section 1: introduction for consent hons bach … · bruce, grey, dufferin, simcoe, and the...

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SECTION 1: Introduction 1.1 College and Program Information

Full Legal Name of Organization: Georgian College of Applied Arts and Technology

Operating Name of Organization: Georgian College

URL for Organization Homepage: www.georgiancollege.ca

Degree Nomenclature: Honours Bachelor of Industrial Design

Location where program is delivered:

Georgian College, Barrie Campus One Georgian Drive, Barrie, ON L4M 3X9

Person Responsible for this Submission:

Dr. Nancy Noldy-MacLean, Academic Quality Lead Office of Academic Quality, Georgian College, Room C310F One Georgian Drive Barrie, Ontario L4M 3X9 Telephone: 705-728-1968 Ext. 1757 E-mail: [email protected]

Chair, Georgian College Board of Governors: Mr. Jim Bertram Georgian College, Room H103 One Georgian Drive Barrie, ON L4M 3X9 Tel: 705-728-1968, ext. 1252 Fax: 705-722-1559 Email: [email protected]

http://www.georgiancollege.ca/

mailto:[email protected]

mailto:[email protected]

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1.2 Table of Contents

Contents SECTION 1: Introduction ............................................................................................................................... 1

1.1 College and Program Information....................................................................................................... 1

1.2 Table of Contents ................................................................................................................................ 2

1.3 Executive Summary ............................................................................................................................. 6

1.4 Program Abstract ................................................................................................................................ 9

SECTION 2: Degree Level Standard ............................................................................................................. 10

2.1 Depth and Breadth of Knowledge ..................................................................................................... 10

2.2 Conceptual & Methodological Awareness/Research and Scholarship ............................................. 13

2.3 Communication ................................................................................................................................. 14

2.4 Application of Knowledge ................................................................................................................. 15

2.5 Professional Capacity/Autonomy ..................................................................................................... 17

2.6 Awareness of Limits of Knowledge ................................................................................................... 18

SECTION 3: Admission, Promotion and Graduation ................................................................................... 20

3.1 Admission Requirements for Direct Entry ........................................................................................ 20

3.2 Admission Policies and Procedures for Mature Students ................................................................. 20

3.3 Promotion and Graduation Requirements ....................................................................................... 21

3.4 Advanced Standing Policies and Requirements ................................................................................ 23

SECTION 4: Program Content ..................................................................................................................... 24

4.1 Balance of Theory and Practice......................................................................................................... 24

4.2 Program Advisory Committee ........................................................................................................... 25

4.3 Professional Accreditation ................................................................................................................ 32

4.4 Breadth/Non-Core Delivery .............................................................................................................. 32

Guiding Principles ............................................................................................................................... 32

Structure ............................................................................................................................................. 33

4.5 Learning Outcomes ........................................................................................................................... 34

Program Level Learning Outcomes ..................................................................................................... 34

Courses Mapped to Program Learning Outcomes and Degree Level Standards ................................ 36

4.6 Course Descriptions .......................................................................................................................... 40

Core Course Descriptions by Semester ............................................................................................... 40

Non-Core Mandatory Courses ............................................................................................................ 46

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Non-Core Elective Courses for this program ...................................................................................... 48

4.7 Course Schedule 1 ............................................................................................................................. 58

4.8 Course Schedule 2 ............................................................................................................................. 63

4.9 Work Integrated Learning Experience .............................................................................................. 68

Services to assist students with securing work integrated learning opportunities. ........................... 68

Potential employers ............................................................................................................................ 69

SECTION 5: Program Delivery..................................................................................................................... 72

5.1 Quality Assurance of Delivery ........................................................................................................... 72

Methods and Resources for Delivery .................................................................................................. 73

Support for Professional Pedagogical Development of Faculty ......................................................... 74

5.2 Student Feedback ............................................................................................................................. 79

SECTION 6: Capacity to Deliver .................................................................................................................. 80

6.1 College Mission, Goals and Strengths ............................................................................................... 80

College Mission ................................................................................................................................... 80

College Vision ...................................................................................................................................... 80

College Values ..................................................................................................................................... 80

Priorities .............................................................................................................................................. 80

6.2 Learning and Physical Resources ...................................................................................................... 82

Library Resources ................................................................................................................................ 82

Classroom Space ................................................................................................................................. 83

Multimedia and Flexible Learning Classrooms at Georgian................................................................ 83

Video-Conference Technology and Space .......................................................................................... 84

Other Specialized Equipment, Workstations and Laboratory Space .................................................. 84

6.3 Resource Renewal and Upgrading .................................................................................................... 87

Learning Resources ............................................................................................................................. 87

Computers and Computer Access ....................................................................................................... 87

6.4 Support Services ............................................................................................................................... 88

Indigenous Resource Centres ............................................................................................................. 88

International ....................................................................................................................................... 88

Awards & Scholarships ........................................................................................................................ 88

Co-op Services and Career Success ..................................................................................................... 89

Student Advising ................................................................................................................................. 89

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Student Advisors: ................................................................................................................................ 89

First Generation and ........................................................................................................................... 89

Counselling/Mental Health Support ................................................................................................... 89

Orillia Campus Labyrinth: .................................................................................................................... 89

Health Services .................................................................................................................................... 89

Information Technology ...................................................................................................................... 90

Library and Academic Services ............................................................................................................ 90

Math Centre: ....................................................................................................................................... 90

Tutoring: .............................................................................................................................................. 90

Writing Centre:.................................................................................................................................... 90

Testing Services ................................................................................................................................... 90

6.5 Faculty ............................................................................................................................................... 91

Current Faculty & Credentials ............................................................................................................. 91

Projection of Enrollment ..................................................................................................................... 92

Projection of Teaching Hours and Hiring ............................................................................................ 92

Research, Scholarship and Currency in Field of Study ........................................................................ 94

Curriculum Vitae of Faculty Assigned to the Degree Program ........................................................... 96

Curriculum Vitae Release .................................................................................................................... 96

SECTION 7: Credential Recognition ............................................................................................................ 97

Supporting Documents Attached ............................................................................................................ 97

Letter of Support – Carleton University .............................................................................................. 97

Letter of Support – OCAD University .................................................................................................. 97

SECTION 8: Regulation and Accreditation ................................................................................................ 100

SECTION 9: Nomenclature ....................................................................................................................... 100

SECTION 10: Program Evaluation ............................................................................................................. 101

SECTION 11: Academic Freedom and Integrity ........................................................................................ 103

SECTION 12: Student Protection .............................................................................................................. 103

12.1 Publications ................................................................................................................................... 103

12.2 Recruitment .................................................................................................................................. 105

12.3 Student and Consumer Interests .................................................................................................. 105

12.4 Student Awareness of Policies ...................................................................................................... 106

12.5 Blended, Hybrid and Online Delivery ............................................................................................ 108

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1.3 Executive Summary

Program Description

Professional design education in this program is structured around international, experimental, and entrepreneurial principles that drive creativity and innovation, build business success, and support a better quality of life through human-centric design. Students engage in strategic problem-solving design processes to generate creative solutions for consumer's needs and business' challenges. They investigate existing market needs, evaluate manufacturing technologies, and solve production problems to create products, services, and systems that can be easily and efficiently used. Students study cognitive empathy and culture, evaluate technical possibilities, assess environmental impact, and achieve competence in the use of computer applications for design and presentation. They have opportunities to develop their skills by working with industry partners on actual production projects.

Since its inception, the curriculum was developed along five main streams: projects and representations, theory, technical, professional, and breadth. The first three work together to build the theoretical base and the technical understanding applied to design projects and their compelling representation. The fourth focuses on professional and business aspects in the industry, applicable equally to industrial designers and their clients, while the fifth allows a well-rounded education with a humanistic orientation, also needed in this human-centred profession.

Although connections with industry are embedded in many courses - specifically, in design studios - , the program offers a full year of effective work in the field, where students apply, validate, and accumulate professional knowledge in real-world project applications. This work term layout meets the needs of many industry partners who asked for a continuous period of work instead of distinct four-month terms. However, the students may choose to work at the same employer, if this is desired by both parties, or find another company for one or two four-months terms. Upon their return, the fourth year adds this experience to additional subjects to create a solid foundation for the thesis project.

Graduates may manage projects, study behaviours, and advise clients on implementation of new technology and business solutions. Working individually or in teams, they may develop concepts, create models, and prepare technical documentation and presentations. They may be employed by manufacturing industries and private design firms or they may be self-employed. Specifically, students may find employment as business products designers, consumer products designers, ergonomic products designers, furniture designers, industrial design consultants, industrial designers, industrial products designers, or product designers.

Georgian College Context

Georgian currently has ministerial consent to deliver five degree programs: Honours Bachelor of Police Studies, Honours Bachelor of Business Administration (Automotive Management), Honours Bachelor of Business Administration (Golf Management), Honours Bachelor of Business Administration (Management and Leadership), and Honours Bachelor of Interior Design.

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Georgian continues to obtain exceptional scores in the Ontario college system’s annual survey of students and employers, conducted by independent researchers on behalf of the Ministry of Advanced Education and Skills Development (MAESD). Results of the 2016/17 Key Performance Indicators (KPI) survey reveal Georgian’s commitment to student success with scores well above the provincial averages. Of all Ontario colleges, Georgian has the highest graduate employment rate (87.3 percent). Georgian’s commitment to students is further evidenced its student satisfaction rate (79.0 percent), employer satisfaction rate (90.2 percent) and graduate satisfaction rate 78.3 percent. Georgian has also demonstrated a commitment to sustainability, through waste reduction and diversion strategies as well as advancing policies and procedures that consider environmental impacts.

Georgian is currently the only Ontario college with programs accredited by the Canadian Association for Co-operative Education; this represents the highest standard of achievement for co-op programs in Canada. Georgian has the most Ontario college students enrolled in co-op programs (more than 5,000), the highest percentage of programs with coop and partners with 6200 employers to give students the best possible coop experience.

Georgian has campuses in Barrie, Midland, Muskoka (Bracebridge), Orangeville, Orillia, Owen Sound and South Georgian Bay (Collingwood). Georgian’s catchment area of all municipalities within Counties of Bruce, Grey, Dufferin, Simcoe, and the District of Muskoka covers approximately 21,000 square kilometers. These areas comprise a population of approximately 719,660 in a predominantly rural landscape, although about one-quarter of the population resides within Barrie’s Census Metropolitan Area (CMA). Georgian’s full-time enrolment of over 11,000 includes apprenticeship, Second Career, university partnership and international students. The international student population at Georgian has been on a steady incline over the past ten years, as the number of students from other countries increased almost 88 per cent from 2009 to 2013. Currently 1 in every 5 Georgian students is an international student.

Resource renewal and upgrading that support students is a priority for Georgian. Georgian is currently in the second phase of its Power of Education fundraising campaign for strategic priorities including: a student services centre; entrepreneurship, technology, and collaborative learning spaces; and awards and scholarships. Goals for Phase I were exceeded, and Georgian continues to progress towards its $40 million for Phase II through the focus on a $7 million campaign for its planned Advanced Technology Innovation and Research Centre. This new building (currently under construction) is an essential asset in offering students not just additional classrooms, but also computer labs, tele-communications technology and an extensive, well-appointed centre for technology and practical project development.

In 2003, the Georgian College University Partnership Centre (formerly the Institute of University Partnerships and Advanced Studies) came into being by proclamation of the Minister of Training, Colleges and Universities. With this unique designation, Georgian offers degree programs in partnership with select universities to provide increased access to degree studies in the region. Currently, six new innovative degree-diploma programs are under development in collaboration with Lakehead University, with the first launched in September 2017. Georgian has also developed over 500 pathway opportunities for students, with more than 45 institutions in Canada and around the world.

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This proposal is aligned with Georgian’s commitment to deliver top quality learning programs. A high level of academic excellence and professional relevance will encourage student success as well as continued faculty development. Our ongoing liaisons with professional partnersand our commitment to forge positive relationships with other relevant stakeholderswill reinforce and support continued program relevance and ensure that employer needs are recognized and addressed. The Honours Bachelor of Industrial Design will accentuate our college’s commitment to pathways for students, to community leadership in innovation and entrepreneurship, and will demonstrate our dedication to promoting our college as a centre of educational excellence in central Ontario. This program has been built with a great deal of consultation and input from the industry both locally and internationally. The development team not only considered the current and emerging needs and trends in the industry, but also aimed at creating a distinct, fresh, up-to-date, and industry-engaged new program. This new degree is consistent with and is supported by Georgian’s strategic objectives as described in its Strategic Plan and Mission Statement. It was included originally in our 2014-2017 Strategic Mandate Agreement as an Advanced Diploma in the area of growth “Advanced Technology”. However, to meet the needs of a rapidly growing advanced technology sector, the decision was made to offer it as a degree instead. After a detailed examination of degree offerings to determine differentiation in this area, the Simcoe Facilitator Report (Gerretson, 2015) supported Georgian’s submission of this degree.

Ontario Innovation Context

Building a strong innovation economy is a stated priority at both the federal and the Ontario government levels. In the 2017 budget, the Government of Canada introduced the Innovation and Skills Plan which includes a Strategic Innovation Fund of $1.26 billion over five years to spur innovation (Government of Canada, “Strategic Innovation Fund”). In Ontario, the Ministry of Research, Innovation and Science supports innovation through several funding programs that target research, commercialization and innovation. Ontario’s stated priority to increase innovation in manufacturing, as well as many other sectors, has led to several significant funding programs, all of which will benefit from industrial design knowledge and skills, including the Voucher for Innovation and Productivity, the Scale-Up Vouchers Program, the Jobs and Prosperity Fund, the Ontario Innovation Demonstration Fund, and the Autonomous Vehicle Innovation Network. These multi-million dollar programs invest in the growth of innovative products and processes.

Fundamental to fostering innovation is creating a workforce with industrial design knowledge and skills. Emphasis on industrial design fosters an innovative mindset applicable to multiple sectors and is needed to produce innovative solutions that optimize materials, manufacturing processes, product marketability and safety. This Bachelor of Industrial Design program will produce graduates who can solve business challenges, create new products and thereby advance innovations, leading to Ontario’s increased competitiveness in domestic and global markets.

While a wide range of sectors benefit from industrial design expertise, such knowledge and skills are especially important to the priority sector of manufacturing. In Canada, nearly 1 in 10 workers are employed in manufacturing with Ontario generating over $300 billion of manufacturing sales (Statistics Canada, 2017). This sector is highly dependent on a workforce with industrial design to generate future innovations needed to build and sustain globally competitiveness. As the sector continues to modernize,

https://www.canada.ca/en/innovation-science-economic-development/programs/strategic-innovation-fund.html

https://www.ontario.ca/page/ministry-research-innovation-and-science

https://www.ontario.ca/page/ministry-research-innovation-and-science

http://www.oce-ontario.org/programs/industry-academic-collaboration/collaboration-voucher-program/VIP

https://www.ontarioscaleupprogram.ca/

https://www.ontarioscaleupprogram.ca/

https://www.ontario.ca/page/jobs-and-prosperity-fund-new-economy-stream

https://www.mentorworks.ca/what-we-offer/government-funding/capital-investment/idf/

https://news.ontario.ca/opo/en/2017/11/ontario-creating-opportunity-with-cars-of-the-future.html

http://www.statcan.gc.ca/daily-quotidien/170306/dq170306a-eng.pdf

http://www.statcan.gc.ca/daily-quotidien/170306/dq170306a-eng.pdf

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manufacturers are becoming innovative, relying on a highly skilled and knowledgeable workforce that includes industrial designers. After interviewing executives from five of Ontario’s growing high-technology manufacturing companies, the Centre for Digital Entrepreneurship + Economic Performance (DEEP) concluded that “Ultimately, each of these companies represents a new generation of manufacturing company that combines design, production, and software capabilities into the fulfilment of a niche or high-value market.” (DEEP, 2015, p.36).

1.4 Program Abstract

Professional design education in this program is structured around international, experimental, and entrepreneurial principles that drive creativity and innovation, build business success, and support a better quality of life through human-centric design. Students engage in strategic problem-solving design processes to generate creative solutions for consumer's needs and business' challenges. They investigate existing market needs, evaluate manufacturing technologies, and solve production problems to create products, services, and systems that can be easily and efficiently used. Students study cognitive empathy and culture, evaluate technical possibilities, assess environmental impact, and achieve competence in the use of computer applications for design and presentation. They have opportunities to develop their skills by working with industry partners on actual production projects.

Graduates may manage projects, study behaviours, and advise clients on implementation of new technology and business solutions. Working individually or in teams, they may develop concepts, create models, and prepare technical documentation and presentations. They may be employed by manufacturing industries and private design firms or they may be self-employed. Specifically, students may find employment as business products designers, consumer products designers, ergonomic products designers, furniture designers, industrial design consultants, industrial designers, industrial products designers, or product designers.

http://deepcentre.com/wordpress/wp-content/uploads/2015/10/DEEP-Centre-The-Future-of-Manufacturing-in-Ontario-September-2015.pdf

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SECTION 2: Degree Level Standard

This section summarizes how the proposed program meets the Board’s standard for an honours baccalaureate degree. Although the six categories of the standard are described independently, program curriculum integrates elements of each category so that students are able to recognize and build on the connections between learning and application of knowledge and skills.

2.1 Depth and Breadth of Knowledge

The program structure supports progressive theoretical engagement with the specialized discipline of industrial design and the interdisciplinary nature of design as a whole. The first two semesters introduce students to the foundations of general design, with the next four semesters developing and deepening core design knowledge and skills. Students then participate in three terms of work-integrated learning that facilitates practice within the discipline. The final two semesters continue to build knowledge and skills through the application and integration of academic and experiential learning as well as include the development and presentation of a final thesis.

Key concepts, methodologies, current advances, theoretical approaches and assumptions are core elements of the lower level courses. For example, the program introduces and explores general design foundations in several courses. The theory of form and function is presented in Form and Colour Studio and Form and Function Studio with the key concepts integrated and augmented with methodologies and theoretical approaches in Design, Art and Technology and Human Factors and Ergonomics. Essential knowledge acquired in the first two semesters related to form and function is then applied in increasingly complex projects undertaken in subsequent design studios.

Essential representation skills such as drawing for design and design technologies are also introduced in the early semesters with concepts integrated and augmented in Design, Art and Technology and Human Factors and Ergonomics. Students acquire and hone new skills through incremental transitions from free-hand drawing to mechanical drawing to computerized representations. By the end of the program, students are able to select the most appropriate means of expression and use relevant media and representation techniques.

a. A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches, and assumptions in a discipline overall, as well as in a specialized area of a discipline

The program meets or exceeds the degree level standard and the applicant demonstrates how the program meets the standard.

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The intention of the program is to develop students’ knowledge and critical understanding of the fundamentals of industrial design through actual application. Instead of simulating problems, students apply theory very early in the program on real industry projects. While early projects are simple and intensively assisted by faculty, later semesters involve projects that are more complex and allow more self-directed learning and problem solving. Theory of form and function are further elaborated and applied in four subsequent industrial design studios by developing design projects related to real industrial needs.

The following Program Learning Outcomes address this aspect of the Benchmark directly:

• Develop final design solutions to optimize appropriate use of materials, manufacturing processes, user safety, and marketability.

• Produce designs that address human-centered needs and demonstrate an understanding of diverse cultures and global contexts.

Design may be defined as the process of creating the constituent components of a product and giving it a functional form, or structuring and organizing a service, with the purpose of providing a realistic response to stated needs and offering a valuable human-centred experience. Students follow this process while identifying and applying relevant resources from related disciplines such as psychology, mechanics, electronics, manufacturing, and current and emerging technologies. By acquiring information from across various disciplines, students are allowed explore innovative solutions that consider diverse cultures, respond to global contexts, and involve multiple disciplines. Using this interdisciplinary approach, these solutions can be materialized through an existing business relationship or a new entrepreneurial opportunity.

The importance of an interdisciplinary perspective in this program is evidenced by the non-core requirements of a mandatory Multidisciplinary Research course in the second semester, which provides a basis for understanding research approaches in different disciplines. Our breadth requirement involves students taking courses that encourage examination of methodologies and perspectives from several other disciplines; for example, Introduction to Psychology 1, Management Principles, and Topics in Entrepreneurship. These courses build students’ capacity to apply diverse knowledge of intersecting fields to their experiences.



b. A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines

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• Apply basic entrepreneurial strategies to identify and respond to new opportunities.

A progressively complex structure of courses is used to develop knowledge and experience in research of the industrial design discipline as well. All four Industrial Design Studios (delivered in semesters 3, 4, 5, and 6) develop students’ abilities to find, assess, and apply the outcomes of the research. Students are required to generate and evaluate multiple concepts in order to select the most creative, relevant, and feasible solution that conforms to industry standards and regulations.

Concurrently, research skills are also developed starting with Multidisciplinary Research in the second semester that provides an overview of this activity. In the fourth semester, Qualitative Research Methods equips students with the knowledge of key concepts and methodologies associated with qualitative data analysis and design research in the social sciences. For example, students are introduced to research methods such as ethnography, participant observation and focus groups, ethical protocols in research, and opportunities to think critically about research results presented to them via course work using various media.

By the time the students start developing their final project, they have the option to more deeply explore a particular domain of application of industrial design. In the upper level of the program, the Multidisciplinary Seminars 1 and 2 courses allow students to deepen the knowledge and skills in one of these areas: health and wellness, transportation, sustainability, advanced technologies, or multi-disciplinary design (team of professionals specializing in other domains). Based on the acquisition of this knowledge, students select a relevant topic for their final project. Extensive research is conducted over a full semester to develop the final design solution, followed in the subsequent semester by the completion of technical documentation and professional presentation.


• Develop final design solutions to optimize appropriate use of materials, manufacturing processes,user safety, and marketability.

• Produce designs that address human-centered needs and demonstrate an understanding of diversecultures and global contexts.

• Comply with professional governing legislation, conform to industry specific regulation, and followethical principles specific to industrial design business practice.

c. A developed ability toi. gather, review, evaluate, and interpret informationii. compare the merits of alternate hypotheses or creative options, relevant to one or more of

the major fields in a discipline

d. A developed, detailed knowledge of and experience in research in an area of the discipline

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In their first year, students take a mandatory non-core course required for all degree students, called Multidisciplinary Research. In this course, students learn about research and conceptual approaches from the perspectives of different disciplines and how to begin to critically read and formulate arguments supported by evidence. This knowledge is woven throughout the program as it is applied in design courses, upper level research courses, and finally in their Industrial Design Thesis Preparation and Industrial Design Thesis Presentation courses. In addition, upper year interdisciplinary breadth courses are designed to support students in the skill of bringing together knowledge, methods, and concepts from different disciplines.



• Identify, process, and respond to corporate client needs and create robust solutions that meet orexceed expectations, initiate change through effective implementation strategies, and forecast theimpact of an innovative product concept.


2.2 Conceptual & Methodological Awareness/Research and Scholarship

Students in this program learn methods of enquiry in the primary area of study by first being introduced to design principles that are foundational to problem-solving. In semesters 1 and 2, courses that introduce design principles include Form and Colour Studio, Design, Art, and Technology, Human Factors and Ergonomics, and Form and Function Studio. Students then have a solid foundational knowledge that can be applied to relevant, higher level problems. The four Industrial Design Studios (semesters 3, 4, 5 and 6) provide opportunities for students to examine problems of increasing complexity which require them to devise and present arguments for feasible creative solutions.

In several courses, students conduct research using multiple current sources to support their problem definition and decision making. For example, in Identity and Branding, students explore key elements of corporate image and profile to determine applicability to product solutions. As they research and

An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to

a. evaluate the appropriateness of different approaches to solving problems using well established ideas andtechniques

b. devise and sustain arguments or solve problems using these methodsc. describe and comment upon particular aspects of current research or equivalent advanced scholarship

e. Developed critical thinking and analytical skills inside and outside the discipline, and;

f. The ability to apply learning from one or more areas outside the discipline

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consider elements of existing logo design, image projection, perception and interpretation, emotional connections, and consumer behaviour, they use critical thinking to analyze, compare, and select appropriate sources.

These aspects of the Degree Level Standard are evidenced in the following Program Learning Outcomes:

• Research, analyze, and synthesize the factors determining feasible solutions that correctly and completely respond to needs, constraints, and limitations in design.

• Correctly evaluate the physical qualities and capabilities of materials and mechanical systems.


• Evaluate user's emotional response, analyze human behaviour, and apply this knowledge to design products, services, and environments that enhance user's experience.

• Identify, process, and respond to corporate client needs and create robust solutions that meet or exceed expectations, initiate change through effective implementation strategies, and forecast the impact of an innovative product concept.

• Identify project constraints, evaluate feasible solutions, and make appropriate material and manufacturing process decisions for a successful design outcome.

• Comply with professional governing legislation, conform to industry specific regulation, and follow ethical principles specific to industrial design business practice.

2.3 Communication

Throughout the program, oral, written, and visual communication skills are developed and practiced. In lower level courses, students develop the foundational means and techniques for communication within the discipline. They then build on and refine their communication skills by applying them in reports, oral and visual presentations, and discussions.

Depending on the course and assignment, communication skills are practiced in a range of settings and audiences – professional/nonprofessional (one-on-one, small group, informal) and with a variety of stakeholders in the outcomes of the design process. The program places a strong emphasis on using various types of presentation to enhance project collaboration with business partners and communication with the audiences that may include their peers, faculty members, industry members, and work-term employers. Collaboration is also emphasized with students working in teams to research and examine industry-specific issues and opportunities.


The ability to communicate information, arguments and analysis accurately and reliably, orally and in writing, to specialist and non-specialist audiences using structured and coherent arguments, and, where appropriate, informed by key concepts and techniques of the discipline

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• Produce two-and three-dimensional graphic representations, and various material artifacts used toeffectively communicate the design intent, development, and outcomes with partners and clients.

• Prepare relevant technical documentation in support to the proposed design solutions.


• Create design solutions that comprehensively respond to functional needs and esthetic expectationsof the user.

• Collaborate with other specialties and design-related stakeholders.

• Use and evaluate current and emerging design technologies.

2.4 Application of Knowledge

An important focus of this program is building student capacity to understand and apply technical knowledge and technological advancements to the design subject and process. The program emphasizes the development of students’ fundamental engineering comprehension and abilities that allow them to create reliable, efficient, robust, and environmentally-friendly products. Courses that are key to building this comprehension and related abilities are Applied Mechanics, Materials in Design, Manufacturing Technologies and Emerging Technologies.

Within a classroom/studio setting, design theory and principles are anchored through application to relevant work-related problems. Real life issues addressed in the lower level courses are simple, while upper level courses address more complex problems. By the time the students take the Industrial Design Thesis courses, they will have a broad and deep context for problem solving. In Industrial Design Thesis Preparation, students use advanced theoretical abilities, apply scientific and technological knowledge, and engage creative skills to identify, research, ideate, and develop the subject of their chosen thesis. They are encouraged to create their own enterprise and to develop the identity and branding of their business, built around their industrial design project. In Industrial Design Presentation, they develop technical drawings of the product, physical and digital three-dimensional models, design briefs, manufacturing solutions, marketing strategies, and conclude their project development, and present the results of their work, using traditional media, computer applications, and physical models.

a. The ability to review, present, and critically evaluate quantitative and qualitative information toi. develop lines of argument

ii. make sound judgements in accordance with the major theories, concepts, and methods of the subject(s)of study

iii. apply underlying concepts, principles, and techniques of analysis, both within and outside the disciplineiv. where appropriate, use this knowledge in the creative process

b. The ability to use a basic range of established techniques toi. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information

ii. propose solutionsiii. frame appropriate questions for the purpose of solving a problemiv. solve a problem or create a new work

c. The ability to make use of scholarly reviews and primary sources

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The application of learned knowledge occurs in its most significant form in the work-integrated learning aspects of the program. Three sequential work terms immerse students in active industry environments where students work with interdisciplinary teams and projects. This extended work period gives students the opportunity to experience real aspects of the industrial design process from ideation to delivery. Additionally, these three sequential terms allow students to further enhance their communication skills and develop a professional network.




• Research, analyze, and synthesize the factors determining feasible solutions that correctly andcompletely respond to needs, constraints, and limitations in design.




• Evaluate user's emotional response, analyze human behaviour, and apply this knowledge to designproducts, services, and environments that enhance user's experience.


• Solve technical problems related to design through the application of appropriate science andtechnology knowledge.


• Use and evaluate current and emerging design technologies.

• Create design solutions that employ current and emerging technologies in the industry.

• Identify project constraints, evaluate feasible solutions, and make appropriate material andmanufacturing process decisions for a successful design outcome.



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2.5 Professional Capacity/Autonomy

The program is designed to spark constant curiosity and develop the intellectual rigour needed for continued application of knowledge and undertaking life-long learning activities. Courses develop transferrable skills necessary for further study, employment, and community involvement. The practical approach to problem solving helps students develop the interpersonal skills needed for collaboration with the thesis courses, allowing students the autonomy needed to develop self-directed learning and entrepreneurial decision-making skills.

Course work continually reinforces essential, fundamental ethics related to the industrial design profession. Every design solution must support and promote human rights and values. Students must consider the impact of proposed solutions on social, political, financial, economic, and environmental systems. Ethical protocols in research are covered in Qualitative Research Methods, with principles of professional integrity and social responsibility highlighted in Marketing for Industrial Design, Principles of Management and Topics in Entrepreneurship, as well as several of the breadth electives. Throughout the program, students learn, apply, and consolidate their professional integrity and social responsibility.







• Evaluate user's emotional response, analyze human behaviour, and apply this knowledge to designproducts, services, and environments that enhance user's experience.



a. The qualities and transferable skills necessary for further study, employment, community involvement, andother activities requiring

i. the exercise of initiative, personal responsibility, and accountability in both personal and groupcontexts

ii. working reflectively with othersiii. decision-making in complex contexts

b. The ability to manage their own learning in changing circumstances, both within and outside the discipline,and to select an appropriate program of further study

c. Behaviour consistent with academic integrity and social responsibility

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• Solve technical problems related to design through the application of appropriate science andtechnology knowledge.


• Create design solutions that employ current and emerging technologies in the industry.

• Employ environmentally sustainable practices within the profession.



2.6 Awareness of Limits of Knowledge

Through Georgian’s strong focus on applied learning, students are often confronted with the limits of their theoretical and practical knowledge. This program continually challenges them to solve real design problems in several course projects, work terms, applied research projects, and the capstone thesis.

Students are introduced to the ambiguities of knowledge and address these uncertainties through projects in which they are required to generate multiple creative options supported by sound critical arguments. In many courses and co-op activities, students may need to challenge, verify, and validate information and concepts, accessing faculty assistance as needed, and to consider peer support to support and complement their own abilities. This program provides an excellent environment where students learn to assess, analyze, and respond to situations in ways that contribute to creatively solving design problems.






• Identify project constraints, evaluate feasible solutions, and make appropriate material andmanufacturing process decisions for a successful design outcome.

• Employ environmentally sustainable practices within the profession.

An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity, and limits to knowledge and how this might influence analysis and interpretations

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SECTION 3: Admission, Promotion and Graduation

3.1 Admission Requirements for Direct Entry

The admission requirements for the proposed degree are an Ontario Secondary School Diploma (OSSD) or equivalent with six Grade 12 U- or M-level courses with a minimum overall average of 65%, including Grade 12 U level English (with a minimum grade of 65%) and Grade 12 U level Mathematics (with a minimum grade of 60%).

A second grade 12 university or university/college Mathematics course is highly recommended.

A portfolio of applicant's original work is required to be submitted digitally, including five to seven personal work pieces, such as hand drawings (originals, scanned, or photographs), computer developed models, photos of mock-ups or prototypes, etc., and one written document of 200 words, which describes his/her interest in, and knowledge of, the industrial design profession.

Applicants should be aware that first-year enrolment is limited; satisfying minimum entrance requirements does not guarantee admission.

3.2 Admission Policies and Procedures for Mature Students

Policies regarding admission for mature students can be found in Section 2.2.2 of our Academic Policies and Procedures, on our website by selecting the Mature Students tab.

Mature applicants must meet all of the following criteria:

• Must be 19 years of age or older by Dec. 31 of the year of Admission

• Must not have been enrolled in a formal education program for at least one year prior to thebeginning of degree studies.

• Must have no recent unfavourable academic performance

• Must have demonstrated potential for success in degree studies through academicaccomplishments.

Admission, promotion, and graduation requirements are consistent with the postsecondary character of degree granting organizations.

http://www.georgiancollege.ca/admissions/apply/

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Mature applicants must possess the published subject requirements, or equivalents, and submit official copies of transcripts from high school and any postsecondary institutions attended. Applicants must also provide a résumé outlining work and volunteer experience since full-time attendance at school.

3.3 Promotion and Graduation Requirements

The College publishes promotion and graduation requirements in Section 4 and 5 of the Academic Policies and Procedures.

Grading System

In most cases, students will receive a numerical grade. However, other grading symbols may be used in certain instances to describe course status. Numerical grades are submitted by instructors and are used in the calculation of the program and semester grade point average (GPA). When failed courses appear on a transcript, the numerical grade achieved for these symbols is calculated in the program and semester GPA. Other grading symbols are not calculated in grade point averages. An explanation of Georgian’s grading system and a chart of non-numerical grading codes used in some courses can be found in Section 4.1 in the Course Evaluation section of the Academic Policies and Procedures.

Promotion

The Academic Policies and Procedures, Section 4, explains course evaluation policies including sanctions, promotional status and suspensions. A student’s promotional status, which is based on his or her academic performance, is determined at the end of each semester.

Students who end a semester with a weighted average of 60% or better proceed in good standing. Those who end a semester with less than a weighted average of 60% proceed on probation (where a

Benchmarks: 1. Promotion and graduation requirements are consistent with the learning outcome goals of the program and

includea. policies governing academic remediation, sanctions, and suspension for students who do not meet

minimum achievement requirementsb. a grading system that is easily understandable, meaningful, and convertible to students, other

postsecondary institutions, and potential employers, whether expressed as letter grades, percentages,or grade points

c. regardless of the grading scheme, grades for acceptable performance correspond to student work thatdemonstrates the degree level standard has been achieved

d. minimum overall average acceptable achievement for progression (across all degree requirements,including the breadth and discipline-related requirements) not lower than the level typically designatedby C- or 60–62%

e. minimum overall average acceptable achievement in discipline-related requirements for progression inthe program not lower than the level typically designated by C- or 60–62%

f. a level of overall achievement expected in the core discipline(s) of study higher than the overallaverage.

http://www.georgiancollege.ca/admissions/policies-procedures/



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subsequent semester of better than 60% will restore them to good standing and a subsequent semester averaging less than 60% will put them on academic warning). Students who end a semester with less than 50% as an average or fail all their courses must meet with their program area before proceeding to the next semester. Students who are on academic warning at the end of the subsequent semester and earn less than the minimum average of 60% are suspended from the College for two semesters. If a student returns from suspension and earns less than 60%, the student is withdrawn from the College for one year and then may reapply with conditions after one year. Policies regarding promotion and an explanation of how grade point average is calculated can be found in the Section 4.1.1 in the Course Evaluation section of the Academic Policies and Procedures.

Sanctions: A student who fails the same course twice is not permitted to register for it again without prior approval of the academic area and the Office of the Registrar. Students who are permitted to register for a course for the third time and who are again not successful must consult with their dean to discuss program progression or transfer options.

Academic Remediation and Support

Early Alert Program. As part of an overall retention and engagement strategy, students in their first year of study participate in an Early Alert Outreach Initiative in the first 5 weeks of classes. The purpose of the program is to:

• Identify students who may be in early academic difficulty, disengaged, or at risk of leaving theCollege

• Contact at-risk students (faculty, coordinators or counselors may contact students, asappropriate)

• Determine what advice, services or supports are appropriate to assist in the student’s success

• Offer appropriate referrals to services in October

Although numerous support services are available for our students, often students don’t ask for help until it is too late, or they don’t follow through on referrals to services. The Early Alert initiative has been designed to assist faculty members in identifying academic concerns enabling quick access to the appropriate College resources for students.

Georgian Profile Survey. The Georgian Profile Survey (GPS) is available to all first year students to promote awareness of college support service and identify those at risk of not persevering with their studies. The survey consists of a series of key questions that identify areas where a student may need additional support. Data are collected from this survey about student experience, level of engagement and students’ perceptions of their program and the institution. At the completion of the survey the student receives a Personal Resource Report which identifies Georgian specific campus resources available to support that student.

Graduation


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The Academic Policies and Procedures, Section 5, reviews graduation and residency requirements for graduation. These are consistent with the learning outcome goals of the program and degree-level standard.

To graduate from this program, a student must attain a minimum of 60% or a letter grade of P (Pass) or S (Satisfactory) in each course in each semester, and have an overall average of 65% in core courses.

To be eligible for a Georgian credential in a four-year degree program, the student must complete a minimum of 25 per cent of the program courses at Georgian College (residency requirement).

3.4 Advanced Standing Policies and Requirements

Georgian’s advanced standing policies have been previously assessed and have not changed since the last policy document was submitted. No bridging, entrance examinations or degree completion agreement beyond the application of Georgian’s current advanced standing policies are proposed.


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SECTION 4: Program Content

4.1 Balance of Theory and Practice

This program balances theory and practice in several respects. This table colour-codes courses generally in terms of whether they are primarily theory or practice courses. The Project and Representation stream is the core spine of subjects where students apply the knowledge acquired in the other courses. There are, however, theoretical subjects that are assisted by practical applications, such as Applied Mechanics, Manufacturing Technologies, and Intelligent Systems. Alternatively, other courses, such as Form and Colour Studio and Form and Function Studio, have theoretical content embedded in their delivery. Consequently, theory and practice are integrated in the curriculum in many

The program offers an education of sufficient rigour, breadth, and depth to achieve the knowledge and skills identified in the degree level standard.

Benchmarks: 1. The program ensures an appropriate balance of theory and practice.

Primarily Theory Courses Primarily Practice Courses

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courses, and no discrete separation is implied in the table below. Primarily theory courses are colour-coded in green, and practical application courses in red.

4.2 Program Advisory Committee

The following Program Advisory Committee members include experts external to the organization from both locally and internationally who practice in industrial design fields, and also experts in academic institutions who endorse the program and confirm its currency and relevance.

Member’s name

Occupation Related Credentials Professional Affiliations

Employer(s)

Christopher O’Neil

Principal and CEO

Royal College of Art MA/RCA Sculpture and Theory

Inverness College, University of the Highlands and Islands, UK

Thomas Garvey

Professor Bachelor of Industrial Design; M. Sc. in Communications Design; Ph. D. in Architectural Planning

Carleton University, Ottawa

Michael Davis-Burchat

Industrial Designer

Master of Design methods (MDM)

Big Human Innovation Services, Toronto

Steve Copeland

Industrial Designer

Four-year diploma in Product and Systems Design

Association of Industrial Designers of Ontario, Society of Plastics Engineers, Canadian Standards Association

Humanscope, Barrie

Mitchel Thompson

Industrial Designer

Industrial Design and Product Design Diploma

Association of Canadian Industrial Designers

Humanscope, Barrie

Tapio Lehtonen

Industrial Designer

Master of Arts, Industrial and Product Design

Design Question Oy, Finland

Benchmarks: 2. The Program Advisory Committee

a. includes experts in the field external to the organization and, for degrees in applied andprofessional areas of study, employers and representatives from industry and professionalassociations

b. confirms the currency of the curriculum and, as appropriate, its relevance to the field(s) of practicec. endorses the program as represented in the application.

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Job Rutgers Professor Master of Arts, Design

OCAD University, Toronto

Greg Murphy Dean, School of Art

Master of Fine Arts Durham College

Aurora Nieminen

Industrial Designer

Master of Arts, Industrial and Product Design

Ornamo, The Finnish Association of Designers JCI Finland-Local Chamber

IKEA, Finland

Colin Dhillon Director of Industrial Design & Marketing

Post-Graduate Cert. of Education, Design and Technology; B.A. (Hons) Product Design

ABC Group, Toronto

Harman Gill Industrial Designer

Bachelor of Industrial Design (Hons.)

ABC Group, Toronto

Peter Murray Engineering Consultant

Mechanical Engineering Diploma

Certified Engineering Technologist

CY-OP Inc.

Renn Scott Industrial Designer

Master of Arts, Interaction Design

Daily Goods Design Lab.

Tara Vinodrai Associate Professor, Director of Economic Development and Innovation

Ph. D. Economic geography, innovation, economic development, cities, labour markets

University of Waterloo

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Bachelor of Industrial Design

Advisory Committee Minutes

January 17, 2018

3:00-6:00p.m.

A138, Barrie Campus

Disclaimer: The information contained in this document is intended to be available to the members of the Program Advisory Committee (the Committee) - as listed under the Attendees and Regrets paragraphs below -, the faculty and staff of Georgian College (the College) and the program assessment panels.

College contact: Costan Boiangiu, [email protected]

Attending members: Christopher O’Neil, Thomas Garvey, Michael Davis-Burchat, Steve Copeland, Mitchel Thompson, Tapio Lehtonen, Job Rutgers, Greg Murphy.

College representatives: Costan Boiangiu, Harold DeBoer, Tanveer Sayed, Ron Sky.

Attending guests: Bill Angelakos (Dean), Pierre Valley (Associate Dean), Nancy Noldy-MacLean (Office of Academic Quality).

Recorder: Kathy Lyte.

Regrets: Aurora Nieminen, Colin Dhillon, Harman Gill, Nghia Nguyen, Peter Murray, Renn Scott, Tara Vinodrai.

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Program Advisory Meeting Minutes (January 17, 2018)

Meeting Started 3:00pm

Welcome

• Round table introductions

Dean’s Foreword

• Bill welcomed everyone and thanked them for their time and participation.• Bill spoke about the importance of the quality of the program and partnerships

involved which makes their input very valuable.

Election of Committee Chair

• Costan nominated Mitch Thompson.• Steve Copeland first the nomination, Ron Sky second the nomination.• Motion was approved by all.• Mitch accepted and gave an overview of his background and experience.

Curriculum Review Comments of Courses

• Nancy gave a brief overview of how the Ontario curriculum procedures for degreeprogram approval works.

• Nancy explained at this stage the committee is being asked to endorse thecurriculum prior to submitting to the Ministry. At this time we are asking for yoursupport of the proposal, which include the Program outline, course outlines,course descriptions, learning outcomes and course sequencings.

• Questions we need to confirm with the committee:o Does this Program meet the quality standards of the Province?o Would this Program benefit our students after graduation and would their

learning be relevant to the requirements needed to work in the field?• It was explained that once the Program is running the Advisory Committee would

meet twice per year. The committee would review the curriculum so it is kept upto date with industry requirements.

• It is mandated by the Government to have an aboriginal/indigenous component inall curricula. There are several opportunities in several courses to ensure this

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component is added. Will look at and ensure it has been added to the learning outcomes.

• Nancy ensured the committee that the language and content can be reviewed by our Indigenous Studies program to ensure we have incorporated in the appropriate way.

• The panel recommended changing the Universal Design course name to Inclusive Design.

• Recommendation: Chris suggested that we need to ensure it is clear in the submission that there is a clear pathway of Simulation/Resolution/Synthesis/Implementation.

• Recommendation: Ensure that an entrepreneurial portion is added and clearly stated in the course descriptions and outlines.

Admission process and portfolio content

• Chris explained that at Head of Gray's School of Art (Robert Gordon University, Aberdeen, UK) faculty have an interview with potential students and they are asked to submit a portfolio that includes a design assessment. Students are also asked to write a short narrative (a few lines) about their design process.

• Costan reviewed the current Selection Process in the Program outline and asked if it is specific enough?

• Bill advised that is common practice at other colleges that there is a design foundation course offered where students also receive coaching from design faculty to support their portfolio submission for entry into the design degree programs. Bill explained that students receive training for the design process and design thinking approach over the course of the four years of study in the degree program.

• Currently for our admission requirements, in addition to meeting the academic requirements, we are requiring potential students to submit a 200 word document explaining why they are interested in this Program. The committee raised if we should be more specific and add a sketching, rendering, and animation component.

• There can be more flexibility on submission, however the goal is to ensure that the students have the core skills needed to be successful in the program and to also ensure the student has made the correct choice in programs.

• Mitch pointed out that two things have changed – 1) digital technology, some may not know how to draw but know technology and vice versa and 2) Authorship can be in question. He suggested that Georgian may want to consider doing an onsite drawing test, if authorship is in question.

• Be more specific in the submission, best indicator of core process. • Ensure students have qualities such as skills/insight and aptitude for studying. Also

need to ensure that faculty are trained. • Recommendation: In the portfolio submission, add how the applicant chose this

program, even if it is one or two sentences for a design assessment.

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• Recommendation: Take the top 10 portfolios and put on your website to givefuture students examples of what current accepted students submitted. Postingportfolios is a great idea so students have a comparison to go by when applying.

Identity and Branding Course Discussion

• Product is the design and new products are launched every day, branding isdifferent, feel students don’t need to know all the background as it is a huge area.

• Branding is important but it is also how you interpret the brand that is important.• Could Identity and Branding be delivered as a dual course?• Feel the language is too expansive; branding – could you qualify product identity,

could it be qualitative of the product itself. Costan advised the language is broadat the moment, but can be made more specific.

• What about the Social Media component?• Corporate design is much larger, therefore product personality needs to be added.• From a small entrepreneurial perspective – it is important to gain insight not be a

specialist so you shouldn’t fixate on branding/identity.• Nancy explained that this is a process and over time course learning outcomes can

be changed based on the demands of the industry and this currency review will bean ongoing process.

• The question is what are the expectations at the end of the degree?• This discussion was centred on the type of identity and branding we consider

teaching: product ~ vs. corporate ~. Costan thinks that both should be addressed,as there is no clear delimitation between the territories of those two approachesand lately they both fall under a designer's job description.

Course Streams – Projects and Representations, Theory, Technical, Professional, Breadth Electives

• Breadth - Nancy explained that we are mandated to ensure that 20% of theprogram is to include a non-core component

• Design, Art and Technology – This is a broad course title, but the intent is tostructure it as a history course as shown in its outline.

• Recommendation: perhaps use “context” as a description instead of "history".• Is Design for Health under the theory stream? Costan explained Health and

Sustainability are embedded in most subjects in the learning out comes andprogram outline without explicitly using those words.

• Recommendation: Explicitly indicate in which courses the concepts of health andsustainability are considered (through Content and Course Learning Outcomes).

• Theory – This is the venue to deliver theoretical concepts, but Costan advised thatthis will connect through the syllabus with real world projects. There is a goodbalance of theory and application.

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• The "Theory Stream" is being used as a pointer for ministry so they are aware where theory is delivered.

• Sustainability was at one time an elective but now it has to be incorporated into everything, should sustainability be added under manufacturing and material or is it too limiting?

• Insight and practice – students need to simulate their learning gain insight by practice which should happen during work term. Students will have a chance to work and learn different streams on their work placements.

• Sequence of stream – should developing other platforms be considered such as an Adriano course? What is the ability of the students using technology? Students don’t need to be programmers. It was thought since technology is changing so fast, it would be up to faculty to apply current technology in their syllabus. Perhaps it would make sense to add in how to work with an electronics engineer? Costan indicated there are different avenues for students at the College to get additional help to learn coding as well as learning basics on how to work with wood and metals.

• Design “for something” is being used a lot, Costan is looking for broader/more inclusive ways to name courses.

• Is there enough conventionalization, such as context and examples, design and emotion opportunity? Costan mentioned this will be emphasized by the faculty and the relevance, should be part of the syllabus.

• Specific Program Learning Outcomes (such as #15) will be revised to include a more clear sustainability language.

• Recommendation: Add a sentence to explain how theory is integrated into practice in Studio 3 and 4.

Motion to support the Program proposal with consideration of the recommendations:

• Greg Murphy -1st • Steve Copeland 2nd • All in favour

Meeting Adjourned 4:55pm

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4.3 Professional Accreditation

There is no mandatory professional accreditation body associated with industrial design degree programs. We do expect that this program will be recognized by the following professional associations which promote, rather than regulate, the industrial design profession:

• Association of Canadian Industrial Designers (ACID, www.designcanada.org)• Association of Chartered Industrial Designers of Ontario (ACIDO, acido.info)

The Association of Chartered Industrial Designers of Ontario (ACIDO) is a related voluntary professional association that “accredits” individual members based on their academic credential and work experience, and affords professional members the ability to use the letters ACIDO. We have contacted ACIDO and will follow up with them once we have consent to deliver the program.

4.4 Breadth/Non-Core Delivery

In 2014, Georgian College submitted a breadth plan for review. The plan was approved, we have begun implementation, and have designed the curriculum of this Honours Bachelor of Industrial Design to be consistent with that plan. The essential elements of that plan are described below.

Guiding Principles The overarching goals of Breadth course delivery in degree programs at Georgian College are to:

1. Contribute to the awareness of limits of knowledge by introducing and building on foundationalknowledge in areas outside the core discipline.

2. Support the development of trans-disciplinary skills including written, oral and non-verbalcommunication skills, research methods, critical thinking, integration and synthesis of knowledge.

Benchmarks: 6. All bachelor programs have a breadth requirement that includes coherent and substantive non-coreofferings. This requirement informs the design of non-core courses and provides the basis of at leastsome of the assessment of student outcomes. The curriculum (core and non-core) contributes to theachievement ofa) critical thinking, quantitative reasoning, written and oral communication skillsb) knowledge of society and culture, and skills relevant to civic engagement

7. The non-core curriculum providesa) knowledge in at least two of the following:

i) humanitiesii) sciencesiii) social sciencesiv) global culturesv) mathematics

b) more than introductory knowledge of the distinctive assumptions and modes of analysis of adiscipline outside the core fields of study.

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3. Give students the tools to develop inter-disciplinary perspectives that inspire innovation and anentrepreneurial mindset, and that inform their approach to their own discipline, their continuededucation and their life outside work.

Structure In keeping with PEQAB’s benchmarks, students are required to take at least 20% of their program hours in non-core/breadth courses. Subject matter experts in the program area, Liberal Arts and the Office of Academic Quality work together to define which courses are appropriate as non-core offerings for their programs. Courses that contribute knowledge to the main field of study, as identified in the degree nomenclature, or a related field are not offered as non-core options for students in that program.

The content and structure of this Breadth Plan was based on the guiding principles outlined above. It involves the sequenced delivery of three different categories of courses: trans-disciplinary, intra-disciplinary and inter-disciplinary, as outlined below.

Trans-disciplinary Learning Courses (1000-level) These courses introduce students to skills required across disciplines. For example, INTS1002 Multidisciplinary Research prepares students for reading, evaluating, conducting and communicating research across disciplines. INTS1007 Modes of Communication develops written, spoken and visual communication skills using approaches from a variety of disciplines, and INTS1009 Modes of Reasoning fosters an awareness of logical thought and an ability to evaluate arguments. Students are required to take at least one of these courses. As a result of feedback from the PEQAB assessors, Multidisciplinary Research is a mandatory breadth course for all of our degree programs.

Intra-disciplinary Courses (1000-, 2000-, and 3000-level) Intra-disciplinary breadth courses deliver content that is specific to a particular discipline outside the core area of study. For most of our degrees there are 4 different sub-categories of intra-disciplinary courses: psychology, social science, humanities, and science. For students in the Honours Bachelor of Industrial Design, related science courses are not considered breadth.

i. Introductory Survey Courses (1000-level)These are the foundational survey courses within a discipline that serve as pre-requisites for more advanced learning in a discipline. Students are required to take two introductory survey courses.

ii. Introductory courses with a more narrow focus (2000-level)These are courses that are introductory in nature and therefore do not require course pre-requisites, but that are more focused in content and do not survey an entire field of study. These courses are optional.

iii. Advanced Intra-disciplinary Courses (3000-level)These more advanced courses build on an introductory survey course within a particular discipline and focus on a particular aspect of that field in order to develop more than introductory knowledge in a discipline. These courses have the related 1000-level survey course in the same discipline as their prerequisite. Students are required to take at least one Advanced Intra-disciplinary course.

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Advanced Inter-disciplinary Courses (4000-level) Courses at the 4000-level support the learning of high level integrative critical thinking, and provide exposure to complex theoretical issues. All of our 4000-level courses are inter-disciplinary. Students must be registered in their fourth year of study in order to take these courses. This requirement was imposed to ensure that students come to these courses with foundational knowledge both in their main field of study and in a discipline outside their core area. The ability to apply their breadth learning both to other liberal arts disciplines and to their main field of study is the learning goal of these courses. In applied areas of study in particular, interdisciplinarity has the power to inspire the innovation that comes from “thinking outside the box” and entrepreneurial spirit. This aligns strongly with the third guiding principle of this breadth plan.

4.5 Learning Outcomes

Program Level Learning Outcomes Graduates will reliably demonstrate the ability to…

1. produce two- and three-dimensional graphic representations, and various material artifacts used toeffectively communicate the design intent, development, and outcomes with partners and clients

2. prepare relevant technical documentation in support to the proposed design solutions

3. research, analyze, and synthesize the factors determining feasible solutions that correctly andcompletely respond to needs, constraints, and limitations in design

4. correctly evaluate the physical qualities and capabilities of materials and mechanical systems;

5. develop final design solutions to optimize use of materials, manufacturing processes, user safety, andmarketability

6. produce designs that address human-centered needs and demonstrate an understanding of thediverse Canadian culture and global contexts

Benchmarks: 3. Learning outcomes in the subjects/courses enable graduates to meet or exceed the requirements

a. for graduates from similar programs in Ontario and other jurisdictionsb. of the field(s) of study and/or practicec. of any relevant professional or accrediting body.

4. All courses provide exposure to increasingly complex theory at the degree level and, in applied or professionalcourses and where otherwise appropriate, the application of that theory to practice and the demands ofpractice in the field(s).

5. Time allotments assigned to the program as a whole and to its components are appropriate to the statedlearning outcomes.

8. The curriculum reflects current knowledge in the core field(s).9. The curriculum reflects current knowledge in the fields represented in the non-core/breadth offerings.11. The type and frequency of student assessments demonstrate the achievement of the stated learning outcomesand provide appropriate information to students about their achievement levels.13. Where applicable, the curriculum reflects appropriate levels of Ontario and Canadian content.

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7. evaluate user's emotional response, analyze human behaviour, and apply this knowledge to designproducts, services, and environments that enhance users' experience and their health and wellness

8. create design solutions that comprehensively respond to functional needs and esthetic expectationsof the user

9. identify, process, and respond to corporate client needs and create robust solutions that meet orexceed expectations, initiate change through effective implementation strategies, and forecast theimpact of an innovative product concept

10. solve technical problems related to design through the application of appropriate science andtechnology knowledge

11. collaborate with other specialties and design-related stakeholders

12. use and evaluate current and emerging design technologies

13. create design solutions that employ current and emerging technologies in the industry

14. identify project constraints, evaluate feasible solutions, and make appropriate material andmanufacturing process decisions for a successful design outcome

15. employ environmental awareness in design practices within the profession and include sustainabilityprinciples in the product development process

16. apply basic entrepreneurial strategies to identify and respond to new opportunities

17. comply with professional governing legislation, conform to industry specific regulation, and followethical principles specific to industrial design business practice

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Courses Mapped to Program Learning Outcomes and Degree Level Standards

DEGREE PROGRAM MAP - HONOURS BACHELOR OF INDUSTRIAL DESIGN

Provincial Degree Level Standards Proposed Program Level Learning Outcome

Course Title / Course Code

Dept

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Conc

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al &

Met

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logi

cal

Awar

enes

s & S

chol

arsh

ip

Com

mun

icat

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Skill

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Appl

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Prof

essio

nal C

apac

ity/ A

uton

omy

Awar

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imits

of K

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e The graduate has reliably demonstrated the ability to:

X X X 1. Produce two-and three-dimensional graphicrepresentations, and variousmaterial artifacts used toeffectively communicate thedesign intent, development, and outcomes with partners and clients.

INDD1000Form and Colour Studio INDD1004 Form and Function Studio INDD1001 Drawing for Design INDD1005 Design Technologies INDD2001 Fundamentals of Computer Assisted Design INDD2005 Advanced Computer Assisted Design INDD2000 Industrial Design Studio 1 INDD2004 Industrial Design Studio 2 INDD3000 Industrial Design Studio 3 INDD3003 Industrial Design Studio 4 INDD4000 Industrial Design Thesis Preparation INDD4003 Industrial Design Thesis Presentation

X X X 2. Prepare relevant technicaldocumentation in support to the proposed design solutions.

INDD1001 Drawing for Design INDD3000 Industrial Design Studio 3 INDD3003 Industrial Design Studio 4 INDD4000 Industrial Design Thesis Preparation INDD4003 Industrial Design Thesis Presentation

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X X X X 3. Research, analyze, and synthesize the factors determiningfeasible solutions that correctlyand completely respond to needs,constraints, and limitations in design.

INDD1006 Human Factors and Ergonomics INDD2002 Interaction Design INDD2006 User Experience INDD3XXX Multidisciplinary Design INDD4002 Inclusive Design INTS1002 Multi-Disciplinary Research STAS2000 Quantitative Methods and Statistics RSCH2000 Qualitative Research Methods

X X X 4. Correctly evaluate the physicalqualities and capabilities ofmaterials and mechanical systems.

INDD1003 Applied Mechanics INDD2003 Materials in Design INDD3001 Intelligent Systems

X X X X 5. Develop final design solutions tooptimize appropriate use ofmaterials, manufacturingprocesses, user safety, andmarketability.

INDD2000 Industrial Design Studio 1 INDD2004 Industrial Design Studio 2 INDD3000 Industrial Design Studio 3 INDD3003 Industrial Design Studio 4 INDD4000 Industrial Design Thesis Preparation INDD4003 Industrial Design Thesis Presentation

X X X X 6. Produce designs that addresshuman-centered needs and demonstrate an understanding ofthe diverse Canadian culture and global contexts.

INDD1002 Design, Art, and Technology INDD1004 Form and Function INDD1007 Perception and Emotion PSYC1000 Introduction to Psychology 1 INDD2006 User Experience INDD4002 Inclusive Design INDD4005 Global Context Breadth Electives

X X X 7. Evaluate user's emotionalresponse, analyze human behaviour, and apply thisknowledge to design products,services, and environments thatenhance users' experience and their health and wellness.

INDD1006 Human Factors and Ergonomics INDD1002 Design, Art, and Technology PSYC1000 Introduction to Psychology 1 INDD1007 Perception and Emotion INDD2002 Interaction Design INDD2006 User Experience

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INDD3002 Identity and Branding INDD4005 Global Context

X X X 8. Create design solutions thatcomprehensively respond tofunctional needs and estheticexpectations of the user.

INDD1000 Form and Colour Studio INDD1004 Form and Function Studio INDD1006 Human Factors and Ergonomics INDD2000 Industrial Design Studio 1 INDD2004 Industrial Design Studio 2 INDD3000 Industrial Design Studio 3 INDD3003 Industrial Design Studio 4 INDD4002 Inclusive Design INDD4000 Industrial Design Thesis Preparation INDD4003 Industrial Design Thesis Presentation

X X X X 9. Identify, process, and respond tocorporate client needs and createrobust solutions that meet or exceed expectations, initiatechange through effectiveimplementation strategies, and forecast the impact of an innovative product concept.

INDD3002 Identity and Branding INDD3005 Marketing for Industrial Design INDD4001 Multidisciplinary Seminar 1 INDD4004 Multidisciplinary Seminar 2 ENTP4000 Topics in Entrepreneurship INDD4000 Industrial Design Thesis Preparation INDD4003 Industrial Design Thesis Presentation

X X 10. Solve technical problemsrelated to design through the application of appropriate scienceand technology knowledge.

INDD1003 Applied Mechanics INDD2XXX Collaborative Creativity INDD3001 Intelligent Systems INDD3004 Emerging Technologies INDD4001 Multidisciplinary Seminar 1 INDD4004 Multidisciplinary Seminar 2

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X X X X 11. Collaborate with otherspecialties and design-related stakeholders.

INDD2007 Manufacturing Technologies INDD3XXX Collaborative Creativity INDD3XXX Multidisciplinary Design INDD3005 Marketing for Industrial Design INTS1002 Multidisciplinary Research STAS2000 Quantitative Methods and Statistics RSCH2000 Qualitative Research Methods

X X 12. Use and evaluate current andemerging design technologies.

INDD1005 Design Technologies INDD2000 Industrial Design Studio 1 INDD2004 Industrial Design Studio 2 INDD2002 Fundamentals of Computer Aided Design INDD2005 Advanced Computer Aided Design INDD3000 Industrial Design Studio 3 INDD3003 Industrial Design Studio 4 INDD4000 Industrial Design Thesis Preparation INDD4003 Industrial Design Thesis Presentation

X X 13. Create design solutions thatemploy current and emergingtechnologies in the industry.

INDD2002 Interaction Design INDD2003 Materials in Design INDD2007 Manufacturing Technologies INDD3001 Intelligent Systems INDD3004 Emerging Technologies

X X X 14. Identify project constraints,evaluate feasible solutions, and make appropriate material and manufacturing process decisionsfor a successful design outcome.

INDD2003 Materials in Design INDD2007 Manufacturing Technologies INDD3000 Industrial Design Studio 3 INDD3003 Industrial Design Studio 4 INDD4000 Industrial Design Thesis Preparation INDD4003 Industrial Design Thesis Presentation INDD4001 Multidisciplinary Seminar 1

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4.6 Course Descriptions

Core Course Descriptions by Semester Core Mandatory Courses by Semester

Sem 1 INDD1000 Form and Colour Studio

In this studio course, students learn and apply the knowledge of fundamental design elements and principles, such as line, surface, volume, shape, texture, scale, proportion, rhythm, emphasis, colour, light, and shade. Colour theory and theorists, systems of classification, and colour perception and psychology are investigated. Students experiment techniques for representing various materials, textures, volumes, and

INDD4004 Multidisciplinary Seminar 2

X X 15. Employ environmentalawareness in design practiceswithin the profession and includesustainability principles in the product design process.

INDD2003 Materials in Design INDD2007 Manufacturing Technologies INDD3004 Emerging Technologies INDD4001 Multidisciplinary Seminar 1 INDD4004 Multidisciplinary Seminar 2

X X X 16. Apply basic entrepreneurialstrategies to identify and respond to new opportunities.

ENTP4000 Topics in Entrepreneurship MNGM1001 Management Principles

X X X X X 17. Comply with professionalgoverning legislation, conform toindustry specific regulation, and follow ethical principles specific toindustrial design business practice.

INDD4000 Industrial Design Thesis Preparation INDD4003 Industrial Design Thesis Presentation INDD4001 Multidisciplinary Seminar 1 INDD4004 Multidisciplinary Seminar 2 MNGM1001 Management Principles

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compositions. Students learn and practice two- and three-dimensional representations using hand-drawing techniques.

Sem 1 INDD1001 Drawing for Design

Students are introduced to essential hand-drawing skills while exploring the geometrical attributes, physical structure, and mechanical complexity of consumer products. They explore alternative configurations, additional options, and possible interactions by studying products, advancing solutions, and validating concepts in physical models. Students express their findings by drawing free-form compositions and industry standard representations using various hand-drawing techniques and media.

Sem 1 INDD1002 Design, Art and Technology

In this course, students are introduced to the history of design, related to evolution of arts and technological advancements. While focusing on industrial design, students also learn about other design disciplines, such as graphic design, product design, furniture design, interior design, and architecture. They explore essential moments and achievements in the history of painting and sculpture as well. The evolution of technology from antiquity to the present time is presented as well.

Sem 1 INDD1003 Applied Mechanics

Students explore and analyze the nature of physical objects, their mechanical structure, and the functional relationships between their components. Essential two- and three-dimensional geometry and trigonometry are reviewed and elementary physics is introduced, along with fundamental notions of statics, such as forces and force systems, vectors, and equilibrium.

Sem 2 INDD1004 Form and Function Studio

Students study the essential design concepts of form, function, and esthetics, and they explore the complex connections between them through physical models, using examples from art and natural and built environment. They study fundamental relationships generated by people interacting with objects and spaces, observe the associated user experience, and present their findings using various media. P- INDD1000 Form and Colour Studio

Sem 2 INDD1005 Design Technologies

In this course, students explore the transition from free-hand drawing, through mechanical drawing, into an introduction to computerized drafting, modeling, and presentation. Specialized computer software is presented, including applications for industrial design and digital presentation media. Students learn the fundamental principles of drafting drawings, creating models, making prototypes, and producing effective presentations. P- INDD1001 Drawing for Design

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Sem 2 INDD1006 Human Factors and Ergonomics

In this course students learn about the relationships between environment, users, and objects. Through research and case studies, students analyze the importance of the user-centred design. Using analytical methods, they identify user needs in context with the machine environment. Human sensory perception and information processing are discussed, along with human capabilities and their consideration in machine design.

Sem 2 INDD1007 Perception and Emotion

Students explore user-centred design theory and investigate the impact of design on user's emotional response. They learn the principles of “emotional design” and apply them to the design development process, aiming to enhance the user's experience with the final product.

Sem 3 INDD2000 Industrial Design Studio 1

Students learn essential industrial design principles and apply them to individual or group projects. They study the interaction between the user and product, explore the mechanical aspects of the design, and select appropriate materials for their solutions. Students use principles of problem solving and creative thinking to analyze existing products, evaluate alternative options and features, and communicate the outcome of their work using various media. C- INDD2001 Fundamentals of Computer Aided DesignP- INDD1004 Form and Function Studio

Sem 3 INDD2001 Fundamentals of Computer Aided Design

Students explore the transition from hand-drawings to computer applications dedicated to graphic representations used in industrial design, while applying them to their course work. They learn how to work with specific computer applications dedicated to technical representations in industrial design and how to use graphic conventions, industry standards, and available resources for achieving efficient and relevant results.

Sem 3 INDD2002 Interaction Design

Students learn to create the physical interface, structural configuration, and expected behaviour of interactive digital products, systems, and environments to ensure they offer meaningful relationships with their users. Students study usability aspects of a product, system, or service and they explore the five essential dimensions in interaction design.

Sem 3 INDD2003 Materials in Design

Students explore, research, and analyze traditional and modern materials used in design of a broad range of products. They learn the specific properties and applications of ferrous and non-ferrous metals, plastics, rubber and elastomers, glass, ceramics, carbon-based materials, and organic materials.

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Students apply an advanced level of physics and elementary notions of strength of materials. Sustainability principles, materials reuse, and energy efficiency are introduced as well. P- INDD1003 Applied Mechanics


Students learn advanced design principles and apply them to individual or group projects. They study the user experience related to the proposed design, evaluate similar solutions, and create physical models for their solutions. Students explore the manufacturing options for their design, analyze the relationship between the product and its intended environment, and communicate the outcome of their work using various media. C- INDD2005 Advanced Computer Aided Design P- INDD2000 Industrial Design Studio 1

Sem 4 INDD2005 Advanced Computer Aided Design

Students advance to a higher level of skills in computer applications, including two- and three-dimensional graphic representations for design documentation and presentation. They learn advanced methods to create relevant drawings, models, renderings, animations, and simulations using industry-standard computer applications available on multiple platforms. They experiment with representation techniques for light, motion and materials, and their application to design projects. P- INDD2001 Fundamentals of Computer Aided Design;

Sem 4 INDD2006 User Experience

Students explore the principles, design methods, and process management needed to accomplish the intended user behaviour when engaged with a product, service, or company. They study related aspects of psychology, anthropology, sociology, and other sciences that allow a comprehensive understanding of the factors that determine user's satisfaction when interacting with a system. Specific local and national characteristics are discussed, along with opportunities to explore and integrate values of our indigenous culture. P- INDD2002 Interaction Design

Sem 4 INDD2007 Manufacturing Technologies

Students explore traditional and modern technologies used to materialize design solutions. They learn about manufacturing methods specific to various materials and other assisting technologies, such as automation, robotics, and rapid prototyping. Environmental factors, sustainability principles, and resource efficiency are also considered. P- INDD2003 Materials in Design


Students work independently or in small groups on single or multiple industrial design projects. They are encouraged to collaborate with industry partners on commercial design

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projects, taking into consideration aspects of corporate identity and branding. While applying their knowledge on mechanics, materials, and manufacturing technologies, students develop multiple solutions and select those best satisfying human factors, interaction design, and user experience requirements. P- INDD2004 Industrial Design Studio 2

Sem 5 INDD3XXX Collaborative Creativity

In this course, students learn about business, social, and technological solutions for encouraging, stimulating, and externalize creative group work. They explore group diversity, interconnectivity, and ideas exchange, while applying their findings to case studies and small projects related to health care, transportation, and consumer product design.

Sem 5 INDD3001 Intelligent Systems

Students explore new design possibilities offered by robotics, mechatronics, Artificial Intelligence (AI), the Internet of Things (IoT), wearable technology, and other Information Technology (IT) related platforms. Information, material, and energy flows and their mutual relationships in a product are also analyzed. Along with traditional media, they will use computer applications for presenting their work.

Sem 5 INDD3002 Identity and Branding

In this course students learn about product and corporate image projection, perception, and interpretation. They study the brand, identity, and logo design impact on the perceived image of the product and strategies to create strong, long lasting business relationships between corporate partners of any scale. Client-based scenarios are also explored, along with entrepreneurial aspects in industrial design industry.


Students work independently or in small groups on single or multiple industrial design projects of high complexity. They are encouraged to collaborate with industry partners or other external advisors on commercial design projects, taking into consideration aspects of corporate identity, branding, and marketing. While applying their knowledge on mechanics, materials, manufacturing technologies, intelligent systems, and emerging technologies, students develop multiple solutions and select those best satisfying project requirements. P- INDD3000 Industrial Design Studio 3

Sem 6 INDD3XXX Multidisciplinary Design

In this multidisciplinary course, students apply concepts and strategies applicable to collaborative work where the industrial designer develops solutions that satisfy converging disciplines. They explore related design domains, such as graphic design, web design, interior design, art, and

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architecture, observing commonalities and differences between them. P- INDD3006 Collaborative Creativity

Sem 6 INDD3004 Emerging Technologies

In this highly technical course, students explore new and emerging materials, technologies, and applications, such as nanotechnology, cloud computing, the Internet of Things (IoT), Augmented Reality (AR), Virtual Reality (VR), and Artificial Intelligence (AI). They engage in creative debates intended to foresee new developments in the near future. Along with traditional media, they will use computer applications for presenting their work. P- INDD2007 Manufacturing TechnologiesP- INDD3001 Intelligent Systems

Sem 6 INDD3005 Marketing For Industrial Design

In this course students learn the basic principles of marketing, including the four components of product/service, price, distribution, and promotion. Students develop an understanding of the role of marketing in modern organizations and the importance of its application in industrial design. Along with traditional media, they will use computer applications for presenting their work.

Sem 7 INDD4000 Industrial Design Thesis Preparation

In this first thesis studio, students initiate the design process for their final project. They select a specific subject from the available options, such as transportation, product design, interaction, services, health, etc. Students use advanced theoretical knowledge and engage creative skills to identify, research, ideate, select and develop the subject of their thesis. They are encouraged to create their own enterprise and to develop the identity and branding of their business, built around their industrial design project. C- INDD4001 Multi-disciplinary Seminar 1P- INDD3003 Industrial Design Studio 4

Sem 7 INDD4001 Multidisciplinary Seminar 1

This first seminar is dedicated to support the capstone industrial design project in the program. Students receive specific guidance in their design thesis and acquire specific knowledge for their project. Based on the selected subject, they research the factors related to the development of their project, including technical and technological possibilities that influence the feasibility of their project.

Sem 7 INDD4002 Inclusive Design In this course, students explore principles of design that help create products, services, and environments accessible to all their intended users, regardless of age, abilities, or health conditions. They study the possibilities to increase the design potential for developing a better quality of life for a wide range of individuals, with a particular emphasis on health and

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wellness. Students learn about the factors to consider in the design process that help create better experiences for a diverse population, improving human performance and social participation. P- INDD2XXX User Experience

Sem 8 INDD4003 Industrial Design Thesis Presentation

In this second thesis studio, students use advanced theoretical knowledge and engage creative skills to develop, conclude, and present their final industrial design project. Students use traditional media, computer applications, and physical models to present their work. They are encouraged to continue developing their own enterprise and the identity and branding of their business, built around their industrial design project. C- INDD4004 Multi-disciplinary Seminar 2P- INDD4000 Industrial Design Thesis Preparation

Sem 8 INDD4004 Multidisciplinary Seminar 2

This first seminar is dedicated to support the capstone industrial design project in the program. Students conclude their design thesis under faculty guidance and industry advice. They create the required deliverables, including textual and graphic documents, physical and virtual models, and digital and material-based presentations. Based on the selected subject, they communicate their findings related to the implementation of their project, including social, economic, and cultural contexts that influence the success of their solution. P- INDD4001 Multidisciplinary Seminar 1

Sem 8 INDD4005 Global Context In this course, students explore local, national, and global design developments and future social and technological expectations. Using analytical methods, they study current cultural, social, ecologic, economic, financial, and political factors that influence consumer demand, business offers, and economic strategies in the near future. Relationships between local entrepreneurship and global partnership are also discussed. P- INDD4002 Inclusive Design

Non-Core Mandatory Courses Non-Core Mandatory Courses by Semester

Sem 1 PSYC1000 Introduction to Psychology 1

This course is a survey of various specialty areas within contemporary psychology. Theories and research related to content areas such as Historical Perspectives, Research Methods, the Brain and Behaviour, Lifespan Development, Sensation and Perception, States of Consciousness and

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Learning are examined. Further, students integrate concepts of empiricism and scientific inquiry across these content areas. This course in combination with Introduction to Psychology II provides students with the requisite knowledge to study psychology at senior levels.

Sem 2 INTS1002 Multidisciplinary Research

This course prepares students to conduct research appropriate to the degree level across disciplines. Students are taught how to access primary, secondary and tertiary sources and to evaluate the same, incorporating them into various communications for different audiences and varied purposes.

Sem 3 STAS2000 Quantitative Methods and Statistics

In this course, students are introduced to the fundamental methods of applied social science statistics. The methods covered in the course form a component of evidence based decision making in support of entrepreneurship and innovation. Students examine descriptive statistics, probability theory, and hypothesis testing. Through examination of applied research scenarios students explore software products used for statistical analyses.

Sem 4 RSCH2000 Qualitative Research Methods

The purpose of this course is to equip students with a knowledge and understanding of key concepts and methodologies associated with qualitative data analysis and research design in the social sciences. The course will begin by defining what constitutes qualitative research and what distinguishes it from quantitative research. Students will learn how qualitative research studies are designed, why a particular research methodology is chosen and how that methodology is then carried out. Several research designs within qualitative research methodologies will be presented. Students will be introduced to methods such as ethnography, participant observation, interviewing and focus groups. In addition to covering ethical protocol in research, the course will investigate the interpretation of results, the writing up of findings and effective communication of data. In providing students with some background in how research is conducted and presented, the course will offer students the skills to think critically about research results that are presented to them in their coursework and in the media. Students will understand how qualitative research can provide important insights into problems or needs within a community or client populations, patterns of service delivery, consumer satisfaction and public opinion.

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Sem 7 MGMT1001 Principles of Management

This course provides students with a basic understanding of the role and functions of a manager and an introduction to the various philosophies, theories and techniques they use to carry out their work. In addition, ongoing changes in current business issues that have a direct influence on management will be discussed.

Sem 8 ENTP4000 Topics in Entrepreneurship

This course presents topics of current interest in the area of small business and entrepreneurship. Topics may include the theoretical underpinnings of entrepreneurship, corporate entrepreneurship, family business, cultural entrepreneurship, sustainable entrepreneurship, or social enterprise. Topics may change each term, based upon market and social developments, and academic research.

Non-Core Elective Courses for this program Course Title Code Description

Trans-disciplinary Skills Courses (1000-level)

Modes of Reasoning INTS11009 This course introduces students to thinking as a cognitive process, to be distinguished from feeling and emotion. Students learn the terminology of logical analysis, the rules of classification and reasoning, and how to identify and construct a valid argument. Learning and applying the skills of propositional logic, students will evaluate personal beliefs, cultural practices, and current issues, and develop their skills in speaking and writing more persuasively.

Modes of Communication

INTS1007 Written, spoken and visual communication are essential in the academic realm and workplace. Individuals must be able to communicate effectively for a variety of audiences and purposes. Students create written assignments and presentations using approaches from a variety of disciplines

Introductory Survey Courses Students must take at least two courses, (in two different disciplines):

Introduction to Psychology 2

PSYC1001 This course is a survey of various areas within contemporary psychology. Students consider current psychological theories and research related to content areas such as Cognition, Intelligence, Motivation, Emotion, Personality, Social Behaviour, Psychology Disorders, Therapies and Health Psychology. Further, students integrate concepts of empiricism and specific inquiry across these content areas.

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Introduction to Sociology

SOCI1000 This course provides a systematic introduction to understanding society, social structure, basic social institutions and their interrelations, the nature of social interactions, and the relationship between the individual and society. Particular attention is given to major issues within society such as power. Social issues will be examined comparatively with particular reference to Canadian society. Major theoretical issues in sociology, the methods of sociology, and the rules of evidence in social science are introduced.

Introduction to the Humanities

HUMA1012 Students have opportunities to explore the arts including film, television, music, art, dance, theatre and literature in this introduction to culture and the arts. Students consider provocative issues in the humanities including religion, morality, happiness, death and freedom, and the ways artists from many genres and backgrounds apply their skills to make us think critically about our world.

Integrated Science

SCEN1000 This course is an introduction to science for non-science majors, exposing students to scientific and technological issues in application to real-world scenarios. Concepts from a variety of disciplines will be incorporated, including biology, chemistry, physics, physiology and technology. Students are required to critically assess scientific theory in relation to social concerns.

Introductory Intra-disciplinary Courses in a more Narrow Field of Study (2000-level)

These courses have no pre-requisites, are optional, and will be offered on a rotating basis providing more elective options for students

Canadian Political Parties

SOSC2001 This course provides an intensive examination of the origins and development of the major political parties in Canada and an overview of the cultural, social, economic, and institutional underpinnings of Canadian politics. Particular attention is paid to recent proposals for constitutional reform, the extent of state autonomy, the nature of Canadian parties and interest groups, and the extent and significance of regional differences.

Crime and Punishment

SOSC2002 This course presents an overview of concepts, themes and issues encountered in the discipline of Sociology with an emphasis on Crime. This course emphasizes the social construct of crime, ideas, research, practice and policy, with special reference to the Canadian context. Students are introduced to a range of

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theoretical and substantive areas of interest to professional sociologists and criminologists and the Canadian public, with both historical and contemporary emphasis.

Political Science SOSC2003 This course surveys four main fields of political studies: theory, comparative politics, international relations, and Canadian studies, with the purpose of exploring the major categories and concepts of the discipline. As a humanities option, students have the opportunity to link their learning from their core courses to relevant political issues. Students learn about the political processes of a number of countries, and they will understand how the use of power is (and is not) justified in diverse societies around the world.

Organizational Behaviour

SOSC2009 This course introduces students to practical and theoretical aspects of individual and group behavior within an organization. Utilizing principles from psychology and sociology, students study organizational culture, group dynamics, foundations of individual mechanisms, and organizational change and context.

Gender and Women’s Studies: Foundations & Frameworks

INTS2004 This course introduces students to the basic concepts and perspectives in the field of Gender and Women’s Studies. Focusing on both historical and contemporary events in Canada, we will work to critically analyze how gender intersects with race, class, sexuality and ability to create unique experiences of power and privilege for women. Students will further examine, deconstruct and challenge dichotomous frameworks of gender.

Gender and Women’s Studies: Contemporary Issues

INTS2006 This course introduces students to the basic concepts and perspectives in the field of Gender and Women’s Studies. Focusing on both historical and contemporary events in Canada, we will work to critically analyze how gender intersects with race, class, sexuality and ability to create unique experiences of power and privilege for women. Students will further examine contemporary issues for women in Canada.

Anthropology SOSC2000 Anthropology is the holistic study of humankind, including biological and cultural variations and adaptations. In this course, you will be introduced to archeology and physical/biological anthropology including human physical variation, human evolution, and the comparison of humans to primates.

Human Rights SOSC2010 This course will examine a number of historical-contemporary human rights issues with a particular emphasis on people's struggles for interlocking human rights (socio-economic, cultural, collective, civil and political) from a critical, cross-cultural

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perspective. Students will also examine the impact of social inequities based on class, race, gender, sexuality and others.

Film Theory HUMA2000 This course provides an intensive study of the theories of film, with particular attention to montage, mise-en-scene, auteur, genre and other classical and contemporary conceptions.

Major Religions of the World

HUMA2001 This survey course exposes students to the major philosophical underpinnings and beliefs of the world's major religions. Students will be encouraged to compare and contrast religious principles and texts.

Music History HUMA2002 This survey course provides students with an introduction to the historical development of Western music. Students are introduced to the terms, names and dates of music history, to theories of history, to stylistic analysis of specific works through musical scores and recordings, and to methods for expressing historical concepts. This course has strong listening and writing components.

Philosophies of Evil HUMA2031 In this course students examine the concept of evil - that is, the morally wrong, harmful, and downright bad behaviour of humans - using a variety of philosophical perspectives. In their evaluationof evil, students consider the various material, historical, andconceptual conditions that allow for humans to act at theirabsolute worst as well as survey both classical and contemporaryliterature in the humanities that enlighten us to the nature ofevil.

Philosophies of Intimacy

HUMA2029 In this course students examine the many pressing philosophical issues that underlie our popular notions of love, sex, and friendship. Students use a problems-based approach to the study of intimacy as well as draw from both influential and classical readings in philosophy.

Philosophy HUMA2033 The major topics in this course include epistemology (ways of knowing), social and political thought, and ethics. After introducing students to each of these areas we explore a number of relevant topical issues. In the process we will consider three broad questions: How do we know what we know? How do/should we act? How do we understand social relationships and power.

Philosophy of Food HUMA2027 In this course students consider their relationship with food and eating from a variety of philosophical perspectives, including ethical and moral questions. Students will also consider the

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aesthetic aspects of cultural relationships with food, both historic and contemporary.

Gender and Ethics HUMA2023 In this course students examine the ethical theories and issues connected with gender theory and practice. This course focuses on the ways in which our moral concepts - that is, what and why we consider some acts right and others wrong - are shaped by historical and contemporary theory about gender.

Children’s Literature HUMA2025 This course provides students with an introduction to the study of children's literature and the characteristics of this form of literature which is unusually named for its audience. Students develop strategies for reading children's literature in addition to cultural assumptions about children and childhood. Texts range from poetry, picture books, novels, digital media and film, considering some of the most influential texts.

Plays and Movies HUMA2021 This course introduces students to the discipline of English Studies through a thematic approach to a range of genres including poetry, novels and film. The course emphasizes active reading and analytical response to literary texts. Students implement principles of effective university-level writing through several different assignment types that emphasize process and relate to English Studies.

Literary Genres – Fiction and Poetry

HUMA2019 This course introduces students to the discipline of English Studies though a thematic approach to a range of genres including short fiction, the novel and poetry. This course emphasizes active reading and analytical response to literary texts.

Understanding Art HUMA2017 This course is an introduction to art; the process of making art, various art forms and mediums, and the terminology used to describe art in an effort to critically analyze and evaluate art and the practices in the creation of it.

Advanced Intra-Disciplinary Courses (3000-level) Applied Sport Psychology

PSYC3000 This course presents the human factors and psychological dynamics of sports performance. Students will learn methods and techniques for developing psychological skills to enhance game performance and personal growth, and will focus on learning strategies to increase the ability to influence others' behaviour so that they will improve their performance in sport. Prerequisite: PSYC1000 or PSYC1001

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Abnormal Psychology

PSYC3001 This course considers the nature, causes and treatment of a number of behaviour disorders. A descriptive and theoretical survey of the major forms of psychopathology in children, adolescents, and adults is conducted. As well, the course examines current trends and research in the fields of mental health and psychopathology. Prerequisite: PSYC1000 or PSYC1001

Social Psychology

PSYC3008 Social psychology is the study of the way people think about, feel, and behave in social situations. It involves understanding how people influence, and are influenced by, others around them. In this course students will examine key theories, research and methods in areas such as: self-knowledge, social attitudes and perceptions and social relationships. They will also apply these processes to the social world. Prerequisite: PSYC1000 or PSYC1001

Applied Psychology of Perception

PSYC3009 This course introduces students to human sensation and perception through both lecture and interactive demonstrations of perceptual phenomena. As humans, we are constantly under the impression that what we perceive is exactly what is “out there” in the world; however, this is an illusion. In this course, students learn the effects of physiology, individual experiences and culture factors on our perception of objects, events, and other people. Prerequisite: PSYC1000 or PSYC1001

Survey Methods and Statistics

PSYC3002 The purpose of this course is to introduce students to advanced topics in survey design and analysis. During the course, students develop a survey research proposal based upon a comprehensive literature review of a topic of interest. The course requires students to use the SPSS statistical package. Students should have a basic understanding of how to use SPSS to manage data prior to entering the course. Prerequisite: PSYC1000 or PSYC1001

Media and Society

SOSC3003 This course provides a critical examination of media forms and their impact on society. The representation of culture through print media (books, magazines, newspapers, and online media) and through various visual media (film, television, Internet) is explored. Students learn how informational, entertainment, literary, and commercial messages are crafted and transmitted. The focus is on messages, the institutions behind the messages, and their impact on society. Prerequisite: SOCI1000

Social Media SOSC3008 This course invites students to consider the social, political, economic and aesthetic aspects of the rise of social media in the context of human communications. Students explore the historical nature of communications in terms of relationships, art, culture, philosophy,

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society and political science and analyze communications in the context of contemporary digital media. Prerequisite: SOCI1000

Race and Reality

SOSC3006 What is race? Is race 'real'? Advances in biology and genetics suggest that races are not distinct biological categories but that race is a social, cultural and political construct. This course will examine the various perspectives on race. Prerequisite: SOCI1000

History of Education in Canada

SOSC3001 This course surveys the cultural roots and development of education in Canada within the historical context of major ideas, events, and themes. Specifically, the course explores the purposes, both intended and otherwise, of schooling as it developed in each of the major geographic regions in Canada. Particular attention will be paid to issues of class, race and gender and the ways in which current social attitudes about these ideas both informed and, in turn, were shaped by the systems of education that developed. Prerequisite: SOCI1000

Contemporary History through Film and Popular Culture

HUMA3000 This course explores how history has been depicted through popular culture in cinema and other electronic media. Students focus on post WWII when filmmakers began to rethink the function of cinematic representations and their cultural and political relationships to the contemporary world. Prerequisite: HUMA1012 Introduction to Humanities

Studies in Popular Culture

HUMA3001 This course draws upon mainstream and independent films, contemporary fiction, graphic novels and comics, and popular forms of music as well as research in cultural studies. Students apply various theoretical approaches to the study of popular culture. Prerequisite: HUMA1012 Introduction to Humanities

Fantasy and the Modern World

HUMA3003 In fantasy, the outside is an externalization, a metaphor, of the internal. Magic is perhaps the most fruitful metaphor available to this kind of fiction. Artists in the fantasy genre use the metaphor of magic as a means of discussing the ways in which human beings are greater than the sum of their parts. This course considers fantasy as a rich study of social, cultural and intellectual developments. Prerequisite: HUMA1012 Introduction to Humanities

Philosophies of Happiness

HUMA3008 In this course, students examine the question “what is happiness?” and reflect on various answers given throughout Western history. Building upon previous courses in different disciplines, students explore various theoretical approaches to the topic. Students consider how happiness is affected by conditions that shape modern existence, including changing experiences of work and family life, alienation from nature, the rise of

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consumerism, and the influence of technology. Prerequisite: HUMA1012 Introduction to Humanities

Special Topics in Art History

HUMA3010 This seminar course offers an opportunity to study a particular genre (e.g., photography, painting, sculpture, Aboriginal) and/or period of development in the visual arts (e.g., Renaissance, Modern Canadian). Methodologies follow in the traditions of art history and research. Prerequisite: HUMA1012 Introduction to Humanities

Special Topics in Literature

HUMA3011 This course explores special topics which may include: a great author (e.g., Shakespeare); a type of literature (e.g., Arthurian legends); a genre (e.g., poetry); or a specific time period or geographic area (e.g., post-modern fiction; contemporary Canadian Literature). This focused course requires a high level of literary analysis and text engagement. Prerequisite: HUMA1012 Introduction to Humanities

Environmental Science

SCEN3005 This course introduces students to the interdisciplinary landscape of environmental science by examining its scientific and social basis. Students will study topics relating to Earth's ecological principles and how natural systems respond to anthropogenic factors such as population growth and resource use. The role that each of us plays in impacting the environment is assessed. A detailed examination of the scientific, social, cultural and political aspects of several environmental issues is undertaken. Prerequisite: SCEN1000

Holistic Sciences and Healing

SCEN3001 This course invites students to consider students to consider transdisciplinary methodologies in explaining natural systems. These methodologies recognise that complex systems have "emergent properties" that describe their characteristics as wholes and that these properties are conditioned, but not determined, by the system's constituent parts. In considering alternative or holistic approaches to therapy, students are predominantly considering the socio-economic systems in place in Canada which support and/or prevent the acceptance of alternative health approaches. Prerequisite: SCEN1000

The Science of Pollution

SCEN3002 This course introduces students to the major scientific concepts and principles that govern the origin, fate and effect of pollutants in the environment. Using an interdisciplinary framework the emphasis is on the natural sciences, but issues related to pollution legislation, regulation, history, and economy are also examined. Prerequisite: SCEN1000

Conflict and Peace

INTS4013 What is social identity? Are we “citizens of the world”? This course addresses the moral and socio-political philosophical idea that all human ethnic groups belong to a single community based on a shared morality, a shared economic relationship, and/or a political structure

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that embraces world government. In this course, students learn about origins of world citizenship and its current trials and tribulations.

Interdisciplinary Critical Theory

INTS4021 This seminar offers students an opportunity to do primary reading of specific theorists pertinent to multiple disciplines including the arts and visual culture, literature, sociology and psychology.

Advanced Research Skills

INTS4009 This course focuses on the development of both qualitative and quantitative research skills within the context of a capstone project designed and implemented by the class. Fieldwork, survey design and data analysis are all covered within the context of computer usage.

Diversity and Politics in Canada

INTS4011 Students analyze the limitations and possibilities for diversity in Canada by exploring policies concerning immigration, multiculturalism and bilingualism.

Corporations, New Technology and Social Change

INTS4010 This course offers a study of technological change with special emphasis on the way new technologies are affecting both the workplace and society. The course focuses on various public and private corporations where new technologies are being introduced. Students ponder questions regarding progress and sustainability as well as social benefit.

Greed and Globalization

INTS4007 This course examines capitalist enterprises historically and ethnographically. Students focus on forms of corporate capitalism; the historic spread of capitalism as a world system; globalization and neoliberalism.

Global Environmental Issues

INTS4019 This course examines the interrelationship between globalization and the environment. Students analyze the historical development of the global environmental system and theoretical approaches to understanding the global environment. Students also consider the main actors, institutions and legal instruments related to global environmental issues. The environmental impacts on, and political responses to, phenomena such as global warming, trade, transnational corporate activity, foreign aid, and biodiversity are studied.

Labour Relations

INTS4012 This course examines collective bargaining and union/management relations. Students are expected to critically evaluate the roles of unions as well as to understand their socio-political and historical relevance. Students use case studies to analyze labour relations at a highly developed level using methodologies based in law and sociology.

Power and Knowledge

INTS4006 Students have opportunities to explore concepts of power and its interrelationship with knowledge. In addition to defining concepts of power, this course promotes a critique of the ways in which power becomes disguised as well as challenged in complex ways in our workplaces. Of special interest are environments in health care,

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policing, education and business. This course encourages an intersection of a variety of theories from the social sciences including: sociology, political science, psychology and philosophy, but students do not need backgrounds in these areas.

Sexual Politics INTS4xxx This course enables students to consider, in-depth, research which has challenged popular conceptions of sex as a natural and biological force. The socio-political construction of sexualities through the fields of psychoanalysis, law, education, sexology and popular culture are considered.

Interdisciplinary Concepts of Happiness

INTS4021 In this course, students examine the question “what is happiness?” and reflect on various answers given throughout Western history. Building upon previous courses in different disciplines, students explore various theoretical approaches to the topic. Students consider how happiness is affected by conditions that shape modern existence, including changing experiences of work and family life, alienation from nature, the rise of consumerism, and the influence of technology.

Terrorism and Political Violence

INTS4023 The course has an interdisciplinary perspective based in politics and history. Discussion aims to develop a working definition of “terrorism”. Often seen as specifically contemporary, terrorism has roots in antiquity (tyrannicide), the Middle Ages (Assassins), the Enlightenment (French revolutionary terror) and World War One (anarchism, Bolshevism). Students distinguish forms, antecedents to, and cases of political violence. Factors shaping and distinguishing terrorism are considered: nationalism, the state, the international system, culture, technology, ideology and inequality.

Entrepreneurial Mindset

INTS4015 The millennial generation is arguably the one wherein most individuals embrace an “entrepreneurial mindset“ – technologically savvy, capable of teaching themselves any number of skills and wanting to work for themselves under their own terms. In this course, students deconstruct the concepts of entrepreneurialism and contextualize it historically, emotionally, socially, and politically.

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4.7 Course Schedule 1

Year and Semester

Course Title Total Course Semester Hours

Course Prerequisites and Co- requisites

Potential Instructor(s)

Highest Qualification Earned and Discipline of Study

Core Non-Core

FIRST YEAR COURSES Semester 1

Form and Colour Studio

84 None Gregory Murphy

MFA

Drawing for Design

42 None Gregory Murphy

MFA

Design, Art, and Technology

42 None Costan Boiangiu

M.Arch

Perception and Emotion

42 None


42 None

Semester 2

Form and Function Studio

84 Form and Colour Studio

To be hired Master’s degree in related field

59

Semester 2

Design Technologies

42 Drawing for Design

Costan Boiangiu

M.Arch.

Human Factors and Ergonomics

42 None To be hired Master’s degree in related field

Applied Mechanics

42 None Bill Angelakos

Ph.D. (Civil Engineering)

Multidisciplinary Research

42 None

SECOND YEAR COURSES Semester 3

Industrial Design Studio 1

84 Fundamentals of Computer Aided Design



Fundamentals of Computer Aided Design

42 To be hired Master’s degree in related field

Interaction Design 42 To be hired Master’s degree in related field

Materials in Design

42 Applied Mechanics

Tanveer Sayed

M.Eng.

Quantitative Methods and Statistics

56

60

Semester 4


84 Advanced Computer Aided Design



Advanced Computer Aided Design



User Experience 42 Interaction Design To be hired Master’s degree in related field

Manufacturing Technologies

42 Materials in Design

Ron Sky M.E.Sc.; P.Eng.

Qualitative Research Methods

42

THIRD YEAR CORE COURSES Semester 5


84 Industrial Design Studio 2


Collaborative Creativity


Intelligent Systems

42 Tanveer Sayed

M.Eng.

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Identity and Branding


Breadth Elective 42

Semester 6




Multidisciplinary Design

42 Collaborative Creativity

Ronald Sky M.E.Sc., P.Eng.

Emerging Technologies

42 Intelligent Systems


Tanveer Sayed

M.Eng.

Marketing for Industrial Design


Breadth Elective 42

FOURTH YEAR COURSES Semester 7

Industrial Design Thesis Preparation

84 Multidisciplinary Seminar 1



Multidisciplinary Seminar 1


62

Inclusive Design 42 User Experience To be hired Master’s degree in related field

Management Principles

42

Breadth Elective 42

Semester 8

Industrial Design Thesis Presentation







Global Context 42 Inclusive Design To be hired Master’s degree in related field

Topics in Entrepreneurship

42

Breadth Elective 42

Subtotal Course Hours

Core: 1596 Non-core: 434

Percentage Course Hours Core: 78.62% Non-core: 21.38%

Total Program Hours 2030 course hours

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4.8 Course Schedule 2

Year and Semester

Course Title Total Course Semester Hours

Course Prerequisites and Co- requisites

Potential Instructor(s)

Highest Qualification Earned and Discipline of Study

Core Non-Core

FIRST YEAR COURSES Semester 1

Form and Colour Studio

84 None MFA

Drawing for Design

42 None MFA

Design, Art, and Technology

42 None M.Arch

Perception and Emotion

42 None


42 None

Semester 2


84 Form and Colour Studio

Master’s degree in related field

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Semester 2

Design Technologies

42 Drawing for Design

M.Arch.

Human Factors and Ergonomics

42 None Master’s degree in related field

Applied Mechanics

42 None Ph.D. (Civil Engineering)

Multidisciplinary Research

42 None

SECOND YEAR COURSES Semester 3





Fundamentals of Computer Aided Design

42 Master’s degree in related field

Interaction Design 42 Master’s degree in related field

Materials in Design

42 Applied Mechanics

M.Eng.

Quantitative Methods and Statistics

56

65

Semester 4


84 Advanced Computer Aided Design



Advanced Computer Aided Design



User Experience 42 Interaction Design Master’s degree in related field


42 Materials in Design

M.E.Sc.; P.Eng.

Qualitative Research Methods

42

THIRD YEAR CORE COURSES Semester 5




Collaborative Creativity


Intelligent Systems

42 M.Eng.

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Identity and Branding


Breadth Elective 42

Semester 6




Multidisciplinary Design

42 Collaborative Creativity

M.E.Sc., P.Eng.

Emerging Technologies

42 Intelligent Systems


M.Eng.

Marketing for Industrial Design


Breadth Elective 42

FOURTH YEAR COURSES Semester 7







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Inclusive Design 42 User Experience Master’s degree in related field

Management Principles

42

Breadth Elective 42

Semester 8

Industrial Design Thesis Presentation







Global Context 42 Inclusive Design Master’s degree in related field

Topics in Entrepreneurship

42

Breadth Elective 42

Subtotal Course Hours Core: 1596 Non-core: 434

Percentage Course Hours Core: 78.62% Non-core: 21.38%

Total Program Hours 2030 course hours

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4.9 Work Integrated Learning Experience

Services to assist students with securing work integrated learning opportunities.

The main focus of Co-operative Education & Career Success at Georgian is to provide efficient, professional and equitable service to all of our stakeholders – the student, the employer and the College.

The co-operative education work terms for this program are established according to Co-operative Education and Work Integrated Learning Canada accreditation guidelines. The program will include three consecutive four-month work terms between semester 6 and 7. Students will be provided with opportunities early in the program to connect with employers through targeted experiential projects, providing opportunity for networking. The twelve month work term sequence is valued by employers who are seeking students for longer term work experiences. In addition, it provides the student with an introduction to all seasons of work and opportunity to fully immerse and progress in the workplace, applying their academic learning and returning to the classroom to further integrate their experience. All students are responsible to submit a work term record for approval prior to starting work, and a work term report, evaluated by both the employer and academic faculty indicating achievement of specific learning outcomes during each co-op work term. Georgian College follows the Co-operative Education guidelines set out by the Canadian Association for Co-operative Education (CAFCE) and Education at Work Ontario (EWO) by supporting the learning outcomes designed for each program.

Consultants are available to students and offer comprehensive career development services to all Co-op/Internship students. The model facilitated as a competitive job search model where students are provided career education and support in order to seek and apply to posted positions in their field. Services offered by Co-operative Education and Career Success include:

• Co-op/Internship Hour (CPHR0001)• resume, cover letter, interview coaching and job search coaching• assess suitability of work terms• facilitate student application and selection process, including advertising job openings,

forwarding resumes and arranging interviews through our database management system(Orbis)

• maintaining student/employer files and databases• provide training to students on Orbis – Georgian’s on-line job posting site

Benchmarks: 10. Any work-integrated learning experience

a. is appropriate to the field of the programb. has articulated, appropriate learning outcomesc. is supervised by both a college representative with appropriate academic credentials and an

employer/staff member who collaborate to evaluate the student performanced. amounts to no less than 14 weeks of full-time equivalent work (420 hours), either in one block, or

in multiple cumulative blocks appropriate to achieving the learning outcomes.

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• individual coaching, performance evaluation and career planning• workplace monitoring/mediation between employers and students• program specific job development and employer relationship management• provide industry feedback to college for curriculum and program planning• provide job-search resources, i.e. directories, company profiles, reference materials through

blackboard• provide guidance for investigation of International employment opportunities• develop promotional materials• participate in trade shows, professional organizations, career fairs specific to program areas• provide continuous improvement of policies and procedures related to programs• encourage involvement in activities at college, community, provincial, national and

international levels• provide career assessments• post on-campus jobs through Orbis/Blackboard• advice regarding academic and work term success• assist with graduate job search• provide industry with student and employer feedback through Advisory Board reporting• liaise with faculty to ensure student success on the work term

Students are assessed on their Work Integrated learning outcomes through work experience, a reflective assignment, employer evaluation and an academic component that is monitored and evaluated by an assigned member of the degree program faculty and the co-op consultant.

Georgian is Ontario’s #1 co-op college

• we have the most Ontario college students enrolled in co-op programs – more than 5,000• we have the highest percentage of programs with co-op• 6,200 employers partner with Georgian to offer student work experiences• Georgian is the first Ontario college with programs accredited by the Co-operative Education

and Work Integrated Learning Canada; this represents the highest standard of achievement forco-op programs in Canada

• be your own boss and start a business as part of Georgian’s eCo-op• co-op work terms can lead to full-time positions after graduation

Georgian graduate employment

• Georgian is number one in graduate employment among all 22 English-language Ontariocolleges

• according to Key Performance Indicators for 2016-17, 87.3 per cent of Georgian graduates foundwork within six months – well above the provincial average of 83.6 per cent

• Georgian has maintained a graduate employment rate above the provincial average for morethan a decade

Potential employers Our EmployGeorgian (Orbis) database includes many employers who have posted positions with us for co-op students or graduates in diverse manufacturing, design and new business ventures. Potential employers include local and regional companies such as Humanscope, AEG Industrial Design, Innovative Automation, Prodomax, Linear Transfer Automation, Magna, Napoleon, RM Products, Advanced motion and Controls, Albarrie Canada Limited, and Busch Systems international.

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Our current database of from EmployGeorgian of potential employers for students in this program from manufacturing and design firms includes the employers listed in the table below. We anticipate that this program will generate more widespread interest from additional employers, but our current list of employers includes:

Company Name City Honda of Canada Manufacturing Alliston Advanced Motion & Controls Ltd. Barrie Barrie Welding and Machine (1974) Ltd. Barrie Global Controls Group Inc. Barrie Global Technical Systems Inc Barrie Innovative Automation Inc. Barrie Linear Transfer Automation Inc. Barrie Matsu-Barrie Manufacturing Barrie Moore Packaging Corporation Barrie Napoleon/Wolf Steel Barrie Netzsch Canada Inc. Barrie Prodomax Industrial Automation Barrie Southmedic Inc. Barrie Stantec Barrie Theta TTS Inc. Barrie 3-D Design & Tool Bradford Dortec Industries Bradford MacLean Engineering & Marketing Co. Limited Collingwood Multimatic Manufacturing Concord Tycos Tool & Die Concord Multimatic Dynamic Suspensions East Gwillimbury A.E.G. Industrial Design Egbert Canadian Solar Solutions Inc. Guelph Linamar Corporation Guelph Johnson Controls Canada LP Markham Multimatic Technical Centre Markham Raytheon ELCAN Optical Technologies Midland Saint-Gobain Technical Fabrics Ltd. Midland Weber Manufacturing Midland EllisDon Corporation Mississauga KUKA Robotics Canada Mississauga Maple Reinders Mississauga PCL Constructors Canada Inc. Mississauga Pratt & Whitney Canada (Adecco HR consulting) Mississauga Magna Closures Newmarket Palcam Technologies Ltd. Newmarket TS Tech Canada Inc. Newmarket ABC Group Tech Centre & Supreme Tooling Group North York NBM Engineering Inc. Oakville STEENHOF Building Services Group Orillia Dynaplas Ltd. Scarborough

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KTH Shelburne Mfg. Inc. Shelburne Aluminum Mold & Pattern Ltd. Toronto H.H. Angus & Associates Limited Consulting Engineers Toronto Mevotech Inc. Toronto SunEdison Toronto F & P Manufacturing Inc. Tottenham The Plan Group Vaughan

Please see Appendix 1 for all individual course outlines.

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SECTION 5: Program Delivery

5.1 Quality Assurance of Delivery

The college conducts sustained, evidence-based and participatory inquiry to ensure that all modes of delivery are achieving the intended learning outcomes. Curriculum design and delivery are continuously assessed through standardized and regular feedback from students (teacher and class reviews are regularly conducted) and KPI surveys. Coordinators provide academic advising, and a Centre for Student Success is located on campus to help students with a variety of learning difficulties. As well, information technology and media services departments are in place to assist with both software and hardware issues and provide technical support to both students and faculty.

Georgian College has a documented history of excellence in quality of program planning and delivery (PQAPA, 2009). Policies and procedures pertaining to quality assurance of program delivery methods are found in our Policies file (Student Satisfaction KPI Survey, and Program Quality Assurance Process Audit Orientation Manual; Georgian College Final Audit Report, and 18-Month Follow-up Report).

The delivery methods support achievement of the expected and actual learning outcomes.

Benchmarks: 1. The institution conducts sustained, evidence-based and participatory inquiry to determine whether

courses and the program (whether delivered using traditional, web facilitated, blended, hybrid, oronline methods) are achieving the intended learning outcomes. The results of such inquiry are usedto guide curriculum design and delivery, pedagogy, and educational processes.

2. Assessment of the delivery methods includes consideration ofa. their quality and effectivenessb. standardized and regular feedback from studentsc. provisions for pre-registration and ongoing academic advisingd. policies concerning interventions for poor student progresse. availability and suitability of technical and other supports.

3. Delivery methods are appropriate to course content and design.4. The institution has the expertise and resources to support the proposed delivery methods and to

ensure their effectiveness.5. The delivery methods contribute to and enhance the creation of academic community among students

and between students and faculty. For online learning elements, this includes ensuring that

a. the program/course design and the course syllabus make appropriate provisions forinstructor-student and student-student interaction

b. the technologies used to achieve interactions among faculty and students (e.g., email,telephone office hours, phone conferences, voicemail, fax, chat rooms, web-baseddiscussions, computer conferences, threaded discussions) are adequate.

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Methods and Resources for Delivery This degree program offers both in-class and online delivery and class outlines clearly state expected learning outcomes and course content as well as evaluation methods.

The program includes delivery strategies based on the current communications technology available on our campus, such as lectures and seminars held by international designers at remote locations. Remote collaboration on project research, development, and review is possible as well, by employing virtual reality immersion accessible in real time around the world. This capability can be extended to business relationships with material suppliers, fabricators, and manufacturers involved in the development of industrial design projects.

Additional new and emerging technologies are or will be available to the program, such as rapid prototyping, rapid fabrication, digital modeling and simulation, three-dimensional scanning and digitizing, and material testing equipment.

The courses in this program will be delivered using lectures and visual presentations, site visits, tutorials, guest speakers, labs, case studies, demonstrations, and independent and group research as appropriate for the course content. Given the small size of the class, individual consultations and mentoring are also possible.

Georgian’s new Advanced Technology, Innovation and Research Centre (ATIRC) is currently under construction. This three-story building will provide study and learning spaces for more than 800 degree and diploma students. The Centre for Research, innovation and Commercialization (C-RIC) will be housed there, and will include research and commercialization space for business and industry, including incubator, changemaker and fabrication space.

Rendering of classroom in new Advanced Technology, Innovation and Research Centre (under construction, set to open fall 2018).

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Support for Professional Pedagogical Development of Faculty Center for Teaching and Learning and Academic Excellence The Centre for Teaching, Learning and Academic Excellence (CTLAE) facilitates academic professional development with an emphasis on the quality of students’ learning experiences and support for those experiences both in and outside classrooms. This includes support for the program development and review process. The emphasis is on internal professional development as well as external professional development that leads to improved student learning through improved teaching and learning practices, systems, and support. Their website at http://www.georgiancollege.ca/ctlae/ provides faculty with a broad array of workshop and program options, and the support of knowledgeable faculty developers, instructional designers and academic technologists and technicians.

The CTLAE works with faculty and program areas to:

• facilitate skill development for the effective use of technology for teaching and learning• create instructional resources for teaching and learning• encourage and facilitate discussion about professional teaching practice at the postsecondary

level through workshops, mentoring, online learning, and open dialogue materials for faculty ontopics related to assessment, teaching strategies, and teaching with technology

• provide and support technological resources to enhance teaching and learning (e.g., scanners,development software, digital camera, web links) and print resources (e.g., books, journals) toenhance teaching and learning

• develop skills in academic areas for making and implementing informed curriculum deliverychoices

• implement a model for new faculty orientation and development• provide support and facilitate continuous improvement in college curriculum

These concepts are put into action in several ways, as suited to faculty and program need. They are illustrated in the chart below.

http://www.georgiancollege.ca/ctlae/

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Delivery of Online Courses Georgian College made a special application on November 9, 2010 to be assessed regarding Program Delivery Using the Internet. In July 2011, The Minister of Training, Colleges and Universities granted consent “to allow Georgian to use distance education delivery within all of its degree programs in applied areas of study for which it has consent to offer.”

Support for online teaching occurs through the CTLAE in two programs designed to assist faculty with the process of developing online courses (Online Course Development Program) and delivering courses online (Learning Online to Teach Online). These programs are described below.

Online Course Development The Online Course Development Program (OCDP) is a project based intensive professional development opportunity that guides full and part time faculty through the design, development and implementation of online courses. All faculty developing courses for online delivery are required to take this program.

OCDP Goals:

1. Apply the principles of Instructional Design to the development of an online course so that students successfully achieve learning objectives,

2. Use Blackboard tools effectively in both the development and running of an online course,

3. Complete the development of an online course that is ready for beta-testing & delivery.

OCDP Objectives:

1. Analyze the general & specific contexts for your online course. 2. Characterize the nature of your course subject(s) 3. Analyze your learners and yourself as designer/teacher 4. List parameters of your course including:

a. Foundational Knowledge b. Skills & abilities to apply knowledge c. Linkages between, information, ideas, perspectives, integration with larger program-

level d. Kinds of student interactions that promote learning e. Learning plans/sequence

5. Design active learning components linked to course objectives 6. Develop assessments, set criteria & standards 7. Review and check course integration 8. Analyze/select Blackboard tools and features 9. Develop skills using/managing Bb features 10. Development, organization and upload of course assets (without copyright conflicts) 11. Devise course communications tools/strategies considering integrated course design ideas 12. Build assessment mechanisms (Bb forums, blogs/journals, assignments & tests) 13. Ensure course usability and AODA compliance

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14. Engage in collegial work/sharing including supportive critiques

OCDP Format

The OCDP is formatted as a hybrid course. Each week faculty have online work and in class interactions. The program utilizes a group approach that can lead to colleagues sharing, additional support and less stress for the participants. At the conclusion of the semester each course is evaluated with industry accepted quality assurance metrics prior to being offered to students. Below is a sample calendar from a standard 14 week OCDP.

OCDP Weekly Online and In Class Schedule:

Online In class Mandatory outcomes

Topic Hands on/Demo Within OCDP shell Within your DEV shell

Week 1: Welcome, Orientation, self-assessment, gathering your “toolbox” What does an online/hybrid class “Look” like?

No class No class Learner Analysis Worksheet

Draft Welcome message

Week 2: Outcomes and Objectives for your course

Overview of OCDP Viewing successful past courses Learning Centered Design Examples of great instructor biographies

Posting Course Outline to DEV Shell

Outcomes and Objectives Worksheet

Course Outline posted in About Course area

Week 3: Mapping out your Online/Hybrid course, project management, Laying out the course units

Overview of Blackboard Features for Online Teachers Roadmap of Blackboard sessions

• Gathering of needs

• Review of Tech

• Review of Bb tools (Blog, Journal, Online Discussion,Wiki)

How to build them will come in Week 5

Creation of a welcome discussion board

Course Map Worksheet Instructor bio posted

Week 4: Universal Design for Learning and Accessibility

Online Assignment Design Screencasting demo Accessibility

Alt-text an image or making a document accessible

Syllabus Worksheet Communication expectations posted in About Course section

Week 5: Learning Activities & Online Pedagogy, self-checks, collaboration tools

Blackboard collaborative tools Non-Blackboard collaborative tools

Online Communication/Collaboration for Learning and Evaluation How to build:

• Discussion boards

• Journals

• Blogs

• Wikis

• Common problems with communication/collaboration tools

• Discussion Boards – The good, the bad and the ugly

Creation of a self-check for students (survey, quiz, tutorial)

Evaluation Worksheet Weekly schedule with assignments

Week 6: Developing Online Assessment, rubrics and graded assignments

Graded Assignments in Blackboard and Introduction to Rubrics

• Digitizing your assignments

• In line grading

• Student perspective

• How to use Student view inDEV shell

• Rubrics in BlackboardRubrics in your Online course – The good the bad and the ugly

Creation of a rubric – bring one to class!

Assignment Template Worksheet

Welcome discussion posted

Week 7: Instructional Strategies in your Online Class

Online Testing Visuals in your online course

Creating a test using Respondus – bring an existing test!

Completed OntarioLearn Checklist for first two weeks and About Course

About Course sections and Weeks One and Two completed

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READING WEEK – Mandatory About Course, Instructor Information, and 2 Week Review Week 8: Using Multimedia in your course

Creating Media for your Online course

• Screen Casting

• Screen Shots

• Videos on smart phones

• YouTube Capture,

• Finding and using images

• Best practices for video creation

Creation of a welcome or assignment screencast

Resources Plan Worksheet

Introduction to course or assignment videos posted Placeholders for all weekly videos (if applicable)

Week 9: Writing the course modules/weeks, instructions, writing for the web

Balance in your course Online Testing Blackboard Command Tool Bar -

Participation in a group wiki

Annotated Weekly Module Screenshot One paragraph explanation of online testing and/or survey strategy

Weeks 3-5 completed

Week 10: Managing Teaching Workloads, performance dashboard, retention center, weighted grades

Grade Centre and Weighted Grades - Grade Centre setup Keeping On Track (Your students and yourself)

• Retention Centre

• Performance Dashboard

Organizing columns and colour-coding

Early Alert and Retention worksheet

Weeks 6-7 complete and posted

Week 11: Facilitating your Online Course

Week 11 Check in OntarioLearn preliminary checklist (paired)

Student Needs Worksheet

Weeks 8-14 completed

Week 12: Assessing your course design & Wrap Up

Final group meeting

• Showcase

• Moving from developing an online course to facilitating your online course

• Wrap up

Completed OL Checklist at current state Meet with Amy or Anthony

All assessment pieces in Bb (tests, assignments, DB, blogs etc)

Week 13: No class Meet with Amy or Anthony Working Period

Week 14: No class Meet with Amy or Mark Anthony

Completed course ready for review

On-line Course Teaching The Centre for Teaching and Learning offers instructional workshops to support Georgian faculty professional development. These courses can be used towards earning the Teaching Practice Credential. Online resources are also available at http://www.georgiancollege.ca/ctlae/onlineblended/instructional-design-for-online-learning-tab.

The six-week Learning Online to Teach Online (LOTTO) program is delivered to faculty in a fully asynchronous online format. Led by a facilitator, this program has been designed for full and non-full time faculty who are interested in teaching online/hybrid OR who are interested in improving or modifying an existing online or hybrid course. The development of instruction and multimedia are incorporated throughout this series. Faculty have weekly assignments, tasks, and readings in a Blackboard shell where they are assigned a student role. They also have practical hands on experiences in Blackboard in the teacher role.

Part 1: An overview of online teaching Part 2: Your role as an online teacher Part 3: Adding materials to your online course Part 4: Preparing to teach your online course Part 5: What to do during the semester Part 6: Best Practices and wrap up

http://www.georgiancollege.ca/ctlae/onlineblended/instructional-design-for-online-learning-tab

http://www.georgiancollege.ca/ctlae/onlineblended/instructional-design-for-online-learning-tab

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In addition, the Office of Academic Quality facilitates program areas in the designing of curriculum, program outlines, and course development and revision processes, and also provides resources for these processes on their website: http://www.georgiancollege.ca/academics/academic-quality/

Development of curricular and instructional innovation and technology skills is supported through the following policies and procedures (available in the Policies file): Employee Orientation and Training Program, Human Resources Development, Pro 4-102, Human Resources Development Funding, Academic Professional Development Leave, and the Staff Education Assistance Plan.

5.2 Student Feedback

Continuous improvement of our course delivery, materials, and the learning environment is a hallmark of our quality service to our students. Students are an important stakeholder in our Quality Assurance processes and are involved in consultation processes for new programs (student demand analysis), for program renewal, and on an ongoing basis in annual program assessment. In addition to the standardized feedback from students previously mention, students are represented on Program Advisory Committees and some programs have formalized “Dean’s Councils” on which students will sit to provide program feedback. As evidenced on our Integrated Planning and Stakeholder Consultation chart (http://www.georgiancollege.ca/academics/academic-quality/), students play an important consultative role in our academic quality processes that feeds both into our Quality Assurance Network, and our Quality Assurance Framework.

http://www.georgiancollege.ca/academics/academic-quality/


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SECTION 6: Capacity to Deliver 6.1 College Mission, Goals and Strengths

College Mission Inspire innovation, transform lives and connect communities through the power of education.

College Vision Accelerate success through exceptional learning, innovation and partnerships.

College Values Excellence. Community Engagement. Integrity. Inclusion. Sustainability.

Priorities In pursuit of this mission, four strategic priorities have been identified for the period of 2016-2021. For each of the priorities, the goals relevant to the capacity to deliver this degree are specified:

Accelerated Success Offer relevant curriculum for competitive jobs to increase the number of highly qualified

graduates in Industrial Design. Use Program Assessment processes to drive program sustainability. Embed experiential learning into the curriculum, by including three four-month work terms. Develop an employer guarantee of student job readiness through mandatory work terms and

industry-based design projects available in this curriculum. Streamline delivery of student services and provide integrated student support through holistic

advising to increase overall student retention, satisfaction, and engagement. Enhance national and global cultural awareness by means of locally-adapted product and

services design. Encourage the awareness of indigenous culture, by considering local traditions in solving daily

problems.

Meaningful Collaboration Proactively engage industry partners by bringing actual commercial projects to classroom. Provide a valuable addition to a comprehensive degree strategy for central Ontario.

Benchmarks: 1. The program is appropriate to the college’s mission, goals, and strengths.

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Evolve and adapt the curriculum to a fast-changing economic market, emerging technologies,and transforming demographics.

Inspired Innovation Graduate students with the skills and mindset to be innovative thinkers in the industrial

designer profession and change makers in the social and economic systems. Foster growth and development of businesses and social enterprises to build the regional

economy and address community-based issues. Foster a culture of research, scholarship and collegiality that connects students, employers and

the community. Use current and emerging technologies to assist effective teaching methods. Empower faculty to select and use a variety of pedagogically appropriate technologies in the

classroom to promote student engagement, communication and assessment.

Strong Foundations Value our faculty and invest in new professionals willing to share their knowledge to provide

extraordinary experiences for our students. Enhance opportunities for professional development in building excellence in teaching practice. Utilize the new campus facilities and ensure they are technologically updated. Promote the new values of this curriculum for improved recruitment and marketing activities. Expand the knowledge and applicability of sustainable principles outside the curriculum, to raise

awareness of environmental issues and inefficient processes.

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6.2 Learning and Physical Resources

Library Resources

The Library supports programs with a variety of resources and services. Resources exist in many formats including print material (books, magazines, journals, and newspapers), audiovisual formats, and electronic resources (e-books, electronic access to databases of magazine, journal and newspaper articles with the majority being full text). Library Services are provided through on- and off-site reference assistance, interlibrary loan of resources, and off-campus access to the online catalogue of books, audiovisuals and electronic databases. Georgian belongs to the Ontario College Library Service (OCLS) and maintains an effective Inter-library loan network. The library web site http://library.georgiancollege.ca/main is the focal point of access to all resources and services. Georgian’s strong, comprehensive collection of electronic databases cover a full range of subject areas, with many specific to the program.

Library databases which we currently have to support the industrial design program include: 1) Academic Search Premier (multidisciplinary database)2) Business Source Complete3) IEEE Xplore Digital Library (Periodicals Collection only)4) Art Full Text5) Science Direct6) PubMed/Medline7) Computer Database8) Ebook Central, Ebook Collection (ebooks in business, computer science, and health to name a

few)9) ERIC (Educational Resource Information Centre)10) Films on Demand (multidisciplinary video streaming database)11) Lynda.com12) Oxford Art Online

Georgian is committed to adding resources for this program as required, such as the following relevant databases:

1) Ergonomics Abstracts2) Material ConneXion3) Applied Science & Technology Full Text4) Art, Design and Architecture Collection

Benchmarks: 2. The college provides for reasonable student and faculty access to learning and information resources (e.g., library,

databases, computing, classroom equipment, laboratory facilities) sufficient in scope, quality, currency, and kind tosupport the program.

4. Learning resources are available online to students in online courses/programs. If not all appropriate resources areroutinely available online, the college has made appropriate and adequate arrangements to provide them to onlinestudents.

http://library.georgiancollege.ca/main

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Georgian College provides library research assistance to students face to face as well as by e-mail, web form, real time chat (AskON) and telephone. Assistance is not campus specific. The students’ primary resource for assistance is the library staff. Online Library Research tutorials are available on the library home page. Additional training and reinforcement is available upon request or as the need for such is identified by faculty or library staff. Online tutorials are also available within the databases themselves.

Classroom Space Number of Classrooms (seating capacity)

Current Total Orillia Campus Barrie Campus

271 (7133) 48 (1219) Current: 223 (6064)

The new ATRIC building will provide an additional 2 new CAD/GIS and 2 BYOD classrooms, and an industrial

design studio seating approximately 20 students.

Multimedia and Flexible Learning Classrooms at Georgian All of Georgians classrooms are equipped with multi-media technology. The multi-media classrooms each have a data projector with speakers, a computer and/or laptop hookup, and DVD players, allowing faculty the flexibility to use multimedia presentations, surf the web to demonstrate a point or show videos during class. Our larger classrooms have microphones on the multimedia podiums. The podiums are also equipped with a phone, which faculty can use to call for immediate technological assistance from Media Services. The computers, projectors and other electronic equipment are replaced every four years to ensure that the learning environment remains modern and to reduce the likelihood of malfunction.

Georgian’s energy-efficient lighting system has daylight and motion sensors to improve efficiency, but faculty can also control the lighting for various activities in their classrooms. For example, faculty can turn off as many fixtures as they like when using data projectors. The system is designed to respond automatically to ambient light from windows. The fixtures closest to the windows reduce their light levels so that the lighting intensity is consistent throughout the room. The entire system can be programmed by Georgian College staff, negating the need for outsiders to make changes to the programming of the lights. More importantly, the automated system identifies when a ballast or tube is malfunctioning and issues a report to Physical Resources of the problem. The lighting retrofit project was recognized for excellence by the Ontario Power Authority.

Some classrooms are designated for collaborative learning. The desks in the collaborative learning classrooms are always set up in groups to facilitate collaborative learning exercises, but each seat also has clear sight lines to the front of the classroom for lectures and presentations. The permanent set up saves valuable learning time that used to be spent moving desks in and out of groups.

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Under the direction of the Director, Organizational Planning and Development, the Space Management Committee makes recommendations to senior management regarding physical facilities on Georgian campuses. Decisions regarding creating or modifying physical space are guided by Procedure #5-108 “Management of Space at Georgian College”.

Video-Conference Technology and Space The Barrie campus offers many rooms for video-conferencing, including the one hosted by the new building, the Advanced Technology, Innovation and Research Centre, currently under construction. Planned opening is Fall, 2018. This allows for remote lectures and seminars with national and international professionals and other stakeholders in this program.

Other Specialized Equipment, Workstations and Laboratory Space This program requires small tools, light equipment, and modeling and prototyping materials for developing student project. Many of them are available in our Building D, where similar prototypes are created in our arts programs. More importantly, our new Advanced Technology, Innovation and Research Centre will offer additional space, tools, equipment, and materials for the program through its various design and fabrication areas. The open access labs available to all students include software students would need for completion of their coursework. Based on the current building layout, this program has been assigned a space in this building, named Industrial Design Studio (N302A). The floor plan for the 3rd floor (below) indicates this area highlighted.

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Advanced Technology, Innovation and Research Centre Third Floor

Planned Industrial Design Studio

This area expanded on the next page

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Planned Industrial Design Studio

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6.3 Resource Renewal and Upgrading

Learning Resources Georgian’s Educational Services Collection Management Policy (Procedure #1-135) provides direction for the provision of quality materials to meet the resource needs of students, faculty, and staff at all college locations. In addition to following the standards established for accreditation for each program, the Library Commons endeavors to develop collections that conform to the standards set by the Association of College and Research Libraries (ACRL). In particular, ACRL’s Standards for Libraries in Higher Education identifies principles around discovery, collections, and space, in addition to many others. The development and maintenance (selection and deselection) of the Library Commons’ collections is the responsibility of library professionals to whom the responsibility has been delegated, in conjunction with faculty, using prescribed criteria set out in the college procedure.

Currently, the Library Commons is considering a number of resources, some of them shared with other programs due to subject commonalities. The Art Full Text database is already available, whereas Art, Design, and Architecture collection is listed for acquisition, possibly shared with our Interior Design degree and Architectural Technology diploma. Material ConneXion collection is also considered, with the option to share it with our engineering-related programs. Another essential resource is Applied Arts and Technology Full Text, typically available for such programs (e.g., Humber College and OCAD Industrial Design degrees). The ongoing research process will soon add more resources.

Computers and Computer Access Georgian College has a structure of technology committees, which work together to allocate the college's information technology funds. These funds are comprised of annual operating dollars and the revenue from a student educational technology fee.

The Academic Technology Committee (AcTech) determines priorities for academic technology and Educational Technology Fee spending. Deans present their academic technology plans to AcTech for review. AcTech works to ensure our academic technology priorities are in alignment with academic direction of college, and takes a regular scan of student needs. Where appropriate, AcTech will make recommendations for enhancements and changes to academic technologies based in research and consultation. AcTech focuses on technologies that support teaching and learning. AcTech works to assess the impact of information technology on students, faculty and curriculum.

The Academic Technology Committee and the Standards and Policies Committee report to and work with the Information Technology Executive Committee and the Information Technology Department to manage renewal of Georgian's information technology needs, including open student computers, faculty computers, computer labs, classroom technology, software and program-specific instructional technology.

Benchmarks: 5. The college makes a commitment in its budgets and policies to provide and maintain the necessary learning,

physical, technological, human, and other resources for the program, and to supplement them as necessary.

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The College has a plan in place such that student and faculty computing are renewed on a four-year cycle. Specifically, this means that computer labs are refreshed every four years with new technology. Full-time faculty members have laptop computers that are on a three-year lease. Working closely with the Information Technology Department, the Administrative Technology Committee supports improvements to the technological infrastructure as required.

The Information Technology Executive Committee prioritizes and coordinates the strategic direction of Georgian's Information Technology standing committees and working group, provides guidance and ensures IT policies are in alignment with the overall strategy of the college. The IT Executive Committee allocates financial and people resources, shapes IT business processes and evaluates IT performance.

Georgian College recognizes the importance of both human infrastructure and learning infrastructure and support teaching and technology needs through the Open Learning Centre, Information Technology, Media Services, and the Centre for Teaching and Learning and Academic Excellence.

6.4 Support Services

Information regarding Student Services is available via the Georgian College website. A brief description of the services available are listed below.

Indigenous Resource Centres Indigenous Resource Centres are located at the Barrie, Midland, Owen Sound and Orillia campuses. They provide students with a culturally supportive and comfortable environment where they can study, socialize, and access a wide range of resources. The resource centres are home to the visiting Elder and Niwijiagan peer mentor programs, Getsijig (Indigenous education counsellor) and Indigenous student advisors. Feasts, potlucks, cultural teachings, craft nights, study and lounge areas, and computers are just a few of the benefits provided through the resource centres.

International The Segal International Centre at the Barrie campus is the welcome centre for the international students from over 65 countries around the world. Staff support students as they adjust to life in Canada. English language training, guidance for health insurance and issues related to airport pick-up, homestay arrangements, immigration related information, and counselling services are available. An International Student Ambassador will be assigned to the Orillia campus to assist new and returning international students. The Ambassador’s role is to support student transition to Canada and help to engage students with the Georgian community. An Ambassador can assist with things such as: helping to make a health insurance claim, providing advice on living in the city of Orillia, transit routes in Orillia, ways to get involved on campus, explaining services available etc.

Awards & Scholarships Georgian offers students access to more than 750 awards and scholarships each year with a combined value of over $750,000. Recipients receive the awards on the merit of academic achievements, demonstrated community involvement, financial need, area of study or sport and athletics. Completed

http://www.georgiancollege.ca/student-services/

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through an online portal, the system matches applicants to awards based on the profile details provided.

Co-op Services and Career Success Our very successful Coop Services program helps students find co-op placements from among their 6200 community partners. Career Success extends that help to advising students as they are planning for their future career.

Student Advising Student Advisors: There are two students advisors dedicated to the Orillia campus. Student Advisors are assigned to students to help them transition into college life and have the best possible experience at Georgian. As a first point of contact for transition support, they offer:

• correct referrals and connection to the support and resources students need• study skills support to help students learn more effectively and efficiently, including time and

task management, note-taking, effective studying, writing and essays, understandingassignments, giving presentations and taking tests.

First Generation and Crown Ward Support: Georgian College’s First Generation program includes First Gen mentors to assist students with questions, concerns or advice around postsecondary life. Services provided include individual advising, one-on-one transition support, information and connections with academic and financial supports and student services (disability services, counselling, peer services, testing services, adaptive technology, Crown Ward supports and more),a newsletter, social events and free workshops.

Counselling/Mental Health Support All Georgian College students have free, confidential access to professional counsellors. A priority of counselling services is to support students’ general well-being and positive mental health. Counsellors discuss personal and mental health concerns that are impacting life and/or academics. Students in Orillia also have access to a Self-care Club, dedicated to promoting and advocating for mental wellness and mental health awareness

Orillia Campus Labyrinth: Students at the Orillia campus have access to a labyrinth, a walking meditation that can help students find peace and calmness in our busy world. Labyrinths copy the spirals found in nature and have been found lower stress levels, promote reflective thinking, improve problems solving, stimulate creativity, encourage relaxation and increase openness.

Health Services Students without a family doctor have access to the Nurse Practitioner-led Clinic at the Barrie campus. The clinic also provides services for emergency situations for students from out of town with no access to their family doctor.

http://www.georgiancollege.ca/student-services/awards/apply-to-georgian-awards-tab

http://www.georgiancollege.ca/student-services/co-op-and-career-services/overview-tab

http://www.georgiancollege.ca/student-services/student-advising/first-generation-tab

http://www.georgiancollege.ca/student-services/student-advising/crown-ward-supports-tab

http://www.georgiancollege.ca/student-services/health-services/

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Information Technology The Information Technology department provides access to anti-virus software, acceptable use procedures, as well as password and access support.

Media Services provides support for audio-visual equipment, including loans of and support for loaned digital voice recorders, digital camcorders, laptops and multi-media projectors.

Library and Academic Services Library services provides access to research and academic supports. Research help is available at the Orillia campus daily, between 9 am and 4 pm. Loanable chargers, cameras, laptops and laser pointers are available from the customer service desk.

Math Centre: The Math Centre is available to all Georgian College students. The Math Centre currently offers services at the Barrie, Midland and Owen Sound campuses.

Tutoring: Georgian College provides peer tutoring as a service funded through the student success fee included in college tuition. A variety of drop-in and scheduled tutoring services are available at the

Barrie campus for Georgian students.

Writing Centre: The Writing Centre helps students improve writing skills. Drop in hours and scheduled appointments are available at both the Barrie and Orillia campus.

Testing Services Testing Services administers tests with accommodations and missed or make-up tests. Priority will be given to students requiring test accommodations. To be eligible for test accommodations, the student must meet with an accessibility advisor to obtain a letter of accommodation (LOA). The LOA must then be presented to each faculty member prior to writing the test. Students will complete the Request a test form and write at the same time as the rest of the class.

Missed tests are written in Testing Services only after the student and faculty have arrived at a mutually agreeable date and time. Seats are assigned on a first-come, first-served basis. If the date and time requested is not available, the student must go back to the faculty member to set an alternate date and time, to ensure that the integrity of the test has not been compromised.

http://www.georgiancollege.ca/student-services/information-technology/overview-tab

http://www.georgiancollege.ca/student-services/information-technology/media-services-tab

http://library.georgiancollege.ca/main

http://library.georgiancollege.ca/math_centre

http://library.georgiancollege.ca/c.php?g=4005&p=14201

http://library.georgiancollege.ca/c.php?g=3998&p=14040

http://www.georgiancollege.ca/student-services/testing/request-a-test-tab/

http://www.georgiancollege.ca/student-services/testing/request-a-test-tab/

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6.5 Faculty

The PEQAB Benchmark (footnote 17) indicates that: The doctorate is normally the terminal academic credential in all fields or disciplines with the exception of certain fields where a master’s degree in the field/discipline is more typical. The Board expects that faculty will hold the terminal credential.

The terminal degree in industrial design is currently considered to be a master’s degree. Indeed, until the year 2000, when Carleton’s first “Master of Design (M.Des.)” class graduated, the bachelor’s degree was considered the terminal degree in industrial design. Even more recently, the Association for Canadian Industrial Designers has posted a table of post-secondary design programs and related programs, http://www.designcanada.org/index_files/industrial_design_school.pdf which indicates that only Ph.D. programs exist in Canada, and they are not programs specifically in industrial design but are in the related areas of Environmental Design and Mechanical Engineering. To our knowledge there is no doctoral degree in industrial design in Canada.

The current faculty who may be assigned to teach in this degree are listed below. All faculty hold an academic credential at least one degree higher than an Honours Bachelor degree, and given that the Master’s is considered the terminal degree in the field, 100% of faculty fulfill this requirement.

Current Faculty & Credentials Faculty Name Highest Qualification Earned and Registrations

Terminal Degree in Related Field Ronald Sky M.ESc. (Collaboration in Design)

Tanveer Sayed M.Eng. (Mechanical Engineering – Design & Manufacturing)

Costan Boiangiu M.Arch. (Architecture)

Benchmarks:

7. All faculty teaching in the professional or main field of study and, where appropriate, acting as thesissupervisors and/or members of examining committeesa) have, where relevant, professional credentials and related work experienceb) hold an academic credential at least one degree higher than that offered by the program in the field or in a

closely related field/discipline

8. At least 50% of the students’ experience in the professional or main field of study is in courses taught by afaculty member holding the terminal academic credential in the field or in a closely related field/discipline

http://www.designcanada.org/index_files/industrial_design_school.pdf

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Bill Angelakos Ph.D. (Civil Engineering)

Gregory Murphy M.F.A.

Terminal Degree in Progress (ABD) Tanveer Sayed PhD (Mechanical Engineering)

Projection of Enrollment The program costing analysis shows a first-year intake of 20 students and considers an annual intake growth of 25%. There is also an estimated 10% attrition during the program. Headcount is a count of the number of students registered, regardless of whether the student is full-time or part-time.

Proposed Enrolment Year 1 Year 2 Year 3 Year 4 Year 5 Annual Ongoing

Total head count (HC) 0 0 0 0 0 0

Full-Time Year 1 20 25 30 30 30 30

Full-Time Year 2 0 17 22 26 26 26

Full-Time Year 3 0 0 15 20 23 23

Full-Time Year 4 0 0 0 15 18 20 Anticipated No. of Graduates 0 0 0 0 18 20

Projection of Teaching Hours and Hiring The first year of launching this program we are committed to hiring a full-time faculty member with expertise in industrial design. The program will have a dedicated co-ordinator and will roll out hiring of two-part-time technicians and potentially up to six part-time faculty, as required. A projection of faculty hiring by course, course hours and semester is presented in the table below.

Semester and Course Code

Course Hours Course Term and Name Faculty Hire Plan

Semester 1 Fall 2019 (or year of launch)

One New FT Faculty hire year of launch (courses indicated in green below)

INDD1000 6 Form and Colour Studio Part-time hire

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INDD1001 3 Drawing For Design Part-time hire INDD1002 3 Design, Art, and Technology (Current FT Faculty) INDD1003 3 Applied Mechanics (Current FT Faculty)

Semester 2 Winter 2020 INDD1004 6 Form and Function Studio Part-time hire INDD1005 3 Design Technologies (Current FT Faculty) INDD1006 3 Human Factors and Ergonomics New FT Faculty (hired) INDD1007 3 Perception and Emotion New FT Faculty (hired)

Semester 3 Summer 2020 INDD2000 6 Industrial Design Studio 1 New FT Faculty (hired)

INDD2001 3 Fundamentals of Computer Aided Design (Current FT Faculty)

INDD2002 3 Interaction Design New FT Faculty (hired) INDD2003 3 Materials in Design (Current FT Faculty)

Semester 4 Winter 2021 INDD2004 6 Industrial Design Studio 2 New FT Faculty (hired) INDD2005 3 Advanced Computer Aided Design (Current FT Faculty) INDD2006 3 User Experience New FT Faculty (hired) INDD2007 3 Manufacturing Technologies (Current FT Faculty)

Semester 5 Summer 2021 INDD3000 6 Industrial Design Studio 3 New FT Faculty (hired) INDD3006 3 Collaborative Creativity (Current FT Faculty) INDD3001 3 Intelligent Systems (Current FT Faculty) INDD3002 3 Identity and Branding New FT Faculty (hired)

Semester 6 Fall 2021 INDD3003 6 Industrial Design Studio 4 Part-time hire INDD3007 3 Multidisciplinary Design (Current FT Faculty) INDD3004 3 Emerging Technologies (Current FT Faculty) INDD3005 3 Marketing For Industrial Design Part-time hire

Semester 7 Winter 2023 INDD4000 6 Industrial Design Thesis Preparation Part-time hire INDD4001 3 Multidisciplinary Seminar 1 (Current FT Faculty) INDD4002 3 Inclusive Design Part-time hire

Semester 8 Summer 2023 INDD4003 6 Industrial Design Thesis Presentation Part-time hire INDD4004 3 Multidisciplinary Seminar 2 (Current FT Faculty) INDD4005 3 Global Context Part-time hire

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Research, Scholarship and Currency in Field of Study

Much of our perspective on scholarly culture at Georgian College is based on the work of Ernest L. Boyer who may be best remembered for his work with the Carnegie Foundation for the Advancement of Teaching, and those who followed him (Glassick et al., 1997; Hutchings, Huber & Ciccone, 2011). Boyer (1990) challenged the traditional paradigm associated with college/university scholarship to expand its classification to include the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching.

A broader definition of scholarship should also enable institutions to define their goals more precisely. Although the full range of scholarship could flourish on a single campus, every college and university should find its own special niche. This may mean that an institution, while recognize all types of scholarly work, may choose to stress teaching, or application, or integration, or research. Whatever the scholarly emphasis, the approach deserves dignity and respect, insofar as it is performed with distinction. (Glassick, Huber & Maeroff, 1997, p.10)

This perspective has been adopted at an institutional level, and aligns with the scope of PEQAB’s benchmark as well. Georgian’s Research Advisory Council, and the Centre for Applied Research and Innovation, are working to strengthen the culture of research and scholarship at an institutional level. Our faculty are adapting this model of scholarship in their CVs, which are organized against Boyer’s four dimensions of scholarship: discovery, integration, application and teaching/learning.

Benchmarks:

7. All faculty teaching in the professional or main field of study and, where appropriate, acting as thesissupervisors and/or members of examining committees…c) engage in a level of scholarship, research, or creative activity sufficient to ensure their currency in the field.

In assessing faculty members’ currency and engagement with scholarship, research, or creative activity, the following may be considered, provided that these contributions are in a form (in a phrase adapted from Boyer) “subject to critical review and allowing use/exchange by other members of the scholarly community.” In all cases, such contributions may take digital form. In general, the Board seeks evidence that faculty are intellectually engaged with developments in their fields, including but not limited to • publishing and/or reviewing professional publications in their fields • participation and/or presentations at provincial, national, and international conferences, competitions, or exhibitions in their fields • engagement with the scholarship of pedagogy in their fields

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All research that is associated with Georgian College, including that conducted by external organizations or individuals, is subject to the policies and procedures described within our policy for responsible practice and ethics review in research. In 2007, Georgian College created a Research Ethics Board (REB) to establish clear and defined procedures for those wishing to undertake research at Georgian College, ensuring that research completed at Georgian College meets the standard for integrity as defined by the Canadian Institutes of Health Research (CIHR), the Natural Sciences and Engineering Research Council (NSERC), and the Social Sciences and Humanities Research Council (SSHRC). The Georgian College REB actively reviews a range of research activities involving human participants, including all research, regardless of whether the research is funded or non-funded, is performed by Georgian College students, faculty, support staff, or administrative staff, is a collaborative research undertaking with strategic college or university partners, or is for commercial or information purposes. Georgian College became is NSERC eligible in 2009 and SSHRC eligible in 2014. As we move forward with our degrees, and to support scholarly research activity among our faculty, we are putting procedures in place to keep faculty regularly apprised of research opportunities. With respect to professional development, Georgian College has an Academic Professional Development Leave policy to ensure that faculty have opportunities to obtain pursue further academic or technical studies. The college supports paid leaves for a period of from one to 12 months.

The CVs of most of our current faculty have been adapted to embrace Boyer’s model, and they address scholarly activity related to each area of scholarship in their CVs themselves.

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Curriculum Vitae of Faculty Assigned to the Degree Program Potential Faculty assigned to Deliver Core Courses

Curriculum Vitae Release The college has on file and available for inspection, for all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their CV in any documents/websites associated with the submission, review, and final status of the program application.

Please see Appendix 2 for Curriculum Vitae of potential faculty assigned to deliver core courses.

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SECTION 7: Credential Recognition

Graduates from this program may manage projects, study behaviours, and advise clients on implementation of new technology and business solutions. Working individually or in teams, they may develop concepts, create models, and prepare technical documentation and presentations. They may be employed by manufacturing industries and private design firms or they may be self-employed. Specifically, students may find employment as business products designers, consumer products designers, ergonomic products designers, furniture designers, industrial design consultants, industrial designers, industrial products designers, or product designers. In addition, graduates will be well-prepared to engage in further study in related graduate degrees.

Supporting Documents Attached

Letter of Support – Carleton University Letter of Support – OCAD University

While meeting particular needs, the program is designed to maximize the graduates’ potential for employment and promotion in their field and for further study.

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SECTION 8: Regulation and Accreditation

Association of Chartered Industrial Designers of Ontario (ACIDO) is an association of accredited Industrial Designers in Ontario formed to develop and promote the profession. It is a corporate member of the

Currently, many job postings for industrial designers require a degree in industrial design or a related field, although some indicate that a diploma (with experience) or degree is the educational requirement. There is no mandatory regulatory body associated with working as an industrial designer or using that title. The Association of Chartered Industrial Designers of Ontario (ACIDO) is a related voluntary professional association that “accredits” individual members based on their academic credential and work experience, and affords professional members the ability to use the letters ACIDO. None of the job postings that we are aware of at the time of this submission required that the applicant belonged to a professional association.

We have contacted ACIDO and will follow up with them once we have consent to deliver the program.

SECTION 9: Nomenclature

The proposed degree title is “Honours Bachelor of Industrial Design”.

This title conveys that the program is undergraduate degree level and that it is professional in focus rather than primarily research oriented. As is the case for all degrees delivered in colleges, this degree is quality assessed by the Postsecondary Education Quality Assessment Board against the “Bachelor’s/Baccalaureate Degree Honours ” standards outlined in the Ontario Qualifications

Programs leading to occupations that are subject to government regulations are designed to prepare students to meet the requirements of the relevant regulatory and/or accrediting body.

The program nomenclature reflects the postsecondary education achieved, facilitates public understanding of the qualification, and assists students, employers, and other postsecondary institutions to recognize the level, nature, and discipline of study.

Benchmark: 1. The degree title conveys accurate information about the

a) degree levelb) nature of the degreec) discipline and/or subject of study.

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Framework, therefore “Honours” most accurately reflects the nature of the degree. The main subject of core study is industrial design.

SECTION 10: Program Evaluation The quality of the proposed program is assured by procedures for periodic evaluation that meet the requirements outlined below.

Benchmarks: 1. The college has a formal, institutionally approved policy and procedure for the periodic review of

programs that embody the following characteristics:a. program reviews at regular intervals, normally not exceeding five to seven years. The first such

evaluation should occur before a request for renewal of ministerial consent.b. criteria for program reviews that include

i. assessment of the continuing consistency of the program with the college's mission,educational goals, and long-range plan

ii. assessment of the learning outcome achievements of students/graduates bycomparison with

1. the program’s stated learning outcome goals and standards2. the degree level standard3. the opinions of employers and students/graduates4. the standards of any related regulatory, accrediting or professional

associationc. where appropriate, assessment of

i. graduate employment ratesii. graduate satisfaction level

iii. employer satisfaction leveliv. student satisfaction levelv. graduation rate

vi. the default rate on the Ontario Student Assistance Program or other student loan planvii. student retention rates

d. assessment of the continuing relevance of the program to the field of practice it serves,including evidence of revisions made to adapt to changes in the field of practice

e. assessment of the continuing appropriateness of the method of delivery and curriculum for theprogram’s educational goals and standards

f. assessment of the continuing appropriateness of admission requirements (i.e., achievementlevel, subject preparation) for the program’s educational goals and standards

g. assessment of the continuing appropriateness of the program’s structure, method of deliveryand curriculum for its educational goals and standards

h. assessment of the continuing adequacy of the methods used for evaluating student progressand achievement

i. assessment of the efficient and effective utilization and adequacy of existing human, physical,technological, and financial resources

j. indicators of faculty performance, including the quality of teaching and supervision anddemonstrable currency in the field of specialization

k. assessment of individual student work in the terminal stage of the program that reflects exemplary, average, and minimally acceptable performance and demonstrates that the degreelevel standard has been achieved.

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In keeping with the vision of “a culture of academic excellence through continuous quality improvement”, the Office of Academic Quality (OAQ) is undergoing a review of academic policies, including the policy for program quality evaluation. When these reviews are completed a new policy package will be submitted. In the meantime, our policies and procedures related to program evaluation have not changed since our previous submission. The OAQ supports our faculty and administration through new degree development, revision, and renewal, and provides resources available on the OAQ website: http://www.georgiancollege.ca/academics/academic-quality/ .

2. The program review procedure includesa. A self-study A study undertaken, with student input, by faculty members and administrators of

the program based on evidence relating to program performance against the criteria statedabove, including strengths and weaknesses, desired improvements, and future directions.

b. A Program Evaluation Committee A committee struck by the senior administration to evaluatethe program based on

i. the self-studyii. a site visit during which members of the committee normally meet with faculty

iii. members, students, graduates, employers, and administrators to gather information.A majority of the members must be senior academic peers (both scholars andadministrators) with relevant expertise from both outside the college and internal tothe college but outside the program, and free of any conflict of interest.24

c. The report of the Program Evaluation Committee The overarching purpose of the ProgramEvaluation Committee report is to assess program quality and recommend any changes neededto strengthen that quality. The report must be addressed to the senior administration andshared with the academic council, governing board, faculty members, and students in theprogram, together with a plan of action responding to the recommendations in the report.

3. The implementation of the policy and procedures for the periodic review of programsa. is aligned with the Board’s requirements for such evaluationsb. achieves its intended aim of continuous improvement of the program(s).


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SECTION 11: Academic Freedom and Integrity

Georgian College has been previously assessed against the Academic Freedom and Integrity benchmarks. The policies and materials pertaining to Academic Freedom and Integrity have not been changed since they were last assessed.

SECTION 12: Student Protection

Georgian College has been previously assessed against the Student Protection Standard.

12.1 Publications

The college maintains an atmosphere in which academic freedom exists and in which students and academic staff are expected to display a high degree of intellectual independence. Academic activity is supported by policies, procedures, and practices that encourage academic honesty and integrity.

The college values and upholds integrity and ethical conduct in its relations with students.

Benchmarks: Public reports, materials, and advertising are produced in a thorough, accurate, and truthful manner.

• Key information about the college’s organization, policies, and programs is published in itsacademic year calendar and is otherwise readily available to students and the public,specifically including

• the college's mission and goals statement• a history of the college and its governance and academic structure• a general description of each degree program (e.g., purpose, outcomes, length)• the academic credentials of faculty and senior administrators

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Key information regarding the college can be found in the Academic Calendar, Program Guide, in other Georgian publications and on the Georgian College website at www.georgiancollege.ca .

Key Information

Item Location

The college's mission and goals statement

http://www.georgiancollege.ca/about-georgian/strategic-plan/

A history of the college and its governance and academic structure

http://www.georgiancollege.ca/celebrate50/history/

http://www.georgiancollege.ca/about-georgian/president/marylynn-west-moynes-tab

A general description of each degree program (e.g., purpose, outcomes, length)

http://www.georgiancollege.ca/academics/academic-areas/university-partnership-centre/programs-tab

The academic credentials of faculty and senior administrators

http://www.georgianc.on.ca/president/

http://www.georgiancollege.ca/about-georgian/president/senior-leadership-team-tab

Individual descriptions of all subjects in programs and their credit value

Course descriptions are included in the program outlines. There are links to the Program Outlines from each program’s page from: http://www.georgiancollege.ca/academics/academic-areas/university-partnership-centre/programs-tab

Course information can be viewed by students, faculty and staff when they log onto the Banner Student Information System

Continuing Education website at: http://www.georgiancollege.ca/academics/part-time-studies/search-results/?type=certificates_programs&area=DEGR

http://www.georgiancollege.ca/

http://www.georgiancollege.ca/about-georgian/strategic-plan/

http://www.georgiancollege.ca/celebrate50/history/





http://www.georgianc.on.ca/president/





http://www.georgiancollege.ca/academics/part-time-studies/search-results/?type=certificates_programs&area=DEGR

http://www.georgiancollege.ca/academics/part-time-studies/search-results/?type=certificates_programs&area=DEGR

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12.2 Recruitment

Georgian’s application and acceptance policies are clearly stated in the Program Guide, on the website and in the Academic Calendar under Admissions. Georgian College’s recruitment practices are fair and equitable. The policy endorses and seeks to apply the principles of the Ontario Human Rights Code, the Ministry of Training, Colleges and Universities’ regulations and the directives of Georgian’s Board of Governors.

12.3 Student and Consumer Interests

Georgian College provides information to students regarding policies and procedures that serve to protect students’ transcripts, and by following consent-holders’ obligations from the Ministry ensure that student transcripts are properly stored and secured, as well as taking steps to protect student tuition. According to Ministry requirements, Georgian College securely stores student transcripts for a period no less than 75 years.

Georgian College has numerous policies in place that protect the rights of its students and consumers including those which relate to human rights and harassment, privacy, accommodation of religious observances, code of conduct, lockdown procedures for physical safety, as well as those relating to their academics concerning issues such as appeal, misconduct, student fees and refunds.

These Academic Policies and Procedures are published on the Georgian College website and in the Academic Calendar are accessible to all students and they clearly explain their rights and the

Benchmark: Recruitment policies follow ethical business practices.

Benchmark: The college has policies and procedures that protect student and consumer interests in the following areas:

• the resolution of students’ academic appeals, complaints, grievances, and/or other disputes• security of academic student records• payment schedule of fees and charges• student dismissal

withdrawals and refunds

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expectations imposed upon them regarding registration and the payment of fees including refunds and withdrawals; standards and the process for handling the consequences around academic misconduct and appeals.

12.4 Student Awareness of Policies

Admission requirements are published in the program outlines, Georgian’s Program Guide, on the website and in the Academic Regulations.

Policies and procedures pertaining to admissions, credit transfer, entrance examinations, prior learning assessment, grading, international students, course delivery methods, academic honesty, intellectual property, dismissal, dispute resolution, support services, tuition, scholarships and financial aid, fees, withdrawals, refunds, and college closures are included in the Academic Calendar. Before students are able to register in their courses using the Banner system each term, they must first acknowledge that they have read, reviewed and understand the Academic Policies and Procedures that apply to them by clicking on a button to “accept” them. Students agree to the following statements:

Benchmark: Prior to registration, students are provided with, and confirm in writing their awareness of, policies (and procedures) pertaining to:

Admission

• credit transfer arrangements for incoming students• credit transfer arrangements with and recognition by other institutions• entrance examinations• prior learning assessment• grading• the ability of international students admitted to the program to meet program requirements for

degree completion• method of course delivery• academic honesty• intellectual property rights• student dismissal• dispute resolution• student support and services• tuition• scholarships and other financial assistance• payment of fees and charges• withdrawals and refunds• institutional closure

http://www.georgiancollege.ca/academics/academic-areas/university-partnership-centre/programs-tab/

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12.5 Blended, Hybrid and Online Delivery

Georgian College made a special application on November 9, 2010 to be assessed regarding Program Delivery Using the Internet. In July 2011, The Minister of Training, Colleges and Universities granted consent “to allow Georgian to use distance education delivery within all of its degree programs in applied areas of study for which it has consent to offer.”

Benchmark: For courses and/or programs that incorporate blended, hybrid, or online delivery, potential students are fully informed about

• the technological requirements of participation and the technical competence requiredof them

• the nature of learning and the personal discipline required in an anytime/anywhereenvironment

• any additional costs, beyond tuition and ancillary fees, associated with e-learningaspects of course/program delivery