of Continuing Education and Training (FCET). Over the past six years, the Faculty has developed 85 discrete subjects (ie. delivered fully on-line) representing approximately 125 sections. These diploma and post-diploma level subjects encompass a wide range of program areas including Business, Computer Studies, English, General Education, and Human Resource Management. A detailed listing is available at: http://cdl.senecac.on.ca/ps/subjects.php3 Most of the FCET eLearning offerings are targeted to the adult and part-time student, although the learning objects provided therein are available for integration into full-time programs. In addition, the entire post-diploma program in International Health is delivered on-line through the Faculty of Applied Arts and Health Sciences. See: http://ilearn.senecac.on.ca/aahs/health/IHP/ There are also fully on-line offerings available through full-time Faculties of Early Childhood Education, Nursing (physical assessment), Tourism, General Education and Computer Studies. For samples of these subjects please see: http://ilearn.senecac.on.ca/subject/gened/nat302/ http://ilearn.senecac.on.ca/public/nat160 http://ilearn.senecac.on.ca/ctc/ At Seneca College, there is also significant usage of on-line learning resources in a “mixed mode” delivery. Approximately 1500 subjects (6,500 sections per term) are currently “active” in the recently introduced MySeneca system. The Schools of Computer Studies and Communication Arts set up mixed mode and web-based support for subjects several years ago, and are now migrating to Blackboard/MySeneca (i.e. another 350 subjects and 1400 sections). The curve on this will continue to rise very quickly as the integration of on-line resources into traditional delivery becomes “mainstream”. It is expected that, within the next three years, over 90% of all subjects will be offered and supported through mixed mode web support. The infrastructure provided by Seneca’s MySeneca allows the College to track student usage patterns and academic progress. Through the introduction of the teacher “gradebook”, the college will be able to access instantaneously up-to-the-moment data at an individual student and at a cohort level. This will enable instructors and the college administration to introduce appropriate intervention measures. As the students and the faculty become more comfortable with the learning environment, it will become increasingly important to track student completion/success data to assist in evaluating teaching/learning success. As well as extensive feedback from students through annual Key Performance Indicator surveys and Student Satisfaction surveys, Seneca has undertaken to regularly survey users (both faculty and students) of the MySeneca course management and communications system. The goals for both faculty and students are: • to understand how MySeneca/Blackboard is actually being used in the college community • to identify ways in which to enhance the experience of using My Seneca/Blackboard, for

faculty and students • to ensure that users are properly supported, both academically and technically • to evaluate user satisfaction


http://cdl.senecac.on.ca/ps/subjects.php3

http://ilearn.senecac.on.ca/aahs/health/IHP/

http://ilearn.senecac.on.ca/subject/gened/nat302/

http://ilearn.senecac.on.ca/public/nat160

http://ilearn.senecac.on.ca/ctc/

Among the data collection methods are:

• a survey of all faculty using MySeneca; • polling of students, through MySeneca, aimed at determining their level of satisfaction

with the learning management system; • feedback messages submitted by MySeneca/Blackboard users; • capturing support data, such as what areas of the College were contacted for support,

and what the main support issues were; and, • recording of system data, such as server loads, peak demand, etc.

Results of the Fall, 2001 Survey have been shared with the College senior administration and have been posted on an internal web site where faculty and support staff share concerns and address solutions to operational issues regarding the MySeneca system. Regular communication with the academic users of MySeneca is also undertaken through the on-line publication of the MySeneca Post. This web-based service presents current news, tips, people and service profiles, comments from users, and easy access to e-mail back suggestions and comments. MySeneca also incorporates into the personalized page of every user an opportunity to present feedback on a weekly topic of concern and general feedback on any on-line learning or support issue.


8.7.2.3 On-line Learning Practices, Guidelines, and Policies

Description of Seneca's existing and proposed practices, guidelines, and policies pertaining to:

Course Management Systems:

• When Seneca College set out three years ago to select a course management system the following were critical criteria for evaluating the candidates:

o reliability

o scalability

o extensibility (technical and legal potential Seneca or 3rd party add-ons)

o adherence to open standards

o interoperability with our enterprise applications

o licensing schemes that allow us to provide all our students and staff with access to the application

• Seneca selected Blackboard because it met all of these criteria.

Technical Assistance & Access to Appropriate Hardware, Software, Etc.:

• Technical Assistance:

o Seneca's IT department's regular hours of operation are Monday to Friday (excluding statutory holidays) from 8:00 a.m. to 5:00 p.m.

o The College's Student Help Desks are open Mondays to Fridays from 8:00 a.m. to at least 10:00 p.m., and most Saturdays and Sundays from 9:00 a.m. to 5:00 p.m.

o Students and staff can contact the IT department by visiting one its help desks (there are one or more of these at Seneca's three principle campuses), calling the Help Desk hot line number, or by submitting an electronic request for service either to the general help desk e-mail address or via our new Virtual Help system.

o Seneca's IT department will answer all service requests in the order in which they are received.

o Upon receipt of a service request, Seneca's IT department will assign a ticket number and a priority (from 1 to 5). Its Help Desk agents will attempt to resolve problems at Level 1 if at all possible. In cases where this is not possible, the service request will be transferred to staff member with an appropriate level of expertise and/or authority.


Systems & Equipment Maintenance:

• Seneca purchases hardware and software for its network and enterprise applications provided that a service contract is part of the package.

• Seneca purchases desktop equipment with extensive hardware warrantees but does its own maintenance on these.

Faculty and student preparation for on-line learning:

• Prior to delivering on-line courses, Seneca faculty attend a one or two-day workshop on Facilitating On-line Learning. This workshop is offered regularly by Seneca’s Centre for Professional Development.

• A website (http://cs.senecac.on.ca/~ipcweb) has been designed to prepare students for possibly their first on-line learning experience. The website explains how a mixed-mode or on-line course is delivered and includes tips on how to be a successful on-line learner. Students are encouraged to complete a self-assessment to examine their learning styles and to determine if they have the characteristics needed to become successful on-line learners. The minimum required computer equipment is also listed.

Student retention:

• In the two semesters IPC144 was delivered on-line in the School of Computer Studies, student retention was found to be higher than in the traditional mode. The success rate and class average were significantly higher.

• Students benefit from more frequent contact with professors via e-mail, discussion boards, and virtual office hours.

• Students’ photos posted on-line and a buddy system allow on-line participants to get to know each other more readily, thus facilitating project collaboration.

Intellectual Property Policy: The attached draft policy was developed in 2001 by a college committee representing a wide range of interests and perspectives. In addition, a lawyer specializing in intellectual property policy was enlisted for assistance. We believe that implementing an effective IP policy is a critical component in expanding our work in applied research and offering applied degrees. Given this expanding context, and cognizant of the specific challenges inherent in e-learning, it is the college’s intention to invite feedback on the draft policy from the broader college community before it is finalized. It is expected that a finalized IP policy will be confirmed in the near future.


http://cs.senecac.on.ca/~ipcweb

Intellectual Property Policy

SENECA COLLEGE OF APPLIED ARTS AND TECHNOLOGY Policy Title/Subject:

Intellectual Property (Draft)


Policy # or Code:

Contact: Cindy Hazell, Acting Vice-President Academic

Approved by:

Pending

Date Approved: April, 2001 (Draft)

Signature: Cindy Hazell

Updated:

In Process


DRAFT

(April 19, 2001)

Seneca College of Applied Arts & Technology

Intellectual Property Policy 1 Introduction

One of the primary goals of the College is to encourage, promote and foster innovation and discovery, in all fields of endeavour in which the College is engaged, by its employees, associates and students. The purpose of this Intellectual Property Policy is to outline the College’s position on the creation and development of works within the College system, and the ownership of intellectual property rights in those works. In situations where it is the College’s position that it is the owner of the intellectual property rights in a work that is worthy of commercial exploitation, it is the College’s intent to promote a revenue sharing relationship with the creator or creators of that work.

2 Definitions Copyright

For the purposes of this policy, copyright means, in relation to a work, the sole right to produce or reproduce the work or any substantial part of the work in any material form, including without limitation, in electronic form and to communicate electronic copies of the work.

Intellectual Property

For the purposes of this policy, intellectual property includes all of the interests and rights to all Canadian and foreign registered, pending and common law, trade names and trade marks; all Canadian and foreign issued patents and pending applications therefor; all Canadian and foreign copyrights, whether or not registered; rights of publicity; franchises and all technology rights and licences, including computer software and all proprietary knowhow, trade secrets, inventions, discoveries, developments, research and formulae, whether or not patentable; and all other proprietary information or property relating to works created at or in conjunction or in partnership with the College, and any improvements, updates, enhancements or modifications related to any of the foregoing.

Licensing Agreement

Licensing Agreements relate to written agreements between the College and third parties, in which the College grants the third parties the right to use materials proprietary to the College (or proprietary to others, and in which the College has licensing rights) upon terms and conditions set out in the written agreements.


Moral Rights

The author or creator of a work, whether or not the owner of the copyright in the work, has the right to the integrity of the work and the right, where reasonable in the circumstances, to be associated with the work as its author or creator by name or by pseudonym, or to remain anonymous. The author or creator’s right to the integrity of the work is infringed only if the work is distorted, modified or mutilated, or used in association with a product, service, cause or institution, to the prejudice of the author or creator’s honour or reputation. Moral rights may be waived in whole or in part, but they cannot be transferred to others. Whether or not the College owns the intellectual property rights in a work, and in particular the copyright therein, it will take steps to respect the moral rights of the authors or creators of the work, including, if the author or creator so requests, giving recognition to the author or creator for the work, or allowing the authors or creators to remain anonymous. Product Licences Product licences relate to licensing agreements between suppliers of proprietary products and materials, and the College, in which the College is granted the right to use those proprietary products and materials upon the terms and conditions set out in the product licences.

3 Employee Work

(a) In the absence of any written agreement to the contrary between the College and an employee, the College shall be the owner of all intellectual property rights in a work created by the employee in the course of employment with the College.

(b) In determining whether a work has been created by an employee in the course of

employment, the College may have regard to the following factors (which are not exhaustive):

(i) whether the employee created the work during prescribed working

hours at the College;

(ii) whether the employee created the work on College premises, or using College resources and property to do so;

(iii) whether the College has remunerated or compensated the

employee for the work;

(iv) whether the College has given the employee responsibility for developing or researching subject matter in the same or similar general area of subject matter as the work, as part of the employee’s employment with the College.


(c) Where the College owns the intellectual property rights in a work, either by agreement with its author or creator, or pursuant to paragraphs 3(a) and 3(b), the creator or author, as the case may be, shall have a non-exclusive right to use the work, provided the creator or author exploits the work only in the course of employment with the College, where the creator or author is an employee, and only in the course of contractual relationship with the College, where the creator or author is an associate of the College and not an employee.

(d) Where an employee creates a work outside the course of employment with the

College, without using the College’s resources in doing so, the employee shall be the owner of the intellectual property rights in the work.

The intellectual property in a work created by an employee in the fifth year of a

four-for-five program shall belong to the employee unless otherwise agreed by the parties.

(e) Where an employee wishes to use College resources to create a work outside

the course of employment, the employee shall first be required to inform the College of the creation of the work, so that a mutually satisfactory written agreement covering, among other things, ownership, use and revenue sharing, can be negotiated before the work is developed. In the absence of such a written agreement, the College shall own the intellectual property rights in the work created.

(f) Every application by an employee for a professional development leave shall

contain a full description of the proposed professional development activity. It is the College’s intention to encourage employees to create works of innovation and discovery. Accordingly, the application for professional development leave shall also contain a statement, signed by the employee and his/her supervisor, which sets out how any net profit from revenue generated by the commercial exploitation of such professional development activity, shall be shared between the College and the employee.

Where a professional development leave is approved, the College shall own the intellectual property rights to any work created and for the work for which the leave was granted.

Any application or request for a professional development leave shall be accompanied with, or contain, a statement in the following form: “In compliance with the College intellectual property policy, the College shall be the sole owner of the intellectual property in any work described in this document and created by the applicant. If the work is exploited and generates revenue, the applicant and the College shall share the net profit on revenue generated as follows: (insert agreed-upon formula)”


4 Non-Employee Work

Any agreement between the College and a person who is not an employee of the College, to develop or create a work, shall be in writing and be executed by the parties. The agreement shall provide that the College shall be the owner of the intellectual property in any work developed or created by the person. This policy may be adapted by written contract between the parties.

5 Joint Initiatives With Outside Parties Where the College enters into an agreement with a person or persons, that provides for or contemplates the development of a work in which intellectual property subsists, the parties will ensure that a written agreement sets out their respective rights to the intellectual property in the work, and any terms relating to the sharing of risk and revenue from the exploitation of the work.

6 Licensing Arrangements

(a) Product Licences

Where the College acquires a licence to use a supplier’s product, ownership of the intellectual property in the product being licenced shall be determined according to the provisions of the licence. Where the licence does not contain any provisions relating to intellectual property ownership, it shall be presumed that the supplier is the owner thereof. Any variations to the licence shall be made in writing.

(b) Licensing Agreements

Where the College enters into a licence agreement with a third party to permit that third party to use materials or property developed or acquired by the College, the licence agreement shall be in a form approved by the College Intellectual Property Office, and a copy shall be deposited with the College Intellectual Property Office.

7 Student Work

Students shall be the owners of the intellectual property rights in works they create, except in the following situations:

(a) where the College pays the students for the works they create, in which case the

College shall own the intellectual property rights therein;

(b) where the students use College resources and facilities to create the works, outside of their course requirements, in which case the students shall be required to obtain the College’s consent to the use of its resources and facilities. It shall be a condition to the giving of such consent, that the College and the students enter into an agreement for the creation of the works, which agreement shall provide for, among other things, the ownership of any intellectual property rights


in the works to be created, the exploitation of the works by the students and the College, and the sharing of any revenue by the students and the College from such exploitation.

8 Classroom Recordings

Only College employees shall be entitled to make any audio or video recordings of academic-related activities without prior approval from the College or professor(s) involved. All other persons must obtain prior approval from the appropriate professor(s) before making such recordings. Approval shall not be unreasonably withheld. The College shall own the intellectual property rights in all audio and video recordings developed or created in classroom activities by College employees except for approved research projects. The College acknowledges and respects the performing rights of all performers and participants in classroom activities, and agrees to obtain their consent to the recording of their performances and activities. The College will use such audio and video recordings solely for educational purposes. If the College wishes to use such recordings for any other purpose, it will obtain written consent from all persons who are seen or heard in the recording.

9 Research Materials A person wishing to gather research materials other than those specified in section 7,

must first obtain the prior approval of the College. Where the person has obtained the College’s approval, that person shall be the owner of any intellectual property rights in the research materials. Otherwise, the College shall be the owner of the intellectual property rights.

10 Copyright Notice

Where the College is the owner of copyright in any works created pursuant to this policy, or otherwise, it shall place the following copyright notice in a conspicuous place in the works: © [year of publication] Seneca College of Applied Arts and Technology

11 Employee-Owned Work

The adoption and inclusion of employee-owned works in College course materials will be made only with the prior approval of the appropriate College administrator in accordance with the College Conflict of Interest Policy.

12 Commercialization of Intellectual Property

Where the College owns intellectual property rights in a work which it wishes to commercialize, it may consult with the creator(s) on the best means for commercialization.


The author or creator of a work in which the College owns the intellectual property rights may, with the College’s prior approval, pursue opportunities to exploit the work, and negotiate with third parties on behalf of the College. The College shall always be a party to any agreement resulting therefrom. The agreement may provide that the author or creator of the exploited work is entitled to share in the revenues contemplated under the agreement, upon the terms set out therein.

13 College Intellectual Property Office

The Intellectual Property Office is established to assist staff to deal effectively and efficiently with intellectual property issues and to ensure that there is consistency in the manner in which such issues are approached, and decisions resulting there from are made. To maximize the benefits to the College from the creation of works in which intellectual property rights may subsist, the Intellectual Property Office will also serve as a resource centre for intellectual property precedents, including licence agreements, technology development agreements, and revenue sharing agreements. The College shall ensure that a copy of any agreements to which it is a party shall be deposited with the Intellectual Property Office.

14 Use of Seneca Name on Created Works

The College has the right be recognized or acknowledged in, or in association with, any work created by a Seneca employee, student, or person with whom the College is otherwise dealing, or to be dissociated from the work.



8.7.2.4

The college has on file and available upon request copies of current software, hardware, and systems agreements that pertain to the delivery of electronic/on-line learning.

8.7.3 Computer Access

Location of Computers ( ) Check all that apply

Year Number of Students

(Cumulative)

Number of Computers Available to

Applied Degree

Students

Number of Computers (with Internet Access)

Available to Applied Degree

Students

1 campus

S@York

Multi campuses

Off Site Other

2003/4 182 660 660 *

2004/5 335 740 740 *

2005/6 488 780 780 *

2006/7 641 820 820 *

2007/8 647 820 820 * * Indicates Seneca complete ISP service - All servers are accessible 24 hours/day, 7 days/week

8.7.4 Classroom Space

Location of Classrooms ( ) Check all that apply


(Cumulative)

Number of Classrooms

1 campus

S@York

Multi campuses

Off Site Other

2003/4 182 2.5

2004/5 335 4.5

2005/6 488 6

2006/7 641 8

2007/8 647 8

8.7.5 Laboratories/equipment

Location of Laboratories/Equipment ( ) Check all that apply


(Cumulative)

Number of Labs

Number of Specifically-Equipped Work Stations and/or

Specialized Equipment

1 campus

S@York

Multi campuses

Off Site Other

2003/4 182 4 160

2004/5 335 6 240

2005/6 488 7 280

2006/7 641 8 320

2007/8 647 8 320

8.7.6 Resource Renewal and Upgrade Plans Seneca College Academic IT Plan Based on the principle that all students should have access to computing and information technology resources and that the cost of these resources should not become a barrier to a college education, Seneca College introduced a College-wide Academic IT Plan in 1995. As well, the College considers a high level of technological literacy be a requirement of college graduates. Accordingly, Seneca's plan supports use of information technology by students in all programs. The College supports resource requirements in programs requiring a high level of computing. In general, these are the College goals regarding information technology:

• Provide consistent improvements in computing hardware (with annual upgrades to follow according to a long-term plan)

• A generic hardware "platform" common to every laboratory • Ensure full familiarity with the Windows environment; easy learning of new applications in

that environment and up-to-date operating systems • Site-licences of industry-leading software • Use industry-leading software, with opportunities for students to learn additional

applications beyond those used in their programs • Provide centralized e-mail services enabling all students to communicate within Seneca

and around the world • Internet access in all labs • Use and development of Internet based learning resources • Increased servicing and tutorial support • Increased access from home

Based on the above stated goals, the College has developed a set of strategies to ensure that a wide range of support is available. These areas include:

• Operating System Upgrades o (Current Windows Environment)

• Infrastructure o Backbone and lab upgrades o 100mbs all labs

• Faculty Support o Project development o Centre for New Technologies in Teaching and Learning o Professional development

• Dial-up Facilities o 350 dial-in lines

• Hardware Upgrades • Electronic Classrooms • Student Helpdesk

o Tutors – all campuses • Operational Costs

o Equipment repairs and maintenance o Internet costs


• Library and Learning Centres o Electronic resources

• Strategic Investments o Servers and special purpose equipment

Workstation Count per Campus

Present 2002/2003 2003/2004 2004/2005 2005/2006 7%

increase Superbuild Increase

7% increase

7% increase

Newnham 1392 1541 1716 1900 2103 King 298 330 365 404 448 S@Y & TEL 926 1025 1566 1734 1919 Don Mills 404 447 686 759 841 Satellite Campuses 406 449 482 534 591 Total 3426 3793 4815 5330 5901 Notes:

- All workstations are networked - - A 7% increase estimate was used for the years where fewer workstation purchases are

scheduled.

Classroom Renewal and Upgrading Seneca College has received two SuperBuild Funding grants to create additional space and leading edge facilities for technology and financial services training and education in the GTA. Seneca's Newnham campus has received $10.42 million to create specialized facilities for applied education and research in the Centre for the Built Environment, electronics and computer engineering technology, financial services, and e-commerce. Seneca and York University have received $46.99 million to create a new Technology Enhanced Learning (TEL) Building. This project will enable Seneca College and York University to create space for 4,000 additional students. Newnham SuperBuild Project Originally planned as a $16.5 million expansion/renovation of a more than 30-year-old campus, the Newnham SuperBuild Project has grown in scope. At an estimated cost of $36 million, the project will now ensure that additional renovation work is done as the College prepares to accept a minimum 2,000 additional students at Newnham by 2003. The Newnham SuperBuild project will, quite simply, make the campus a better place to learn and to work. The $10.4 million provided by the provincial government will be used in conjunction with financing arranged by Seneca to construct a new building, a new Learning Commons,


specialized technology laboratories and applied research laboratories within the Centre for the Built Environment, and the revitalization of existing teaching and learning space. SuperBuild funding will create classrooms and labs that are wired and designed with flexible technology that can easily meet the demands of tomorrow. They will be learner-focused and provide greater opportunities for collaborative learning (computer-based projection systems, Internet hook-ups, chat room discussions). The additional classrooms and laboratories will allow for the anticipated growth expected in our existing programs, as well as new post-diploma and applied degree programs that are being planned. These new teaching spaces will help drive our stated goal of being a leader in advanced applied education. The Learning Commons, based on the successful model at Seneca@York, will include study rooms, a Learning Centre and access to more than 200 additional microcomputers. It will boast the strengths of a traditional library and the flexibility of a totally wired environment. When not in the classroom or studying, students will have additional lounges located throughout the campus. In addition, a larger cafeteria space will be created for an increased student population. Technology Enhanced Learning (TEL) Building

The partnership between Seneca and York grows once again with the creation of the Technology Enhanced Learning (TEL) Building. It will house more than 4,000 students from both institutions in a building devoted to enhanced partnerships and furthering the use of technology in education. The ground floor of the building will be the home of the TEL Institute, devoted to finding new ways of blending educational needs with the technological advances of the 21st century. The TEL Building, which will pair the strengths of York's theoretical focus with Seneca's hands-on approach to applied education is being funded by the largest single allocation provided to educational institutions by the provincial SuperBuild fund at 46.99 million dollars. The five-storey building, designed by Seneca@York architects Moriyama Teshima, will be 345,000 square feet in size. Seneca will use about 47 per cent of the available space, with the top floor being reserved as a rental space for potential industry/educational partners. The new TEL building will be built to the west of the Seneca@York Campus and joined by an enclosed bridge on the second floor. The main entrances will be on the north and south sides of the building, and there will be four elevators located throughout. The TEL Building will have all the networking ability that is expected of modern educational institutions and the latest in local wireless transmission, allowing wireless network connections throughout the building. The phone system will be Internet-based rather than using traditional communications systems. In other words, the TEL Building will take educational technology to the next level. Scheduled to open in 2003, the TEL Building, will be dedicated to advancing educational technology and will be a valuable addition to Seneca's goal of being the leader in advanced applied education.



Library / Resource Centres Learning Commons The Seneca College Learning Commons, which incorporates the Library, the Learning Centre, Audio Visual Services, and the Microcomputer Centre, is vital to the success of our students. The acquisition of up-to-date print and multimedia resources, supplemented by an extensive collection of electronic books, electronic journals and electronic databases have been the focus of our collection development policies. Electronic resources can be accessed on site or remotely from home. The Virtual Library is always open at our web site, the Learning Commons Online http://learningcommons.senecacollege.ca Library Collections and Collections Budget The Learning Commons has a unique plan for the acquisition and renewal of library print and audio-visual resources. The development of what is called “Collection Profiles” is a five-year plan of collection renewal, which ensures that we develop up-to-date, relevant, curriculum driven collections. The number of items collected is proportionate to the number of students in the program and is based on library standards. We are systematically working through the entire collection, targeting subject areas coinciding with curriculum, reviewing the materials in these areas in concert with faculty, and with faculty input, removing old material and replacing and adding new material. The College has committed fiscally to this initiative, now in its fourth year, by providing additional required funds of $400,000.00 to the Learning Commons annually to renew and grow the collections. The College has also made a commitment to the Learning Commons to provide annual funding of $257,000.00 for electronic resources through its Information Technology Fund. Computers – Research Access Stations for Students Seneca College makes available a large number of computers with access to the library’s resources for student use. Newnham Campus’s Learning Commons has 38 student computers and an additional 250 computers located in the Microcomputer Lab. These 288 machines will be located in the renovated Learning Commons in 2003. Seneca @ York’s Learning Commons has 262 student computers. King Campus’s Learning Commons has 30 student computers and an additional 100 are located in the Microcomputer lab. Research by Subject The library is committed to supporting Applied Degree Programs by ensuring that registered students have adequate, relevant and current resources available to them. We ensure that the students know how to find all relevant resources by providing a starting point, a “Research by Subject” page on our website. This page directs our students to our electronic resources, books, periodicals, AV catalogue, and to valued and reviewed sites on the Internet. There is a Research by Subject page for every program in the curriculum.

http://learningcommons.senecacollege.ca/

8.8 Support Services

Support Services Available to Applied Degree Students (√)

Tutoring – Math, English and subject-specific √

Academic Advisement √

Library Services √

Open Computer Labs √

Career Counseling √

Personal Counseling √

Health Services √

Career Services – Job Placement √

Co-operative Education √

Services for Students with Disabilities √

Residence √

Athletics/Recreation Services - Varsity and Intramural Teams - Fitness Centre

√

Student Government Services - social and cultural programming - advisement - student representation

√

Financial Aid – Student Loans - Scholarships and Awards

√

My Seneca information Portal √

Child Care Services √

Student Life Services – off-campus housing - transportation - legal aid clinic - student insurance - advocacy and advisement

√

University Transfer Office √


8.9 Financial Planning: Bachelor of Applied Technology (Software Development) Model 1: assuming $4,500 tuition fees in 2003-4

2003-4 2004-5 2005-6 2006-7 2007-8Revenue

Basic Tuition Increases at 2% $4,500 $4,590 $4,682 $4,775 $4,871 (see Note 1) Notes:Provincial Grant Increases at 2% $3,345 $3,412 $3,480 $3,550 $3,621 (see Note 2) 1. Basic TuitionProgram funding weight 1.0 assume tuition fee of $4500 in 2003/04 and Annual increase-tuition&grant 2% increase 2% each yearCoop Workterms 0 0 75 81 84

@ $275 $0 $0 $20,625 $22,275 $23,100 2. Provincial Grant# of FTEs 94 183 268 353 369 assume same grant per Weighted Funding Unit as

01/02 for Seneca diploma program ($3,137)Total Revenue $737,461 $1,464,409 $2,208,116 $2,961,185 $3,156,661 plus 2% annual increases plus 2.5% applied degree

premium and 1.0 funding weight (equal to that of Expenses CPA programs)

Salaries and Fringe Benefits 3. Teaching Contact Hours (12 TCHs/week per faculty)Teaching Contact Hours Total TCH/semester 108 218 324 425 425 (see Note 3) Semester 1: 21

Full Time 12 3.8 7.6 11.4 14.9 14.9 Semester 2: 22Adjunct 12 1.6 3.3 4.9 6.4 6.4 Semester 3: 22

salaries increase annually@ 2% Semester 4: 22fulltime staff benefits @ 16% Semester 5: 20

Semester 6: 22Faculty Full Time $72,000 $317,376 $634,752 $952,128 $1,244,448 $1,244,448 (see Note 4) Semester 7: 22

Adjunct $1100 /semhr $42,240 $43,560 $64,680 $84,480 $84,480 Semester 8: 19Support staff $40,000 $92,800 $118,320 $144,824 $196,960 $200,899 (see Note 5)

4. SalariesCoordinator $76,000 $88,160 $134,885 $229,304 $327,446 $333,995 assume 2% annual salary increase

Total Salaries & Benefits $498,336 $887,957 $1,326,256 $1,768,855 $1,779,343 5. Support Staffmade up of lab technician, coop/career services officer

Supplies and Expensees office support, T.A.s

Instructional supplies $10,000 $18,000 $25,000 $30,000 $40,000 6. SoftwareLearning resources $5,000 $10,000 $15,000 $20,000 $25,000 Oracle agreement - $1K/yrPrinting and stationary $20,000 $30,000 $35,000 $40,000 $40,000 Microsoft agreement - $2K/yrHiring expenses $15,000 $15,000 $10,000 $5,000 $5,000 IBM agreement - $10K/yrMarketing $20,000 $15,000 $15,000 $15,000 $20,000Travel expenses $8,000 $6,000 $6,000 $5,000 $8,000 7. Capital Equipment RequirementsProfessional development $10,000 $15,000 $20,000 $20,000 $25,000 1 new lab/year from 03/04 to 08/09@ $28K dep for 3 yrsRepairs and maintenance - equipment $5,000 $10,000 $15,000 $18,000 $22,000 new servers @ $2K dep/each for 3 yrsPhone $500 $1,000 $1,000 $1,500 $1,500 partial lease of $68K/yr total of RS6000/AS400Rental equipment $10,000 $20,000 $30,000 $35,000 $42,000 (% increases with enrolment)Software $15,000 $20,000 $30,000 $45,000 $48,000 (see Note 6) maintenance agreements - $22K/yrCapital (depreciation) $60,000 $150,000 $180,000 $230,000 $290,000 (see Note 7) faculty machines @$1.3K/yr eachCollege overhead @ 30% of revenue $221,238 $439,323 $662,435 $888,356 $946,998 (see Note 8)

8. College OverheadTotal Supplies&expenses $399,738 $749,323 $1,044,435 $1,352,856 $1,513,498 college services = 30% of grant&tuition revenue

Total Expenses $898,074 $1,637,279 $2,370,691 $3,121,710 $3,292,841 9. Net Incomein order to show a return on investment by year 5,

Net income -$160,613 -$172,871 -$162,575 -$160,525 -$136,180 (see note 9) the college would be required to defer discretionary expenses such as capital

8.9 Financial Planning: Bachelor of Applied Technology (Software Development) Model 2: assuming $5,000 tuition fees in 2003-4

2003-4 2004-5 2005-6 2006-7 2007-8Revenue

Basic Tuition Increases at 2% $5,000 $5,100 $5,202 $5,306 $5,412 (see Note 1) Notes:Provincial Grant Increases at 2% $3,345 $3,412 $3,480 $3,550 $3,621 (see Note 2) 1. Basic TuitionProgram funding weight 1.0 assume tuition fee of $4500 in 2003/04 and Annual increase-tuition&grant 2% increase 2% each yearCoop Workterms 0 0 75 81 84

@ $275 $0 $0 $20,625 $22,275 $23,100 2. Provincial Grant# of FTEs 94 183 268 353 369 assume same grant per Weighted Funding Unit as

01/02 for Seneca diploma program ($3,137)Total Revenue $784,461 $1,557,739 $2,347,529 $3,148,489 $3,356,370 plus 2% annual increases plus 2.5% applied degree

premium and 1.0 funding weight (equal to that of Expenses CPA programs)

Salaries and Fringe Benefits 3. Teaching Contact Hours (12 TCHs/week per faculty)Teaching Contact Hours Total TCH/semester 108 218 324 425 425 (see Note 3) Semester 21

Full Time 12 3.8 7.6 11.4 14.9 14.9 Semester 22Adjunct 12 1.6 3.3 4.9 6.4 6.4 Semester 22

salaries increase annually@ 2% Semester 22fulltime staff benefits @ 16% Semester 20

Semester 22Faculty Full Time $72,000 $317,376 $634,752 $952,128 $1,244,448 $1,244,448 (see Note 4) Semester 22

Adjunct $1100 /semhr $42,240 $43,560 $64,680 $84,480 $84,480 Semester 19Support staff $40,000 $92,800 $118,320 $144,824 $196,960 $200,899 (see Note 5)

4. SalariesCoordinator $76,000 $88,160 $134,885 $229,304 $327,446 $333,995 assume 2% annual salary increase

Total Salaries & Benefits $498,336 $887,957 $1,326,256 $1,768,855 $1,779,343 5. Support Staffmade up of lab technician, coop/career services officer

Supplies and Expensees office support, T.A.s

Instructional supplies $10,000 $18,000 $25,000 $30,000 $40,000 6. SoftwareLearning resources $5,000 $10,000 $15,000 $20,000 $25,000 Oracle agreement - $1K/yrPrinting and stationary $20,000 $30,000 $35,000 $40,000 $40,000 Microsoft agreement - $2K/yrHiring expenses $15,000 $15,000 $10,000 $5,000 $5,000 IBM agreement - $10K/yrMarketing $20,000 $15,000 $15,000 $15,000 $20,000Travel expenses $8,000 $6,000 $6,000 $5,000 $8,000 7. Capital Equipment RequirementsProfessional development $10,000 $15,000 $20,000 $20,000 $25,000 1 new lab/year from 03/04 to 08/09@ $28K dep for 3 yrsRepairs and maintenance - equipment $5,000 $10,000 $15,000 $18,000 $22,000 new servers @ $2K dep/each for 3 yrsPhone $500 $1,000 $1,000 $1,500 $1,500 partial lease of $68K/yr total of RS6000/AS400Rental equipment $10,000 $20,000 $30,000 $35,000 $42,000 (% increases with enrolment)Software $15,000 $20,000 $30,000 $45,000 $48,000 (see Note 6) maintenance agreements - $22K/yrCapital (depreciation) $60,000 $150,000 $180,000 $230,000 $290,000 (see Note 7) faculty machines @$1.3K/yr eachCollege overhead @ 30% of revenue $235,338 $467,322 $704,259 $944,547 $1,006,911 (see Note 8)

8. College OverheadTotal Supplies&expenses $413,838 $777,322 $1,086,259 $1,409,047 $1,573,411 college services = 30% of grant&tuition revenue

Total Expenses $912,174 $1,665,278 $2,412,515 $3,177,901 $3,352,754 9. Net Incomein order to show a return on investment by year 5,

Net income -$127,713 -$107,540 -$64,985 -$29,413 $3,616 the college would be required to defer discretionary expenses such as capital

9.1 Economic Need For the past five years, Co-op employers and the Computer Studies advisory committee have clearly presented the economic need for this program. Applied technical skills remain the number one priority for our business partners. However, there has been a growing demand for graduates that can upon graduation, demonstrate these skills in a business setting and additionally communicate and work effectively in teams with technical and non-technical associates

As outlined in the executive summary, extensive research has identified the following economic and demographic factors that support the need for the applied degree program in Software Development:

Even with the recent economic downturn, 20 – 25% of the IT jobs (20,000 positions) in

Canada remain unfilled The economic future of Canada is directly related to the information skills of its workers Industry surveys list a combination of communication and business skills as essential to

employment and success in information technology careers No existing Ontario post-secondary program delivers the required combination of

technical, business and communication skills demanded in employer surveys Recent economic downturns in specific technology sectors emphasize the need for

transferable skills that can be applied in diverse technology areas The pace of software development and change requires analytical problem solvers who

can and will pursue a path of life-long learning Toronto is and will remain the business and economic capital of Canada; as such, will

require qualified software graduates Monster.ca and Workopolis.ca list extensive job postings in software development Lateral transfers and frequent promotions characteristic of computer professionals

create numerous entry level employment opportunities The 2002 census projects a population increase in the GTA area The aging workforce demographic is a factor; replacement employees with current

education are needed Initial job employment opportunities are improved with a degree qualification A degree is important for career advancement and professional designation

Additionally, it is important to note that other provinces (i.e.) Alberta and British Columbia, already offer applied degrees in related software development programs. To remain competitive in post secondary education, both nationally and internationally, Ontario must provide new and diverse learning opportunities for post secondary technology training. The proposed applied degree in software development provides that opportunity.

Appendix 9 - Page 1

Research and Review: Support of Economic Need Hot Skills for a Cold Market computerworld.com http://www.computerworld.com/storyba/0,4125,NAV47_STO65450,00.html The Skills Most Lacking In Recent College Graduates Writing and presentation skills Hands-on experience Ability to conceptualize or see the big picture Oral communication skills Source: Computerworld survey of IT hiring managers, fall 2001 Information Technology Association of Canada http://www.itac.ca/client/ITAC/ITAC_UW_MainEngine.nsf/ALL/D84586ECA0FCD4A2852566EB001F481F?OpenDocument The IT Skills Gap is a world-wide phenomenon. Right here in Canada, the shortfall has been estimated at no fewer than 20,000 unfilled jobs. The Search for Schools in IT globetechnology.com http://www.globetechnology.com/woman/archive/20010510.html Louisa Jewell, a top career consultant based in Toronto, has been tracking the state of IT education for several years and she says "the issue is not a lack of training facilities, for example, the city of Toronto alone has well over 200 campuses offering training for the IT sector, but rather the uncertainty regarding the skills required by this sector, both technical and non-technical." Jewell agrees that at present, IT curricula does not effectively reflect labour market needs and some private training institutions, which attempt to provide this needed training, are producing graduates who may not be qualified for the current market. Jewell also cites that many Canadians would like to take advantage of the excellent career opportunities that exist in the IT sector, but they don't know where to go for the necessary education and training. Beef up your soft skills to land the best IT jobs. Computer Weekly http://www.cw360.com/bin/bladerunner?REQUNIQ=1018620447&REQSESS=fN3PA447&REQHOST=site1&2131REQEVENT=&CFLAV=1&CCAT=-99999&CCHAN=-99999&CARTI=109215 Research carried out by the Chartered Institute of Personnel and Development (CIPD) provides further evidence that soft skills are gaining in importance across all industries. It found that 27% of employers are having problems finding the right people due to candidates' lack of people skills. It also discovered that soft skills are now fifth in the list of priorities for companies recruiting staff and they have been rising in status every year.

Appendix 9 - Page 2

http://www.computerworld.com/storyba/0,4125,NAV47_STO65450,00.html

http://www.itac.ca/client/ITAC/ITAC_UW_MainEngine.nsf/ALL/D84586ECA0FCD4A2852566EB001F481F?OpenDocument

http://www.itac.ca/client/ITAC/ITAC_UW_MainEngine.nsf/ALL/D84586ECA0FCD4A2852566EB001F481F?OpenDocument

http://www.globetechnology.com/woman/archive/20010510.html

http://www.findarticles.com/cf_0/m0COW/2002_Jan_17/82321078/p1/article.jhtml?term=skills+gap+jobs

http://www.findarticles.com/cf_0/m0COW/2002_Jan_17/82321078/p1/article.jhtml?term=skills+gap+jobs

"It makes me angry when people use the term 'soft skills'." said an IT director at a recent Computer Weekly forum. "There is nothing 'soft' about the people skills that enable someone to communicate effectively with a customer or end-user - they are business-critical." Numbers Prove Skills Gap Real Computing Canada http://www.itbusiness.ca/index.asp?theaction=61&lid=1&sid=45424 The Software Human Resource Council (SHRC) conducted a pilot study in the spring of 2000, on behalf of Stats Canada. However, the results were only recently released. One of the most notable discoveries was that Canada's high-tech industry was operating at 75 to 80 per cent capacity due to a severe shortage of qualified workers. … Employers are looking for three sets of skills from IT staff — technical training, business experience and group work aptitude. "What we hear is we can get people with one, sometimes with two, but never with three. Pick your mix. And it's the three that are in demand," said [Gaylen] Duncan [president and CEO of the Information Technology Association of Canada (ITAC)], who noted Canadian post-secondary institutions are doing better in terms of arming their graduates with a full complement of job skills, than they were a few years ago. Geek culture may be on the wane itworldcanada.com http://www.itworldcanada.com/portals/portalDisplay.cfm?oid=2F1A8DDD-D102-4359-99FAE1A3864C1241 Ottawa-based HR consultant Sharon Lambert said that when she hires for corporate clients she does try to find workers who will play nicely with the other staff members. "Obviously someone has to have the solid technical skills, but especially when I’m hiring for enterprise clients I really (put a) gold star (by) candidates who are poised and polished. You don’t have to be Mr. Country Club, but understanding corporate culture is important, and being able to sit in a meeting and be comfortable with the accountants and the product managers is a big advantage," Lambert said. … Rick Sturm a service-level management authority, and president of Enterprise Management Associates Inc. in Boulder, Colo., said that over and over his research shows a need for IT managers and executives to be more knowledgeable about what each other does. "Too often IT goes to a meeting and wants to talk about packet collisions or disk I/O and it means nothing to the people on the outside. So problems emerge both in an inability to communicate, and also when IT seems to be disconnected from the realities of business," Sturm said. IT Worker Shortage Continues internetnews.com http://www.internetnews.com/bus-news/article/0,,3_896731,00.html HR managers and CIOs, the study found, differ on their views of what shape the IT skills gap takes, as well as how to address it. HR managers are much less likely to believe that IT applicants lack training, but also differed from CIOs about which skills are important for IT

Appendix 9 - Page 3

http://www.itbusiness.ca/index.asp?theaction=61&lid=1&sid=45424

http://www.itworldcanada.com/portals/portalDisplay.cfm?oid=2F1A8DDD-D102-4359-99FAE1A3864C1241

http://www.itworldcanada.com/portals/portalDisplay.cfm?oid=2F1A8DDD-D102-4359-99FAE1A3864C1241

http://www.internetnews.com/bus-news/article/0,,3_896731,00.html

positions. CIOs value "soft skills" such as communications and patience, while HR professionals tend to screen candidates for hard, technical skills. … "While layoffs dominate the headlines, IT managers are still struggling to find the right people to keep the technology infrastructure moving forward and are identifying vendor-neutral certification as a means of filling those support positions," said John Engman, director of JOBS+, the workforce development program at CompTIA. "To more effectively address this challenge, CIOs and HR executives must be better aligned in the value they place on both hard, technical skills and soft, communication skills, and must work more closely together in identifying both recruiting and training problems and the solutions to those problems." Mind the gap! New group urges government to plug high-tech postgraduate drain canadacomputes.com http://www.canadacomputes.com/v3/story/1,1017,4930,00.html Think the skills gap is wide now? Just wait. A new study says Canada will be short 35,000 high-tech graduates by 2005 unless the federal government funnels millions of dollars into the nation's universities and colleges Remarkable Canadians talk about their remarkable teachers … "His approach was, ' this is a problem and you have a box full of skills and somewhere in your box of skills there is the ability to solve this problem even though you've never faced it before.' It was an attitude he taught that has been useful for me right across the board and absolutely made a contribution to my Astronaut Chris Hadfield,

- the first Canadian to walk in space talks about his math teacher. Toronto Star, Friday October 5

Silicon Valley NORTH, Careers Section (March 2002) "Future high-tech employees will need a mix of soft skills and engineering know-how" "One of the changes that headhunters expect in tomorrow's job market is an end to the days of one-dimensional workers who champion only their technical prowess ….. successful candidates will be the ones who stand out by cultivating skills in areas like communications and marketing." Skills and Opportunities in the Knowledge Economy The Prime Minister's Advisory Council on Science and Technology (2000) "There is a persistent shortage of people who combine strong technical abilities with 'essential' skills (e.g., communication and teamwork) and 'management' skills (e.g., cost control and budgeting)" Helen Neumann, Provost, University of Toronto Toronto Star ( April 12, 2002) "It's going to be a challenge … to cope with the new students coming in through the double cohort - and the whole demographic, which sees enrolments going up over the next few years, quite apart from the double cohort."

Appendix 9 - Page 4

http://www.canadacomputes.com/v3/story/1,1017,4930,00.html

Job Futures 2000 Human Resources Development Canada Systems Analysts and Computer Programmers In these occupations, 238,000 people were employed in 1998, an increase of 96.0% from 1988. This reflects an increase of 57.7% from 1993 to 1998. In comparison, employment in all occupations grew 8.2% in the same time. Currently, chances of finding work in this occupation are rated "Good", since employment opportunities and earnings are both above average. Over the next five years, this outlook is not expected to change, as the number of job openings is expected to be matched by the number of qualified job seekers. Most of the increase in employment requirements through 2004 for these occupations is expected to occur in the business services industry. Computer Systems Analysts In these occupations, 131,000 people were employed in 1998, an increase of 112.40% from 1988. This reflects an increase of 59.5% from 1993 to 1998. In comparison, employment in all occupations grew 8.2% in the same time. Currently, chances of finding work in this occupation are rated "Good", since employment opportunities and earnings are both above average. Over the next five years, this outlook is not expected to change, as the number of job openings is expected to be matched by the number of qualified job seekers. System analysts will need to keep up with rapid changes in programming languages and techniques. They also require good interpersonal and communication skills to be able to understand the nature of client requirements and to convey information about technical occupations to clients who typically have little knowledge of information systems. Most of the increase in employment requirements through 2004 for these occupations is expected to occur in the business services industry. Rebecca Maxwell The Softer Side of IT ComputerWorld Canada (1999) "The shopping list of demands for highly-qualified IT professionals is getting longer. Consensus is it’s not enough to find someone who possesses a range of highly technical skills and simply hope the rest falls into place. A whole new list of softer skills is being sought, thanks largely to two factors: the emergence of technology on the business front and the renewed customer focus created therein. Gone are the days when computers were just a back-room function that supported payroll and accounting, said Jim McKeen, chair of the MBA program for science and technology at Queen’s University in Kingston, Ont. “Information technology is very much a part of the business, if not the entire business, in many cases. We have to cross this chasm. We have to have the technologists who know the business and the business people who know the technology,” he said. But even business-savvy and the ability to write code are not enough. Anne McKenna, senior manager of North American resourcing for Brampton, Ont.-based Nortel Networks Corp., explained, “In the past, to hire a designer or someone to write code we just needed the technical skills. “Now…with the emphasis on the customer, our designers and everyone else from the bottom to the top of the company need to have great communication skills because whether you’re at the top or the bottom, you’re interfacing with the customer at some point in time.” This demands not only communication skills, say the experts, but teamwork, understanding and creativity -- attributes not traditionally taught in educational institutions."

Appendix 9 - Page 5

David K. Foot Boom, Bust & Echo (Profiting from the Demographic Shift) 2000 Version "What will it take to succeed in the job market of the future? … the only constant will be change. People will need strong generic skills that can be applied to the many different challenges they will face during their careers. One of the most important skills is communication, both oral and written. The decline in literacy has enhanced the value of those who can write clearly, concisely, and grammatically while also possessing the ability to make effective oral presentations. Interpersonal skills, including the ability to work effectively as part of a team, are also essential. So are computer skills, which have to be upgraded continually as technology advances. Finally, the successful worker of the future needs the kinds of skills that an old-fashioned liberal arts education provides: the ability to assemble information, analyze it, and think about it."

Appendix 9 - Page 6

9.3 Student Interest/Potential Pool of Candidates A student survey was conducted to determine interest in an Applied Degree program. The survey was distributed randomly to current CPA, CPD and CPAC students in semesters one (1) through six (6). 1041 students were surveyed and all responses were anonymous. The results of the survey of our current student population indicate an overwhelming interest in, and, support for an applied degree program. More interesting are the results of the questions related to future educational plans. Diploma students in computer programming understand and acknowledge the need for future studies after graduation. Current diploma students recognize that a successful career path in computer software development requires a commitment to lifelong learning. The students (92.5%) also indicated a positive understanding of the value and recognition of a degree qualification Survey Results: Total Students: 1041 Previously enrolled at university: 363 (34.9%) Hold university degrees: 233 (22.4%) Required college level English (EAC150) or English upgrading: 974 (93.6%) Plan to take college/university courses in the future: 850 (81.6%) Would have considered applying for a 4 year applied degree: 944 (90.7%) Would consider pursuing the applied degree program after graduation: 962 (92.5)% Student Comments: “I believe this is a wonderful proposal, and I am very excited about the prospect. One of the reasons I chose college over university was for the actual hands on learning. If Seneca had an applied degree in Computer Studies, it would be an amazing opportunity.” “I have chosen Seneca because it offers courses on programming languages used in the workplace. I chose Seneca over York. I hope Seneca DOES offer a degree.” “It is a good idea because it gives a broad opportunity to Seneca students who have plans to apply to a university after their diploma.” and “If Seneca offers a degree program, I will enrol because I am currently planning to go to university after Seneca.” “This is a necessary step in order to maintain Seneca’s ability to produce graduates that meet industry needs and continue to compete with students from universities.” “It would be great to obtain a degree from Seneca. I would be given a better chance of getting a job.”


Applied Degree Survey Seneca College is considering offering an applied degree (Bachelor of Applied Technology or Bachelor of Information Sciences). The applied degree would be four years or eight semesters and include at least one other semester that is a paid work term. It would cover more material at a higher level than the CPA diploma program, but would continue to stress practical, technical skills, and would cover less theory and mathematics than the equivalent university Bachelor in Computer Science. This survey is to determine if there is interest in such a program. Please answer the following questions by checking the appropriate boxes. If you have already answered this survey, please do not answer it again. Student ID number: ____________________________________ 1. Please check the program and semester in which you are enrolled:

CPA 1 4 CPD 2 5 CPAC 3 6

2. Have you ever been enrolled as a full time student at a University?

Yes No

3. Do you have a university degree?

Yes No 4. Check the English subjects that you have taken at Seneca.

EAC149 EAC150 Any ESL course (English as a Second Language)

5. Do you plan on taking courses in the future at other institutions (check the appropriate boxes):

University College Other (please specify) _____________________________

6. If Seneca had offered a four-year applied degree, would you have considered it instead of the program in which you are currently enrolled?

Yes No

7. Once you've completed your diploma, would you consider pursuing an applied degree?

Yes No 8. If you have any additional comments on Seneca's proposal to offer an applied degree,

please put them on the reverse.



March 9, 2002 Subject: Bachelor of Applied Technology (Software Development) Dear Valerie, We have come together as a group of students regarding the possibility of an applied degree program being offered at Seneca College. We are all currently enrolled in the Computer Programming and Analysis diploma program. Also, we are all previous university students, with three of us possessing university degrees. Although we did complete the surveys given to us, we were eager to compile a collaborative letter that encompasses our similar ideas. First of all, we are excited to hear about the possibility of a degree program at Seneca. The common misconception is that a theoretical-based university education is more difficult than a practical-based college education. Being previous university students ourselves, we know that the current CPA program is challenging and at level with the standards of any university institution. College students have a workload that is comparable to that of university students. Contrary to popular belief, the CPA program provides both practical and theoretical knowledge. There are benefits to the college environment that we hope will not be lost in the introduction of a degree program. There is a greater emphasis on the application of theoretical knowledge within labs. The pace of the curriculum is different from that of university, in that it allows for a heightened ability for students to study and absorb class material. The smaller class sizes provide a more intimate setting, with a greater interaction between students and professors. These various factors have allowed the depth of knowledge that will be carried with us far beyond our graduation, and into the working world. We hope that the high quality of the CPA program will continue to be reflected in the applied degree program. The offering of a Bachelor of Applied Technology at Seneca would provide an excellent opportunity for students to obtain a degree in the college environment. Sincerely, Dawn Arndt ([email protected]) Frank Karlovcec ([email protected]) Tin Pham ([email protected]) Walter Igharas ([email protected])

10 Non-Duplication of Program 10.1.1 Table and Statement: Similar/Related Diploma Programs The Bachelor of Applied Technology (Software Development) program is not a college computer diploma program. It is a new educational opportunity both in pedagogical approach and in curriculum content. Pedagogical Approach The program outcomes for the applied degree require graduates to demonstrate the ability to apply theoretical principles to practical application solutions. The academic rigour needed to meet this objective far exceeds any current diploma offering. The course learning outcomes (Appendix 6.7) define specific outcomes and evaluation procedures that are at a higher level than found in existing diploma curriculum. Curriculum Content The applied degree curriculum delivers a program of study that directly addresses industry needs and meets or exceeds the established standards of the C.I.P.S. professional association. There is no existing college curriculum that includes all of the following:

• Business environments and practices • Communication and workplace skills • Breadth and foundations of technology • Advanced technical knowledge • Hands-on application of technical skills • Human factors and Multimedia design • Ethics and Social Responsibility • Research and Investigation • Project and management skills • Co-op work term including pre-planning and post-integration

The tables below provide a representative survey of current college programs. Existing college diploma programs fail to meet the comprehensive requirements for content or the expectation of degree level standards proposed by the Applied Degree. The information includes 3-year diploma programs at CAATs in or near Toronto. The samples are representative of other similar college diploma programs in Ontario. The college has on file and available upon request the research undertaken to complete Appendix 10.1.1.


1. Institution: Seneca College Program Name & Credential: Computer Programming and Analysis Diploma http://cs.senecac.on.ca/curriculum/cpa_desc.html (Co-op and non) Program Description: The CPA program provides students with a rigorous theoretical background in object-oriented methodology particularly in program design and system analysis. Subjects studied will include programming and web scripting languages, system methodologies (object-oriented analysis and design), E-commerce web site design, internet client and server side development, design and maintenance of database systems, data communications, security and a variety of operating systems (Windows, Unix, Linux, IBM iSeries). In semesters 5 and 6, students may select from a broad offering of professional options and will integrate systems and technical skills in the planning and implementation of a 'real-life' computer project for a business client. General education subjects (English and Liberal Studies options) complement the technology curriculum. Similarities and Differences: This is an excellent technical diploma with a variety of options and specializations but lacks the breadth of the applied degree. Specifically,

• No required business courses • Only 2 required communication courses (writing skills only) • No required courses in Ethics, Research and Human Factors • Less depth of technology and theory in the required technology courses • Less elapsed time to absorb technical content • No required courses in Multimedia Design and Advanced Project Management

2. Institution: Centennial College Program Name & Credential: Computer Programmer/Analyst Diploma (Co-op and non) http://db2.centennialcollege.ca/full_time Program Description: The Computer Programmer/Analyst program provides a solid business foundation and a detailed study of mainframe and microcomputer systems design and programming. Mainframe-based systems and programming languages, such as COBOL and SQL. Microcomputer-based systems, including Windows, Microsoft Office Professional Suite (Word, Excel, Access, PowerPoint), Visual Basic, C, C++, Java HTML and Web page development, networking and UNIX/Linux Operating systems will be offered. Co-op Option Students enhance their education by working three terms as paid employees in the field.


http://db2.centennialcollege.ca/full_time

Similarities and Differences: This is an average diploma program but does not compare to the depth and breadth of the applied degree curriculum. Specifically,

• No professional options • No General Education electives (but: Literature, Economics) • More mathematics • Less systems analysis • Less business • Fewer operating system courses • Less communications • Legacy programming language COBOL, 2 Courses • Technical depth and breadth is missing • Limited Internet programming and scripting languages • No human factors, multimedia design, ethics, research, design patterns

3. Institution: Durham College Program Name & Credential: Business/Business Administration – Information Systems http://durhamc.on.ca/fulltime Program Description: Program graduates can seek employment in a wide range of industries. Most graduates begin in programming, microcomputer support, or computer operations. With experience, advancement can be expected to the position of systems analyst with responsibilities for the design and planning of systems networks and technical support, or management positions in programming, operations, or other areas. Similarities and Differences: This is a poor diploma offering with exceedingly low enrolment and limited curriculum in comparison to the proposed applied degree program. Specifically,

• Much less programming • More business courses • Fewer operating system courses • Less systems analysis and design • One field placement course • More mainframe emphasis • This program is light years away from the degree in breadth and depth


4. Institution: Sheridan College Program Name & Credential: Computer Science Technology http://www.sheridanc.on.ca/programs02_03/scim/computerscience/ Program Description: Students in Sheridan's Computer Science Technology program will learn how to develop, support, and implement a variety of computer applications. Students study courses in computer architecture, programming techniques, computer networks (Local Area Networks and Wide Area Networks), systems analysis, database implementation and management, operating systems, and mathematical algorithms. Similarities and Differences: This is a good diploma program but is focused on networking rather than software development. The courses do not compare to the depth and breadth of the applied degree curriculum. Specifically,

• Heavy bias towards math – 7 courses in 6 semesters • Heavy bias on computer science (courses in OS design and computer architecture) • Direct entry to 3rd semester with 4 OACs • No professional options • No opportunity to take advanced courses in specific areas • No specific business courses • One communications course (tech writing) • No course dedicated to operating system use • No iSeries courses • Very little liberal studies/breadth • Can lead to membership in OACETT • Only has a 1–semester project • Lacks thorough progression of Internet courses integrated into curriculum • Fewer systems analysis and design courses • Lacks comprehensive progression of communications courses through all semesters


5. Institution: Sheridan College Program Name & Credential: Systems Analyst http://www.sheridanc.on.ca/programs02_03/scim/systemsanalyst/ Program Description: At Sheridan, students study systems design and implementation, programming, networking, database and web technologies. Courses include:

• systems analysis and design using a (CASE) tool • systems administration in the Unix environment • programming with Visual Basic and Java • database design and implementation with Access and Oracle • Web technologies using various scripting languages.

Similarities and Differences: This is an average diploma program that does not compare to the depth and breadth of the applied degree curriculum. Specifically,

• 3 year program • Direct entry to 3rd semester with 4 OACs • Very few electives, no professional options • No opportunity to take advanced courses in specific areas • Very little liberal studies/breadth • Lacks any kind of project • Less emphasis on programming core • Lacks thorough progression of Internet courses integrated into curriculum • One communications course (tech writing) • Lacks comprehensive progression of communications courses through all semesters • Less emphasis on operating systems (Unix only) • 3 co-op work terms

6. Institution: George Brown College Program Name & Credential: Computer Programmer/Analyst http://www.gbrownc.on.ca/Marketing/FTCal/tech/T127.html Program Description: Students will learn the full range of skills required to write programs for networks based on the two most widespread technologies used by business today: client/server and Internet/ Intranet. The most popular programming languages and development tools are covered, including C++, Java, SQL, and Visual Basic. Students will also become familiar with Microsoft, Novell, and Internet protocols for networks, as well as servers incorporating the latest technology from NetWare and Windows NT. Training will also cover the design and development of complex business systems, using the latest design and development tools. Students will also have the opportunity for in-depth study of database management and administration, as well as the use of Internet/Intranet tools for business systems. Similarities and Differences: This is an average diploma program that does not compare to the depth and breadth of the applied degree curriculum. Specifically,

• 3 year program • Much lower level of technical programming courses • Very few electives, no professional options • No opportunity to take advanced courses in specific areas


• More math • Less emphasis on operating systems • No business courses • More VB, less C/C++ • Less emphasis on communications skills • Very little liberal studies/breadth • No opportunity to take advanced courses in specific areas • No human factors, multimedia design, ethics, research, design patterns

7. Institution: Humber College Program Name & Credential: Computer Programmer Analyst Diploma (Co-op and non) http://fulltimeprograms.humberc.on.ca/2040s.htm Program Description: In three years, students will acquire the skills to enable them to design and program business applications effectively at an entry level, as well as learn and practice the various methodologies required to proceed into systems analysis and design. Many courses will involve working on case studies, in a team environment. Similarities and Differences: This is a very good diploma program that focuses on the breadth of technical coverage and includes business courses. The breadth of the courses offers little opportunity for technical depth and software specialization and does not compare to the depth and breadth of the applied degree curriculum. Specifically,

• No C programming • Java oriented / focused • Only 6 hours of communication skills specific to technical communications • One course in 2nd semester to cover both UNIX and Windows OS • No user interface course • Offer three distinct programs sharing the curriculum of semesters 1, 2 and 3

(Telecommunications Profile, Programming Profile, Internet Technologies Profile) • No specific Internet courses in programming stream • COBOL as a mandatory course • Offer small business accounting • No database until 3rd semester • Much less emphasis on systems projects, project planning and IT management • Only four professional options (no information readily available) • No marketing • No specific data structures or algorithms course • No human factors, multimedia design, design patterns


http://fulltimeprograms.humberc.on.ca/2040s.htm

10.1.2 Table and Statement: Similar/Related University Programs The Bachelor of Applied Technology (Software Development) is not a university degree in Computer Science, Arts, or Commerce. It is a new educational opportunity both in pedagogical approach and in curriculum content. Pedagogical Approach The program outcomes for the applied degree require graduates to apply theoretical principles to practical applications. Achievement of the program and course learning outcomes requires the ability to demonstrate skills based on an understanding of theoretical knowledge. For example, not only must an applied degree graduate be able to describe the principles involved in a system solution, they must also be able to demonstrate the design, analysis, and implementation of that solution. Curriculum Content The software development curriculum delivers a program of study that directly addresses industry needs and meets or exceeds the established applied degree standards of the C.I.P.S. professional association. There is no existing university curriculum that includes all of the following:

• Business environments and practices • Communication and workplace skills • Breadth and foundations of technology • Advanced technical knowledge • Hands-on application of technical skills • Human factors and Multimedia design • Ethics and Social Responsibility • Research and Investigation • Project and management skills • Co-op work term including pre-planning and post-integration

A comparative study of university programs was conducted to determine which programs were most closely related to the Bachelor of Applied Technology (Software Development). University programs most closely related to Seneca's proposed applied degree generally fall into one of three categories:

• pure computer science programs (University of Toronto)

• applied computer science programs (Ryerson Polytechnic University and University of Guelph/Humber College)

• information technology programs (Ryerson, York University)


The six programs presented below are representative of all university programs in Ontario. Depending on the degree requirement (e.g. Arts, Science) the programs differ from Seneca's proposed applied degree program in one or more of the following areas:

• study of discrete mathematics • theoretical emphasis • breadth of technology • communications and teambuilding • business principles and practices

The pure computer science programs typically require at least 20% of the subjects in discrete mathematics. In the proposed applied degree, students will use practical mathematics skills throughout the curriculum, for example in topics such as programming, accounting, and algorithm design. University technology-based courses also tend to be highly theoretical - a significant amount of theory is presented with limited time left for in-depth study of specific technologies and the application of those technologies. University requirements for business, communications, and teambuilding are frequently embedded in elective subjects that the student may or may not take. Additionally, the courses required to meet the mandate for a specific degree define the university’s inability to deliver all of the standards proposed by the applied degree. For example, to achieve a Commerce degree, students must take a significant percentage of courses in business and management limiting opportunities for the acquisition and application of technical knowledge. The college has on file and available upon request the research undertaken to complete Appendix 10.1.2. The college found that there are more than 5 similar or related existing programs offered at Ontario universities that could have been listed. 1. Institution: University of Guelph/Humber College Program Name & Credential: Bachelor of Applied Computing Degree plus Diploma http://www.guelphhumber.ca/computing.shtml Program Description: Telecommunications — the technology of the 21st century — is an industry in search of qualified employees trained in both computer science and communications. The Distributed Computing and Communication Systems Technology co-op program at the University of Guelph-Humber is the first program to address this need. By integrating work terms into the curriculum, students can finish this co-op computing degree and the communications diploma program in four years plus one semester. Starting in the fall of second year, students participate in the first of two eight-month co-op work terms. Similarities and Differences: The Guelph/Humber applied degree is not a software development program. This is a degree in networking and telecommunications with substantial emphasis on electronics and digital communications. Specifically,

• Very little business content • Very large percentage of program content is restricted to data communications and

telecommunications • Minimal requirements for communication courses • Programming content delivered like a Computer Science program – theoretical and


http://www.guelphhumber.ca/computing.shtml

mathematical foundation instead of practical, multi-platform foundation • 4 work terms • New program – no grads yet

2. Institution: University of Toronto Program Name & Credential: Computer Science Specialist program (Hon.B.Sc.) http://www.artsandscience.utoronto.ca/ofr/archived/0102calendar/prg_csc.htm Program Description: In trying to make sense of what we can get a computer to do, a wide variety of topics come up. There are, however, two recurring themes. The first is the issue of scale: how big a system can we specify without getting lost in the design, or how big a task can a computer handle within reasonable bounds of time, memory, and accuracy. In the area of programming languages and methodology, for example, we look for notations for describing computations, and programming methodologies that facilitate the production of manageable and efficient software. In the theory of computation area, we study resource requirements in time and memory of many basic computational tasks. The second theme concerns the scope of computation. Computers were originally conceived as purely numerical calculators, but today, we tend to view them much more broadly. Part of Computer Science is concerned with understanding just how far computational ideas can be applied. In the area of artificial intelligence, for example, we ask how much of the intelligent behaviour of people can be expressed in computational terms. Similarities and Differences: This program at U. of T. is a Computer Science degree and is not a software development program. This is a strong emphasis on mathematics and theory at the expense of the diversity of skills required by a software developer. Specifically,

• Emphasis on mathematics, including 15 required half-credit courses in algebra, calculus and statistics

• No required analysis and design courses (optional) • No capstone project • No required business courses • Only one required writing/communications credit – no comprehensive progression of

communications courses through all semesters • No co-op work term • Fewer required programming languages/platforms • Only one required database management course • Far more theoretical – bias towards computer science (OS design and architecture)


3. Institution: University of Toronto Program Name & Credential: Human-Computer Interaction (Hon.B.Sc.) http://www.artsandscience.utoronto.ca/ofr/archived/0102calendar/prg_csc.htm Program Description: Human-Computer Interaction involves the study of human behaviour as it applies to user interfaces, including: work activity analysis, observational techniques, questionnaire administration and unobtrusive measures. The operating parameters of the human cognitive system are examined using task analysis and cognitive modelling techniques and their application to designing interfaces. Topics include: Interface representations, prototyping, cognitive walkthroughs, usability studies and verbal protocol analysis. Case studies of specific user interfaces will be discussed. Similarities and Differences: This is a Science degree emphasizing mathematics for research, psychology and sociology as required for the study of Human Computer Interaction. This is not a software development program. Specifically,

• Emphasis on HCI, including x required courses in psychology and sociology • Emphasis on mathematics, including 10 required courses in algebra, calculus and

statistics • No required systems analysis and design courses (optional) • No capstone project • No required business courses • Only one required writing/communications credit – no comprehensive progression of

communications courses • No co-op work term • Fewer required programming languages/platforms • Only one required database management course • Far more theoretical – bias towards computer science (OS design and architecture)

4. Institution: York University Program Name & Credential: BA, Information Technology (ITEC) http://www.yorku.ca/itec/Minicalendar/ Program Description: The ITEC program at York is a response to the need for trained professionals in one of the fastest growing sectors of our information-based economy. ITEC students gain the educational background needed to pursue exciting careers involving the application of computers to solve a wide variety of tasks faced by organizations. ITEC graduates will be able to design and implement technologies that help organizations solve real-world problems. Similarities and Differences: This is an Arts degree with a significant emphasis on the breadth and lateral thinking courses required by an Arts degree at the expense of other areas particularly technical courses. Specifically,

• Of courses taken, only 43% (or less depending on if generalist, specialist or double-major options are selected) are technology based

• Lacks breadth in technology platforms and applications • At least 3 math courses are required • This is an Arts degree and the students will receive a BA at the end of the program • No required business courses


http://www.artsandscience.utoronto.ca/ofr/archived/0102calendar/prg_csc.htm

5. Institution: Ryerson Polytechnic University Program Name & Credential: Bachelor Of Science: Applied Computer Science http://www.ryerson.ca/programs/compsci.html Program Description: Students in the Applied Computer Science program will learn the basics of programming in high- and low-level languages, data structures, operating systems, and artificial intelligence. While building a firm foundation in calculus and discrete mathematics, they'll study hardware issues in physics, computer architecture, and electronics courses. In years three and four, students choose from a wide range of computer science electives. Industry-related courses in physics, electronics, and multimedia will introduce students to technical systems as management studies focus on commercial applications. Similarities and Differences: This program at Ryerson is a Computer Science degree and is not a software development program. This is a strong emphasis on mathematics and theory at the expense of the diversity of skills required by a software developer. Specifically,

• Dedicated science: Physics/Electronics • More mathematics (statistics, calculus, algebra) • Less systems analysis & design • Less business • No communications • Database not introduced until 5th semester • Obsolete programming languages - assembler still taught • Minimum 4 work terms to graduate (co-op is optional)

6. Institution: Ryerson Polytechnic University Program Name & Credential: Bachelor of Commerce: Information Technology Management http://www.ryerson.ca/calendar/2001-2002/sec_449.htm Program Description: The Bachelor of Commerce in ITM focuses on information technology, its development and management, and provides opportunities to gain depth in selected areas through elective courses. It also offers the essential management courses needed to understand the business environment, key business functions, and organizational issues. Students also take liberal studies electives. Typical employment areas include both profit and non-profit organizations which use information systems as well as large and small information technology, telecommunications, and multimedia product and service providers. Similarities and Differences: The Ryerson applied degree is not a software development program This is a degree in Commerce with a major emphasis on business, management and economics. The commerce curriculum is delivered at the expense of the diversity of skills required by a software developer. Specifically,

• Technical courses are very limited, much less comprehensive and the breadth of technology component is absent

• Absolutely no depth in operating systems, programming and systems projects • Much more business and accounting • This is a business degree not a technology degree • Limited requirements in communications • Option courses allow students to avoid some of the required standards • Co- op work term is optional


http://www.ryerson.ca/programs/compsci.html

http://www.ryerson.ca/calendar/2001-2002/sec_449.htm

• Need to acquire a university-defined laptop computer and software to participate in the program



10.2 Innovative Program Description The innovation and originality of the applied degree program lies not only in the unique blend of curriculum courses (outlined in previous appendices), but more importantly, in the delivery of applied education at the degree level. It is understood that both Seneca College and the province of Ontario are committed to the establishment of a standard of excellence for applied degrees. The delivery of an applied degree will require extensive study and change to current pedagogical methods. Traditionally, Ontario universities focus mainly on the delivery of theory while colleges concentrate on application skills. The applied degree proposes an integration of theory with practice, thereby ensuring a different approach to teaching and learning for the colleges. What will be required at colleges to make applied education an effective reality? It will be necessary to investigate various curriculum offerings around the world for examples of existing applied courses and to work collaboratively with education specialists to seek ideas and methods that will achieve the applied program outcomes. Faculty will need extensive retraining in new teaching methodologies particularly because they will have taught in traditional settings or will be simultaneously working in those settings. Colleges and universities will need to work closely together to forge this new education path, a path that not only blends the best of theory and practice but also extends educational boundaries in new directions. How will Seneca College and the School of Computer Studies meet the inherent challenges required to deliver an applied degree program in Software Development? Seneca has exceptional resources in place now and is committed to meeting the needs of future applied degree requirements. The curriculum consultants in the Centre for Professional Development (CPD) have the academic qualifications and expertise necessary to develop new delivery methods and provide training for faculty. The Centre also provides opportunities for faculty to pursue Masters and Doctoral studies through a collaborative project with Brock University. With almost half of the faculty in Computer Studies holding graduate degrees, the School is well positioned to undertake the necessary research and to work with CPD to assess and develop new methods of delivery. The School will also develop a separate Advisory subcommittee specifically focused on the applied degree. This committee will include representation from the university academic areas of technology and education. Peer review opportunites will be incorporated into the program review process. The physical housing of the applied degree program in the new TEL building is a distinct advantage to program delivery. The focal point of the building design is an educational research facility, the TEL Institute, which will combine the strengths of York’s theoretical teachings with Seneca’s hands-on approach to find new and better ways to deliver education. As both faculties from York and Seneca will be located in the building, there will be many opportunities for future partnerships and collaboration. The Bachelor of Applied Technology (Software Development) is a proposal that supports the commitment of the Ontario Government and Seneca College to innovation and excellence applied degree education.

11 Promotability/Recognition 11.1 Credential Recognition Articulation agreements Seneca College currently has 62 University Transfer Arrangements (both formal and informal) with 24 Universities from across Ontario, Canada, the United States, and Internationally. Currently we are the only Ontario College with a dedicated University Transfer Office (located in Student Services) acting as a central resource of college and system wide information, and offering advisement and assistance for current and prospective students wishing to examine further education pathways. Beyond the standard Undergraduate degree completion partnerships, Seneca has recently made steps to have its Post-Graduate programs recognized at the Masters level in a groundbreaking agreement with Australia's University of Western Sydney. Tracking the success and use of these agreements is the next major focus of the University Transfer initiatives at Seneca. In a current Pilot Project with Athabasca University, select Seneca students have begun pursuing their degree while still at Seneca, completing a 3-year diploma. It is the hope that these students will provide a sampling of the potential for future concurrent arrangements and follow up information beyond graduation. Currently the School of Computer Studies participates in articulation arrangements, on behalf of its diploma students, with various institutions, both nationally and internationally. These include:

• Athabasca University, Alberta • University of Western Sydney, NSW Australia • Trent University • Carleton University

In March 2002, Computer Studies signed a new articulation agreement with Trent University. The agreement provides graduates from Seneca's three-year diploma programs with direct entry into the third year of Trent's Honours Computer Science program. Students must complete 10 courses in two years to graduate from Trent. A web site, announcing this initiative was posted in March. In less than 6 weeks time, the site has received 1510 hits, 1166 which are return visitors. Please visit the web site at: http://cs.senecac.on.ca/transfer_agreements/trent The proposed Bachelor of Applied Technology (Software Development) program will offer even more opportunities to graduates as the program learning outcomes reflect a breadth of knowledge and skills. The balance of theoretical, laboratory and practical experience provides a “skills passport” that students may use to “gain entry” into a number of opportunities, including additional postsecondary education (full time or part time, undergraduate, graduate), and professional development courses and seminars. For example, graduates seeking to enroll in another undergraduate degree program could reasonably expect to receive transfer credits in communication, liberal studies and business courses towards an arts program. A formal articulation agreement with the Faculty of Arts at York University recognizes a number of Seneca’s breadth courses (included in the applied degree proposal) as “York approved”. Please see Transfer Guide on-line: http://www.senecac.on.ca/fulltime/stuserv/tran-01.htm


http://www.senecac.on.ca/fulltime/stuserv/tran-01.htm


11.2 Credential Recognition Arrangements Graduate Study Upon completion of the Bachelor of Applied Technology (Software Development), students will be eligible for admittance to university post-graduate programs, subject to standard assessment criteria. Typically, the standard criteria will include acceptable GPA, GMAT, work experience, and letters of reference. Letters of credential recognition for the applied degree have been received from: • St. Mary's University • University of New Brunswick (St. John) • Brandon University • University College of The Cariboo • University of New Brunswick (Fredericton) • University College of Cape Breton

April 22, 2002

Dr. Rick Miner President Seneca College of Applied Arts & Technology 1750 Finch Avenue East Toronto, Ontario M2J 2X5

Re: Bachelor of Applied Technology (Computer Programming) Dear Rick: Based upon the information you have provided in your letter of April 12, 2002, I am writing to confirm that graduates of the Bachelor of Applied Technology (Computer Programming) would indeed be eligible to apply to our MBA program. Of course these students would be subject to the same assessment criteria as other applicants including acceptable GPA, GMAT, work experience, letters of reference, etc. I wish you all the best with these new programs and look forward to applicants from your graduates. Sincerely, Shelley M. Rinehart, PhD. Dean


1 May 2002

Dr. Rick Miner President Seneca College of Applied Arts & Technology 1750 Finch Avenue East Toronto, ON M2J 2X5 Dear Rick:

Re: Bachelor of Applied Technology (Computer Programming)

I have reviewed the program outline you provided for the Bachelor of Applied Technology (Computer Programming), and consulted with, the Registrar at UNB Saint John regarding the acceptability of transfer credits.

Should Seneca’s proposed Bachelor of Applied Technology (Computer Programming) be approved by the Ontario Quality Assessment Board, we would expect to provide transfer credit using the same mechanism as we do for students transferring from any other university degree granting programs. As is our normal practice, course descriptions, credit hours, etc. would be reviewed by Departments and Faculties for specific course transfer credit evaluation. Although many of the courses have no direct relevance to programs at UNB Saint John, they would be considered for unassigned credit, where appropriate.

I wish you good fortune with the assessment process, and look forward to hearing marc about future initiatives at Seneca College. If I can be of any further assistance or provide additional information, please do not hesitate to contact me.

Sincerely,

Dr. Thomas J. Condon Vice-President (Saint John)


April 23, 2002 Rick Mine, President Seneca College of Applied Arts & Technology 1750 Finch Avenue East Toronto, Ontario M2J 2X5 Dear Mr. Miner, In response to your letter of April 12, 2002, we would like to confirm that The University College of the Cariboo (UCC) would treat students transferring from Seneca’s proposed Bachelor of Applied Technology (Computer Programming) program and/or the Bachelor of Applied Technology (Aviation) program the same way as any other undergraduate programs in Canada. UCC would accept transfer credit under the same rules as those that apply to other programs in Canada. I trust this is the information you require. Sincerely C. Neil Russell Vice-President, Academic


Halifax, Nova Scotia Canada B3H 3C3 The Frank H. Sobey Faculty of Commerce Office of the Dean tel 902.420.5422 fax 902.420.5892 web www.stmarys.ca

29 April 2002

Rick Miner, President Seneca College of Applied Arts and Technology 1750 Finch Avenue East Toronto, ON M2J 2X5 Dear Rick: I have reviewed the material that you sent to me with respect to your proposed Bachelor of Applied Technology (Software Development). This is a 4 year program that differs from traditional university programs in that it has a higher concentration of applied computer related studies and fewer general education courses. Nonetheless, students completing such a program of studies and meeting the grade point average, work experience and GMAT expectations of our MBA program would be treated in the same fashion as graduates of existing traditional 4 year bachelor degree programs in Canada.

I wish you success in your efforts to establish this program.

Sincerely,

Paul Dixon, Dean


Halifax, Nova Scotia Canada B3H 2C3 Office of the President tel: 902.420.5401/5402 fax: 902.420.5104 Email: [email protected] web www.stmarys.ca

3 May 2002

Dr. Rick Miner, President Seneca College of Applied Arts & Technology 1750 Finch Avenue East Toronto ON M2J 2X5 Dear Dr. Miner: I understand that Seneca is submitting applied degree proposals to the Ontario Quality Assurance Board. I am writing to confirm that should the proposed Bachelor of Applied Technology (Computer Programming) be approved by the Board, Saint Mary’s University will treat students transferring from such programmes as we would students from any other integrated programmes in Canada. I know that the review process undertaken by the Board is rigorous and includes a site visit and that any approval given will have ensured that they are of Bachelor level quality. Sincerely, J. Colin Dodds, Ph.D. President


President & Vice-Chancellor

Phone: (902)563-1333 Fax: (902) 562-0273

P.O. Box 5300, 1250 Grand Lake Road. Sydney. N.S. B1P 6L2 E-mail: [email protected] 25/4102 Mr. Rick Miner President Seneca College of Applied Arts &Technology. 1750 Finch Avenue East Toronto,ON M2J. 2X5 Dear Mr Miner

Re Bachelor of Applied Technology (Computer Programming)

We have reviewed the contents of Seneca’s propose Bachelor Of Applied Technology (Computer Programming) This degree meets the standard admission requirements for our Master of Business Administration In Community Economic Development: [MBA(CED)] program. Seneca’s proposed program provides orientation in business skills such as accounting, marketing, and project management combined with social and ethical theory; concepts that can be built upon the graduate level in the MBA(CED) program. Further, individuals and organizations engaged in economic development can use technology as a tool to increase their effectiveness. Resources can be designed to enable people in communities manage complex enterprises, perform sophisticated research, gather and analyze data, and promote economic interests. Be assured that graduates from the Bachelor of Applied Technology (Computer Programming) would be considered for admission into the MBA(CED) program subject to the standard entrance requirements. If I can be of any further assistance or provide additional information, please do not hesitate to contact me Sincerely yours, Jacquelyn Thayer Scott, O.C., Ph.D. President & Vice-Chancellor JTS/lm


April 29,2002 Dr. Rick Miner, President Seneca College of Applied Arts & Technology Office of the President 1750 Finch Avenue East phone (204) 727-7427 Toronto, ON M2J 2X5 fax (204) 729-9016

[email protected] Dear Dr. Miner;

Re: Bachelor of Applied Technology (Computer Programming)

I am responding to your letter of April 12 regarding credit transfer from the above program. If the Ontario governing body (Minister) allows colleges to grant Bachelor’s degrees, Brandon University would recognize those degrees just as we do other undergraduate degrees. Students transferring to Brandon University from such programs would receive transfer credit in accordance with the policy and process governing transfer credit assessment from other degree programs. In short, we would treat the proposed degree as a credible degree.

I wish you well in your submission of the above proposal to the Ontario Quality Assessment Board.

Yours sincerely.


Louis P. Visentin President and Vice-Chancellor

cc: Dr. Jeff Williams, Vice-President (Academic & Research)

Mrs. Darcy Bower, Dean of Students/Registrar

270-18th Street Brandon, Manitoba Canada • R7A 6A9

www.brandonu.ca

11.3 Student Protection Forms and Processes

STUDENT PROTECTION FORM: INFORMATION FOR TRANSFER STUDENTS AT SENECA COLLEGE

The institutional requirements related to transfer agreements between post secondary institutions are summarized in the Seneca College transfer guide which is published annually. However, each institution has particular requirements and practices relating to admission of students and the awarding of transfer credits. Students who are planning to transfer are advised to refer to the appropriate institutional calendar and to consult with the registrar’s office at the receiving institution. The minimum requirements for the awarding of transfer credits are summarized in the transfer guide. However, receiving institutions may limit admission to programs based upon availability of resources and may grant admission based on other criteria besides academic performance. Thus, while possession of academic prerequisites makes an applicant eligible for admission, it does not guarantee admission to an institution or a particular program of study. The final decision on the awarding of transfer credits rests with the board or senate of the institution concerned. Although most transfer is governed by formal agreements between institutions, a number of students are successful in negotiating transfer to programs and/or institutions on an individual basis. Students seeking special consideration are advised to consult with the registrar at the receiving institution. Changes to the transfer guide will occur over time as additional transfer agreements are made, and existing arrangements are reviewed and revised. For definitive and up-to-date information on any transfer arrangement, students should check the Seneca College web site at www.senecac.on.ca. Seneca College agrees to inform its applied degree students of any provisions for credential recognition and credential transfer. ************************************************************************************** I hereby verify that I have been duly informed by Seneca College of provisions for credential recognition and credential transfer and attest to that fact by means of my signature on this document.


Student Name (please print): ________________________________________ Student ID Number: _______________________________________________ Seneca College Program Name: ______________________________________

Date: ___________________________________________________________ Office Use Only:

1 copy to student. _____________________________________________ 1 copy to student’s file. (Student’s Signature)

Credential Recognition SENECA COLLEGE OF APPLIED ARTS AND TECHNOLOGY Policy Title/Subject:

Student Protection Form

Authorizing Body: College Executive Committee

Policy # or Code:

N/A

Contact: Eileen Burns College Registrar

Approved by:

College Executive Committee

Date Approved: November, 2001 Signature: Eileen Burns

Updated:

May 1, 2002


12.1 Evaluation Plans and Schedules Program Review College policy states that programs are to undergo a comprehensive summative program review every three years based on published criteria and guidelines (Seneca College Guidelines for Program Review, March, 1997). The college’s Office of Strategic Planning provides relevant data from environmental scans, student surveys etc. to ensure the review is conducted in the context of the most current and relevant trends. Based on supporting quantitative and qualitative data (including program specific surveys of employers and graduates), the programs are rated on significant strengths and areas for improvement with respect to each of the following 24 factors:

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

responsiveness to key trends

placement rate and career opportunities for graduates

employers’ perception – through direct survey of employers of current and past students

recognition from professional/accrediting organizations

further educational opportunities for graduates

international orientation

comparison to benchmarks

in context of competing programs

challenging academic standards

currency/relevance of vocational curriculum

graduates’ generic skills (communications, collaboration, IT) – survey graduates

general education component

integration of information technology

applicant base

students’ preparedness

head start, advisement, catch-up opportunities

accelerated opportunities

graduation rate

flexibility in time and place

graduates’ perception and program value to them – survey graduates

faculty currency and expertise

laboratories and equipment

cost and financial viability

entrepreneurial initiatives


The program review concludes with specific recommendations and strategies for dealing with any identified weaknesses in any of these areas. The Program Review Team typically includes the school’s chair, 2 or more professors from the program under review, 1 professor teaching General Education subjects to students in the program. a professor or chair from another school who acts as an external member, a graduating student with a strong academic record. It is anticipated that for the degree programs, the program review process will be augmented by site visits from external reviewers from related accrediting associations as well as representatives from related industries. Evaluation Plans and Schedules SENECA COLLEGE OF APPLIED ARTS AND TECHNOLOGY Policy Title/Subject:

Program Review Policy and Guidelines


Policy # or Code:

N/A

Contact: Cindy Hazell, Acting Vice-President Academic

Approved by:

Board of Governors Executive Committee

Date Approved: March, 1997 Signature: Cindy Hazell

Updated:

February, 2002 (Guidelines)


13.1 Other Related Information Student Services Seneca’s size and diversity means that students have an unparalleled selection of services and resources to support them in their chosen field of study. The Learning Commons provides both academic and technical services and resources at each of the campuses. The academic support includes one-on-one tutoring, skills development workshops, computer help desks, and special needs services. The information and technical resources include microcomputer stations, e-mail access, books, magazines and periodicals, audio-visual materials and equipment, online reference service, and online access to research databases. Career Services are responsive to student needs by providing co-operative education opportunities, career and vocational counselling, and job placement advice and resources. Financial Aid services assist students to manage the financial aspects of their education through government loans, scholarships, bursaries and a work-study program. Students with disabilities are accommodated through a variety of services and resources provided by the Counselling and Disability Services Department at Seneca. In addition to the residences at the Newnham and King Campuses that accommodate over 1,300 Seneca students, there is an Internet-based off-campus housing registry and transportation services to assist students who are commuting to Seneca. Students have the opportunity to develop leadership and teambuilding skills by participating in the Seneca Student Federation Inc. and the Seneca Student Athletics Association. The athletic and social programming organized by the student organizations provide students with a holistic educational experience. The cultural diversity at Seneca provides rich experiences for students to learn about many different cultures and to develop awareness and tolerance of differences. Seneca has a comprehensive set of policies and procedures to ensure the safety and security of its students and staff. Given the size and complexity of the organization, the potential for serious incidents is significant, but in reality there are few because of the proactive and highly effective manner in which issues are addressed. Library Support for Applied Degrees Learning Commons The Seneca College Learning Commons, which incorporates the Library, the Learning Centre, Audio Visual Services, and the Microcomputer Centre, is vital to the success of our students. The acquisition of up-to-date print and multimedia resources, supplemented by an extensive collection of electronic books, electronic journals and electronic databases has been the focus of our collection development policies. Electronic resources can be accessed on site or remotely from home. The Virtual Library is always open 24 hours a day, 7 days a week at our web site, The Learning Commons Online: http://learningcommons.senecacollege.ca


http://learningcommons.senecacollege.ca/

Library Collections and Collections Budget The Learning Commons has a unique plan for the acquisition and renewal of library print and audiovisual resources. The development of what is called “Collection Profiles” is a five-year plan of collection renewal. Over the course of five years we are developing an up-to-date, relevant, curriculum driven collections. The number of items collected is proportionate to the number of students in the program and is based on library standards. We are systematically working our way through the entire collection, targeting subject areas coinciding with curriculum, reviewing the materials in these areas in concert with faculty, and with faculty input, removing old material and replacing and adding new material. The College has committed fiscally to this initiative, now in its fourth year, by providing additional required funds ($400,000.00) to the Learning Commons annually to renew and increase the collections. The College has also made a commitment to the Learning Commons to provide annual funding ($257,000.00) for electronic resources through its Information Technology Fund. Computers – Research Access Stations for Students Seneca College makes available a large number of computers with access to the library’s resources for student use. Newnham Campus’s Learning Commons has 38 student computers and an additional 250 computers located in the Microcomputer Lab. These 288 machines will be located in the renovated Learning Commons in 2003. Seneca @ York’s Learning Commons has 262 student computers. King Campus’s Learning Commons has 30 student computers and an additional 100 are located in the Microcomputer lab. Research by Subject The library is committed to supporting Applied Degree Programs by ensuring that registered students have adequate, relevant and current resources available to them. We insure that they know how to find all relevant resources by providing a starting point, a “Research by Subject” page on our website. This page directs students to all our electronic resources, our book, periodical and AV catalogue, and to valued and reviewed sites on the Internet. There is a Research by Subject page for every program in the curriculum. Leadership Training and Development of Employees This is a comprehensive succession and leadership development program. It is designed to provide leadership theories, practices, and skills needed to assist those striving to become leaders, and those currently in leadership positions to lead their respective departments/areas more effectively. Within the next five to eight years, up to fifty percent of the leaders in colleges will be retiring. The Academy offers the leadership theories, practices, and skills needed to support leaders, and those striving to become leaders, to lead their respective departments and be prepared to help replace the large number of leaders who will be retiring. The program is designed to be inclusive and will focus on leadership at all levels in the organization. It is designed to create a



dialogue that leads to discovery, new knowledge, innovation, and ultimately, to both individual and organizational transformation. In collaboration with the Chair Academy (http://fusion.maricopa.edu/academy) Seneca College successfully completed its first Leadership Academy in 2000-2001, with 42 employees, representing all 3 employee groups. A second Leadership Academy will be held 2002-2003, hosted jointly by Seneca College and Humber College and open to participants from other colleges. Wellness @Work Initiative for Employees The college provides ongoing support and formalized programs to enhance the wellness of all employees. The focus of a special Wellness@Work campaign is on exercise, nutrition and weight control, and stress management. Educational Resources A wealth of current information and educational resources is available to all employees through the Centre for Professional Development. A sample of these can be viewed on the CPD website: http://www.senecac.on.ca/cpd

http://fusion.maricopa.edu/academy

http://www.senecac.on.ca/cpd

Appendix A TEL Building

Picture and Descriptions

Appendix A - Home of the Bachelor of Applied Technology (Software Development) TEL Building

Building Exterior

The five-storey TEL building, designed by renowned architects Moriyama and Teshima as "a place of discovery, where visual and spatial experiences unfold." It will be 345,000 square feet in size; shared by both Seneca College and York University with the top floor reserved for our industry/educational partners. More than 4,000 students will experience the next level in educational technology including wireless transmission.

Web Design Lab

The Digital Media Centre's Webmaster Programs enable graduates to begin careers in e-commerce by mastering a full range of software tools, languages and development processes. The school will offer: Webmaster Content - graduates will design, build and operate web sites for businesses. Webmaster Technical - graduates are programmers that design, develop and operate web applications.

Lecture Halls

Three 100-seat lecture halls, one 75-seat classroom and six-30 seat seminar rooms all compliment the teaching space on the lower level of the TEL. The upper level consists of experimental classrooms, wired laboratories and breakout rooms. Also present are two-150 seat lecture halls that are the largest in the TEL. It enables all students full sight lines to the lecturer, projection screens and interactive whiteboards. Theatre quality sound will enchance the learning experience to all those attending lectures or presentations.

Appendix A – Page 1

TEL Building

Main Lobby

A central feature of the building will be three atriums that run the full length of the building. Each atrium will be flooded with natural light, welcoming visitors and providing common areas for social interaction and the exchange of ideas.

TEL Institute

As the central focus of the building, the TEL Institute will be devoted to finding new ways of blending educational needs with the technological revolutions of the 21st century. The institute will pair the strengths of York's theoretical teachings with Seneca's hands-on approach to advanced applied education.

Virtual Reality Centre

The Virtual Reality Centre, a showcase within the TEL Institute, will research and demonstrate leading edge VR technology and the uses of animation. The centre will act as an incubator, expanding VR technology into areas such as human perception and brain function in learning. Inspiring students, faculty and the industry to use innovative techniques to educate and communicate.

Appendix A – Page 2

Appendix B C.I.P.S. Standards and Guidelines

Appendix B C.I.P.S Standards and Guidelines The following information was extracted from the C I.P.S. website. Link: http://www.cips.ca Abstract These guidelines are written to provide assistance to anyone involved in the accreditation of Canadian college applied degree programs in Information Technology/Systems. They specify the objectives of accreditation, the various steps in the process, and the essential and highly desirable qualities of accredit able programs. Questions and suggestions for improvements may be sent, either directly or through C.I.P.S. National Office or to the Chair of the College Program Accreditation Council, who will ensure that they are considered. Introduction The College Program Accreditation Council is a body established by the Canadian Information Processing Society (C.I.P.S.) to identify colleges and technical institutes offering programs of study meeting the needs of local employers and leading to diplomas in the application of computers to the solution of business-related problems. The Council has as its objectives:

1. To formulate and maintain high educational standards for Canadian colleges offering computer and information systems programs, and to assist those institutions in planning and carrying out educational programs.

2. To promote and advance all phases of computer and information technology education

with the aim of promoting public welfare through the development of better educated computer professionals.

3. To foster a cooperative approach to computer and information systems education

between industry, government, and educators to meet the changing needs of society. The purpose of accreditation is to identify those institutions that offer programs worthy of recognition. Policies The Council adheres to the following basic policies:

1. To accredit publicly funded post-secondary educational programs at colleges or technical institutes that are directly funded by a Ministry of Education. A program must include the equivalent of at least two years of post-secondary study and lead to a diploma. It is recognized that programs of quite different quality may sometimes be found at the same institution, and that programs with the same or similar names may vary widely in content and method of instruction between different institutions;

Appendix B – Page 1

2. To favour broad basic programs that will prepare a student to take advantage of as many different employment opportunities as possible;

3. To minimize the number of specialty programs to be accredited; 4. To invite institutions to submit programs for consideration without persuasion or

pressure; 5. CPAC accredits a program only if students have graduated from that program. However,

an accreditation request for a newly created program may be undertaken during the final academic year of the first graduating class of that program. The accreditation visit will then take place after the first graduating class has graduated. The CPAC will consider backdating the accreditation report to include the first graduating class;

6. To grant accreditation for a maximum period of three years; 7. To avoid rigid standards as a basis for accreditation in order to prevent standardization

and conservatism, and to encourage planned experimentation in curriculum content as well as in methods of instruction;

8. To deny accreditation to programs which omit instruction in a significant portion of a subject in which computer professionals may reasonably be expected to have competence;

9. To assess qualitative as well as quantitative factors in making an accreditation decision. This should be determined by a visit to the institution by a competent committee having suitable qualifications;

10. To submit the findings and recommendations of the visiting committee to the Accreditation Council for consideration;

11. To maintain the confidentiality of the report produced as a result of the accreditation. In addition, any materials provided to the visitation team, which are not already in the public domain, shall be regarded as confidential in nature.

12. To publish a list of accredited programs together with the names of their institutions. Information as to whether a program or institution, not on the list of accredited programs, had been under consideration by the Council will not be made available except to the appropriate officials of the institution in question.

Procedures for accreditation The C.I.P.S. National Office should be contacted for information on the appropriate procedure to be followed for accreditation. This initial expression of interest is usually conducted by mail. If the institution chooses to proceed, a letter of request, signed by an official of the college or technical institute, should be forwarded to the National Office of C.I.P.S.. The letter of request will be accompanied by payment of the appropriate visitation fee. Current visitation fee levels are $3500 (plus GST) for accreditation. This fee is intended to defray the expenses associated with the visitation. The fee is non-refundable if the visitation is carried out. Upon receipt of a letter of request the National Office acknowledges the request and forwards it to the attention of the Chair of the Council for action. At its next meeting, the Council considers the request, and determines whether a visitation is warranted. If a visit is appropriate, the school is contacted by a representative of the Council, a request for additional program information is made, and a mutually convenient date is arranged. A visitation team is then established. The visitation team usually consists of two or three Council members, but may be augmented by additional C.I.P.S. members where deemed appropriate by the Council Chair.


Accreditation visitations take place over a two-day period. At the conclusion of the visitation, the team prepares a written report of its findings and recommendations. The Council considers the report at its next meeting and determines the outcome of the accreditation request. This outcome takes one of three forms: accreditation for five years; accreditation for three years; or denial of accreditation. Within three months from the date of the visitation the Council will forward a draft version of its report to the school. Five year accreditation is granted in instances where the Council has found the program to be acceptable and appropriate processes are in place for maintaining program quality. There may be minor issues where the Council may advise on changes that might be considered by the school, but the program is accredited without reservation. Three year accreditation is granted in instances where the Council has found the program to be generally acceptable, however has identified areas of concern which should be addressed by the school and which, in the opinion of the Council, preclude the granting of accreditation for a 5 year period. Denial of accreditation indicates that the program will not be reconsidered for accreditation within the next 3 years. In all cases, the applicant institution receives a report from the Council summarizing both findings and recommendations. An institution may not use the same program title to identify both an accredited program and a non-accredited program. Accreditation may be revoked in cases where institutions do not continue to comply with established criteria. If it appears that an accredited program is not in compliance with the criteria at any time during the accreditation period, the institution will be so notified. If the response from the institution is not considered to be adequate, the Council may institute procedures to revoke, which will include an on-site visit and the preparation of a comprehensive document showing the reasons for revocation. The institution is invited to respond in detail. If in the opinion of the Council the response is inadequate, revocation is implemented, and is subject to appeal. Accreditation is retained until the appeal procedure has terminated. If an applicant institution wishes to appeal a decision of the Council, the appeal must be submitted in writing, together with the Appeal Fee of $500 to the Board of Directors in care of the C.I.P.S. National Office within 30 days of receipt of the Council's decision. Upon receipt of an appeal, the Board of Directors will convene an Appeals Committee. This Committee will include one representative from each of the following groups: the visitation team, the Board of Directors (represented by the Secretary of the Council), an additional member of the Professional Standards Committee, and the Chair of the College Program Accreditation Council. This committee will be chaired by the representative of the Board and will review the appeal together with the report of the Council and decide upon the outcome of the appeal. If the appeal is successful, the Appeal Fee will be refunded.


Method of evaluation An institution's educational programs will be evaluated on the basis of data submitted by the institution in the form of a questionnaire and supporting materials, together with a report of an on-site visit by a carefully selected team representing the Council. The purpose of the site visit is three-fold. First, it should assess factors beyond those described in the questionnaire. The intellectual atmosphere, the morale of the faculty and the students, the calibre of the staff and the student body, and the character of the work performed are examples of intangible qualitative factors that are difficult to document in a written statement. Second, the visiting team should help the institution assess its weak as well as its strong points. Third, the team should examine in further detail the material compiled by the institution and relating to: 1. Control and organization of the institution. 2. Education programs offered and degrees conferred. 3. The basis of and requirements for admission of students. 4. Number of students enrolled:

a. in the college, faculty or division as a whole, b. in the individual educational programs.

5. Teaching staff and teaching loads. 6. Commitment to and support for research. 7. Resources:

a. financial b. physical c. support staff d. library.

8. Curricular content of the program. 9. Actual course selections, as reflected by a sample of anonymous transcripts. 10. Innovative and special features of the program. Criteria In order to document the guidelines that the Council will use when considering the accreditation of a candidate program the following set of criteria is established. A. PROCESS Accredited programs must be able to respond to the rapid pace of change in the IT industry. It is required that the programs have in place various policies, plans, procedures and quality control mechanisms that will review program objectives and evaluate course content and curriculum; ensure ongoing maintenance and modernization of hardware, software, classrooms and laboratories; maintain strong industry relations; and ensure high standards for student


recruitment, retention and graduation. B. CURRICULUM The curriculum must serve both the students and the community. Therefore students as well as members of the community must be given the opportunity to provide an influence on the curriculum. It is this interdependence which dictates the make-up and content of the programs, and facilitates the development of qualified graduates for information systems related employment. Students enroll in the programs to build upon existing skills and knowledge, to establish entry-level qualifications, or to facilitate a transition from one career to another. Programs must cater to this variety of objectives. The information systems area has become such an integral part of the operation of most organizations that the ability to maintain stability of operation and to establish a competitive position is dependent on the successful partnership of the information systems area with the other functional areas of the business. To meet these needs of the business community, a competent graduate must receive training in at least six areas:

• Business or other application related knowledge which provides an appreciation of the context and environment within which application systems are developed and implemented;

• Technical knowledge and computer-based skills which provide the basic foundation of


• Advanced training in technical skills and knowledge as appropriate to graduates at the bachelor level;

• Significant hands on practice in the application of these technical skills;

• Communication and workplace skills which provide the ability to interact in both written

and oral form with individuals at all levels within an organization.

• Project management, supervisory and general management skills as appropriate to a high technology environment.

These 6 components of the curriculum should be highly integrated so that graduates are able to function fully as members of a professional IT team. In addition, a liberal arts and general education component would normally be expected to round out the program. The curriculum must foster the development of graduates with a diverse set of skills. These graduates must be prepared for positions beyond the typical entry level of a C.I.P.S. accredited 2 year diploma program through exposure to a variety of advanced platforms and technologies, courses that significantly contribute to their professional/career development, and exposure to appropriate topics in technology management and workplace skills. Businesses require continuous personal and educational development for their employees in order to maintain a position in the marketplace. Therefore, the program must be structured to


enable and promote life-long learning opportunities. In addition, the program must develop students' abilities in the areas of critical thinking, problem solving and independent learning. While it is evident that local or community needs may have a bearing on the specific content of the program, one of the major objectives of accreditation is to identify programs which address the staffing needs of businesses on a more general basis. Therefore, the basics as described must be present for a program to be considered for accreditation. In addition, it is expected that local employment needs will also be addressed through the inclusion of additional topics of study. It is recognized that many degree programs seeking accreditation will be based on the curriculum of successful two year diploma programs. The following curriculum criteria can be applied to such programs as well as stand-alone IT degree programs. In light of the dynamic nature of the technical environment associated with information systems activities it is imperative that schools react to changing skill and knowledge requirements with a degree of timeliness which reflects recent technological adoptions by the business community. The Accreditation Council will review the effectiveness of such mechanisms as established for candidate programs.


Education Experience C.I.P.S. Accredited University Programs (Computer Science, Information Systems or Software Engineering)

• Four (4) year university degree. Two (2) years professional level experience.

• Three (3) year university degree. Three (3) years professional level experience.

Non-Accredited University Programs

• Four (4) year university degree (C. Sc., M.I.S., or Software Engineering).


• Three (3) year university degree (C. Sc., M.I.S., or Software Engineering).


Accredited College or Technical Institute Programs (computing program or technical program)

• Three (3) year computing program. Four (4) years professional level experience.

• Two (2) year computing program. Five (5) years professional level experience.

• One (1) year post-diploma I.T. program. Seven (7) years professional level experience.

Non-Accredited College Programs (computing program)

• Three (3) year computing program. Six (6) years professional level experience.

• Two (2) year computing program. Seven (7) years professional level experience.

Other Routes

• Successfully passed the examination offered by the Institute for Certification of Computer Professionals (ICCP) leading to the CCP or equivalent.*

• Successfully passed the Diploma Level examination offered by the British Computing Society (BCS).


• Successfully passed the Professional Graduate Level examination offered by the British Computing Society (BCS).


• Professional experience only. A minimum of 12 years of professional level experience and having entered the field prior to 1976.

*A copy of exam results must accompany the application.


BSD

Documents

program synopsis

program delivery

program content

program strengths

program abstract

program kpi data

program structure requirement

synopsis of proposed