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Seneca College of Applied Arts and Technology
Bachelor of Applied Technology

Software Development
School of Computer Studies

Faculty of Technology
May 6, 2002
Jocelyn Piercy, Co-Dean

Faculty of Technology
Phone: 416-491-5050 ext. 3701
Fax: 416-661-4034
Email: Jocelyn.Piercy@senecac.on.ca
Valerie Freeman, Chair

Phone: 416-491-5050 ext. 3702
Fax: 416-661-4034
Email: Valerie.Freeman@senecac.on.ca
http://www.senecac.on.ca
TABLE OF CONTENTS
Appendix - Page
Appendix 1 - Cover Page

1.2 Program Abstract ........................................................................................ 1 - 1
Appendix 2 - Executive Summary

2.1 Executive Summary .................................................................................... 2 - 1
Appendix 3 - Program Synopsis

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

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

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

6.1 Program Development Advisory Committee Membership........................... 6 - 1
6.2 Minutes of Program Development Advisory Committee.............................. 6 - 6
6.3.1 Current or Pending Regulatory or Licencing Requirements........................ 6 - 10
6.3.2 Letters of Support from Regulatory/Licencing Body(ies)............................. 6 - 10
6.4.1 Current Professional, Accreditation or other
Organizational Requirements/Standards .............................................. 6 - 11
6.4.2 Letters of Support from Professional/Accreditation
or Other Organizations .......................................................................... 6 - 15
6.5 Table: Program Level Learning Outcomes.................................................. 6 - 16
6.6 Table: Academic Course Schedule ............................................................. 6 - 18
6.7 Course Tables ............................................................................................. 6 - 21
6.8 Table: Admission Requirements ................................................................. 6 - 206
6.9 Table: Promotion/Graduation Requirements............................................... 6 - 208
6.10.1 Table: Work Experience Outcomes............................................................. 6 - 209
6.10.2 Table: Paid Co-Op Work Experience Commitments ................................... 6 - 210
Appendix 7 - Program Delivery

7.1.1 Processes and Mechanisms for Student Feedback .................................... 7 - 1
7.1.2 Student Feedback Instruments ................................................................... 7 - 2
Appendix 8 - Capacity to Deliver

8.1.1 Table: College KPI Data.............................................................................. 8 - 1
8.1.2 Table: Program KPI Data ............................................................................ 8 - 2
8.2 Program Strengths and Appropriateness to College Mission and Goals .... 8 - 6
8.3.1 Staff Curriculum Vitae ................................................................................. 8 - 9
8.3.2 Curriculum Vitae for On-line Learning Professional and
Technical Staff....................................................................................... 8 - 156
8.4 Curriculum Vitae Release Form .................................................................. 8 - 157
8.5 Policies on Faculty Evaluation/Renewal...................................................... 8 - 161
8.6 Enrolment Projections and Staffing Implications ......................................... 8 - 207
8.7.1 Table: Library Resources ............................................................................ 8 - 208
8.7.2 On-line Delivery Resources......................................................................... 8 - 210
8.7.2.1 Description of Resources, Tools and Applications ...................................... 8 - 210
8.7.2.2 Summary of Current On-line Learning Experience ..................................... 8 - 214
8.7.2.3 On-line Learning Practices, Guidelines and Policies................................... 8 - 216
8.7.2.4 Statement – Software and Hardware Agreements...................................... 8 - 225
8.7.3 Table: Computer Access ............................................................................. 8 - 226
8.7.4 Table: Classroom Space ............................................................................. 8 - 227
8.7.5 Table: Labs/Equipment ............................................................................... 8 - 228
8.7.6 Resource Renewal and Upgrade Plans ...................................................... 8 - 229
8.8 Support Services ......................................................................................... 8 - 233
8.9 Spreadsheet: Financial Planning................................................................. 8 - 234
Appendix 9 - Economic Need

9.1 Economic Need ........................................................................................... 9 - 1
9.2 Employer Support........................................................................................ 9 - 7
9.3 Student Interest/Potential Pool of Candidates............................................. 9 - 55
Appendix 10 - Non-Duplication of Program

10.1.1 Table and Statement: Similar/Related Diploma Programs.......................... 10 - 1
10.1.2 Table and Statement: Similar/Related University Programs ....................... 10 -7
10.2 Innovative Program Description .................................................................. 10 - 13
Appendix 11 - Promotability/Recognition
11.1 Credential Recognition ................................................................................ 11 - 1
11.2 Credential Recognition Arrangements ........................................................ 11 - 2
11.3 Student Protection Forms and Processes................................................... 11 - 10
Appendix 12 - Evaluation
12.1 Evaluation Plans and Schedule................................................................... 12 - 1
Appendix 13 - Other Relevant Information

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

14.1 Table: Information for Funding .................................................................... 14 - 1
14.2 College Plans for Related Programs ........................................................... 14 - 2
Appendices
Appendix A - TEL Building ............................................................................................ A - 1
Appendix B - Complete Documentation of C.I.P.S Standards ...................................... B - 1
Ministerial Attestation Form and Signature of President

Seneca College
Bachelor of
Applied Technology
(Software Development)
Submitted by: CS Applied Degree Team
Faculty: Robert Boyczuk

Barb Czegel
Mary-Lynn Manton
John Samuel
Joyce Walton
Evan Weaver
Jennifer Parker
Support: Elly Brisbois
Chair: Valerie Freeman
http://cs.senecac.on.ca
1.2 Program Abstract
The Bachelor of Applied Technology (Software Development) is a new program that blends the
learning of theoretical principles with practical applications. The proposed curriculum addresses
industry needs for technically superior software developers who can communicate effectively
within the business context. The development of life-long learning skills is established through
investigative research and system projects. The program is delivered at degree level standard
and includes a co-operative work term. Graduates will achieve the academic criteria for
qualification as C.I.P.S. professional. The applied degree program will be located in the new
Seneca/York TEL building, a collaborative centre of research and learning.
Appendix 1 - Page 1
2.1 Executive Summary
Software development has evolved into a multi-billion dollar industry that has a direct
impact on every aspect of modern life. Each business has its own mission-critical expectations
of the specialized software on which it relies. Software applications rarely consist of relatively
simple programs developed in isolation by an individual or a small group. Modern software can
be extremely complicated, and is best developed by a dedicated team of individuals who have a
thorough understanding of both the business and technical issues involved. A software
developer must work as part of a development team to form an effective partnership with a
system's stakeholders, and can only meet stakeholder needs through a skilled combination of
technical knowledge, communication skills, and teamwork.
The Bachelor of Applied Technology (Software Development) has been developed
with detailed industry consultation to produce knowledgeable, adaptable software developers
skilled in both the technical and non-technical aspects of software development. By combining
technical and communication skills from the beginning of the program, and by integrating this
training through a series of practical challenges of increasing complexity, this program will
graduate the trained communicators and problem solvers that industry demands. The
application of theory to practice will be a distinguishing characteristic of the applied degree
program in software development.
Economic needs for the program
Extensive research and review have identified the following economic and demographic
factors that support the need for the applied degree program in Software Development:
Even with the recent economic downturn, 20 – 25% of the IT jobs (20,000 positions) in
Canada remain unfilled
The economic future of Canada is directly related to the information skills of its workers
Industry surveys list a combination of communication and business skills as essential to
employment and success in information technology careers
Appendix 2 - Page 1
No existing Ontario postsecondary program delivers the required combination of
technical, business and communication skills demanded in employer surveys
Recent economic downturns in specific technology sectors emphasize the need for
transferable skills that can be applied in diverse technology areas
The pace of software development and change requires analytical problem solvers who
can and will pursue a path of life-long learning
Toronto is and will remain the business and economic capital of Canada; as such, will
require qualified software graduates
Monster.ca and Workopolis.ca list extensive job postings in software development
Lateral transfers and frequent promotions characteristic of computer professionals
create numerous entry level employment opportunities
The 2002 census projects a population increase in the GTA area
The aging workforce demographic is a factor; replacement employees with current
education are needed
Initial job employment opportunities are improved with a degree qualification
A degree is important for career advancement and professional designation
A summary of how the economic need was determined
For the past five years, Co-op employers and the Computer Studies advisory committee
have clearly presented the economic need for this program. Applied technical skills remain the
number one priority for our business partners. However, there has been a growing demand for
graduates that can, immediately upon graduation, demonstrate these skills in a business setting
and additionally communicate and work effectively in teams with technical and non-technical
associates. Based on those recommendations, the following research was conducted,
An extensive review of publications and relevant documentation
Consultation with external IT business professionals
Census 2002: Growth projections and immigration trends for Toronto
Appendix 2 - Page 2
A review of job postings: online and paper based
Discussions with graduates of our computer diploma programs
A detailed Internet search for information, research and findings
A review of existing college and university program offerings in Ontario and Canada
An online skills survey of Co-op employers
Opportunities for recognition of the credentials
The Canadian Information Processing Society (C.I.P.S.) is the accrediting body that
grants the professional designation (I.S.P.) for Information Technology professionals in Canada.
The I.S.P. is an internationally recognized designation that may only be attained after the
professional has work experience. Graduates of the applied degree program will be eligible for
this designation after meeting the work requirement.
Upon completion of the applied degree, students will be eligible for admittance to
university post-graduate programs, subject to standard assessment criteria. Criteria will include
acceptable GPA, GMAT, work experience, and letters of reference. Letters of credential
recognition for the applied degree have been received from the Universities of St. Mary's,
New Brunswick (Fredericton, St. John), and Brandon and from University Colleges of Cape
Breton and The Cariboo.
Originality of the program
The Bachelor of Applied Technology (Software Development) program is not a computer
science degree, nor is it a college computer diploma program. This is a new program. Current
college diploma programs are application-based and offer limited communication courses.
Existing college curricula offer either programs with the required breadth and depth in technical
areas at the expense of business and communications or programs with a broad base of skills
deficient in depth and specialization. University computer science programs are historically
based on theoretical foundations in the study of discrete mathematics. Other university
Appendix 2 - Page 3
programs, such as the B.A. (ITEC) at York, demand breadth requirements but limit study in
technical areas.
The Bachelor of Applied Technology (Software Development) is a new program that
blends theoretical and analytical principles traditionally taught by universities with applied
concepts offered by colleges. The proposed curriculum addresses the demands of industry for
software developers who possess superior technical knowledge and are able to communicate
effectively within the business context. The development of life-long learning skills is a priority.
This applied program will be delivered at a degree level standard by academically qualified
faculty and will be housed in the new TEL Building, a centre of research and learning designed
collaboratively by Seneca College and York University.
How the program fits with the mission and strengths of the college and will enhance the capacity
of the institution
The School of Computer Studies, in support of Seneca's mission statement, is a
dynamic and innovative leader responsive to the changing needs of employers and students.
The diploma programs are exceptional, providing superior opportunities in 27 professional
options and 5 specializations. Seneca was the first college to offer a computer networking
program, now home to 1200 students. The new open-source technology has led Seneca to
develop the only post diploma program in LINUX. Under the government's Strategic Program
Initiatives Fund program, Seneca has provided curriculum and faculty expertise to assist in the
revision of other college programs. The applied degree program in software development builds
on a history of unparalleled computer education in Ontario and is a critical component in
maintaining and extending Seneca's leadership in applied education.
Type of skills/knowledge at the degree level required for the profession
The proposed applied degree meets or exceeds the standards established for applied
degree accreditation by C.I.P.S. professionals. The C.I.P.S. requirements are:
Appendix 2 - Page 4
" To meet the needs of the business community, a competent graduate must receive training in
at least six areas:
Business or other application-related knowledge which provides an appreciation of the
context and environment within which application systems are developed and
implemented;
Technical knowledge and computer-based skills which provide the basic foundation of
any information systems function;
Advanced training in technical skills and knowledge as appropriate to graduates at the
Bachelor level;
Significant hands-on practice in the application of these technical skills;
Communication and workplace skills which provide the ability to interact in both written
and oral form with individuals at all levels within an organization;
Project management, supervisory, and general management skills as appropriate to a
high technology environment."
A summary of the ways in which employers will support the program
The response of the business community, members of the advisory committee,
employers and the students has been overwhelmingly positive. This support is reflected in
letters and surveys contained within the proposal. The cooperative education database for the
Faculty of Technology contains listings for 3500 employers and over the past three years, the
School of Computer Studies has received over six million dollars in educational support
(hardware and software) from corporate sponsors.
Enrolment and faculty growth
The planned start date for this program is September 2003 in order to meet the needs of
the double cohort and future projected increases in post secondary enrolments. The enrolment
plan (Appendix 8.6) indicates two calendar intakes, September and January. Projections for
September 2003 are 80 students and for January 2004, 40 students. This 80 / 40 enrolment
Appendix 2 - Page 5
plan results in an overall program enrolment of 372 students in September 2007. Appendix 8.6
indicates Seneca's intention to hire as needed to meet the requirement growth of this program
Financial Capacity
Seneca College is prepared to operate this program within ministry-funded parameters.
It is also anticipated that private and corporate sources of educational support (software and
hardware) will continue and increase with the opening of the new TEL building allowing for
continued delivery of high quality education.
Appendix 2 - Page 6
3.1 Synopsis of Proposed Program
Title: Bachelor of Applied Technology (Software Development)
Credential Nomenclature: B.A.T. (Bachelor of Applied Technology)
Program Description:
Business wants employees who can do, think, and communicate.
The applied degree proposal delivers a curriculum that prepares graduates of this program to be
those employees. The program of study delivers:
• applied skills and theoretical knowledge in technology and business
• problem solving methodologies and investigative research techniques
• communication skills and principles underlying the role of an individual in a global
society.
This four-year program is unique both in content and in delivery. The delivery of the curriculum
blends the learning of theoretical principles with “real-world” applications. The content is
designed to meet industry needs for superior software developers who can communicate
effectively within the business context. Existing programs do not provide the depth and breadth
of content nor the unique applied delivery proposed in the Bachelor of Applied Technology.
Bachelor of Applied Technology (Software Development)
Curriculum Courses
12 % Communications
20% Programming and Databases
9% Internet and Security
11% Systems Analysis and Design
9% System Environments
11% Professional Options
11 % Business and Co-op
17% Liberal Studies
Plus a 14-week supervised work term
Appendix 3 - Page 1
Program learning outcomes
Graduates of the proposed Bachelor of Applied Technology in Software Development

program will demonstrate the ability to:
1. solve problems by designing, coding, testing, and implementing programs using several
programming languages, at least one to a professional language-specific standard;
2. develop integrated systems of hardware and software, using current system

development methodologies to fulfill the processing needs of a client;
3. use and configure several operating systems in the development and deployment of
software at a professional level;
4. develop and deploy Internet-based applications using current technologies to meet client
needs;
5. design databases and develop applications that process database contents using a
DBMS and various programming languages, to current industry standards;
6. apply data communications, networking, and security concepts to the development of

multi-site, multi-user systems, following relevant industry standards;
7. use effective written, oral and visual communication skills to communicate with technical
and non-technical audiences, at levels appropriate for a variety of business settings;
8. apply project management theory and techniques to the development of automated

systems, using a basic understanding of business principles and practices;
9. work effectively and cooperatively as a team member in different roles and settings
using appropriate technical and interpersonal skills, in the development of automated
systems;
10. continue the life-long learning process of acquiring new skills and knowledge through
formal and self-directed means using information and learning resources;
11. incorporate knowledge of organizational structure, management functions, business

objectives and established practices in the design of business systems and software,
including strategic planning and corporate objectives, administrative processes, human
resources, accounting, marketing, and e-business;
Appendix 3 - Page 2
Linkage between program learning outcomes and curriculum design
The program outcomes and subsequent curriculum design were designed in stages over the
past two years. The process included:
• Fall 2000 - List of essential skill outcomes developed by the Advisory committee, 3500
employers and categorization of skills list under curriculum outcome headings
• Winter 2001 - Advisory committee review of categorization and prioritization within
categories and open faculty meetings
• Fall 2001 -Faculty applied degree committee initiated extensive research, study of
comparative post secondary curriculum and advisory committee validated program
outcomes
• Winter 2002 - Program outcomes established at degree level standards, curriculum map
and subject outcomes designed from program level outcomes and supported
unanimously by the advisory committee
The curriculum design was founded on the early development of the eleven program outcomes
reflective of industry needs and priorities. Curriculum consultants from the Center for
Professional Development ensured that the program outcomes met standards commensurate
with Seneca’s commitment to high-quality applied degree education. The categories of study
(reflected in the graph above) and the weighting allocated to each, represent the prioritization
indicated by employers.
The program learning outcomes cut across many areas of the curriculum and will be reinforced
in several courses. For example, program outcome seven (communications) is essential to the
achievement of outcome two (systems development). Further, the communications outcome
will be achieved not only through communication courses but also in many other subjects,
technical and non-technical. The applied degree curriculum integrates the program learning
outcomes throughout the course offerings and provides the theory and applications necessary
to achieve the outcomes.
This program will include a variety of delivery methods including interactive lectures, labs,
demonstrations, discussions, seminars, self-directed exercises, tutorials, and case studies. For
each course, there will be a web-based home page accessible to students as an information
center. Each class will be enrolled interactively in a Blackboard session that permits open
discussion and contact 24 hours/day, 7 days/week. An innovative course, Investigative
Research Internship, is included in the curriculum during the second summer semester. This
course requires students to do independent off-site research with online support from a faculty
advisor and from standards and resources published to the Internet. The supervised work term
will highlight the integration of classroom learning with application and support many, if not all
program learning objectives.
Relationship to applicable regulatory/licencing requirements and professional bodies
There are no regulatory/licencing bodies for software development programs. In absence of this
standard, the proposal was benchmarked against the accreditation requirements set forward by
the professional body, C.I.P.S. (Canadian Information Processing Society). The proposed
curriculum meets or exceeds the C.I.P.S. requirements (Appendix B) for accreditation of applied
degrees. It is noted that in other provinces, C.I.P.S. may accredit college diploma and applied
Appendix 3 - Page 3
degree programs. This is not true in Ontario. The School of Computer Studies is working with
C.I.P.S. to formalize a presentation to the Ontario government for future accreditation.
Nature of the paid work term
The 14-week co-operative work term is an essential part of the curriculum, requiring students to
apply a significant portion of the learning achieved by the end of year three. The work
experience allows for the demonstration of communication and business skills and the
application of technical knowledge to various programming and systems projects. The employer
and the faculty coordinator supervise the work term. Students are prepared for the work
environment through a specialized preparatory course prior to the work term. Subsequent to the
work term, students will have an opportunity to assess and evaluate the work experience in the
Co-op Integration and Career Planning course.
New OSSD Curriculum
Completion of OSSD or equivalent and four Grade 12 U or U/C courses including:

• MCB4U Advanced Functions and Introductory Calculus or MDM4U Mathematics of Data
Management
• ENG4U University Preparation English
• Two other Grade 12 U or U/C courses
** Recommend two C or U/C courses

- one course in Business and one in Technology - Computer Studies
Existing OSSD Curriculum
Completion of OSSD or equivalent and four OAC credits including:

• OAC English
• OAC Algebra
• Two additional OAC credits
** Recommend two additional courses

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

Year One 80 40 108
Year Two 80 40 195
Year Three 80 40 280
Year Four 80 40 365
Anticipated Start Date September 2003
Appendix 3 - Page 4
Bachelor of Applied Technology (Software Development)
Enrolment Projections and Student Progression by Semester
Sept. Jan May Sept. Jan May Sept. Jan May Sept. Jan May Sept.
2003 2004 2004 2004 2005 2005 2005 2006 2006 2006 2007 2007 2007
# Students 80 (1) 68 (2) Off 58 (3) 55 (4) BTR490 55 (5) 55 (6) Coop 55 (7) 55 (8) Grad
(Semester) 40 (1) Off 34 (2) 32 (3) BTR490 30 (4) 30 (5) Coop 30 (6) 30 (7) Off 30 (8)
80 (1) 68 (2) Off 58 (3) 55 (4) BTR490 55 (5) 55 (6) Coop 55 (7)
40 (1) Off 34 (2) 32 (3) BTR490 30 (4) 30 (5) Coop 30 (6)
80 (1) 68 (2) Off 58 (3) 55 (4) BTR490 55 (5)
40 (1) Off 34 (2) 32 (3) BTR490 30 (4)
80 (1) 68 (2) Off 58 (3)
40 (1) Off 34 (2)
80 (1)
Cumulative 80 108 172 195 257 280 342 365 372
• Program Start Date: September 2003
• Attrition Rates: 15% for first semester

10% for second semester
5% for third semester
5% for fourth semester
Direct enrolments and /or transfers will offset attrition in semesters 5 through 8
Program Map – Bachelor of Applied Technology (Software Development)
Sem. Program Map

BTP100: BTB110: BTO120: BTO130: BTC140: Critical
Programming Accounting for the Operating Systems Operating Systems Thinking and
1
Fundamentals Business for Programmers— for Programmers— Writing
using C Environment UNIX Windows
BTP200: The BTD210: Database BTI220: Internet BTO230: BTC240: Liberal Studies
Object-Oriented Design Principles Architecture and Operating Systems Interpersonal Elective
2
Paradigm using Development for Programmers— Communications in
C++] iSeries Organizations
BTP300: Object- BTD310: SQL BTI320: Web BTS330: Business BTC340: Business Liberal Studies
Oriented Software Database Design Programming on Requirements Presentations Elective
3
Development I-C++ using Oracle UNIX Analysis using OO
Models
BTP400: Object- BTN410: Data BTI420: Web BTS430: Systems BTC440: Business Liberal Studies
Oriented Software Communications- Programming on Analysis and and Technical Elective
4
Development II— Networks Windows Design using UML Writing
Java
* BTR490: Investigative Research Internship
BTP500: Data Professional BTB520: Canadian BTS530: Major BTH540: Design
Structures and Option Business Project- Planning for User Interfaces
5
Algorithms Environment and Design
BTP600: Design Professional BTE620: Law, BTS630: Major BTC640: CPP600: Co-op
6 Patterns in UML Option Ethics and Social Project- Multimedia Professional
Responsibility Implementation Presentations Practice
* BTW699: Co-op Work Term
Professional BTN710: BTB720: BTS730: Project BTH740: Human CPP700:
Option Information Marketing Management Factors in Coop Integration
7 Security Principles and Methodologies Computing and Career
Practices Planning
Professional Professional BTR820: Research BTS830: Liberal Studies
Option Option Methodologies and Technology Option
8
Project Planning and
Acquisition
4.1 Applied Degree Program Structure
The Bachelor of Applied Technology (Software Development) will initially be offered with two
intakes per year - September and January. Two calendar entry points are very advantageous. It
provides potential students with entry options and provides enrolled students who need to take
a course from a previous semester the opportunity to do so without falling behind in their course
of studies.
Program Structure One: September enrollment and course sequence
Degree Structure September January May

(September
Intake)
Year One On-campus studies On-campus studies Vacation

Year Two On-campus studies On-campus studies, Research - Vacation
Year Three On-campus studies On-campus studies Paid full-time co-op
Year Four On-campus studies On-campus studies Graduation
Program Structure Two: January enrollment and course sequence
Degree Structure September January May

(January Intake)
Year One On-campus studies Vacation
Year Two On-campus studies On-campus studies, Research - Vacation
Year Three On-campus studies On-campus studies Paid full-time co-op
Year Four On-campus studies On-campus studies Paid full-time co-op or
vacation
Year Five On-campus studies Graduation
Paid Full-time Co-op Work Experience: Students will be required to complete one work term of
14 weeks to graduate. There are options for a possible second work term. Students in program
structure one may accept consecutive work terms and rejoin the curriculum in program structure
two. Students in program structure two may accept either a second consecutive work term
rejoining the curriculum in program structure one or a second work term in their last summer.
Appendix 4 - Page 1
5.1 Applied Degree-Level Standard Summary
The applied degree in Software Development is a new program that will provide
graduates with the critical knowledge and practical skills required for successful careers in
information technology. The program integrates computer theory with practical applications and
directly addresses the business and communication requirements deemed essential by
employers.
Ontario’s colleges and universities provide two learning paths to prepare graduates to
contribute to the social and economic fabric of their community. Students may pursue a
university degree that emphasizes theory or choose a college diploma that focuses on applied
principles. There is substantial research to support the need for an alternative learning path,
one that integrates the educational philosophies of the universities with those of the colleges.
With its inherent requirements for problem solving and analytical thinking, software development
is a strong candidate to deliver a degree level program using this new applied learning path. In
locating the Bachelor of Applied Technology program in the new TEL centre, Seneca has
provided for future collaborative opportunities with York University in the areas of research and
learning.
Knowledge and Critical Understanding…
Holders of the degree will have obtained the critical knowledge in following the principles of
software development. Some of these topics are:
• structured and OO programming constructs
• algorithmic solutions and design patterns
• programming and system standards
• technology change and innovation
• analysis of program and system requirements
• deployment of software on a variety of platforms,
Appendix 5 - Page 1
• design and programming of Internet-based applications,
• human factors in computing
• data structures and information management
• data communications and information security
• project planning, implementation and management
• business structure, practices, ethics and behaviours
• research methodologies
• communications to varied audiences in varied environments
• technology planning and acquisition
• career planning practices
The curriculum reflects a progressively complex level of skill, knowledge and interpretation
associated with software development. Initial courses focus on understanding and application of
principles underlying the development of software systems. A more abstract application of these
same principles is delivered in mid-curricula courses where emphasis shifts to developing
analytical skills. In the final two years, courses will require students to synthesize information to
solve real business problems and demonstrate their knowledge in a cooperative work term.
Ability to apply underlying concepts…
The application of concepts is reinforced in all courses through self-directed
programming assignments (requiring the application of concepts learned in class to new
problem domains), research projects, case studies, the design and implementation of a software
system and by actual work experience during a supervised work term.
Students are required to integrate concepts from a variety of courses, technical
and non-technical. For example, in systems analysis and design courses, students will
be required to develop ‘real world’ solutions integrating principles learned in technical,
business and communication courses. In later semesters, students will build on
Appendix 5 - Page 2
previously learned concepts to implement a two-semester business project, develop
case study solutions, and conduct investigative research and independent inquiry.
Methods of Inquiry…
Graduates will be able to investigate, research, evaluate, and implement effective solutions as
part of a collaborative team or on their own. Students will be continually exposed to the
fundamental need to meet client requirements, and will practice and employ the principles of
analysis. The study of business and communication concepts will provide students with the
techniques required to align technology strategies with business management objectives.
An investigative approach will be used in all courses, along with repeated requirements
for the collection and analysis of information. The Internet is a fundamental resource for
software developers and will be used extensively. However, the emphasis will not merely be on
the collection of data but rather on the ability to use information strategically in achieving
specific objectives. This emphasis on knowledge versus information requires students to
demonstrate a capacity for critical thinking and evaluation. Graduates of this program will have
the knowledge skills to be both information seekers and information providers.
An understanding of the limits …
System development methodologies require the establishment of scope and boundaries
for a proposed system. In the delivery of a system, the software developer faces the challenge
of working within these boundaries to attain the required scope. Graduates of this program will
recognize that they are not business specialists but rather possess the capability to work
effectively within a business context. Graduates will understand that in the technical
environment, change is inevitable and that the criteria for success depends on the ability to not
only apply fundamental concepts to new technology, but also to continue the process of life long
learning.
Graduates will know the constraints of various technologies and will be able to evaluate
the applicability of different methodologies to specific problems. Graduates will understand the
Appendix 5 - Page 3
strengths and weaknesses of different programming languages and will apply this knowledge to
select the proper software development tools.
Range of Established Techniques…
By its very nature, the art of successful software development is a process of critical
analysis and problem solving. The curriculum requires that students create software programs
and systems of varying levels of complexity, in varying business and technical environments. As
a result, students will develop not only the ability to create and test new solutions, but to
recognize patterns in problems and be able to apply appropriate solutions. Students will also
learn that communication skills, problem solving skills, and business knowledge are as
important as technical skills in effective systems development. Graduates will have the ability to
communicate effectively in a business environment along with a sound base of technical
knowledge, a combination that will make them very effective problem solvers.
Effectively Communicate information…
The ability to communicate effectively in a variety of forms and to a variety of audiences
is critical to success in any career today including software development, yet most technology
programs do not adequately address this requirement.
In the past decade, the processes and technology involved in communicating
information have undergone a dramatic transformation. Business functions in a global,
networked environment, yet traditional communication techniques have never been more
important. For example, the ability to write electronic documents and to effectively process and
evaluate written information from the Internet is critical. Presentations must be delivered to
audiences in various geographic locations, and of various cultures. Audience expectations have
risen to the point that even relatively minor presentations require use of multimedia. Presenters
are expected to know and use a wide array of presentation technologies.
The proposed degree addresses the critical need for communication skills in diverse
settings. Students will be required to take several communication courses including critical
Appendix 5 - Page 4
thinking and writing, interpersonal communications, business presentations, business writing
and research. Two courses will deal specifically with human/machine dialogues – User Interface
Design and Multimedia Presentations. Human Factors in Computing will examine the cultural
and global influences on communication. All communication courses will have a significant
practical component - students will be required to practice the concepts learned.
Students in the applied degree program will benefit from the opportunity to select from a
wide range of electives offered by the Liberal Arts faculty.
Undertake Further Training…
The relentless pressure of new computer technology requires information practitioners
into a pattern of ongoing research. Students will learn that in order to keep up with, and take
advantage of, the rapid rate of change, they must commit to lifelong learning and investigation.
Graduates of the applied degree program will understand the importance and value of
further education. The importance of acquiring new competencies will be highlighted in the
Career Planning course. Graduates will have opportunities for admission to university graduate
studies programs.
Qualities and Transferable Skills for Employment…
Technology Churn is a term that describes the turmoil caused by the continuing arrival of
new technologies. Economic downturn, as exemplified by the failure of many dot.com
companies in the past year, is often the result of technology churn. Technology professionals
with well-rounded skill sets are typically more qualified to weather economic downturns than
more specialized colleagues. The curriculum for the proposed degree addresses both the
requirements to keep up with changing technology and the requirement to possess a broad skill
set.
Graduates of the applied degree program will have many transferable skills: strong
technical knowledge, design and analysis methodologies, business concepts, and
Appendix 5 - Page 5
communication techniques, to name a few. Armed with transferable skills, graduates will be
equipped to learn with and adjust to technology changes and economic fluctuations.
Summary
The field of software development demands effective communication, business acumen,
precise technical knowledge and an analytical intellect. The Bachelor of Applied Technology
(Software Development) will deliver to its graduates the required skills at a level appropriate to a
degree credential.
Appendix 5 - Page 6
6.3 Regulatory/Licencing Requirements
6.3.1 Current or Pending Regulatory or Licencing Requirements
There are no licencing and regulatory bodies associated with the field of software development.
Therefore, there are no current regulatory/licencing requirements and/or standards for this
program.
6.3.2 Letters of Support from Regulatory/Licensing Body(ies)
As there are no licencing and regulatory bodies associated with the field of software
development, there are no supporting letters.
Appendix 6 – Page 10
6.4 Professional/Accreditation or other Organization Requirements/Standards
6.4.1 Current Professional, Accreditation or other Organizational Requirements/Standards
In the absence of any licensing and regulatory bodies, the proposal was benchmarked against
the accreditation requirements set forward by the professional body, C.I.P.S. (Canadian
Information Processing Society). The proposed curriculum meets or exceeds the C.I.P.S.
requirements for accreditation of applied degrees. However, it should be noted that in other
provinces, C.I.P.S. accredits college diploma and applied degree programs. This is not true in
Ontario. The School of Computer Studies is presently working with C.I.P.S. to formalize a
presentation to the Ontario government for future program accreditation.
C.I.P.S. offers two types of accreditation, one for the program and one for the professional. The
professional designation is Information Systems Professional (I.S.P.). All graduates of the
applied degree program will be eligible for I.S.P. designation after completing the work
experience requirement. The length of the work experience is based on accreditation of the
program.
Requirements for I.S.P. Designation
Education Experience
C.I.P.S. Accredited University Programs
(Computer Science, Information Systems or Software Engineering)
• Four (4) year university degree. Two (2) years professional level experience.
• Three (3) year university degree. Three (3) years professional level
experience.
Non-Accredited University Programs
• Four (4) year university degree (C. Sc., Four (4) years professional level experience.
M.I.S., or Software Engineering).
• Three (3) year university degree (C. Sc., Five (5) years professional level experience.
Accredited College or Technical Institute Programs
(computing program or technical program)
• Three (3) year computing program. Four (4) years professional level experience.
• Two (2) year computing program. Five (5) years professional level experience.
• One (1) year post-diploma I.T. program. Seven (7) years professional level
experience.
Non-Accredited College Programs
(computing program)
• Three (3) year computing program. Six (6) years professional level experience.
• Two (2) year computing program. Seven (7) years professional level
experience.
Other Routes
• Successfully passed the examination Five (5) years professional level experience.
offered by the Institute for Certification of
Computer Professionals (ICCP) leading
to the CCP or equivalent.*
• Successfully passed the Diploma Level
examination offered by the British
Computing Society (BCS).
• Successfully passed the Professional Four (4) years professional level experience.
Graduate Level examination offered by
the British Computing Society (BCS).
• Professional experience only. A minimum of 12 years of professional level
experience and having entered the field prior
to 1976.
*A copy of exam results must accompany the application.
C.I.P.S. Statement posted at: http://www.cips.ca/standards/accreditation/cpac/
"Top ten reasons employers hire I.S.P.- certified professionals:
1. Rigorous certification criteria ensures I.S.P.- certified professionals will be superior

contributors to an organization's bottom-line.
2. Customers are assured of high-quality information systems being used to develop and
support products and services.
3. The perception of an organization is enhanced internationally through broad recognition of

the I.S.P.
4. Three hundred hours of professional training completed every three years by each I.S.P.,
ensures an organization is applying the best of current practices.
5. Access to the educational resources and networking opportunities provided by C.I.P.S.,

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

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

the I.S.P. provides a unique competitive advantage for organizations when bidding
internationally.
9. Effective self- regulation of the profession provides confidence to customers and the general
public while avoiding the burden of regulation.
10. Supporting staff to receive and maintain the I.S.P., reflects an organization's appreciation
that its staff are professionals."
Curriculum Requirements for C.I.P.S. Program Accreditation
"The information systems area has become such an integral part of the operation of most
organizations that the ability to maintain stability of operation and to establish a competitive
position is dependent on the successful partnership of the information systems area with the
other functional areas of the business. To meet these needs of the business community, a
competent graduate must receive training in at least six areas:
• Business or other application related knowledge which provides an appreciation of the

implemented;
• Technical knowledge and computer-based skills which provide the basic foundation of
• Advanced training in technical skills and knowledge as appropriate to graduates at the

bachelor level;
• Significant hands on practice in the application of these technical skills;
• Communication and workplace skills which provide the ability to interact in both written
and oral form with individuals at all levels within an organization.
• Project management, supervisory and general management skills as appropriate to a

high technology environment.
These 6 components of the curriculum should be highly integrated so that graduates are able to
function fully as members of a professional IT team. In addition, a liberal arts and general
education component would normally be expected to round out the program.
The curriculum must foster the development of graduates with a diverse set of skills. These
graduates must be prepared for positions beyond the typical entry level of a C.I.P.S. accredited
2 year diploma program through exposure to a variety of advanced platforms and technologies,
courses that significantly contribute to their professional/career development, and exposure to
appropriate topics in technology management and workplace skills.
Businesses require continuous personal and educational development for their employees in
order to maintain a position in the marketplace. Therefore, the program must be structured to
enable and promote life-long learning opportunities.
In addition, the program must develop students' abilities in the areas of critical thinking, problem
solving and independent learning. While it is evident that local or community needs may have a
bearing on the specific content of the program, one of the major objectives of accreditation is to
identify programs which address the staffing needs of businesses on a more general basis.
Therefore, the basics as described must be present for a program to be considered for
accreditation. In addition, it is expected that local employment needs will also be addressed
through the inclusion of additional topics of study."
See Appendix B : Complete Documentation of C.I.P.S. Standards
6.4.2 Letters of Support from Professional/Accreditation or Other Organizations
There are no licensing and regulatory bodies that may accredit applied degree programs in the
province of Ontario, therefore no letters of support are submitted.
6.5 Table: Program Level Learning Outcomes
Program Level Learning Outcomes Courses that Contribute to this Outcome
Graduates of the proposed Bachelor of Applied Courses indicated in bold are primary
Technology (Software Development) will contributors to the specific learning outcome
demonstrate the ability to:
1. Solve problems by designing, coding, testing, All BTP courses, all BTI courses, BTS630
and implementing programs using several [BPO910-960 inclusive]
programming languages, at least one to a
professional language-specific standard;
2. Develop integrated systems of hardware and All BTS courses, BTR490, all other BT
software, using current system development courses
methodologies to fulfill the processing needs [all BPO courses]
of a client;
3. Use and configure several operating systems All BTO courses, all BTI courses, all BTP
in the development and deployment of courses, BTS630, BTH540, BTN710
software at a professional level; [BPO910-960 inclusive]
4. Develop and deploy Internet-based All BTI courses, BTP400, BTH540,

applications using current technologies to BTC640
meet client needs; [BPO910, BPO920, BPO940, BPO950,
BPO960]
5. Design databases and develop applications All BTD courses, BTP400, BTH540,
that process database contents using a DBMS BTI320, BTI420, BTS630
and various programming languages, to [BPO900, BPO910, BPO940, BPO960]
current industry standards;
6. Apply data communications, networking, and BTN410, BTN710, BTO320, BTI420,

security concepts to the development of multi- BTO120, BTS830, BTP400
site, multi-user systems, following relevant [BPO910-960 inclusive]
industry standards;
7. Use effective written, oral and visual All BTC courses, all BTS courses,
communication skills to communicate with CPP600, CPP700, BTR490, BTR820, all
technical and non-technical audiences, at other courses
levels appropriate for a variety of business
settings;
8. apply project management theory and BTS530, BTS630, BTS730

techniques to the development of automated
systems, using a basic understanding of
business principles and practices;
9. Work effectively and cooperatively as a team All BTS courses, BTC240, BTB720,
member in different roles and settings using BTH740, BTC340, BTC640
appropriate technical and interpersonal skills, [BPO940]
in the development of automated systems;
10. Continue the life-long learning process of BTR490, BTR830, BTE620, BTH740,
acquiring new skills and knowledge through all other courses
formal and self-directed means using
information and learning resources;
11. Incorporate knowledge of organizational All BTB courses,

structure, management functions, business all BTS courses, BTC240, BTC340,
objectives and established practices in the BTC440, BTH740, BTE620, CPP700,
design of business systems and software, BTW699, BTH540, BTR490, BTR820
including strategic planning and corporate [BPO900]
objectives, administrative processes, human
resources, accounting, marketing, and e-
business;
Note: Square brackets indicate professional option courses.
6.6 Table: Academic Course Schedule
Course Schedule Table
Total P Total O
Course Course
Year and Semester Semester Course Prerequisites and
Semester Course Title Hours Hours Co-requisites
Year 1
Semester 1 BTP100: Programming Fundamentals using C 70 Not applicable
BTB110: Accounting for the Business Environment 56 Not applicable
BTO120: Operating Systems for Programmers - Unix 56 Not applicable
BTO130: Operating Systems for Programmers - Windows 56 Not applicable
BTC140: Critical Thinking and Writing 56 Not applicable
Semester 2 BTP200: The Object-Oriented Paradigm using C++ 56 BTP100
BTD210: Database Design Principles 56 Not applicable
BTI220: Internet Architecture and Development 56 BTO120 or BTO130
BTO230: Operating Systems for Programmers - iSeries 56 BTP100
BTC240: Interpersonal Communications in Organizations 42 BTC140
Liberal Studies Elective 42 See appendix 6.7
Year 2
Semester 3 BTP300: Object-Oriented Software Development I - C++ 56 BTP200
BTD310: SQL Database Design Using Oracle 56 BTD210
BTI320: Web Programming on UNIX 56 BTO120 and BTI220
BTS330: Business Requirements Analysis using OO Models 56 BTC140 and BTP200
BTC340: Business Presentations 42 BTC240
Semester 4 BTP400: Object-Oriented Software Development II - Java 56 BTP300
BTN410: Data Communications - Networks 56 BTI220
BTI420: Web Programming on Windows 56 BTI320 and BTO130
BTS430: Systems Analysis and Design Using UML 56 BTS330
BTC440: Business and Technical Writing 42 BTC140
Summer Study BTR490: Investigative Research Internship 56 BTS330
Year 3
Semester 5 BTP500: Data Structures and Algorithms 56 BTP400
Professional Option 56 See appendix 6.7
BTB520: Canadian Business Environment 56 BTB110 and BTC240
BTS530: Major Project - Planning and Design 56 BTS430
BTH540: Design for User Interfaces 56 BTI420
Semester 6 BTP600: Design Patterns in UML 56 BTS430 and BTP500
BTE620: Law, Ethics and Social Responsibility 56 BTB520
BTS630: Major Project Implementation 56 BTS530 and BTP400
BTC640: Multimedia Presentations 56 BTC340
CPP600: Coop Professional Practice 28 BTB520 and BTC240
Year 4
Semester 7 Professional Option 56 See appendix 6.7
BTN710: Information Security 56 BTN410 and BTP400
BTB720: Marketing Principles and Practices 56 BTB520
BTS730: Project Management Methodologies 56 BTS630
BTH740: Human Factors in Computing 56 BTH540 and BTB520
CPP700: Coop Integration and Career Planning 28 Co-op work term
Semester 8 Professional Option 56 See appendix 6.7
BTR820: Research Methodologies and Project 56 BTS730 and BTC440
BTS830: Technology Planning and Acquisition 56 BTB520 and BTS730
Liberal Studies Option 42 See appendix 6.7
Sub-total Course Hours: 1806 630
Total Program Hours: 2436
Percentage of Program Offered in O Courses: 26.50%
6.8 Admission Requirements
New OSSD Curriculum Program Admission Requirements

Academic Completion of OSSD or equivalent and four Grade 12 U or U/C
courses including:
• MCB4U Advanced Functions and Introductory Calculus or
MDM4U Mathematics of Data Management
• ENG4U University Preparation English
• Two other Grade 12 U or U/C courses
** Recommend two C or U/C courses - one in Business and one
in Technology - Computer Studies
Related Work/Volunteer Not applicable

Experience
Other Mature students will be considered for admission consistent with

Ministry of Training, Colleges and Universities policies and upon
demonstration of academic preparedness in prerequisite
disciplines.
Appendix 6 - Page 206

Existing OSSD Curriculum Program Admission Requirements
Academic Completion of OSSD or equivalent and four OAC credits
including:
• OAC English
• OAC Algebra
• Two additional OAC credits
** Recommend two additional courses - one in Business and
one in Technology - Computer Studies
Related Work/Volunteer Not applicable

Experience
Other Mature students will be considered for admission consistent with

Ministry of Training, Colleges and Universities policies and upon
demonstration of academic preparedness in prerequisite
disciplines.

6.9 Promotion and Graduation Requirements
Course Type Promotion Graduation

Professional C C
Breadth C C
Overall C C
Seneca Academic Policy (Final grades and grade point averages)
Final Grade Grade Point Percentage

A+ 4 90% to 100%
A 4 80% to 89%
B+ 3.5 75% to 79%
B 3 70% to 74%
C+ 2.5 65% to 69%
C 2 60% to 64%
D 1 55% to 59% *
F 0 0% to 54% (Not a pass)
Or
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory
*No student will be eligible to graduate with a Seneca College certificate or diploma if, in
more than 30% of the subjects required for graduation, the student has received a "D"
grade.

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

experience and program learning
outcomes
• solve programming challenges using appropriate The primary goal of the work
technical skills and effective critical thinking experience is to apply the concepts
(Cognitive, Application); studied in an academic setting to
• analyze assigned problems, design, code, and test actual software development
programs to solve assigned problems (Cognitive, projects.
Analysis);
• initiate systems analysis and design activities to A typical work term will touch upon
plan, develop and implement projects (Cognitive, elements from each of the first six
Synthesis); program learning outcomes
• extend skills through user training and articulate (programming, systems analysis
outcomes from that training (Cognitive, Application); and design, operating systems,
• initiate acquisition of new skills through the study of internet, database and data
learning resources to become proficient in the communications), and will require
technical environment (Cognitive, Synthesis); expertise in two or three of these
• construct and implement software testing areas.
procedures (Cognitive, Application);
• scrutinize test results for reliability and validity Every work term will emphasize the
(Cognitive, Analysis); last five program outcomes
(communications, project
• manage user fact-finding interviews, review of
management, teamwork, life-long
documents, and other activities to define user needs
learning and business) and, more
for potential new or modified systems (Cognitive,
importantly, will reinforce the
Synthesis);
relevance of these outcomes to the
• develop appropriate database solutions for both
student.
interactive and non-interactive applications
(Cognitive, Application);
In addition, the work experience will
• develop time management skills to meet assigned expose the student to measures of
deadlines (Cognitive, Application); success that differ from those in an
• maintain a log journal to record work assignment academic environment, giving the
progress for supervisors (Cognitive, student an appreciation of what is
Comprehension); important in the workplace.
• demonstrate effective interpersonal and team
building skills (Cognitive, Application); Following the work term, the
• conduct demonstrations and presentations as student will be required to take
required by management (Psychomotor, CPP700, Co-op Integration and
Perception); Career Planning Integration, a
• establish plans and schedules for the development course which provides the
or modification of business systems (Cognitive, opportunity to assess and evaluate
Application); the work experience.
• appraise the structure of the organization and it's
established practices (Cognitive, Evaluation);

7.0 PROGRAM DELIVERY
7.1.1 Processes and Mechanisms for Student Feedback
Student Feedback is a required component of the Faculty Performance Review Process. The
students of all faculties, full-time and part-time, are formally surveyed in November and/or
March of each year. Student responses are tabulated by an external consultant and means
reported for individual professors, by program, by faculty, and across the college and compared
to means generated in previous years.
Appendix 7 - Page 1
7.1.2 Student Feedback Instruments
The computer-scored questionnaire (7 point scale – ranging from very poor to outstanding) that
is used as part of the formal Faculty Performance Review process is an adaptation (with the
consent of the originator of the tool, Dr. Harry Murray) of a similar questionnaire used by
professors at Western University. This tool requests students’ feedback on:
Evaluation of the Professor
Students are asked to evaluate the professor on a 7 point scale ranging from
very-poor to outstanding
• Displays enthusiasm and energy in conducting class session …
• Conducts class sessions in an organized, well planned manner …
• Explains concepts clearly and understandably …
• Encourages student participation and independent thinking through class activities …
• Responds to student questions clearly and thoroughly …
• Presents subject materials in an interesting way …
• Shows concern for student progress and offers to help students with problems …
• Is available for individual consultation with students …
• Communicates subject outcomes and requirements clearly and explicitly …
• Maintains close agreement between stated subject outcomes and what is actually taught
• Makes it clear how each topic fits into the subject as a whole …
• Uses methods of evaluation (e.g., quizzes, assignments, exams) that reflect important
aspects of the subject matter and provides a fair evaluation of student learning …
• Grades student work promptly, and provides helpful comments and feedback where
appropriate …
• Has motivated me to increase my knowledge and competence in the area of study of

this subject …
• All things considered, is effective as a college teacher …
Appendix 7 - Page 2
Evaluation of Subject
Students are asked to evaluate the subject on a 7 point scale ranging from
very poor to outstanding
• Overall, how would you rate this subject as a learning experience?
Physical Environment
Students are asked to evaluate the learning environment on a 7 point scale ranging from
very-poor to outstanding
• My impression of the physical environment (e.g., class/lab) is that is… (very-poor to

outstanding)
An external consultant does the statistical analysis of the students’ responses and reports
individual professor’s means to the professor and to the chair, benchmarked against the
program, school, Faculty and college means.
In addition, faculty are strongly encouraged to request on an ongoing basis and annually, open-
ended qualitative feedback using one or more of suggested formats such as: Supplementary
Comments about the Professor, the Subject, the Physical Learning Environment using tools
such as Supplementary Comments sheets, One-Minute Papers, Start-Stop-Continue forms.
Appendix 7 - Page 3
The information asked for in this survey
is collected under the legal authority of
the Ministry of Colleges and
Seneca College
Universities Act R.S. 0. 1990 Reg. 770. Student Feedback Questionnaire
The information is used for the
administrative and statistical purposes The purpose of the survey is: “To obtain information which
of the college. Any questions regarding will assist us in improving college subjects/programs and
the survey should be directed to maintaining a high standard of teaching and learning.”
Katharine Janzen, Seneca College 491-
5050, Ext. 2080
1) Make heavy dark marks. PLEASE USE A PENCIL. Please fill in the boxes like this:
Instructions
if you cannot use a pencil then use a blue pen.

2) Do not use check marks to select boxes.
3) If you erase, please erase completely.
4) Please do not make any other marks on this form.
Professor Name: ____________________________________ Subject Name: _______________________
A. STUDENT INFORMATION … 3. Status of this subject to you.

1. Your attendance in this subject is. Required Optional
Always Mostly Usually Seldom
4. Your level of enthusiasm to take this subject, at the time of initial

2. Your expected grade A B C D F registration.
in this subject. Satisfactory Unsatisfactory High Medium Low
B. EVALUATION OF PROFESSOR …
5. Displays enthusiasm and energy in conducting class sessions

6. Conducts class sessions in an organized, well planned manner
7. Explains concepts clearly and understandably
8. Encourages student participation and independent thinking
through class activities.
9. Responds to student questions clearly and thoroughly.
10. Presents subject materials in an interesting way, considering inherent
imitations of the subject
11. Shows concern for student progress and offers to help students with
problems.
12. Is available for individual consultation with students.
13. Communicates subject outcomes and requirements clearly and explicitly.
14. Maintains close agreement between stated subject outcomes and what is
actually taught
15. Makes it clear how each topic fits into the subject as a whole.
16. Uses methods of evaluation (e.g. quizzes, assignments, exams) that reflect
important aspects of the subject matter and provides a fair evaluation of student
learning.
17. Grades student work promptly, and provides helpful comments and feedback
where appropriate
18. Has motivated me to increase my knowledge and competence in the area of study
of this subject
19. All things considered, is effective as a college teacher.
C. EVALUATION OF SUBJECT …
20. Overall, how would you rate this subject as a learning experience?
D. PHYSICAL ENVIRONMENT...
21. My impression of the physical learning environment (e.g. class/lab) is that it is:
Appendix 7 - Page 4
8.0 Capacity to Deliver
8.1.1 Past Performance
College Key Performance Indicators
Year Graduate Graduate Employer Student Graduation

Employment Satisfaction Satisfaction Satisfaction Rate
98-99 88% 79% 89% N/A 50%
99-00 88.5% 79.3% 92.4% 64% 48%
00-01 85.3% 79.8% 92.1% 78.2 51.6%
01-02 ** ** ** 77.2% **
** Indicates awaiting 2001-2002 Survey Results
8.2 Program Strengths and Appropriateness to College Mission and Goals
Seneca's mission is "to provide career-related education that prepares our students to succeed
in a global economy". To that end, the Seneca vision is to provide excellence in education that
prepares today's learners for tomorrow's careers and to create dynamic, state-of-the-art learning
and working environments. The Bachelor of Applied Technology (Software Development)
supports the mission of Seneca College and encompasses the college's vision. Seneca
College has a complete and comprehensive strategic plan. The plan for 2001-2003 can be
viewed at http://www.senecac.on.ca/stratplan.
Excellence in education …
The curriculum presents students with opportunities to develop a strong foundation in the theory
and practice of technology, communication, and business. The program addresses industry
needs for technically superior software developers who can communicate effectively within the
business context. The development of life-long learning skills is established through
investigative research and system projects providing graduates with transferable knowledge that
can be applied to chosen career paths and pursuit of further education.
Preparing today’s learners for tomorrow’s careers …

The applied degree curriculum supports the practical application of theory in several courses
and in a fourteen week supervised work term. In-class examples, assignments, case studies
and projects in all courses present actual business problems that require effective solutions. In
the project planning and implementation courses, students must work with a business client to
design, analyze and produce a working solution for that client. The investigative research
course requires students to perform an independent requirement analysis for a business
system. Students will undertake specific work term preparations in the Co-op Professional
Practice course and upon return from the work term, students will review work term outcomes in
the Co-op Integration and Career Planning course.
Dynamic state-of-the-art learning and working environments …

The applied degree program will be housed in the new TEL Building, a 'state-of-the-art' center of
research and learning designed collaboratively by Seneca College and York University (see
appendices for TEL information). All classrooms and labs will be equipped with the newest
electronic delivery devices including wall-to-wall wireless technology. Seneca provides
complete I.S.P. service to students and all servers are accessible 24 hours/day, 7 days/week.
All full time professors are provided with wireless laptops that are upgraded or renewed
regularly to meet expanded technical requirements.
History of demonstrated strength
In 1969, Seneca College opened its doors to one small class of computer programming
students. The School of Computer Studies at Seneca is now home to over 3200 students
registered in 7 different computer diploma and post diploma programs. In 1998, 29% of all
computer students enrolled in Ontario colleges were Seneca students. When the ATOP
(Access to Opportunities) program required a 50% increase in college computer enrollments,
Seneca increased by 132%.
Seneca has the proven ability to develop and deliver programs to meet emerging business
needs in the rapidly changing IT industry. In 1997 Seneca developed Ontario’s first Computer
Networking and Technical Support program. Seneca now has 1200 students registered in the
networking program. Seneca was the first college to offer a post diploma program in open-
source technology. The Internet Systems Administration program using Linux is the only
program of its kind in Ontario.
How did courses offered by Computer Studies at Seneca become the largest software
programming college in Canada? There is no doubt that the increased use of computer
technology in all environments has increased computer education enrollments at many colleges.
However, what distinguishes the School of Computer Studies at Seneca is an innovative
curriculum that is dynamic in its delivery and content. Our current curriculum is built on a four-
semester core of subjects that includes the essential skills required for software programming
and analysis. This strong technical foundation is followed by two semesters in which students
may elect from at least 27 professional option subjects. The extensive list of professional
options provide students with the opportunity to choose a generalized study of programming or
a specialization in one or more of five areas - data communications, software development, the
internet, data base or AS/400. This unique curriculum design makes it possible for the program
to respond quickly to new technologies by adding option subjects to the curriculum that reflect
changing industry requirements. Additionally, the size of our student population and the efforts
and expertise of 80 academically qualified faculty permit the offering of a diverse and current
curriculum. It is important to note that curriculum development is an ongoing and continuous
process that involves the collaborative review efforts of faculty, students and an industry
advisory committee.
It is easy to say that Seneca presents more programming subjects to more students than any
other college. But do we do it well? What is the quality of our programs and their delivery? In the
2001 government KPI student surveys, 92% of our students expressed satisfaction when asked
whether the program "provides you with skills and abilities specific to your chosen career". This
result compares to a response of 79% from students in other Metro colleges. A further
comparison of KPI results indicates that in all KPI questions related to program content,
program delivery, teacher evaluation and facilities, the Computer Studies Program at Seneca
surpassed the results of other college programs.
Co-operative education has been, and remains, a strong feature of computer programs at
Seneca. With 3500 employers listed in the Faculty of Technology database, the school is
positioned to deliver work term placements to qualified students. The Co-op department
provides access to an automated online job search system. In 2001, over 90% of qualified
computer students who applied for jobs were placed on a co-op work term.
The quality of the Seneca curriculum was recognized in 1997 by the Ontario Government's
Strategic Program Initiative Fund, Project 5, Regional Specialization. The Fund provided
$258,000 to the School of Computer Studies to assist with curriculum renewal and revision and
faculty professional development at St. Lawrence and Canadore Colleges. The expertise of
Seneca's faculty contributed greatly to the success of this project. Seneca's annual $5M
Academic IT fund supports the acquisition of 'state-of-the-art' hardware and software for student
use. Seneca also received over $7M in capital ATOP (Access to Opportunities) funds to
support the growth in Computer Studies enrollment. This commitment to technology has
resulted in student access across the College to high-end IT equipment and services.
Program offerings in Computer Studies are continuous intake, offering students the opportunity
to begin and/or continue studies in each of three semesters - September, January and May.
The School of Computer Studies at Seneca has a proven history of delivering quality education
in computer programming. The School of Computer Studies has the curriculum foundations,
faculty, staff, and facilities to provide a successful applied degree initiative. The Bachelor of
Applied Technology (Software Development) will build on a proven history of developing and
delivering quality education in software programming and will extend opportunities for post
secondary students in Ontario.
School of Computer Studies Web Site: http://cs.senecac.on.ca
8.5 Policies on Faculty Evaluation/Renewal
Academic/professional credentials required of faculty teaching courses in the program
Seneca College Recruitment, Selection and Hiring Policy
SENECA COLLEGE OF APPLIED ARTS AND TECHNOLOGY
Policy Seneca College Recruitment, Selection and Hiring Policy

Title/Subject:
Authorizing Body: Board of Governors Policy # or May 26, 1999
Code: Item No. 33 (a) iii
Contact: Nimmi Pitt, Approved by: Board Of Governors
Vice President Executive Committee
Human Resources
Date Approved: May 26, 1999 Signature:
Nimmi Pitt
Updated: February 6, 2002
(Executive Cttee)
Seneca College’s mission is to provide career-related education and training that enable our
students to succeed in the global economy. In order to achieve this objective, Seneca College’s
Strategic Plan acknowledges that, “The ability of the College to respond to a diverse student
population and changing learner needs depends upon the capacity of its employees to continue
to learn and to adapt.”
The College is committed to creating a quality and equitable work environment for all
employees. This includes establishing effective procedures for assessing appropriate
candidates during the recruitment, selection and hiring process.
Seneca College’s recruitment, selection and hiring procedures are designed to attract, place
and promote the best-qualified candidates to complement the College’s mission and vision
statements. The procedures shall ensure that consistent steps are taken to eliminate, redress
and prevent disadvantages in employment for under represented groups and establish a
workforce that is representative of the College’s diverse community.
April 1999
Appendix 8 - page 161

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

interviewing, and selection committees must be applied in filling all posted staff vacancies
except in circumstances where reassigning an employee to a vacant position will promote
employment stability.
Section 1.0 Bona-fide Job Requirements and Job Postings
1.1 An effective hiring process must begin with ensuring that qualifications for the job
do not consist of barriers that have historically discouraged and excluded
women, racial/ethnic minorities, people with disabilities, francophones and
aboriginal people from job opportunities. Job qualifications will therefore be bona-
fide requirements. Bona-fide job requirements are described as employment
requirements that are necessary for reliable, safe and efficient performance of
the essential components of the job.
1.2 Supervisors are ultimately responsible for ensuring job qualifications are bona-
fide, however, the Employment Officer, Employee Relations Department, will be
responsible for vetting all requirements for a job and informing the supervisor of
any changes necessary to comply with this policy.
1.3 Jobs that are advertised externally will be advertised in at least, but not limited to,
one major Toronto newspaper to attract the best possible candidates from a wide
range of backgrounds.
1.4 Consulting firms involved in the hiring process will be provided with a copy of and
comply with the Recruitment, Selection and Hiring Policy and Procedures.
Section 2.0 Composition of Selection Committees
2.1 Selection committees are required for every posted position vacancy.Committees
are not required for temporary positions that are not posted. However,
supervisors will follow all interviewing criteria relating to unbiased practices when
hiring temporary staff.
2.2 The Chair of the selection committee will be an administrative representative,

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

2.3 Selection committees will include either a representative from the Employee
Relations Department or Centre for Equity and Human Rights. To the extent
possible, the committee will also include a reasonable ratio of individuals
following groups:
2.3.1 males, females and other designated group representation;

2.3.2 representatives from administration, faculty and/or support staff; and,
2.3.3 a representative(s) from another department/school (usually from
an area the incumbent will interact with).
2.4 For positions that require Board ratification (Vice-President/President), the Board
of Governors shall be notified of any vacancy and may exercise the right to have
representation in the selection process. This right may be supplemented by
procedures such as search committees, external consultants or other external
resources, or through wider composition such as student representation.
2.5 The Chair of the Selection Committee, in consultation with the representative
from Employee Relations or the Centre for Equity and Human Rights, will
determine the composition of the Selection Committee. This will be done at least
five (5) working days prior to conducting any recruitment interviews.
2.6 The size of the committee will be large enough to afford adequate assessment
and discussion of the interview results but not so large as to be intimidating to the
candidates. It is recommended that the committee consist of a minimum of three,
but not more than five members.
2.7 Selection committee members will not be told the names of the candidates until
an offer to sit on the committee has been accepted. Upon identification of the
candidates, it is the responsibility of each committee member to indicate if a
potential conflict of interest exists, and if so, to step down.
2.8 Selection committee members will maintain strict confidentiality with regard to the
names and background of candidates, both during and after the selection
process. Failure to maintain confidentiality may result in disciplinary action.
2.9 All candidates for a vacant position will be interviewed by the same committee. If,
however, a situation arises that a committee member must be replaced due to
unforeseen circumstances, it will be the responsibility of the Chair to ensure that
a complete and unbiased summary of each preceding interview be given to the
new committee member.
Section 3.0 Two Tier Interviews
3.1 Two tier interviews must be held for all administrative positions of chairs/directors
and above.
3.2 Two tier interviews for all faculty, support staff and administrative positions below
the chair/director level are optional. If a two-tier interview is not selected, the first
tier selection committee shall have full authority for hiring decisions.

3.3 A minimum of two (2) candidates, whenever possible, must be brought forward to
the second tier interviews for all administrative positions of chairs/directors and
above.
3.4 The chair of the first tier selection committee will sit on the second tier selection
committee . The second tier committee will also have access to any
documentation from the first tier interviews. The second tier committee must
follow the interviewing and selection process as outlined in these procedures.
Section 4.0 Duties of Selection Committee
4.1 The College’s commitment to employment equity must be a key factor in

screening applicants for interviews and in actual hiring decisions.
4.2 Abide by the Human Rights Guidelines (Appendix I) and review policies outlined
in the Centre for Equity and Human Rights Resources Manual.
4.3 Review the posting and job description to obtain a full understanding of the duties
and responsibilities of the position; the skills, education and experience required;
and the details of the position, i.e. rate of pay, position title, etc.
4.4 Extract and record, from the job posting, the specific job-related qualifications
required for the position. These are minimum qualifications and cannot be
changed or expanded upon. All candidates will be rated based on how their
skills, abilities and experience relate to the minimum job qualifications.
It is important to remember that “more is not always better” and that determining
the most suitable candidate should not be dependant on who has the most
qualifications or experience but rather who is the best qualified.
4.5 Review all resumes and come to a consensus as to which candidates will be
interviewed. The selection committee is not required to interview candidates who
do not meet the minimum qualifications for the position, however, any internal
candidates not receiving an interview must be notified by the Chair of the
Selection Committee prior to commencing the interview process.
4.6 The Candidate Interview Package (Appendix II), distributed to selection

committees by the Employee Relations Department, must be prepared and used
for all interviews.
4.7 The Selection Committee will develop and use the same formalized series of
questions for all candidates. This ensures that each candidate has the same
opportunity to provide the Committee with job-related information. The questions
shall be designed to elicit job-related information only based on the job
requirements from the posting. Interviewers may ask a candidate to clarify a
certain point of their answer. However, ensure that the question is to clarify a
point from the original question and that candidates are not being prompted for
the right answer.

4.8 Each committee member is responsible for recording notes for each candidate
interviewed. The notes will be used to justify the ranking given for each
qualification based on the candidate’s response. The Chair shall be responsible
for collecting committee notes and maintaining the competition file for a minimum
period of one (1) year.
4.9 The Selection Committee Chair is responsible for contacting internal candidates
if they will not be interviewed and to notify all candidates who were unsuccessful
in the competition.
Section 5.0 Candidates with Disabilities
5.1 Accommodating for the Interview:
It is difficult to identify candidates with disabilities when setting up interviews.To

avoid the possibility of inviting candidates to an interview location that is
inaccessible, ask each candidate one of the following questions during your initial
contact:
“Will reaching this location pose any problem to you?’’
“Do you have any questions concerning the location of the interview?’’
5.2 Considerations for Candidates with Disabilities:
5.2.1 The Human Rights Code and the Workplace Safety and Insurance Act
states that an employer must provide reasonable accommodation for
people with disabilities, short of undue hardship. For further information
regarding undue hardship, contact the Employee Relations Department or
the Centre for Equity and Human Rights.
5.2.2 In evaluating a candidate’s suitability, consider how they would perform

under normal circumstances and put aside the fact that accommodation
will have to be made.
5.2.3 Committee members should not focus on what the candidate can and
can’t do in relation to the selection criteria but rather what
accommodations can be made to allow the candidate to be successful in
the position. If committee members have concerns regarding the
candidate’s capacity to meet the physical requirements of the job, then
these should be raised with the candidate at the end of the interview
within the context of ascertaining the kinds of accommodation necessary
for the candidate to perform the essential job duties.
5.2.4 Only the essential duties of the job shall be considered when evaluating
candidates with disabilities. For example, the fact that an individual may
have difficulty in using the photocopier or reaching into filing cabinets,
does not change the fact that the individual can perform the essential
duties of the job.

Section 6.0 Screening Applicants
6.1 Determining which applicants will be selected as candidates for interviews is a

difficult task, particularly when large numbers of resumes are received for a
single position. Candidates should only receive interviews if they meet the
minimum qualifications for the position as stated on the job posting.
It is at this step that systemic barriers appear and designated group members
are excluded from employment opportunities. The selection committee should
consider the demographics of the department as a guide in determining specific
designated groups to be considered. The following are some typical methods of
avoiding systemic discrimination in selecting applicants for interviews.
6.1.1 Alternative Employment:

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

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

Canadian experience should only be looked at if it is absolutely critical to
success of the job. Look for ability or “demonstrated ability” rather than
experience. This allows candidates with transferable skills to compete in
the competition.
6.1.4 Indicators of Origin, Age, Gender and/or Creed:

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

Section 7.0 The Interview Process
7.1 Once the screening process has been completed to determine which candidates
will be interviewed, the Chair of the Selection Committee will notify each
candidate of his/her interview date, time and location. If requested, candidates
may be provided with the names of selection committee members and a copy of
the job posting.
7.2 Interview each candidate and record the results of the interview (notes taken
during the interview and completion of the Candidate Interview Summary).
During the interview, try to avoid some of the more common forms of bias such
as:
7.2.1 no employee will have all the necessary skills to walk in and perform a job
on the first day of work. Some familiarization period may be required in
areas such as software packages, online systems and filing systems.
Rejecting a candidate because they do not have all the exact skills on the
first day of work eliminates potentially good candidates;
7.2.2 accepting or rejecting the candidate right away before the interview
begins. This reaction can be based upon the appearance of the
individual, (e.g. how they dress, how they introduce themselves);
7.2.3 stereotyping of what you may think a good candidate is, as compared to a
bad candidate. This is what the selection criteria should measure;
7.2.4 evaluating how the candidate will “fit in” and whether or not his/her style is
appropriate. These judgements are often based on preconceptions about
acceptable “styles” and the types of individuals currently performing
similar jobs. Assessing applicants in this manner frequently excludes
people from other cultures who have different “styles” and who are not
“carbon copies” of current or previous incumbents;
7.2.5 weighing negative information too heavily. Often one piece of negative
information has more influence than all the positive information received.
Avoid this reaction and look at the overall results;
7.2.6 ensuring that the committee is consistent in their methods of discussing

interviews, i.e. discussing each candidate immediately following an
interview, and then discussing the overall results at the end of the
interview process.
7.3 At the conclusion of each interview, the Selection Committee Chair will advise
the candidate of the general time frame in which a selection decision is expected
and indicate the method of notification (i.e. telephone or letter).

Section 8.0 Supplementing the Interview
8.1 Selecting the right person is strengthened through checking references and, in
some cases, conducting tests or requesting presentations.
8.1.1 The Selection Committee Chair will conduct reference checks on all final
candidates.
8.1.2 All candidates must complete a Reference Check Consent Form

(Appendix III) sometime during the interview process in accordance with
the Freedom of Information and Protection of Privacy Act.
8.1.3 UNLESS AUTHORIZED BY THE EMPLOYEE, CURRENT OR

PREVIOUS SUPERVISOR(S) OF AN INTERNAL CANDIDATE CANNOT
BE CONTACTED FOR REFERENCE INFORMATION.
8.1.4 Access to an employee’s personnel file to view past performance

appraisals and/or other documentation that may be material to past
performance cannot be gained without authorization from the employee.
8.1.5 The Selection Committee Chair will be the only member of the selection
committee to view documents from the personnel file regarding past
performance. Authorized contacts with past and present supervisors shall
also be performed by the Selection Committee Chair.
8.1.6 When performing reference checks, ensure that only questions eliciting
job-related information are asked. Questions should verify information
received during the interview and stated in the resume.
8.1.7 More than one reference should be contacted for each candidate. This
reduces the risk that you may disqualify a candidate because of an
unfavourable reference resulting from the discriminatory attitudes of one
former employer.
8.1.8 All reference checks shall be documented and forwarded with other
recruitment documents to the Employee Relations Department.
8.2 Testing
8.2.1 Any tests given to candidates must be job-related to determine whether or

not the candidate can perform an essential job duty(s).
8.2.2 In some situations, tests may be given prior to the first tier interview to
assist the committee in determining which candidates will be interviewed.
The test must be related to a qualification that makes up a reasonably
significant portion of the job.
8.2.3 Tests shall be provided in alternative forms for people with disabilities
who are prevented from participating in the standardized test procedures.

8.2.4 All candidates who must complete a test as part of a job competition must
receive the same test(s).
8.3 Presentations
8.3.1 The committee may request candidates to conduct a presentation on a

job related topic(s). Presentations may be requested for any level
administrative, faculty or support staff position where speaking to groups
is an important requirement of the position.
8.3.2 In the event presentations are requested during the second tier interview
only, the audience shall include members of both the first and second
level selection committees. No other individuals will be permitted to attend
the presentations.
8.3.3 A selection committee member must be present for all presentations or

will be required to withdraw from the committee
8.3.4 The following procedures shall be applied to the presentations: all

candidates will be given the same specific topic or areas to cover and
sufficient time to prepare the presentation; all candidates will be allotted
the same time for their presentations and the same time for a question
period; and, the questions will be prepared by the committee based on
bona-fide job requirements, be free of bias and be similarly asked of all
presenters.
Section 9.0 Final Selection
9.1 If a decision cannot be made on a final candidate, the Selection Committee Chair
may recommend a second tier interview for the best candidates, re-interview all
candidates with the same selection committee, or re-post the position.
9.2 If, after interviews have been conducted, the second tier selection committee is
not satisfied with any of the candidates, the search will be expanded (e.g.
external advertisement). However, the search will first be conducted by reposting
the position for five (5) working days within the College.
9.3 In situations where more than one candidate can perform the job requirements
equally well, the selection committee shall make its decision based on the
College’s commitment to establishing a workforce that is representative of the
College’s diverse community.
9.4 In support staff competitions, before announcing the name of a successful

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

9.5 Any unsuccessful candidate who is a full-time staff member may request a
review of the committee’s decision within forty-eight (48) hours (two (2) working
days) if he/she feels that his/her experience and/or education, or seniority for
support staff, has not been given proper consideration. Therefore, Selection
Committee chairs, when contacting the successful candidate, must inform them
of the review process.
9.6 Once a final candidate has been selected, the supervisor will complete and
submit a Personnel Action Form to the Employee Relations Department.
9.7 Board of Governor’s policy states that, at the director/dean level, the Employee
Relations Department shall forward the approved Appointment Notice to the
President’s office for Board ratification.
9.8 Final selection for employees, not requiring Board ratification, will be approved by
the reporting Vice-President and President.
Section 10.0 Salary Determination
10.1 All salary calculations for full-time support staff, full-time faculty and sessional
faculty are provided by the Employee Relations Department. Supervisors will not
make any salary commitments (verbal or written) without first consulting with the
Employee Relations Department.
10.2 All salary recommendations for administrative staff are made by the reporting
supervisor in consultation with the Director, Employee Relations and approved by
the appropriate Vice-President or President.
Section 11.0 Appeal Process
11.1 Full-time staff who are unsuccessful in their candidacy for a position vacancy
may request a review of the hiring decision if they believe that the selection
committee has not given proper consideration to their education or experience, or
for support staff their seniority. The employee must submit a written request for a
review to the Director, Employee Relations. The request must indicate the
reason(s) why the employee is requesting a review. Employees have forty-eight
(48) hours (two (2) working days) after notification that they were unsuccessful to
request a review.
11.2 A review of the selection process will be conducted by an appeal committee

consisting of the Vice-President of Human Resources or designate, the
representative from Employee Relations or Centre for Equity and Human Rights
who sat on the selection committee and a nominee of the appellant. The Vice-
President of Human Resources or designate will chair all Appeal
Committeemeetings.
11.3 The appellant’s nominee cannot be a staff member from the Human Resources
Department or a member of the selection committee.

11.4 The appeal process does not preclude an individual’s right to seek assistance
From his/her local union representative or the Centre for Equity and Human
Rights.
11.5 The review will be conducted within five (5) working days upon receipt of the
appeal.
11.6 The Appeal Committee will have the authority to make one or more of the
following decisions:
a) uphold the decision of the selection committee;
b) request that the selection committee re-interview all candidates;
c) request that a new and independent selection committee re-interview
either all or final candidates;
d) request that the position be reposted; and/or,
e) request training be provided to selection committee members on
interviewing and selection.
11.7 The Appeal Committee’s findings and recommendations will be determined

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

Ontario Human Rights Code Selection Criteria Guidelines
Appropriate Selection Criteria Inappropriate Selection Criteria

Education Sex
Work training and experience Race
Relevant volunteer training and Colour
Experience Creed
Work performance and evaluation Ancestry
(previous positions) Place of Origin
Ethnic Origin
Citizenship
Age
Marital Status
Family
Sexual Orientation
Mental or physical disabilities
Union or political affiliation
Receipt of public assistance
Any non-job related criteria
Appropriate Interview Topics Inappropriate Interview Topics

Qualifications as they relate to the job Questions intended to determine factors
Career goals and where this position fits above
(if appropriate for the job) Questions on personal matters
unrelated to the job in questions (e.g.
plans for marriage or children, childcare
arrangements)

Ontario Human Rights Commission Interview Guidelines
Appropriate Inappropriate
Birthplace, Ancestry, Ethnic Origin All other inquiries.

and Place of Origin
A special interest organization

serving people identified by a
prohibited ground of discrimination
may inquire about such status if
having that status is a genuine and
reasonable requirement for the job in
question
Sex, Marital Status, Family Status All other inquiries including those
prohibited on application forms.
Inquiries about sex or marital status
may be made only if sex or martial NOTE: Inquiries about sex, martial
status is genuine and reasonable status or dependants which are
qualification for the particular job. An pertinent to an employee
applicant may be asked his or her superannuation, pension or insurance
relationship to other employees if the plan may be made after hiring.
employer has a nepotism or anti-
nepotism policy regarding spouses,
children or parents of the employer
or employee.
Age (18-65) All other inquiries.
Inquiries about age may be made Note: After hiring, the employee may be asked for
only if the age of the applicant is proof of age, and inquiries may be made about age,
genuine which are relevant to an employee superannuation,
and reasonable qualification for the pension or insurance plan. Inquiries about age which
particular job. are not related to the job or legitimate personnel
purposes are inappropriate.
Race, Colour Inquiries which would elicit

information about race or colour, such
Nil as physical characteristics – colour of
eyes, hair, height and weight, or
photographs.
Religion, Creed Inquiries about religious affiliation churches

attended, religious holidays,
Nil customs observed, willingness to work
on a specific religious holiday.

Citizenship Inquiries about and categories such as

Canadian citizen, landed immigrant,
“Are you legally entitled to work in permanent resident, native born,
Canada?” naturalised, date citizenship was
Inquiries may be made about Canadian received, citizenship of parent or spouse;
Citizenship if: except as noted under Appropriate
- Canadian citizenship is required Questions.
by law for the particular job;
- Canadian citizenship or
permanent resident status is
required to foster participation in
cultural, educational, trade
union or athletic activities by
Canadians or landed immigrants;
Or
- the position is a chief or senior
executive position and the
organization requires a holder to
be a Canadian citizen or to be
domiciled in Canada with the
intention to become a
Canadian citizen
An applicant may be asked to provide
proof of eligibility to work in Canada.
Education Information designed to elicit information about

any prohibited ground of discrimination.
Job-related inquiries designed to
determine the merits of an applicant’s
qualifications, including verification of
educational background.
Record of Offences Inquiries about record of offences which are not

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

Disability Medical examinations or inquiries

About health which are not directly
Inquiries or medical examinations job-related may constitute evidence of
which are directly related to an unlawful discrimination.
applicant’s ability to perform the
essential duties of the job NOTE: Genuine and reasonable
Inquiries about disability that are
pertinent to legitimate personnel
purposes, such as relating to
supernnuation, pension disability, life
insurance or other benefit plans may
be made after hiring. However,
exclusion from such plans may not be
used as a reason for denying
employment.
References and Memberships in Inquiries should not be made which

Organizations Would elicit information about any of
the prohibited grounds
Nil

Candidate Interview Package
Instructions for Use
1. From the job posting, the committee shall extract the job related qualifications and list
them on the “Candidate Interview Summary”. The committee will then come to a
consensus on the importance of each qualification and apply a weight to each.
2. Having extracted the job related qualifications, committee members can develop
relevant interview questions. Ensure that there are question(s) for each qualification.
3. A the end of each interview, the committee shall discuss the responses with respect to
each qualification and come to a consensus on a rank. A candidate’s responses can be
ranked as:
Does Not Have Qualification – Has Weakness in Qualification – Meets Competency – Is
Strong in Qualification
The committee must be able to substantiate the ranks under each qualification and
record the reason(s).
4. Having come to a consensus on a rank for each qualification, the Committee Chair shall
summarize the results of the interview on the “Candidate Interview Summary”.
Only one Summary is required for each candidate.
5. Total scores should not drive the committee’s choice of a final candidate(s). The scoring
system is intended to be used as a guide only, to assist the committee in identifying
anomalies in ranking decisions (i.e. assessment of candidates) and to weed out those
candidates who do not meet the job requirements.
In some cases, a qualified candidate will not perform well in the interview, yet his/her
skills/abilities are well known to a committee member. In these cases, the committee
should discuss and document this aspect.
All final decisions by the committee must be based in bona-fide job requirements and
must be justified in written notes.

Seneca College Candidate Interview Summary
Qualification Ranking Guide
Before beginning the interview, extract from the job posting the qualifications for the position
and list them below. Discuss the importance of the qualifications and apply a weight to each.
The weights may be in any amount providing the total adds to 100. In some situations the
Committee may decide that two or three of the qualifications are equally important, in which
case the same weight will be given to each. In other situations the importance of each
qualification may vary, in which case the weight will vary. Multiply the rank given to each
qualification by the weight to reach a score.
Weight Score
1. Qualification:__________________________________________________
Does not have Qualification - 0 Weakness in Qualification - 1
Meets Competency - 2 Strong in Qualification - 3 _____ X ____ = ____
2. Qualification:__________________________________________________
3. Qualification:__________________________________________________
4. Qualification:__________________________________________________
5. Qualification:__________________________________________________
6. Qualification:__________________________________________________
7. Qualification:__________________________________________________
TOTAL SCORE: _________
COMMENTS:_________________________________________________________________

Reference Check Consent Form
Re: ________________________ Competition No./Position _______________________
Pursuant to section 39(1) of the Freedom of Information and Protection of Privacy Act, I
______________________________________, authorize Seneca College of Applied Arts and
Technology to obtain reference information from the following sources:
Place a check mark beside the appropriate space(s).
From the person(s) or organization(s) listed below.
From my personnel file. (Only information pertinent to past performance will be accessed).
FOR INTERNAL APPLICANTS ONLY
From my current supervisor, as listed below.
Company____________________________________________________________________
Name & Title__________________________________________________________________
Telephone Number_____________________________________________________________
Company____________________________________________________________________
Name & Title__________________________________________________________________
Company___________________________________________________________________
Name & Title _________________________________________________________________
Date______________________________________Signature_________________________

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

confirmed copy of the academic and professional credentials of any faculty member
being hired be on file prior to sending the full documentation forward to the college
president to sign the Letter of Appointment. The chair of the selection committee is
required to sign a confirmation that he/she has seen the original credential(s) and that
the copies placed on file are exact duplicates of those credentials.
The Seneca College Recruitment, Selection and Hiring Policy was revised on February 6, 2002
to include the following:
Faculty teaching in Applied Degree programs will be required to provide an official transcript of
their academic and professional credentials directly to the College from the granting University
or Agency (including any Equivalency Assessments) at the time of any confirmation of
employment.
It will be the hiring supervisor’s responsibility to ensure that the required documentation is
requested from the candidate. The candidate will be required to request that the official
documentation be forwarded directly to Employee Relations. Upon receipt, Employee Relations
staff will inform the hiring supervisor and appropriate documentation pertaining to the hire will be
issued.
Ref: Seneca College Recruitment, Selection and Hiring Policy – April 1999, Revised February
6, 2002 (above)

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

The means for ensuring the currency of faculty knowledge in the field
The college provides significant institutional resources and support, such as the Centre for
Professional development and the Centre for New Technologies in Teaching and Learning (see
pp. 7-11) dedicated to enabling our faculty to stay current in their fields and enhancing their
teaching skills.
Seneca’s Strategic Plan 2001-2003 states:
Key Results #6
“College employees will:
• establish professional development plans and achieve their objectives, and
• be rewarded for enabling student success
Key Results #9
“The amount and complexity of applied research will increase.”
Seneca College formally began committing college resources for professional development for
faculty and staff in July of 1974 by establishing a funded professional development initiative
under the direction of Dr. Klaus Schwartzkopf and Dr. Doug Campbell. In subsequent years this
commitment has only increased as is evident in the current Strategic Plan (2001-2003), which
identifies the focus on Human Resources Development as one of three Strategic Directions for
the College.
I. The Centre for Professional Development (CPD) is mandated to facilitate lifelong

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

Workshops and seminars related to a broad range of educational topics and computer skills
training are offered regularly. In the year 2000, there were:
• 700 faculty registrations in these workshops

• 221 admin staff registrations, and
• 451 support staff registrations
Ref. CPD Website for specific details regarding Professional development Opportunities for
faculty, particularly “This Semester” and “Resources” http://www.senecac.on.ca/cpd
Professional Staff in the Centre for Professional Development
Professional development activities are guided by three planning committees, they are the:
• Administrative CPD Planning Committee
• Faculty CPD Planning Committee
• Support staff CPD Planning Committee
The staff of CPD are well qualified to assist faculty on an individual basis or in groups/schools in
all areas related to andragogy.
Director, Centre for Professional Development (CPD) - B.Sc.N., M.Ed. (Educ. Admin.);
Ed.D. (Higher Education)
The Director has taught in college and university programs for more than twenty-five years. She
has earned a Bachelor of Science in Nursing, a Masters Degree in Education Administration,
and a Doctor of Education degree in Higher Education all from the University of Toronto. She
regularly teaches in Masters of Education programs as an Adjunct Professor at Brock
University, as an Associate Member with OISE/University of Toronto, and as an Instructor with
Central Michigan University. Leadership and change in education is one of the topics she
teaches. Her research interests include teaching and learning of critical thinking, the effective
use of technology in teaching and learning and on-line teaching. She has presented lectures
and facilitated workshops with faculty in Jamaica, China. Morocco and Brazil. The Director
currently leads a research team that is developing and evaluating on-line instruction for teachers
of broad based technology subjects in Ontario’s secondary schools, in collaboration with York
University faculty. She regularly assists faculty with curriculum and program development work.
Educational Instructional Designer - B.A., M.Sc., Ph.D. (in progress)-.

The Educational Instructional Designer provides ongoing consultation and assistance to faculty
and staff who wish to integrate technology in their curriculum delivery particularly in the design
and development of interactive online learning activities for fully online or mixed-mode courses.
She also co-ordinates Seneca's online Professional Development programs, Designing
Curriculum Using Instructional Technology and the new eLearning: Teaching and Training with
Technology. Her research interest is in the area of effective online learning especially in
facilitating learner interactions and the development of effective online learning communities. In
addition to her own research she is also a member of the research team headed by the Director
She also serves as a Teaching Assistant at OISE/UT in online courses in the Department of
Curriculum Teaching and Learning – Computer Applications.
Faculty Consultant - RRT (A), BIS, MSc (A), MPH, Ed.D. –

The Faculty Consultant has taught for 25 years in academic, private, corporate and international
settings. At Seneca, she assists faculty, support and administrative stall in developing or
maintaining skills in related areas from curriculum development and communications. She also

assists York University faculty in converting traditional classroom curricula to the e-learning
environment. She is also an adjunct professor with the University of San Diego teaching fully
online courses in the K-12 teachers continuing education program.
Seconded Professor, PhD, (French)

One professor is seconded part time to assist faculty through the Centre for Professional
Development. The current person is a professor in the Centre for Tourism and Leisure Services.
She provides online training in Blackboard, Dreamweaver and other web-based software to
faculty

Promotion of curricular and instructional innovation
Our Designing Curriculum Using Instructional Technology (CTC) program developed by CPD
and launched in 1997, was one of the earliest Internet based teacher training initiatives to help
teachers learn how to develop academically sound learning objects and courses for use in an
electronic environment. The program won 2 excellence and innovation awards: the McGraw-Hill
Ryerson Excellence in Innovation Award - May 29, 1998, and The CONNY Award for exemplary
approaches to Continuing Education also awarded in May, 1998 by the Ontario College’s
Continuing Education Faculties Committee.
In collaboration with Brock University our Centre for Professional Development has offered
since 1993 a jointly developed B.Ed. in ADED program as well as M.Ed. courses on our main
campus since 1993. As an Adjunct Professor for Brock University, The Director for the Centre
for Professional Development acts as advisor and thesis chair to many of the faculty who
engage in graduate studies.
Key Results #4
“The College will develop new and enhance existing on-line programs and services.”
The college has been innovative and a leader in post-secondary education in the development
of courses and programs for the electronic environment. There are currently almost one
hundred Seneca courses available on-line, with thousands of students enrolled annually.
Seneca is providing leadership in e-learning consortia such as Ontario Learn.
The Scope Of E-Learning
The college’s e-Learning Strategic plan commits the college to:

• Develop and introduce an annual training plan so that by 2003 all full-time
faculty will have completed an introductory-level training program and 15% of
faculty will have had training on the design and delivery of on-line courses.
e-learning at Seneca involves three components:
1. technology-based learning resources that enhance teaching and

learning in the classroom, the laboratory and the Learning Commons;
2. web-based resources that faculty and students use for reference,

communication, collaboration and research; and
3. on-line learning, either as a course component (i.e., "mixed mode") or

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

e-learning is customized to reflect the nature and objectives of individual programs.
Customization of programs and courses also responds to student background and expectations
and to faculty strengths.
Ref: e-Learning Strategic Plan https://college.senecac.on.ca/news/elearning
The TEL Institute
The Institute for Technology Enhanced Learning (TEL) is founded on a partnership between
York University and Seneca College. It is anticipated that other educational institutions and the
private sector partners will join this partnership to form a unique consortium to promote
collaborative, innovative approaches to teaching and learning with technology. The York and
Seneca staff of the TEL Institute will research, develop and help to implement a new generation
of technologies and applications that enable faculty and staff to create, teach and learn in new
and more effective ways. They will explore non-traditional teaching methods and broaden their
scope to embrace technology-enhanced instruction
II. Financial support for ongoing faculty development is provided through the following:
a. The Centre for Professional Development provides funding support to enable faculty and
staff to attend and present workshops and conferences.
b. Professional Development (Sabbatical) Leave Program
Each year 2% (approximately 13-14) of the faculty are granted a paid Professional Development
(Sabbatical) leave.
Ref: OPSEU Agreement (Academic Employees) Sept. 1/96 – Aug. 31/01 Article 20
For 2000/2001 35 faculty applied for the leave – 13 were granted

For 2001/2002 45 faculty applied for the leave – 14 were granted
For 2002 /2003 36 faculty applied for the leave - 13 were granted
Frequently faculty requesting the PD Leave are seeking to continue their studies at the
undergraduate, graduate and post graduate level in their field or in education. Some seek
current work experience in the professional field.
In addition, the college grants unpaid Leaves of Absences – some of which are taken for the
purpose of upgrading education and/or experience.
c. Ten Days of Paid Professional Development Time each academic year
The college allows each teacher at least ten working days of professional development in each
academic year with at least 5 of these consecutively.
Ref: OPSEU Agreement (Academic Employees) 1996-2001 Article 11.01 H 1 & H2

d. Tuition Assistance: (Appendix E)
All full time faculty and staff are eligible to receive Tuition Assistance in the amount of 50% of
tuition fees (to a maximum of $1,500. per year) and 50% of the costs of required texts and
instructional materials, reimbursed upon successful completion of an evaluated and transcripted
course taken from a fully recognized educational institution.
Spring 2001 Fall 2001 Winter 2002 Total
Certificate/Dip 2 1 15 18
B.A. 2 7 9
B.Ed. 3 9 16 28
M.A. 0 4 4
M.Ed. 5 11 6 22
Ed.D./Ph.D 2 3 2 7
TOTAL 88*
*The actual number of faculty and staff engaged in further education is likely greater since not
all apply for tuition assistance.
e. Tuition Subsidy for Ministry approved programs or courses
Faculty and staff may take any Ministry approved programs or courses which the college offers
for a tuition fee of not more than $20.00 per course.
Ref: OPSEU Agreement (Academic Faculty) 1996-2001 Article 12, Tuition Assistance Policy,
October 25, 2000 (Appendix E)
f. Interest-free Payroll Deduction Plans
i. Tuition Payment
Faculty and staff are eligible for an interest free loan for payment of tuition, which is then
re-paid over the semester under a payroll deduction plan.
ii. Computer and software Purchase

An interest free loan up to the amount of $2,500.00 is available for repayment on the
payroll deduction plan. for the purchase of computer hardware or software, thus enabling
faculty to be current in the use of technology in education.
Ref: Tuition Assistance Policy. October 25, 2000 (Appendix E)
III. Faculty Exchanges, secondments and International Programs and opportunities
• Seneca has over 1000 visa students supported actively by International Student
Devilment/Seneca International
• CPD facilitates international exchange opportunities for faculty and staff.
• Seneca faculty and students have participated in exchanges in China, Mexico and
Singapore

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

Human Disease Markers for Diagnostic Assays.
Project Leader: Dr. William Mak (Seneca)
Project Team Members - Seneca faculty: Professor Joseph Chan

Dr. Helen Stynes
- York University Faculty: Dr. Christopher Rodriquez
Dr. Michael Siu
Dr. Xiao Mao Li
Dr. Stephanie Ditta
- St. Michael’s Hospital Staff: Dr. Greg Hare
CFI Grant $600,000.00

OIT Grant $600,000.00

Project #1784 Interactive, Internet-based secondary school teacher training in
Broad Based Technology Curricula
Project Leader: Dr. Katharine Janzen (Seneca)
Project Team Members: Dr. Ron Owston (York University)

Dr. Margo Burns (Seneca)
Prof. Dawn Mercer - Ph.D. (in progress) (Seneca)
CFI Grant $76,035.00

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

Professor Owen Moorhouse (Seneca)
U of T faculty who are experts in flight simulation and flight mechanisms
Joint project with U of T - 50%: 50% cost sharing (i.e., $50,000.00 each)
Purpose – research to enable the production of more effective simulation training
Project: Equipping Seneca airplanes with Differential Global Position Systems (DGPS) and
Inertia Measuring Units (IMU) to assess the impact of changes in the position of the planes and
compare those data with pressure data so that they will be able to more accurately predict
impact of changes in position.
U of T wants to install the equipment in their airplanes for 4th year students and in engineering
labs for their graduate students
The School of Aviation has another joint project with Ryerson – their 4th year students are
working on a project on one of Seneca’s airplanes.
School of Civil Engineering Technology
Research Team: Professor Christine Doody-Hamilton (Seneca)

York University professors – are leading this project
Private sector staff
Seneca is part of the Green Roof Consortium along with the Metro Toronto Conservation
Authority, private sector partners and York University in the year 2000 the consortium was
funded by IRAC in the amount of $15,000.00 and by the Ontario Power Corp. for $5,000, to
complete a feasibility study.
The consortium is currently submitting a request for $50,000.00 to the Centre for Research in
Earth and Space Technologies (CRESTECH) to enable them to set up a green roof test site at
the Conservation Authority site on 5 Shorham Drive (Jane and Steles area), Toronto.

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

Professor Jane Haddad (Seneca)
Dr. Robert Drummond (York University) is the Principal
Investigator for this project; other
York University faculty are from the Faculty of Education
and Faculty if Arts in the Centre for Research on Work and
Society
Purpose of this joint project is to assist marginalized youth in their transition from post-
secondary education to the work world, and then assess the impact of the project on student
learning in preparation for this transition.
$600,000.00 grant received from SSHRC (Community-University Research alliance) for the 2-
year project.
Faculty of Business
A research project that will evaluate the effectiveness of teaching and learning using wireless
technology in teaching accounting is currently in progress and involves a partnership of faculty
and staff from:
• Seneca College
• Northern Alberta Institute of Technology (NAIT)
• McGraw-Hill Ryerson Publishing
• Bell Mobility
• Cap Gemini Ernst & Young
• Blackboard
• Compaq
In addition, many faculty and staff have in the past and continue to do educational research as
part of their M.Ed. and Doctoral studies. The following is a sample of fairly recently completed
projects :
M Ed and Ed D Research and Thesis Completed by Seneca Faculty and Staff

Title of Research Researcher M.Ed./ Date
Ed.D.
Reflections: Graduating Student Survey '90 Elinor Kirby M.Ed. 1991
Badger
Transition: On Becoming a Community College Corinne M.Ed 1991
Teacher Falconer
Stress Factors Among College Educators George Farid Ed.D. 1991
Grant
A Needs Assessment of Professional Kerry Jarvis M.Ed 1992
Development Activities for Probationary Faculty
at Seneca College

Ed.D.
Developing Critical Thinking Skills in Diploma K.L. M.Ed 1993
Nursing Students Through Health Care Honeychurch
Simulations & Journal Writing
Ego Identity Status and Attrition Among First Francis Edward Ed.D. 1993
Semester Students in a College of Applied Arts Watson Miller
and Technology
Educational Change Towards a Sustainable James W. White M.Env. 1994
Future Studies
A Comparison Between the Learning Strategies Mary Margaret M.Ed ~1995
of Newly-Arrived Chinese Foreign Students and Ryan
Chinese Foreign Students in the Upper
Semesters of a Community College Computer
Studies Program
Vocabulary Maximization: Strategies for Linda Steinman M.Ed 1996
College-Level Content Courses
An Investigative Study of Math. Pretest Scores Mirsad Mike M.Ed 1997

Using Neural Connection to Determine if Celic
Relationships Exist btw. Test Scores &
Subsequent Student Performance in Applied
Arts & Engineering at Seneca College
Contract Employment in an OCAAT: An Ann Linehan M.Ed 1998
Exploration of the Needs and Issues as
Perceived by Contract Faculty and .
Exploration of the Expectations of Students, Dianne Therese M.Ed 1998
Graduates and Employers in a Post-Diploma Ness
Program in an OCAAT
Perceptions of Students at an Ontario CAAT David Turnbull M.Ed 1998
Regarding Characteristics of Effective College
Teachers
Web Stars: Holistic, Arts-Based Curriculum in a Selia Karsten M.Ed 1999
Computers Applications Course
OCAAT Vision 2000: Was the Process Worth Ralph Rossman M.Ed 1999
the Effort? The Perspective of Some
Committee Members Eight Years Later
A Comparison of the Impact of Using Computer- A. Elaine Wood M.Ed 1999
Based and Traditional Learning Strategies on
the Perception and Test Achievement of some
Students in a Mental Health Nursing Course in
an OCAAT
Structural Change at Southeast Community John Struthers M.Ed 1999
College
Factors Influencing a Student's Decision to Peter C. Miller M.Ed 2000
Seek Assistance at an Ontario CAAT Learning
Centre
Student Perceptions of Preferred Teacher Shannon M.Ed 2000
Qualities that Promote Learning Watson

Ed.D.
Acceptance of Web Technology based Saketaram Ed.D 2001
Education by Professors & Administrators of a (Sam) Surendra
CAAT in Ontario
The Perceived Impact of Leadership Training on Iscenty G.
the Personal Growth of Former Student Leaders Benjamin M.Ed 2001
from Seneca CAAT
Navigating the Community College Landscape: Beverly Brewer Ph.D. 2002
Toward Relationship and Community

Faculty Performance Review Policy
Policy
Title/Subject: Faculty Performance Review
Authorizing Body: Board of Governors Policy # or March 25, 1992
Code: Item No. 23
Contact: Cincy Hazell Approved by: College Executive
Acting Vice-President Committee
Academic Deans Committee
Date Approved: March, 1992 Signature:

September 1997 Cindy Hazell
Updated: March 1998

(Executive
Committee)
February, 2002

College Policy on
Faculty Performance Review
September, 1997 (This policy statement replaces the previous policy which was dated
October, 1993). Revised March 1998, Revised February 12, 2002)
1. Purpose of Faculty Performance Review
Performance Review provides explicit and systematic feedback on all relevant aspects of
performance. It supports and actively encourages the development of the individual professor
and his/her teaching. Performance Review enhances and ensures teaching excellence,
program quality and student success.
2. Components
Performance Review involves four components. Student feedback is an annual and required
component. Peer review and self-evaluation are optional elements but are strongly encouraged
to ensure that the review is based on multiple perspectives. Performance evaluation is a
required component and is conducted on a cyclical basis.
3. Scope
Performance Review is not restricted to classroom teaching; it addresses the elements in the
Class Definition for Professor as stated in the Collective Agreement. These include (a) design,
revision and updating of subjects and programs, (b) teaching of assigned subjects, and (c)
academic leadership and ancillary responsibilities.
4. The Performance Evaluation Cycle
In the probationary period, written Faculty Performance Evaluations are provided every four
months. After the probationary period, faculty are provided with Performance Evaluation at least
once every four years.

Process
There are two phases in Faculty Performance Review. The first consists of the collection of
data and comments from a variety of sources. This feedback is helpful to faculty as they pre-
pare their individual professional development plans each year. The second is the periodic
formal Performance Evaluation with the chair, based on the data presented and reviewed. The
table below identifies the elements of the Performance Review cycle. Responsibility for
performance review and for relevant professional development rests with both the professor and
the College.
Component Time Frame Process
Student Required • Normally the students in three classes taught by each
Feedback every professor are asked to provide their feedback.
(see Appendix academic • Most surveys are done in the fall semester; selected
7, page 4) year. surveys are done in other semesters as needed.
Normally • With consultation, the chair selects classes to be
done in surveyed to include first, second and third year students
November. and to minimize survey fatigue.
Results go • The Seneca College Student Feedback Form is used to
to professor maximize validity and reliability.
and chair in • The professor and the chair receive a computer-
January. generated analysis of the students’ responses following
completion of the semester.
• To ensure anonymity, students’ written comments are
keyed into a computer file before forwarding to the
professor and chair.
Self-Evaluation Optional • Four processes are recommended for this activity
Peer Review Optional • The Alliances for Change process is recommended;
further resources are available from the Centre for
Teaching and Learning
Performance Required • In addition to the formal evaluation cycle, the chair
Evaluation by At least provides the professor with ongoing and timely feedback
the Chair once every related to student surveys, student concerns or any other
four years matters relevant to performance.
• At the beginning of the academic semester the chair
notifies each professor to be evaluated.
• Performance evaluation begins with a meeting in which
the professor and chair discuss the context (previous
evaluations and development plans), the current
assignment and relevant survey and other information.
• The process normally includes a classroom/lab visit by
the chair or designate.
• At the second meeting, discussion focuses on the
Faculty Performance Evaluation Form and leads to the
professor’s professional development plan.
• The chair forwards copies of the completed Faculty
Performance Evaluation Form to the professor and to the
professor’s personnel file.
• In Applied Degree programs, the performance evaluation
will include a review of faculty participation in applied
research.

Class Definition
Professor
Under the direction of the senior academic officer of the College or Designate, a Professor is
responsible for providing academic leadership and for developing an effective learning
environment for students. This includes:
a) The design/revision/updating of courses, including:

- consulting with program and course directors and other
faculty members, advisory committees, accrediting
agencies, potential employers and students;
- defining course objectives and evaluating and validating
these objectives;
- specifying or approving learning approaches, necessary
resources, etc.;
- developing individualized instruction and multi-media
presentations where applicable;
- selecting or approving textbooks and learning materials.
b) The teaching of assigned courses, including:
- ensuring student awareness of course objectives,
approach and evaluation techniques;
- carrying out regularly scheduled instruction;
- tutoring and academic counseling of students;
- providing a learning environment which makes effective
use of available resources, work experience and field
trips;
- evaluating student progress/achievement and assuming
responsibility for the overall assessment of the student’s
work within assigned courses.
c) The provision of academic leadership, including:
- providing guidance to Instructors relative to the
Instructors’ teaching assignments;
- participating in the work of curriculum and other consultative
committees as requested.
In addition, the Professor may, from time to time, be called upon to contribute to other areas
ancillary to the role of Professor, such as student recruitment and selection, time-tabling, facility
design, professional development, student employment, and control of supplies and equipment.

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

collection of samples of the professor’s work along with self-reflection and feedback received on
an ongoing basis. Further guidelines are available from the Centre for Teaching and Learning.
d. Teaching Skills Inventory
An alternative to performance-based self-assessment is the completion of a skills inventory.

Such an inventory provides for systematic reflection about teaching and learning based on
established benchmarks of teaching effectiveness. The Techniques for Effective Teaching
inventory is a recommended framework and is available from the Centre for Professional
Development.

Peer Review
Peer review enriches perspective and provides observations and insights that are difficult to
gain through any other means. Although peer review is an optional component of Faculty
Performance Review, it is highly recommended. The Centre for Teaching and Learning provides
specific resources in support of the two processes below.
a. Alliances for Change
Alliances for Change was developed and tested by a group of Canadian educators seeking a
means to promote frank and in-depth discussion to benefit individual teachers. Seneca
professors have used the process and have evaluated it highly. The model involves a peer from
another program. That colleague initially discusses teaching goals and methods with the
professor undertaking peer review. Then the peer observes the professor in the classroom and
meets with a random sample of the professor’s students to explore their perceptions. This
meeting involves a structured process that is the product of research carried out during the
development of the model. The peer reviewer then provides the professor with his/her and
students’ feedback in a follow-up meeting.
b. Other Alternatives
In Becoming a Critically Reflective Practitioner, Stephen Brookfield writes that

“…colleagues’ observations of our practice can be one of the most helpful sources of critical
insight to which we have access”. Brookfield provides specific suggestions on planning and
carrying out effective Peer Review. As with Alliances for Change, the Centre for Teaching and
Learning will provide source material for professors wishing to undertake this or a related
approach to peer review.

Seneca College Faculty Performance Evaluation Form
Professor:____________________________ Chair:_______________________________
School: ______________________________ Review Date: ________________________
The evaluation process is a part of Faculty Performance Review, which is described in greater
detail in the document Faculty Performance Review (updated March, 1998), available from all
Faculty and School offices and from the Centre for Professional Development.
The evaluation process normally includes the following steps:
1. At the beginning of the academic semester the chair notifies each professor to be evaluated.
2. Performance evaluation begins with a meeting in which the professor and chair discuss the
context (previous evaluations and development plans), the current assignment and relevant
survey and other information.
3. The process includes a class observation by the chair.
4. At the second meeting, discussion focuses on the Faculty Performance Evaluation Form
and leads to the professor’s professional development plan.
5. The chair forwards copies of the completed Faculty Performance Evaluation Form to the
professor and to the professor’s personnel file.

Part A: Design, Revision And Updating Of Subjects And Programs
Note: The evaluation framework provides examples in the bulleted lists. These are
illustrative and not comprehensive.
1. Consults with co-ordinators, subject leaders and other faculty members, advisory
committees,
accrediting agencies, potential employers and students
• contributes to committees and meetings • takes responsibility for currency and
• works effectively with peers development in his/her discipline through
• supports College functions which promote liaison with business/industry, advisory
programs committees, accrediting agencies, etc.
• attends conferences, workshops, etc.
Overall Assessment - Meets expectations: Yes No

Comments:
2. Defines subject learning outcomes and evaluates and validates these learning
outcomes
• develops clear, appropriate subject • designs subject learning outcomes to fit
outlines overall program learning outcomes
• communicates learning outcomes clearly
Overall Assessment - Meets expectations Yes No

Comments:
3. Specifies or approves learning approaches & necessary resources; develops

individualized instruction and multi-media presentations where applicable
• designs strategies that are relevant and • selects and develops media and
appropriate resources to increase interest, clarity
and learning

Comments:

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

Comments:

Part B: Teaching Of Assigned Subjects
1. Ensures students are aware of subject learning outcomes, approach and evaluation
techniques
• introduces learning outcomes clearly • ensures student understanding of test

• introduces the subject outline effectively and assignment requirements

Comments:
2. Carries out regularly scheduled instruction – this includes but is not restricted to
observations made during the class/lab visit
• relates content to previous learning, • uses class time effectively
subject learning outcomes and overall • integrates content, learning materials
program and learning activities
• selects content that reflects current • provides time and positive environment
practices in business/industry for student questions and discussion
• demonstrates current discipline/subject • encourages students to think and
expertise in teaching/learning activities question
• provides content at the appropriate level • communicates effectively
• makes the purpose and relationship of • shows respect/concern for students
materials and activities clear to students • engages students in learning
• uses an appropriate pace of learning
activities

Comments based on an integration of feedback from the students and observations
made during the class visit:

3. Tutors and provides academic counselling for students
• provides individual consultation • provides adequate and timely feedback
• provides constructive academic on progress
counselling/advisement
• ensures student awareness of
availability

Comments:
4. Provides a learning environment which makes effective use of available resources,

work experience and field trips
• uses appropriate activities such as • meaningful feedback is given to
discussion, demonstration, group work, students
case studies, field trips, lab work
• uses appropriate, clear, relevant and
non-repetitive learning materials
• invites differing viewpoints

Comments:
5. Evaluates student progress/achievement and assumes responsibility for the overall

assessment of the student's work within assigned subjects
• Develops varied evaluation methods • Ensures that grading and marking
appropriate to content & learning schemes are clear, consistent and fair
outcomes
• Provides frequent and timely feedback

Comments:

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

requested
• shares ideas/knowledge with peers • assists in carrying out responsibilities
• suggests appropriate program/subject related to the effective functioning of the
changes; influences future department
program/school planning • when assigned, is effective as a subject
leader

Comments:
2. Provides guidance to technologists, technicians, peer tutors, lab assistants etc. re

relevant assignments (if applicable)
• works effectively with colleagues, • gives clear and full explanation of
providing ongoing guidance and expectations relative to their
direction assignments
• demonstrates current discipline • demonstrates appropriate and
expertise in working with these constructive communication skills
colleagues

Comments:
3. Student recruitment and selection, timetabling, facility design, professional

development, student employment, and control of supplies and equipment etc. (as
applicable)
• participates in recruitment/selection of • makes appropriate and effective plans
students, timetabling, facility design, and suggestions for his/her own
student placement, recommendations professional development
on equipment acquisition, control of • participate in discipline specific and
supplies and equipment generic professional development
• participates in his/her fair share of activities to improve his/her teaching
ancillary responsibilities willingly and effectiveness
makes a positive contribution

Comments:

Summary of Major Strengths and Areas for Development
A. Major Strengths:
B. Areas for Development: (please complete and attach the professional development
plan)
C. Professor’s Comments:
Signature of Chair: __________________________ Date: __________________
I have received this report and have discussed it with my chair:
Signature of Professor: __________________________ Date: ___________________

Worksheet for Class Observation as part of Faculty Performance Evaluation
Date of Class Visit:_______________________ Observer: _________________________
Professor: ________________________ Status: ___________________________

(probationary, permanent, sessional, partial
load, part-time)
A. CONTEXT
Subject: _____________________ Program:___________________ Semester: _____
Period(s) __________ Room Number: _______________ Campus _______________
Number of Students Enrolled: ______ Number attending this class: __________
Description of the physical environment (e.g., ventilation, lighting, space, appearance):
Seating arrangement of students: _______________________________________________

(e.g. rows of fixed tables & chairs; movable tables and chairs in rows; boardroom style;
Teaching/Resources available: _________________________________________________

(e.g., overhead projector, flip charts, network linked)
B. OBSERVATIONS DURING THE CLASS VISIT

(Note: items below correspond to “carries out regularly scheduled instruction” section of
Performance Evaluation Form)
relates content to previous learning, subject selects content that reflects current practices
learning outcomes and overall program in business/industry
demonstrates current discipline/subject provides content at the appropriate level

expertise in teaching/learning activities

makes the purpose and relationship of uses an appropriate pace of learning activities
materials and activities clear to students
uses class time effectively integrates content, learning materials and

learning activities
provides time and positive environment for encourages students to think and question
student questions and discussions
communicates effectively shows respect/concern for students
engages students in learning Other

8.6 Enrolment Projections and Staffing Implications
Staffing Requirements -- Projected
Cumulative Enrolment Cumulative Cumulative Cumulative Administrative Ratio of TCH in

Full Time Part Time Full Time Part Time Technical Staff Support Full-time each yr
Faculty Faculty Assigned to (Coordinator) Students/ cumulative
Equivalents Equivalents Program Full Time
Year Intake (F.T.E.) (F.T.E.) (F.T.E.) Faculty
2003 Fall 80 2.5 1 2 1 32.00 42
2004 Winter 108 3.8 1.6 2 1 29.00 65
Fall 172 6.3 2.7 2.5 1.5 28.00 108
2005 Winter 195 7.6 3.3 2.5 1.5 26.40 131
Fall 257 9.9 4.3 3 2.5 26.70 170
2006 Winter 280 11.4 4.9 3 2.5 25.80 195
Fall 342 13.8 5.9 4 3.5 25.90 236
2007 Winter 365 14.9 6.4 4 3.5 25.80 255
Fall 372 14.9 6.4 4 3.5 26.10 255
Notes:
Technical Staff includes increasing FTE for ACS technicians, lab monitors, tutors.
Administrative Support Staff includes increasing FTE for support staff and co-ordinators (Co-op and student advisement)
8.7 Resources
8.7.1 Table: Library Resources
Seneca@York has an agreement allowing faculty members to borrow materials from York
University. The following informal agreement exists.
June 29th, 1999.
Seneca@York Faculty will be issued a York University Libraries' Courtesy library card upon
request. The card entitles the holder to borrowing privileges with the exception of access to
reserve collections, borrowing of maps, and interlibrary loan. Holders of Courtesy cards are
allowed to borrow up to 15 books for a 2-week loan period and to renew items once only. Proof
of identification and affiliation with Seneca@York will be requested. Faculty should bring their
Seneca library card, the "One Card" photo ID card, to the Scott Circulation Desk. The expiry
date of the York Courtesy card will match the end of the academic term. Lending regulations
are outlined in the Libraries Lending Code (http://info.library.yorku.ca/policies/lending.htm).
Notices are mailed to the borrower's home address. Borrowing privileges may be withdrawn
from any borrower who violates the regulations of York University Libraries.
Seneca@York students will not have borrowing privileges at the York University Libraries. In
order to meet the information needs of York faculty, students and staff, it is necessary for this
limitation to be in place. However, Seneca@York community members, like the general public,
have access to the Libraries' collections, services and facilities for in-house library use.
Exceptions to this policy are the use of group study rooms and the booking of library instruction
classes. Faculty requiring instruction classes should contact Carolyn Lam at Seneca@York. For
access to library workstations, preference is given to York users during busy periods.
Toni Olshen
Associate University Librarian
York University Libraries
Tel: (416) 736-5601 Fax: (416) 736-5451
Email: tolshen@yorku.ca

Library Resources # of Holdings (print) # of Holdings (electronic)
Relevant to Applied relevant to the field of (Include program specific
Degree Program Area study databases)
(For Students / Faculty) If Program If Program
Current Current
Approved Approved
Main Campus
Name/Location
16 (out of 61 24 * (out of
Seneca at York / 8,500 14,641 * available 82 available
70 The Pond Road databases) databases)
Multiple Campuses
Names / Locations
Other:
Name(s) / Location(s)
* over four years

8.7.2 On-line Delivery Resources
8.7.2.1 Description of Resources, Tools, and Applications
Learning Management Applications:
• In January of this year, Seneca rolled out its MySeneca portal and learning management
system for students and employee. MySeneca features Blackboard 5.5 Enterprise
Edition tightly integrated with the College’s LDAP Servers and enterprise applications
(Student Information System, Financial System, HR System etc.). As one of only a tiny
number of post-secondary institutions around the world capable of this level of
integration, Seneca is one Blackboard Corporation’s premier beta testers for its soon-to-
be-released Blackboard 6.0 learning management system.
• Seneca also makes use of learning management applications like First Class and Web
CT.
Server Infrastructure:
• Seneca hosts its MySeneca portal and CMS and its integrated enterprise applications on
mix of Sun and HP Servers.
• Seneca's 40 Sun servers range from a Netra T1 to an Enterprise 6500 with 14 CPUs
and 12 GB of RAM..
• They are all running Sun OS 8.
• Seneca's 4 HP K400 servers are all running HP-UX 10.2.
Network Infrastructure:
• Bandwidth between Campuses:
o 100 MB Fibre connects the three Seneca campuses (Newnham, Seneca@York,

and Don Mills) that host the bulk of its computer studies programs.
o 1.54 MB Fibre (T1) connects Seneca’s King, Jane, and York Gate campuses to
the College’s central server farm at Newnham campus.
o 100 MB Fibre access to King campus is being investigated.
o Single or Multiple 128 KB ISDN circuits connect the remaining campuses to

Newnham.
• Bandwidth within Campuses
o Seneca’s newest campus, Seneca@York, has 100 MB intranet connections

among all its student and employee computers.
o At Newnham, Seneca’s principal campus, students have 100 MB switched

connections and employees have a mix of 10 MB half duplex and 100 MB
connections. All staff will have 100 MB connections by September, 2003.

o All other campuses have a mixture of 10 MB half duplex and 100 MB
connections. The majority have 100 MB.
• Student Dial-up Connections
o Seneca has 240 33.6 KB and 92 56 KB modems for free off-site Internet access
for its students.
• Employee Dial-up Connections
o Seneca has 60 56 KB modems for free off-site Internet access for its employees.
• Seneca is currently exploring private sector partnership options for the provision of
discounted high-speed Internet access to its students and staff.
Support Systems:
• Seneca has just begun to roll out it's new ITT Virtual Help system based on Unipress
Software's Foot Prints 5.5. This virtual help desk will allow students and staff to:
• Submit service calls over the web
• Check on the status of service calls
• Search Seneca's IT knowledge base for solutions
• With this new virtual help desk Seneca students and employees will have:
• One more option for placing service requests, and one that is available 24 x 7 x
365.
• A much more transparent system for communicating with and assessing the
service of Seneca's IT department.
• A much greater ability to help them selves.
• This system is fully operational for College employees and will soon be full operational
for students.
• To support its on-line course development and delivery efforts, Seneca has completed
the purchase of a library and information management system from Endeavor
Information Systems. This new library and information management system will replaces
Seneca's current system from Data Research Associates (DRA). With the
implementation of the new system, the College will be able to provide Seneca's faculty
and students with remote access to advanced information services, such as:
• A Web-based public access catalogue which is integrated into the Learning

Commons Online and other College web sites (i.e., MySeneca/Blackboard ).
• The integration of digital journals, books and catalogued Web sites within the
public access catalogue.

• The ability to seamlessly and simultaneously search across many digital
collections stored locally or at other institutions using a common Web interface.
• The ability to book or reserve A/V equipment and media.
• The ability for students and faculty to create personalized information portals
(i.e., MyLibrary).
• The ability for faculty and staff to create dynamic bibliographies of full-text
resources and have them display as part of an on-line course or course Web
page.
• The ability for faculty and staff to create specialized digital collections that are
described indexed and searched using current Web standards such as XML/XSL
and Dublin Core meta data and incorporate these collections into online
curriculum. Example of specialized digital libraries would be electronic reserves
and learning objects repositories.
• The opportunity for the College to readily partner with publishers and other
institutions in the development and delivery of traditional and digital learning
resources to faculty, students, curriculum and classroom.
• With this new application, Seneca College will be a provincial leader in the organization,
integration and management of digital learning resources and objects resulting in an
enhanced online learning environment for students and faculty. Seneca will role out this
new system by January 2003.
• Seneca's Learning Commons recently launched a virtual reference service to provide

faculty and students with academic and research support while working online. The
virtual reference service is founded on web collaborative software that enables Seneca's
reference staff to establish over the Web, interactive and real-time communication with
faculty and students. Reference staff will be able to communicate and offer assistance
using the latest Web technologies such as chat, push, and web site co-browsing. The
Seneca Community will be able to access this service from any standard Web browser,
from office, home, on campus or anywhere where Internet service is available.
• To maximise the efficiency of Seneca's servers and to prevent and minimise problems
with them, the College's IT department has developed the following:
• An Internal Server Test System
• A Network Utilization System
• A Server / Service Scanning Systems that monitor response times, up time,

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

Human Resources:
Role & Departments Responsible Full Time Part Time
(FTE)
Course Development & Course Developer Training
• CNTTL - Centre for New Tech. in Teaching & 7* 8**

Learning (ITT)
2 __
• CPD -Centre for Processional Development (HR)
2 __
• CDL - Centre of Distributed Learning (Faculty of
ConEd)
Notes:
* CNTTL's full-time staff include 4 permanent staff plus 3
seconded from other departments.
** CNTTL's part-time staff vary in number according to the
number of projects it has ongoing and the availability of
suitable students.
Technical Assistance & Learner Support
• Client Services (ITT) 10 20
• Learning Commons (Library) 45 20
Network Infrastructure, Servers & Desk Top Computers
• Operations & Technical Services (ITT) 16 1
• Academic Computing (Faculty of Tech.) __ __
Course Management Systems, Enterprise Applications,

etc.
9 3
• Enterprise Applications (ITT)
6 0
• Systems Development & Innovation (ITT)

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

• to identify ways in which to enhance the experience of using My Seneca/Blackboard, for
faculty and students
• to ensure that users are properly supported, both academically and technically
• to evaluate user satisfaction

Among the data collection methods are:
• a survey of all faculty using MySeneca;

• polling of students, through MySeneca, aimed at determining their level of satisfaction
with the learning management system;
• feedback messages submitted by MySeneca/Blackboard users;
• capturing support data, such as what areas of the College were contacted for support,
and what the main support issues were; and,
• recording of system data, such as server loads, peak demand, etc.
Results of the Fall, 2001 Survey have been shared with the College senior administration and
have been posted on an internal web site where faculty and support staff share concerns and
address solutions to operational issues regarding the MySeneca system. Regular
communication with the academic users of MySeneca is also undertaken through the on-line
publication of the MySeneca Post. This web-based service presents current news, tips, people
and service profiles, comments from users, and easy access to e-mail back suggestions and
comments. MySeneca also incorporates into the personalized page of every user an
opportunity to present feedback on a weekly topic of concern and general feedback on any on-
line learning or support issue.

8.7.2.3 On-line Learning Practices, Guidelines, and Policies
Description of Seneca's existing and proposed practices, guidelines, and policies

pertaining to:
Course Management Systems:
• When Seneca College set out three years ago to select a course management system
the following were critical criteria for evaluating the candidates:
o reliability
o scalability
o extensibility (technical and legal potential Seneca or 3rd party add-ons)
o adherence to open standards
o interoperability with our enterprise applications
o licensing schemes that allow us to provide all our students and staff with access
to the application
• Seneca selected Blackboard because it met all of these criteria.
Technical Assistance & Access to Appropriate Hardware, Software, Etc.:
• Technical Assistance:
o Seneca's IT department's regular hours of operation are Monday to Friday

(excluding statutory holidays) from 8:00 a.m. to 5:00 p.m.
o The College's Student Help Desks are open Mondays to Fridays from 8:00 a.m.
to at least 10:00 p.m., and most Saturdays and Sundays from 9:00 a.m. to 5:00
p.m.
o Students and staff can contact the IT department by visiting one its help desks
(there are one or more of these at Seneca's three principle campuses), calling
the Help Desk hot line number, or by submitting an electronic request for service
either to the general help desk e-mail address or via our new Virtual Help
system.
o Seneca's IT department will answer all service requests in the order in which they
are received.
o Upon receipt of a service request, Seneca's IT department will assign a ticket

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

Systems & Equipment Maintenance:
• Seneca purchases hardware and software for its network and enterprise applications
provided that a service contract is part of the package.
• Seneca purchases desktop equipment with extensive hardware warrantees but does its
own maintenance on these.
Faculty and student preparation for on-line learning:
• Prior to delivering on-line courses, Seneca faculty attend a one or two-day workshop on
Facilitating On-line Learning. This workshop is offered regularly by Seneca’s Centre for
Professional Development.
• A website (http://cs.senecac.on.ca/~ipcweb) has been designed to prepare students for

possibly their first on-line learning experience. The website explains how a mixed-mode
or on-line course is delivered and includes tips on how to be a successful on-line learner.
Students are encouraged to complete a self-assessment to examine their learning styles
and to determine if they have the characteristics needed to become successful on-line
learners. The minimum required computer equipment is also listed.
Student retention:
• In the two semesters IPC144 was delivered on-line in the School of Computer Studies,
student retention was found to be higher than in the traditional mode. The success rate
and class average were significantly higher.
• Students benefit from more frequent contact with professors via e-mail, discussion
boards, and virtual office hours.
• Students’ photos posted on-line and a buddy system allow on-line participants to get to
know each other more readily, thus facilitating project collaboration.
Intellectual Property Policy:

The attached draft policy was developed in 2001 by a college committee representing a wide
range of interests and perspectives. In addition, a lawyer specializing in intellectual
property policy was enlisted for assistance.
We believe that implementing an effective IP policy is a critical component in expanding our

work in applied research and offering applied degrees. Given this expanding context,
and cognizant of the specific challenges inherent in e-learning, it is the college’s intention to
invite feedback on the draft policy from the broader college community before it is finalized.
It is expected that a finalized IP policy will be confirmed in the near future.

Intellectual Property Policy
Policy Intellectual Property (Draft)

Title/Subject:
Authorizing Body: Board of Governors Policy # or
Code:
Contact: Cindy Hazell, Approved by: Pending
Acting Vice-President
Academic
Date Approved: April, 2001 Signature:
(Draft) Cindy Hazell
Updated: In Process

DRAFT
(April 19, 2001)
Seneca College of Applied Arts & Technology
Intellectual Property Policy

1 Introduction
One of the primary goals of the College is to encourage, promote and foster innovation
and discovery, in all fields of endeavour in which the College is engaged, by its
employees, associates and students. The purpose of this Intellectual Property Policy is
to outline the College’s position on the creation and development of works within the
College system, and the ownership of intellectual property rights in those works. In
situations where it is the College’s position that it is the owner of the intellectual property
rights in a work that is worthy of commercial exploitation, it is the College’s intent to
promote a revenue sharing relationship with the creator or creators of that work.
2 Definitions
Copyright
For the purposes of this policy, copyright means, in relation to a work, the sole right to
produce or reproduce the work or any substantial part of the work in any material form,
including without limitation, in electronic form and to communicate electronic copies of
the work.
Intellectual Property
For the purposes of this policy, intellectual property includes all of the interests and
rights to all Canadian and foreign registered, pending and common law, trade names
and trade marks; all Canadian and foreign issued patents and pending applications
therefor; all Canadian and foreign copyrights, whether or not registered; rights of
publicity; franchises and all technology rights and licences, including computer software
and all proprietary knowhow, trade secrets, inventions, discoveries, developments,
research and formulae, whether or not patentable; and all other proprietary information
or property relating to works created at or in conjunction or in partnership with the
College, and any improvements, updates, enhancements or modifications related to any
of the foregoing.
Licensing Agreement
Licensing Agreements relate to written agreements between the College and third
parties, in which the College grants the third parties the right to use materials proprietary
to the College (or proprietary to others, and in which the College has licensing rights)
upon terms and conditions set out in the written agreements.

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

products and materials, and the College, in which the College is granted the right to use
those proprietary products and materials upon the terms and conditions set out in the
product licences.
3 Employee Work
(a) In the absence of any written agreement to the contrary between the College and
an employee, the College shall be the owner of all intellectual property rights in a
work created by the employee in the course of employment with the College.
(b) In determining whether a work has been created by an employee in the course of
employment, the College may have regard to the following factors (which are not
exhaustive):
(i) whether the employee created the work during prescribed working
hours at the College;
(ii) whether the employee created the work on College premises, or

using College resources and property to do so;
(iii) whether the College has remunerated or compensated the

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

(c) Where the College owns the intellectual property rights in a work, either by
agreement with its author or creator, or pursuant to paragraphs 3(a) and 3(b), the
creator or author, as the case may be, shall have a non-exclusive right to use
the work, provided the creator or author exploits the work only in the course of
employment with the College, where the creator or author is an employee, and
only in the course of contractual relationship with the College, where the creator
or author is an associate of the College and not an employee.
(d) Where an employee creates a work outside the course of employment with the
College, without using the College’s resources in doing so, the employee shall be
the owner of the intellectual property rights in the work.
The intellectual property in a work created by an employee in the fifth year of a

four-for-five program shall belong to the employee unless otherwise agreed by
the parties.
(e) Where an employee wishes to use College resources to create a work outside
the course of employment, the employee shall first be required to inform the
College of the creation of the work, so that a mutually satisfactory written
agreement covering, among other things, ownership, use and revenue sharing,
can be negotiated before the work is developed. In the absence of such a written
agreement, the College shall own the intellectual property rights in the work
created.
(f) Every application by an employee for a professional development leave shall

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

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

4 Non-Employee Work
Any agreement between the College and a person who is not an employee of the
College, to develop or create a work, shall be in writing and be executed by the parties.
The agreement shall provide that the College shall be the owner of the intellectual
property in any work developed or created by the person. This policy may be adapted
by written contract between the parties.
5 Joint Initiatives With Outside Parties
Where the College enters into an agreement with a person or persons, that provides for
or contemplates the development of a work in which intellectual property subsists, the
parties will ensure that a written agreement sets out their respective rights to the
intellectual property in the work, and any terms relating to the sharing of risk and
revenue from the exploitation of the work.
6 Licensing Arrangements
(a) Product Licences
Where the College acquires a licence to use a supplier’s product, ownership of

the intellectual property in the product being licenced shall be determined
according to the provisions of the licence. Where the licence does not contain
any provisions relating to intellectual property ownership, it shall be presumed
that the supplier is the owner thereof. Any variations to the licence shall be
made in writing.
(b) Licensing Agreements
Where the College enters into a licence agreement with a third party to permit
that third party to use materials or property developed or acquired by the College,
the licence agreement shall be in a form approved by the College Intellectual
Property Office, and a copy shall be deposited with the College Intellectual
Property Office.
7 Student Work
Students shall be the owners of the intellectual property rights in works they
create, except in the following situations:
(a) where the College pays the students for the works they create, in which case the
College shall own the intellectual property rights therein;
(b) where the students use College resources and facilities to create the works,
outside of their course requirements, in which case the students shall be required
to obtain the College’s consent to the use of its resources and facilities. It shall
be a condition to the giving of such consent, that the College and the students
enter into an agreement for the creation of the works, which agreement shall
provide for, among other things, the ownership of any intellectual property rights

in the works to be created, the exploitation of the works by the students and the
College, and the sharing of any revenue by the students and the College from
such exploitation.
8 Classroom Recordings
Only College employees shall be entitled to make any audio or video recordings of
academic-related activities without prior approval from the College or professor(s)
involved. All other persons must obtain prior approval from the appropriate professor(s)
before making such recordings. Approval shall not be unreasonably withheld.
The College shall own the intellectual property rights in all audio and video recordings
developed or created in classroom activities by College employees except for approved
research projects.
The College acknowledges and respects the performing rights of all performers and
participants in classroom activities, and agrees to obtain their consent to the recording of
their performances and activities. The College will use such audio and video recordings
solely for educational purposes.
If the College wishes to use such recordings for any other purpose, it will obtain written
consent from all persons who are seen or heard in the recording.
9 Research Materials
A person wishing to gather research materials other than those specified in section 7,
must first obtain the prior approval of the College. Where the person has obtained the
College’s approval, that person shall be the owner of any intellectual property rights in
the research materials. Otherwise, the College shall be the owner of the intellectual
property rights.
10 Copyright Notice
Where the College is the owner of copyright in any works created pursuant to this policy,
or otherwise, it shall place the following copyright notice in a conspicuous place in the
works:
© [year of publication] Seneca College of Applied Arts and Technology
11 Employee-Owned Work
The adoption and inclusion of employee-owned works in College course materials will be
made only with the prior approval of the appropriate College administrator in accordance
with the College Conflict of Interest Policy.
12 Commercialization of Intellectual Property
Where the College owns intellectual property rights in a work which it wishes to
commercialize, it may consult with the creator(s) on the best means for
commercialization.

The author or creator of a work in which the College owns the intellectual property rights
may, with the College’s prior approval, pursue opportunities to exploit the work, and
negotiate with third parties on behalf of the College. The College shall always be a party
to any agreement resulting therefrom. The agreement may provide that the author or
creator of the exploited work is entitled to share in the revenues contemplated under the
agreement, upon the terms set out therein.
13 College Intellectual Property Office
The Intellectual Property Office is established to assist staff to deal effectively and
efficiently with intellectual property issues and to ensure that there is consistency in the
manner in which such issues are approached, and decisions resulting there from are
made. To maximize the benefits to the College from the creation of works in which
intellectual property rights may subsist, the Intellectual Property Office will also serve as
a resource centre for intellectual property precedents, including licence agreements,
technology development agreements, and revenue sharing agreements. The College
shall ensure that a copy of any agreements to which it is a party shall be deposited with
the Intellectual Property Office.
14 Use of Seneca Name on Created Works
The College has the right be recognized or acknowledged in, or in association with, any
work created by a Seneca employee, student, or person with whom the College is
otherwise dealing, or to be dissociated from the work.

8.7.2.4
The college has on file and available upon request copies of current software, hardware, and
systems agreements that pertain to the delivery of electronic/on-line learning.

8.7.3 Computer Access
Year Number of Number of Number of Location of Computers (3)

Students Computers Computers (with Check all that apply
(Cumulative) Available to Internet Access) 1 campus Multi Off Site Other
Applied Available to campuses
Degree Applied Degree S@York
Students Students
2003/4 182 660 660 9 *
2004/5 335 740 740 9 *
2005/6 488 780 780 9 *
2006/7 641 820 820 9 *
2007/8 647 820 820 9 *
* Indicates Seneca complete ISP service - All servers are accessible 24 hours/day, 7 days/week
8.7.4 Classroom Space
Year Number of Number of Location of Classrooms (3)

Students Classrooms Check all that apply
(Cumulative) 1 campus Multi Off Site Other
campuses
S@York
2003/4 182 2.5 9
2004/5 335 4.5 9
2005/6 488 6 9
2006/7 641 8 9
2007/8 647 8 9
8.7.5 Laboratories/equipment
Year Number of Number of Number of Specifically- Location of Laboratories/Equipment (3)

Students Labs Equipped Work Check all that apply
(Cumulative) Stations and/or 1 campus Multi Off Site Other
Specialized Equipment campuses
S@York
2003/4 182 4 160 9
2004/5 335 6 240 9
2005/6 488 7 280 9
2006/7 641 8 320 9
2007/8 647 8 320 9

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

according to a long-term plan)
• A generic hardware "platform" common to every laboratory
• Ensure full familiarity with the Windows environment; easy learning of new applications in
that environment and up-to-date operating systems
• Site-licences of industry-leading software
• Use industry-leading software, with opportunities for students to learn additional
applications beyond those used in their programs
• Provide centralized e-mail services enabling all students to communicate within Seneca
and around the world
• Internet access in all labs
• Use and development of Internet based learning resources
• Increased servicing and tutorial support
• Increased access from home
Based on the above stated goals, the College has developed a set of strategies to ensure that a
wide range of support is available. These areas include:
• Operating System Upgrades

o (Current Windows Environment)
• Infrastructure
o Backbone and lab upgrades
o 100mbs all labs
• Faculty Support
o Project development
o Centre for New Technologies in Teaching and Learning
o Professional development
• Dial-up Facilities
o 350 dial-in lines
• Hardware Upgrades
• Electronic Classrooms
• Student Helpdesk
o Tutors – all campuses
• Operational Costs
o Equipment repairs and maintenance
o Internet costs

• Library and Learning Centres
o Electronic resources
• Strategic Investments
o Servers and special purpose equipment
Workstation Count per Campus
Present 2002/2003 2003/2004 2004/2005 2005/2006

7% Superbuild 7% 7%
increase Increase increase increase
Newnham 1392 1541 1716 1900 2103
King 298 330 365 404 448
S@Y & TEL 926 1025 1566 1734 1919
Don Mills 404 447 686 759 841
Satellite Campuses 406 449 482 534 591
Total 3426 3793 4815 5330 5901
Notes:
- All workstations are networked
- - A 7% increase estimate was used for the years where fewer workstation purchases are
scheduled.
Classroom Renewal and Upgrading
Seneca College has received two SuperBuild Funding grants to create additional space and
leading edge facilities for technology and financial services training and education in the GTA.
Seneca's Newnham campus has received $10.42 million to create specialized facilities for
applied education and research in the Centre for the Built Environment, electronics and
computer engineering technology, financial services, and e-commerce.
Seneca and York University have received $46.99 million to create a new Technology Enhanced
Learning (TEL) Building. This project will enable Seneca College and York University to create
space for 4,000 additional students.
Newnham SuperBuild Project
Originally planned as a $16.5 million expansion/renovation of a more than 30-year-old campus,

the Newnham SuperBuild Project has grown in scope. At an estimated cost of $36 million, the
project will now ensure that additional renovation work is done as the College prepares to accept
a minimum 2,000 additional students at Newnham by 2003.
The Newnham SuperBuild project will, quite simply, make the campus a better place to learn
and to work. The $10.4 million provided by the provincial government will be used in conjunction
with financing arranged by Seneca to construct a new building, a new Learning Commons,

specialized technology laboratories and applied research laboratories within the Centre for the
Built Environment, and the revitalization of existing teaching and learning space.
SuperBuild funding will create classrooms and labs that are wired and designed with flexible
technology that can easily meet the demands of tomorrow. They will be learner-focused and
provide greater opportunities for collaborative learning (computer-based projection systems,
Internet hook-ups, chat room discussions). The additional classrooms and laboratories will allow
for the anticipated growth expected in our existing programs, as well as new post-diploma and
applied degree programs that are being planned. These new teaching spaces will help drive our
stated goal of being a leader in advanced applied education.
The Learning Commons, based on the successful model at Seneca@York, will include study
rooms, a Learning Centre and access to more than 200 additional microcomputers. It will boast
the strengths of a traditional library and the flexibility of a totally wired environment.
When not in the classroom or studying, students will have additional lounges located throughout
the campus. In addition, a larger cafeteria space will be created for an increased student
population.
Technology Enhanced Learning (TEL) Building
The partnership between Seneca and York grows once again with the creation of the
Technology Enhanced Learning (TEL) Building. It will house more than 4,000 students from both
institutions in a building devoted to enhanced partnerships and furthering the use of technology
in education. The ground floor of the building will be the home of the TEL Institute, devoted to
finding new ways of blending educational needs with the technological advances of the 21st
century.
The TEL Building, which will pair the strengths of York's theoretical focus with Seneca's hands-
on approach to applied education is being funded by the largest single allocation provided to
educational institutions by the provincial SuperBuild fund at 46.99 million dollars.
The five-storey building, designed by Seneca@York architects Moriyama Teshima, will be

345,000 square feet in size. Seneca will use about 47 per cent of the available space, with the
top floor being reserved as a rental space for potential industry/educational partners.
The new TEL building will be built to the west of the Seneca@York Campus and joined by an
enclosed bridge on the second floor. The main entrances will be on the north and south sides of
the building, and there will be four elevators located throughout.
The TEL Building will have all the networking ability that is expected of modern educational
institutions and the latest in local wireless transmission, allowing wireless network connections
throughout the building. The phone system will be Internet-based rather than using traditional
communications systems. In other words, the TEL Building will take educational technology to
the next level.
Scheduled to open in 2003, the TEL Building, will be dedicated to advancing educational
technology and will be a valuable addition to Seneca's goal of being the leader in advanced
applied education.

Library / Resource Centres
Learning Commons
The Seneca College Learning Commons, which incorporates the Library, the Learning Centre,
Audio Visual Services, and the Microcomputer Centre, is vital to the success of our students.
The acquisition of up-to-date print and multimedia resources, supplemented by an extensive
collection of electronic books, electronic journals and electronic databases have been the focus
of our collection development policies. Electronic resources can be accessed on site or remotely
from home. The Virtual Library is always open at our web site, the Learning Commons Online
http://learningcommons.senecacollege.ca
Library Collections and Collections Budget
The Learning Commons has a unique plan for the acquisition and renewal of library print and
audio-visual resources. The development of what is called “Collection Profiles” is a five-year
plan of collection renewal, which ensures that we develop up-to-date, relevant, curriculum driven
collections. The number of items collected is proportionate to the number of students in the
program and is based on library standards. We are systematically working through the entire
collection, targeting subject areas coinciding with curriculum, reviewing the materials in these
areas in concert with faculty, and with faculty input, removing old material and replacing and
adding new material. The College has committed fiscally to this initiative, now in its fourth year,
by providing additional required funds of $400,000.00 to the Learning Commons annually to
renew and grow the collections.
The College has also made a commitment to the Learning Commons to provide annual funding
of $257,000.00 for electronic resources through its Information Technology Fund.
Computers – Research Access Stations for Students
Seneca College makes available a large number of computers with access to the library’s
resources for student use. Newnham Campus’s Learning Commons has 38 student computers
and an additional 250 computers located in the Microcomputer Lab. These 288 machines will be
located in the renovated Learning Commons in 2003. Seneca @ York’s Learning Commons has
262 student computers. King Campus’s Learning Commons has 30 student computers and an
additional 100 are located in the Microcomputer lab.
Research by Subject
The library is committed to supporting Applied Degree Programs by ensuring that registered
students have adequate, relevant and current resources available to them. We ensure that the
students know how to find all relevant resources by providing a starting point, a “Research by
Subject” page on our website. This page directs our students to our electronic resources, books,
periodicals, AV catalogue, and to valued and reviewed sites on the Internet. There is a
Research by Subject page for every program in the curriculum.

8.8 Support Services
Support Services Available to Applied

Degree Students (√)
Tutoring – Math, English and subject-specific √
Academic Advisement √
Library Services √
Open Computer Labs √
Career Counseling √
Personal Counseling √
Health Services √
Career Services – Job Placement √
Co-operative Education √
Services for Students with Disabilities √
Residence √
Athletics/Recreation Services √
- Varsity and Intramural Teams
- Fitness Centre
Student Government Services √

- social and cultural programming
- advisement
- student representation
Financial Aid – Student Loans √

- Scholarships and Awards
My Seneca information Portal √
Child Care Services √
Student Life Services – off-campus housing √

- transportation
- legal aid clinic
- student insurance
- advocacy and advisement
University Transfer Office √

8.9 Financial Planning: Bachelor of Applied Technology (Software Development)
Model 1: assuming $4,500 tuition fees in 2003-4
2003-4 2004-5 2005-6 2006-7 2007-8
Revenue
Basic Tuition Increases at 2% $4,500 $4,590 $4,682 $4,775 $4,871 (see Note 1) Notes:
Provincial Grant Increases at 2% $3,345 $3,412 $3,480 $3,550 $3,621 (see Note 2) 1. Basic Tuition
Program funding weight 1.0 assume tuition fee of $4500 in 2003/04 and
Annual increase-tuition&grant 2% increase 2% each year
Coop Workterms 0 0 75 81 84
@ $275 $0 $0 $20,625 $22,275 $23,100 2. Provincial Grant
# of FTEs 94 183 268 353 369 assume same grant per Weighted Funding Unit as
01/02 for Seneca diploma program ($3,137)
Total Revenue $737,461 $1,464,409 $2,208,116 $2,961,185 $3,156,661 plus 2% annual increases plus 2.5% applied degree
premium and 1.0 funding weight (equal to that of
Expenses CPA programs)
Salaries and Fringe Benefits 3. Teaching Contact Hours

(12 TCHs/week per faculty)
Teaching Contact Hours Total TCH/semester 108 218 324 425 425 (see Note 3) Semester 1: 21
Full Time 12 3.8 7.6 11.4 14.9 14.9 Semester 2: 22
Adjunct 12 1.6 3.3 4.9 6.4 6.4 Semester 3: 22
salaries increase annually@ 2% Semester 4: 22
fulltime staff benefits @ 16% Semester 5: 20
Semester 6: 22
Faculty Full Time $72,000 $317,376 $634,752 $952,128 $1,244,448 $1,244,448 (see Note 4) Semester 7: 22
Adjunct $1100 /semhr $42,240 $43,560 $64,680 $84,480 $84,480 Semester 8: 19
Support staff $40,000 $92,800 $118,320 $144,824 $196,960 $200,899 (see Note 5)
4. Salaries
Coordinator $76,000 $88,160 $134,885 $229,304 $327,446 $333,995 assume 2% annual salary increase
Total Salaries & Benefits $498,336 $887,957 $1,326,256 $1,768,855 $1,779,343 5. Support Staff
made up of lab technician, coop/career services officer
Supplies and Expensees office support, T.A.s
Instructional supplies $10,000 $18,000 $25,000 $30,000 $40,000 6. Software

Learning resources $5,000 $10,000 $15,000 $20,000 $25,000 Oracle agreement - $1K/yr
Printing and stationary $20,000 $30,000 $35,000 $40,000 $40,000 Microsoft agreement - $2K/yr
Hiring expenses $15,000 $15,000 $10,000 $5,000 $5,000 IBM agreement - $10K/yr
Marketing $20,000 $15,000 $15,000 $15,000 $20,000
Travel expenses $8,000 $6,000 $6,000 $5,000 $8,000 7. Capital Equipment Requirements
Professional development $10,000 $15,000 $20,000 $20,000 $25,000 1 new lab/year from 03/04 to 08/09@ $28K dep for 3 yrs
Repairs and maintenance - equipment $5,000 $10,000 $15,000 $18,000 $22,000 new servers @ $2K dep/each for 3 yrs
Phone $500 $1,000 $1,000 $1,500 $1,500 partial lease of $68K/yr total of RS6000/AS400
Rental equipment $10,000 $20,000 $30,000 $35,000 $42,000 (% increases with enrolment)
Software $15,000 $20,000 $30,000 $45,000 $48,000 (see Note 6) maintenance agreements - $22K/yr
Capital (depreciation) $60,000 $150,000 $180,000 $230,000 $290,000 (see Note 7) faculty machines @$1.3K/yr each
College overhead @ 30% of revenue $221,238 $439,323 $662,435 $888,356 $946,998 (see Note 8)
8. College Overhead
Total Supplies&expenses $399,738 $749,323 $1,044,435 $1,352,856 $1,513,498 college services = 30% of grant&tuition revenue
Total Expenses $898,074 $1,637,279 $2,370,691 $3,121,710 $3,292,841 9. Net Income

in order to show a return on investment by year 5,
Net income -$160,613 -$172,871 -$162,575 -$160,525 -$136,180 (see note 9) the college would be required to defer
discretionary expenses such as capital
8.9 Financial Planning: Bachelor of Applied Technology (Software Development)
Model 2: assuming $5,000 tuition fees in 2003-4
2003-4 2004-5 2005-6 2006-7 2007-8
Revenue
Basic Tuition Increases at 2% $5,000 $5,100 $5,202 $5,306 $5,412 (see Note 1) Notes:
Provincial Grant Increases at 2% $3,345 $3,412 $3,480 $3,550 $3,621 (see Note 2) 1. Basic Tuition
Program funding weight 1.0 assume tuition fee of $4500 in 2003/04 and
Annual increase-tuition&grant 2% increase 2% each year
Coop Workterms 0 0 75 81 84
@ $275 $0 $0 $20,625 $22,275 $23,100 2. Provincial Grant
# of FTEs 94 183 268 353 369 assume same grant per Weighted Funding Unit as
01/02 for Seneca diploma program ($3,137)
Total Revenue $784,461 $1,557,739 $2,347,529 $3,148,489 $3,356,370 plus 2% annual increases plus 2.5% applied degree
premium and 1.0 funding weight (equal to that of
Expenses CPA programs)
Salaries and Fringe Benefits 3. Teaching Contact Hours

(12 TCHs/week per faculty)
Teaching Contact Hours Total TCH/semester 108 218 324 425 425 (see Note 3) Semester 21
Full Time 12 3.8 7.6 11.4 14.9 14.9 Semester 22
Adjunct 12 1.6 3.3 4.9 6.4 6.4 Semester 22
salaries increase annually@ 2% Semester 22
fulltime staff benefits @ 16% Semester 20
Semester 22
Faculty Full Time $72,000 $317,376 $634,752 $952,128 $1,244,448 $1,244,448 (see Note 4) Semester 22
Adjunct $1100 /semhr $42,240 $43,560 $64,680 $84,480 $84,480 Semester 19
Support staff $40,000 $92,800 $118,320 $144,824 $196,960 $200,899 (see Note 5)
4. Salaries
Coordinator $76,000 $88,160 $134,885 $229,304 $327,446 $333,995 assume 2% annual salary increase
Total Salaries & Benefits $498,336 $887,957 $1,326,256 $1,768,855 $1,779,343 5. Support Staff
made up of lab technician, coop/career services officer
Supplies and Expensees office support, T.A.s
Instructional supplies $10,000 $18,000 $25,000 $30,000 $40,000 6. Software

Learning resources $5,000 $10,000 $15,000 $20,000 $25,000 Oracle agreement - $1K/yr
Printing and stationary $20,000 $30,000 $35,000 $40,000 $40,000 Microsoft agreement - $2K/yr
Hiring expenses $15,000 $15,000 $10,000 $5,000 $5,000 IBM agreement - $10K/yr
Marketing $20,000 $15,000 $15,000 $15,000 $20,000
Travel expenses $8,000 $6,000 $6,000 $5,000 $8,000 7. Capital Equipment Requirements
Professional development $10,000 $15,000 $20,000 $20,000 $25,000 1 new lab/year from 03/04 to 08/09@ $28K dep for 3 yrs
Repairs and maintenance - equipment $5,000 $10,000 $15,000 $18,000 $22,000 new servers @ $2K dep/each for 3 yrs
Phone $500 $1,000 $1,000 $1,500 $1,500 partial lease of $68K/yr total of RS6000/AS400
Rental equipment $10,000 $20,000 $30,000 $35,000 $42,000 (% increases with enrolment)
Software $15,000 $20,000 $30,000 $45,000 $48,000 (see Note 6) maintenance agreements - $22K/yr
Capital (depreciation) $60,000 $150,000 $180,000 $230,000 $290,000 (see Note 7) faculty machines @$1.3K/yr each
College overhead @ 30% of revenue $235,338 $467,322 $704,259 $944,547 $1,006,911 (see Note 8)
8. College Overhead
Total Supplies&expenses $413,838 $777,322 $1,086,259 $1,409,047 $1,573,411 college services = 30% of grant&tuition revenue
Total Expenses $912,174 $1,665,278 $2,412,515 $3,177,901 $3,352,754 9. Net Income

in order to show a return on investment by year 5,
Net income -$127,713 -$107,540 -$64,985 -$29,413 $3,616 the college would be required to defer
discretionary expenses such as capital
9.1 Economic Need
For the past five years, Co-op employers and the Computer Studies advisory committee have
clearly presented the economic need for this program. Applied technical skills remain the
number one priority for our business partners. However, there has been a growing demand for
graduates that can upon graduation, demonstrate these skills in a business setting and
additionally communicate and work effectively in teams with technical and non-technical
associates
As outlined in the executive summary, extensive research has identified the following economic
and demographic factors that support the need for the applied degree program in Software
Development:
Even with the recent economic downturn, 20 – 25% of the IT jobs (20,000 positions) in
Canada remain unfilled
The economic future of Canada is directly related to the information skills of its workers
Industry surveys list a combination of communication and business skills as essential to
employment and success in information technology careers
No existing Ontario post-secondary program delivers the required combination of
technical, business and communication skills demanded in employer surveys
Recent economic downturns in specific technology sectors emphasize the need for
transferable skills that can be applied in diverse technology areas
The pace of software development and change requires analytical problem solvers who
can and will pursue a path of life-long learning
Toronto is and will remain the business and economic capital of Canada; as such, will
require qualified software graduates
Monster.ca and Workopolis.ca list extensive job postings in software development
Lateral transfers and frequent promotions characteristic of computer professionals
create numerous entry level employment opportunities
The 2002 census projects a population increase in the GTA area
The aging workforce demographic is a factor; replacement employees with current
education are needed
Initial job employment opportunities are improved with a degree qualification
A degree is important for career advancement and professional designation
Additionally, it is important to note that other provinces (i.e.) Alberta and British Columbia,
already offer applied degrees in related software development programs. To remain competitive
in post secondary education, both nationally and internationally, Ontario must provide new and
diverse learning opportunities for post secondary technology training. The proposed applied
degree in software development provides that opportunity.
Appendix 9 - Page 1
Research and Review: Support of Economic Need
Hot Skills for a Cold Market

computerworld.com
http://www.computerworld.com/storyba/0,4125,NAV47_STO65450,00.html
The Skills Most Lacking In Recent College Graduates
Writing and presentation skills
Hands-on experience
Ability to conceptualize or see the big picture
Oral communication skills
Source: Computerworld survey of IT hiring managers, fall 2001
Information Technology Association of Canada

http://www.itac.ca/client/ITAC/ITAC_UW_MainEngine.nsf/ALL/D84586ECA0FCD4A2852566EB
001F481F?OpenDocument
The IT Skills Gap is a world-wide phenomenon. Right here in Canada, the shortfall has been
estimated at no fewer than 20,000 unfilled jobs.
The Search for Schools in IT

globetechnology.com
http://www.globetechnology.com/woman/archive/20010510.html
Louisa Jewell, a top career consultant based in Toronto, has been tracking the state of IT
education for several years and she says "the issue is not a lack of training facilities, for
example, the city of Toronto alone has well over 200 campuses offering training for the IT
sector, but rather the uncertainty regarding the skills required by this sector, both technical and
non-technical." Jewell agrees that at present, IT curricula does not effectively reflect labour
market needs and some private training institutions, which attempt to provide this needed
training, are producing graduates who may not be qualified for the current market.
Jewell also cites that many Canadians would like to take advantage of the excellent career
opportunities that exist in the IT sector, but they don't know where to go for the necessary
education and training.
Beef up your soft skills to land the best IT jobs.

Computer Weekly
http://www.cw360.com/bin/bladerunner?REQUNIQ=1018620447&REQSESS=fN3PA447&REQ
HOST=site1&2131REQEVENT=&CFLAV=1&CCAT=-99999&CCHAN=-99999&CARTI=109215
Research carried out by the Chartered Institute of Personnel and Development (CIPD) provides
further evidence that soft skills are gaining in importance across all industries. It found that 27%
of employers are having problems finding the right people due to candidates' lack of people
skills. It also discovered that soft skills are now fifth in the list of priorities for companies
recruiting staff and they have been rising in status every year.
Appendix 9 - Page 2
"It makes me angry when people use the term 'soft skills'." said an IT director at a recent
Computer Weekly forum. "There is nothing 'soft' about the people skills that enable someone to
communicate effectively with a customer or end-user - they are business-critical."
Numbers Prove Skills Gap Real

Computing Canada
http://www.itbusiness.ca/index.asp?theaction=61&lid=1&sid=45424
The Software Human Resource Council (SHRC) conducted a pilot study in the spring of 2000,
on behalf of Stats Canada. However, the results were only recently released.
One of the most notable discoveries was that Canada's high-tech industry was operating at 75
to 80 per cent capacity due to a severe shortage of qualified workers.
…
Employers are looking for three sets of skills from IT staff — technical training, business
experience and group work aptitude.
"What we hear is we can get people with one, sometimes with two, but never with three. Pick
your mix. And it's the three that are in demand," said [Gaylen] Duncan [president and CEO of
the Information Technology Association of Canada (ITAC)], who noted Canadian post-
secondary institutions are doing better in terms of arming their graduates with a full complement
of job skills, than they were a few years ago.
Geek culture may be on the wane

itworldcanada.com
http://www.itworldcanada.com/portals/portalDisplay.cfm?oid=2F1A8DDD-D102-4359-
99FAE1A3864C1241
Ottawa-based HR consultant Sharon Lambert said that when she hires for corporate clients she
does try to find workers who will play nicely with the other staff members.
"Obviously someone has to have the solid technical skills, but especially when I’m hiring for
enterprise clients I really (put a) gold star (by) candidates who are poised and polished. You
don’t have to be Mr. Country Club, but understanding corporate culture is important, and being
able to sit in a meeting and be comfortable with the accountants and the product managers is a
big advantage," Lambert said.
…
Rick Sturm a service-level management authority, and president of Enterprise Management
Associates Inc. in Boulder, Colo., said that over and over his research shows a need for IT
managers and executives to be more knowledgeable about what each other does.
"Too often IT goes to a meeting and wants to talk about packet collisions or disk I/O and it
means nothing to the people on the outside. So problems emerge both in an inability to
communicate, and also when IT seems to be disconnected from the realities of business,"
Sturm said.
IT Worker Shortage Continues

internetnews.com
http://www.internetnews.com/bus-news/article/0,,3_896731,00.html
HR managers and CIOs, the study found, differ on their views of what shape the IT skills gap
takes, as well as how to address it. HR managers are much less likely to believe that IT
applicants lack training, but also differed from CIOs about which skills are important for IT
Appendix 9 - Page 3
positions. CIOs value "soft skills" such as communications and patience, while HR professionals
tend to screen candidates for hard, technical skills.
…
"While layoffs dominate the headlines, IT managers are still struggling to find the right people to
keep the technology infrastructure moving forward and are identifying vendor-neutral
certification as a means of filling those support positions," said John Engman, director of
JOBS+, the workforce development program at CompTIA. "To more effectively address this
challenge, CIOs and HR executives must be better aligned in the value they place on both hard,
technical skills and soft, communication skills, and must work more closely together in
identifying both recruiting and training problems and the solutions to those problems."
Mind the gap! New group urges government to plug high-tech postgraduate drain
canadacomputes.com
http://www.canadacomputes.com/v3/story/1,1017,4930,00.html
Think the skills gap is wide now? Just wait.
A new study says Canada will be short 35,000 high-tech graduates by 2005 unless the federal
government funnels millions of dollars into the nation's universities and colleges
Remarkable Canadians talk about their remarkable teachers …
"His approach was, ' this is a problem and you have a box full of skills and somewhere in your
box of skills there is the ability to solve this problem even though you've never faced it before.' It
was an attitude he taught that has been useful for me right across the board and absolutely
made a contribution to my
Astronaut Chris Hadfield,

- the first Canadian to walk in space talks about his math teacher.
Toronto Star, Friday October 5
Silicon Valley NORTH, Careers Section (March 2002)
"Future high-tech employees will need a mix of soft skills and engineering know-how"
"One of the changes that headhunters expect in tomorrow's job market is an end to the days of
one-dimensional workers who champion only their technical prowess ….. successful
candidates will be the ones who stand out by cultivating skills in areas like communications and
marketing."
Skills and Opportunities in the Knowledge Economy

The Prime Minister's Advisory Council on Science and Technology (2000)
"There is a persistent shortage of people who combine strong technical abilities with 'essential'
skills (e.g., communication and teamwork) and 'management' skills (e.g., cost control and
budgeting)"
Helen Neumann, Provost, University of Toronto

Toronto Star ( April 12, 2002)
"It's going to be a challenge … to cope with the new students coming in through the double
cohort - and the whole demographic, which sees enrolments going up over the next few years,
quite apart from the double cohort."
Appendix 9 - Page 4
Job Futures 2000
Human Resources Development Canada
Systems Analysts and Computer Programmers

In these occupations, 238,000 people were employed in 1998, an increase of 96.0% from 1988.
This reflects an increase of 57.7% from 1993 to 1998. In comparison, employment in all
occupations grew 8.2% in the same time. Currently, chances of finding work in this occupation
are rated "Good", since employment opportunities and earnings are both above average. Over
the next five years, this outlook is not expected to change, as the number of job openings is
expected to be matched by the number of qualified job seekers. Most of the increase in
employment requirements through 2004 for these occupations is expected to occur in the
business services industry.
Computer Systems Analysts

In these occupations, 131,000 people were employed in 1998, an increase of 112.40% from
1988. This reflects an increase of 59.5% from 1993 to 1998. In comparison, employment in all
occupations grew 8.2% in the same time. Currently, chances of finding work in this occupation
are rated "Good", since employment opportunities and earnings are both above average. Over
the next five years, this outlook is not expected to change, as the number of job openings is
expected to be matched by the number of qualified job seekers. System analysts will need to
keep up with rapid changes in programming languages and techniques. They also require good
interpersonal and communication skills to be able to understand the nature of client
requirements and to convey information about technical occupations to clients who typically
have little knowledge of information systems. Most of the increase in employment requirements
through 2004 for these occupations is expected to occur in the business services industry.
Rebecca Maxwell
The Softer Side of IT
ComputerWorld Canada (1999)
"The shopping list of demands for highly-qualified IT professionals is getting longer. Consensus
is it’s not enough to find someone who possesses a range of highly technical skills and simply
hope the rest falls into place. A whole new list of softer skills is being sought, thanks largely to
two factors: the emergence of technology on the business front and the renewed customer
focus created therein.
Gone are the days when computers were just a back-room function that supported payroll and
accounting, said Jim McKeen, chair of the MBA program for science and technology at Queen’s
University in Kingston, Ont. “Information technology is very much a part of the business, if not
the entire business, in many cases. We have to cross this chasm. We have to have the
technologists who know the business and the business people who know the technology,” he
said.
But even business-savvy and the ability to write code are not enough. Anne McKenna, senior
manager of North American resourcing for Brampton, Ont.-based Nortel Networks Corp.,
explained, “In the past, to hire a designer or someone to write code we just needed the technical
skills. “Now…with the emphasis on the customer, our designers and everyone else from the
bottom to the top of the company need to have great communication skills because whether
you’re at the top or the bottom, you’re interfacing with the customer at some point in time.” This
demands not only communication skills, say the experts, but teamwork, understanding and
creativity -- attributes not traditionally taught in educational institutions."
Appendix 9 - Page 5
David K. Foot
Boom, Bust & Echo (Profiting from the Demographic Shift)
2000 Version
"What will it take to succeed in the job market of the future? … the only constant will be change.
People will need strong generic skills that can be applied to the many different challenges they
will face during their careers. One of the most important skills is communication, both oral and
written. The decline in literacy has enhanced the value of those who can write clearly, concisely,
and grammatically while also possessing the ability to make effective oral presentations.
Interpersonal skills, including the ability to work effectively as part of a team, are also essential.
So are computer skills, which have to be upgraded continually as technology advances. Finally,
the successful worker of the future needs the kinds of skills that an old-fashioned liberal arts
education provides: the ability to assemble information, analyze it, and think about it."
Appendix 9 - Page 6
9.3 Student Interest/Potential Pool of Candidates
A student survey was conducted to determine interest in an Applied Degree program. The
survey was distributed randomly to current CPA, CPD and CPAC students in semesters one (1)
through six (6). 1041 students were surveyed and all responses were anonymous.
The results of the survey of our current student population indicate an overwhelming interest in,
and, support for an applied degree program. More interesting are the results of the questions
related to future educational plans. Diploma students in computer programming understand and
acknowledge the need for future studies after graduation. Current diploma students recognize
that a successful career path in computer software development requires a commitment to
lifelong learning. The students (92.5%) also indicated a positive understanding of the value and
recognition of a degree qualification
Survey Results:
Total Students: 1041
Previously enrolled at university: 363 (34.9%)
Hold university degrees: 233 (22.4%)
Required college level English (EAC150) or English upgrading: 974 (93.6%)
Plan to take college/university courses in the future: 850 (81.6%)
Would have considered applying for a 4 year applied degree: 944 (90.7%)
Would consider pursuing the applied degree program after graduation: 962 (92.5)%
Student Comments:
“I believe this is a wonderful proposal, and I am very excited about the prospect. One of the
reasons I chose college over university was for the actual hands on learning. If Seneca had an
applied degree in Computer Studies, it would be an amazing opportunity.”
“I have chosen Seneca because it offers courses on programming languages used in the
workplace. I chose Seneca over York. I hope Seneca DOES offer a degree.”
“It is a good idea because it gives a broad opportunity to Seneca students who have plans to
apply to a university after their diploma.” and “If Seneca offers a degree program, I will enrol
because I am currently planning to go to university after Seneca.”
“This is a necessary step in order to maintain Seneca’s ability to produce graduates that meet
industry needs and continue to compete with students from universities.”
“It would be great to obtain a degree from Seneca. I would be given a better chance of getting a
job.”
Applied Degree Survey
Seneca College is considering offering an applied degree (Bachelor of Applied Technology or

Bachelor of Information Sciences). The applied degree would be four years or eight semesters
and include at least one other semester that is a paid work term. It would cover more material
at a higher level than the CPA diploma program, but would continue to stress practical, technical
skills, and would cover less theory and mathematics than the equivalent university Bachelor in
Computer Science. This survey is to determine if there is interest in such a program. Please
answer the following questions by checking the appropriate boxes. If you have already
answered this survey, please do not answer it again.
Student ID number: ____________________________________
1. Please check the program and semester in which you are enrolled:
CPA 1 4
CPD 2 5
CPAC 3 6
2. Have you ever been enrolled as a full time student at a University?
Yes No
3. Do you have a university degree?
Yes No
4. Check the English subjects that you have taken at Seneca.
EAC149
EAC150
Any ESL course (English as a Second Language)
5. Do you plan on taking courses in the future at other institutions (check the appropriate
boxes):
University
College
Other (please specify) _____________________________
6. If Seneca had offered a four-year applied degree, would you have considered it instead of
the program in which you are currently enrolled?
Yes No
7. Once you've completed your diploma, would you consider pursuing an applied degree?
Yes No
8. If you have any additional comments on Seneca's proposal to offer an applied degree,
please put them on the reverse.
March 9, 2002
Subject: Bachelor of Applied Technology (Software Development)
Dear Valerie,
We have come together as a group of students regarding the possibility of an applied degree
program being offered at Seneca College. We are all currently enrolled in the Computer
Programming and Analysis diploma program. Also, we are all previous university students, with
three of us possessing university degrees. Although we did complete the surveys given to us,
we were eager to compile a collaborative letter that encompasses our similar ideas.
First of all, we are excited to hear about the possibility of a degree program at Seneca. The
common misconception is that a theoretical-based university education is more difficult than a
practical-based college education. Being previous university students ourselves, we know that
the current CPA program is challenging and at level with the standards of any university
institution. College students have a workload that is comparable to that of university students.
Contrary to popular belief, the CPA program provides both practical and theoretical knowledge.
There are benefits to the college environment that we hope will not be lost in the introduction of
a degree program. There is a greater emphasis on the application of theoretical knowledge
within labs. The pace of the curriculum is different from that of university, in that it allows for a
heightened ability for students to study and absorb class material. The smaller class sizes
provide a more intimate setting, with a greater interaction between students and professors.
These various factors have allowed the depth of knowledge that will be carried with us far
beyond our graduation, and into the working world.
We hope that the high quality of the CPA program will continue to be reflected in the applied
degree program. The offering of a Bachelor of Applied Technology at Seneca would provide an
excellent opportunity for students to obtain a degree in the college environment.
Sincerely,
Dawn Arndt (pliant6@hotmail.com)

Frank Karlovcec (Frankkarlovcec@aol.com)
Tin Pham (ttpham3@learn.senecac.on.ca)
Walter Igharas (walterigharas@hotmail.com)
10 Non-Duplication of Program
10.1.1 Table and Statement: Similar/Related Diploma Programs
The Bachelor of Applied Technology (Software Development) program is not a college

computer diploma program. It is a new educational opportunity both in pedagogical approach
and in curriculum content.
Pedagogical Approach
The program outcomes for the applied degree require graduates to demonstrate the ability to
apply theoretical principles to practical application solutions. The academic rigour needed to
meet this objective far exceeds any current diploma offering. The course learning outcomes
(Appendix 6.7) define specific outcomes and evaluation procedures that are at a higher level
than found in existing diploma curriculum.
Curriculum Content
The applied degree curriculum delivers a program of study that directly addresses industry
needs and meets or exceeds the established standards of the C.I.P.S. professional association.
There is no existing college curriculum that includes all of the following:
• Business environments and practices
• Communication and workplace skills
• Breadth and foundations of technology
• Advanced technical knowledge
• Hands-on application of technical skills
• Human factors and Multimedia design
• Ethics and Social Responsibility
• Research and Investigation
• Project and management skills
• Co-op work term including pre-planning and post-integration
The tables below provide a representative survey of current college programs. Existing college
diploma programs fail to meet the comprehensive requirements for content or the expectation of
degree level standards proposed by the Applied Degree.
The information includes 3-year diploma programs at CAATs in or near Toronto. The samples
are representative of other similar college diploma programs in Ontario.
The college has on file and available upon request the research undertaken to complete
Appendix 10.1.1.
1. Institution: Seneca College
Program Name & Credential: Computer Programming and Analysis Diploma
http://cs.senecac.on.ca/curriculum/cpa_desc.html (Co-op and non)
The CPA program provides students with a rigorous theoretical background in object-oriented
methodology particularly in program design and system analysis. Subjects studied will include
programming and web scripting languages, system methodologies (object-oriented analysis
and design), E-commerce web site design, internet client and server side development,
design and maintenance of database systems, data communications, security and a variety of
operating systems (Windows, Unix, Linux, IBM iSeries). In semesters 5 and 6, students may
select from a broad offering of professional options and will integrate systems and technical
skills in the planning and implementation of a 'real-life' computer project for a business client.
General education subjects (English and Liberal Studies options) complement the technology
curriculum.
Similarities and Differences:
This is an excellent technical diploma with a variety of options and specializations but lacks
the breadth of the applied degree. Specifically,
• No required business courses
• Only 2 required communication courses (writing skills only)
• No required courses in Ethics, Research and Human Factors
• Less depth of technology and theory in the required technology courses
• Less elapsed time to absorb technical content
• No required courses in Multimedia Design and Advanced Project Management
2. Institution: Centennial College

Program Name & Credential: Computer Programmer/Analyst Diploma (Co-op and non)
http://db2.centennialcollege.ca/full_time
The Computer Programmer/Analyst program provides a solid business foundation and a
detailed study of mainframe and microcomputer systems design and programming.
Mainframe-based systems and programming languages, such as COBOL and SQL.
Microcomputer-based systems, including Windows, Microsoft Office Professional Suite
(Word, Excel, Access, PowerPoint), Visual Basic, C, C++, Java HTML and Web page
development, networking and UNIX/Linux Operating systems will be offered.
Co-op Option
Students enhance their education by working three terms as paid employees in the field.
This is an average diploma program but does not compare to the depth and breadth of the
applied degree curriculum. Specifically,
• No professional options
• No General Education electives (but: Literature, Economics)
• More mathematics
• Less systems analysis
• Less business
• Fewer operating system courses
• Less communications
• Legacy programming language COBOL, 2 Courses
• Technical depth and breadth is missing
• Limited Internet programming and scripting languages
• No human factors, multimedia design, ethics, research, design patterns
3. Institution: Durham College

Program Name & Credential: Business/Business Administration – Information Systems
http://durhamc.on.ca/fulltime
Program graduates can seek employment in a wide range of industries. Most graduates begin
in programming, microcomputer support, or computer operations. With experience,
advancement can be expected to the position of systems analyst with responsibilities for the
design and planning of systems networks and technical support, or management positions in
programming, operations, or other areas.
This is a poor diploma offering with exceedingly low enrolment and limited curriculum in
comparison to the proposed applied degree program. Specifically,
• Much less programming
• More business courses
• Fewer operating system courses
• Less systems analysis and design
• One field placement course
• More mainframe emphasis
• This program is light years away from the degree in breadth and depth
4. Institution: Sheridan College
Program Name & Credential: Computer Science Technology
http://www.sheridanc.on.ca/programs02_03/scim/computerscience/
Students in Sheridan's Computer Science Technology program will learn how to develop,
support, and implement a variety of computer applications. Students study courses in
computer architecture, programming techniques, computer networks (Local Area Networks
and Wide Area Networks), systems analysis, database implementation and management,
operating systems, and mathematical algorithms.
This is a good diploma program but is focused on networking rather than software
development. The courses do not compare to the depth and breadth of the applied degree
curriculum. Specifically,
• Heavy bias towards math – 7 courses in 6 semesters
• Heavy bias on computer science (courses in OS design and computer architecture)
• Direct entry to 3rd semester with 4 OACs
• No professional options
• No opportunity to take advanced courses in specific areas
• No specific business courses
• One communications course (tech writing)
• No course dedicated to operating system use
• No iSeries courses
• Very little liberal studies/breadth
• Can lead to membership in OACETT
• Only has a 1–semester project
• Lacks thorough progression of Internet courses integrated into curriculum
• Fewer systems analysis and design courses
• Lacks comprehensive progression of communications courses through all semesters
5. Institution: Sheridan College
Program Name & Credential: Systems Analyst
http://www.sheridanc.on.ca/programs02_03/scim/systemsanalyst/
At Sheridan, students study systems design and implementation, programming, networking,
database and web technologies. Courses include:
• systems analysis and design using a (CASE) tool
• systems administration in the Unix environment
• programming with Visual Basic and Java
• database design and implementation with Access and Oracle
• Web technologies using various scripting languages.
This is an average diploma program that does not compare to the depth and breadth of the
• 3 year program
• Direct entry to 3rd semester with 4 OACs
• Very few electives, no professional options
• Lacks any kind of project
• Less emphasis on programming core
• Lacks thorough progression of Internet courses integrated into curriculum
• One communications course (tech writing)
• Lacks comprehensive progression of communications courses through all semesters
• Less emphasis on operating systems (Unix only)
• 3 co-op work terms
6. Institution: George Brown College

Program Name & Credential: Computer Programmer/Analyst
http://www.gbrownc.on.ca/Marketing/FTCal/tech/T127.html
Students will learn the full range of skills required to write programs for networks based on the
two most widespread technologies used by business today: client/server and Internet/
Intranet. The most popular programming languages and development tools are covered,
including C++, Java, SQL, and Visual Basic. Students will also become familiar with
Microsoft, Novell, and Internet protocols for networks, as well as servers incorporating the
latest technology from NetWare and Windows NT. Training will also cover the design and
development of complex business systems, using the latest design and development tools.
Students will also have the opportunity for in-depth study of database management and
administration, as well as the use of Internet/Intranet tools for business systems.
This is an average diploma program that does not compare to the depth and breadth of the
• 3 year program
• Much lower level of technical programming courses
• Very few electives, no professional options
• More math
• Less emphasis on operating systems
• No business courses
• More VB, less C/C++
• Less emphasis on communications skills
• No human factors, multimedia design, ethics, research, design patterns
7. Institution: Humber College

Program Name & Credential: Computer Programmer Analyst Diploma (Co-op and non)
http://fulltimeprograms.humberc.on.ca/2040s.htm
In three years, students will acquire the skills to enable them to design and program business
applications effectively at an entry level, as well as learn and practice the various
methodologies required to proceed into systems analysis and design. Many courses will
involve working on case studies, in a team environment.
This is a very good diploma program that focuses on the breadth of technical coverage and
includes business courses. The breadth of the courses offers little opportunity for technical
depth and software specialization and does not compare to the depth and breadth of the
• No C programming
• Java oriented / focused
• Only 6 hours of communication skills specific to technical communications
• One course in 2nd semester to cover both UNIX and Windows OS
• No user interface course
• Offer three distinct programs sharing the curriculum of semesters 1, 2 and 3
(Telecommunications Profile, Programming Profile, Internet Technologies Profile)
• No specific Internet courses in programming stream
• COBOL as a mandatory course
• Offer small business accounting
• No database until 3rd semester
• Much less emphasis on systems projects, project planning and IT management
• Only four professional options (no information readily available)
• No marketing
• No specific data structures or algorithms course
• No human factors, multimedia design, design patterns
10.1.2 Table and Statement: Similar/Related University Programs
The Bachelor of Applied Technology (Software Development) is not a university degree in

Computer Science, Arts, or Commerce. It is a new educational opportunity both in pedagogical
approach and in curriculum content.
Pedagogical Approach
The program outcomes for the applied degree require graduates to apply theoretical principles
to practical applications. Achievement of the program and course learning outcomes requires
the ability to demonstrate skills based on an understanding of theoretical knowledge. For
example, not only must an applied degree graduate be able to describe the principles involved
in a system solution, they must also be able to demonstrate the design, analysis, and
implementation of that solution.
Curriculum Content
The software development curriculum delivers a program of study that directly addresses
industry needs and meets or exceeds the established applied degree standards of the C.I.P.S.
professional association. There is no existing university curriculum that includes all of the
following:
• Business environments and practices

• Communication and workplace skills
• Breadth and foundations of technology
• Advanced technical knowledge
• Hands-on application of technical skills
• Human factors and Multimedia design
• Ethics and Social Responsibility
• Research and Investigation
• Project and management skills
• Co-op work term including pre-planning and post-integration
A comparative study of university programs was conducted to determine which programs were
most closely related to the Bachelor of Applied Technology (Software Development).
University programs most closely related to Seneca's proposed applied degree generally fall
into one of three categories:
• pure computer science programs
(University of Toronto)
• applied computer science programs
(Ryerson Polytechnic University and University of Guelph/Humber College)
• information technology programs
(Ryerson, York University)
The six programs presented below are representative of all university programs in Ontario.
Depending on the degree requirement (e.g. Arts, Science) the programs differ from Seneca's
proposed applied degree program in one or more of the following areas:
• study of discrete mathematics
• theoretical emphasis
• breadth of technology
• communications and teambuilding
• business principles and practices
The pure computer science programs typically require at least 20% of the subjects in discrete
mathematics. In the proposed applied degree, students will use practical mathematics skills
throughout the curriculum, for example in topics such as programming, accounting, and
algorithm design.
University technology-based courses also tend to be highly theoretical - a significant amount of

theory is presented with limited time left for in-depth study of specific technologies and the
application of those technologies.
University requirements for business, communications, and teambuilding are frequently

embedded in elective subjects that the student may or may not take. Additionally, the courses
required to meet the mandate for a specific degree define the university’s inability to deliver all
of the standards proposed by the applied degree. For example, to achieve a Commerce degree,
students must take a significant percentage of courses in business and management limiting
opportunities for the acquisition and application of technical knowledge.
The college has on file and available upon request the research undertaken to complete
Appendix 10.1.2. The college found that there are more than 5 similar or related existing
programs offered at Ontario universities that could have been listed.
1. Institution: University of Guelph/Humber College

Program Name & Credential: Bachelor of Applied Computing Degree plus Diploma
http://www.guelphhumber.ca/computing.shtml
Telecommunications — the technology of the 21st century — is an industry in search of
qualified employees trained in both computer science and communications. The Distributed
Computing and Communication Systems Technology co-op program at the University of
Guelph-Humber is the first program to address this need. By integrating work terms into the
curriculum, students can finish this co-op computing degree and the communications diploma
program in four years plus one semester. Starting in the fall of second year, students
participate in the first of two eight-month co-op work terms.
The Guelph/Humber applied degree is not a software development program. This is a degree
in networking and telecommunications with substantial emphasis on electronics and digital
communications. Specifically,
• Very little business content
• Very large percentage of program content is restricted to data communications and
telecommunications
• Minimal requirements for communication courses
• Programming content delivered like a Computer Science program – theoretical and
mathematical foundation instead of practical, multi-platform foundation
• 4 work terms
• New program – no grads yet
2. Institution: University of Toronto

Program Name & Credential: Computer Science Specialist program (Hon.B.Sc.)
http://www.artsandscience.utoronto.ca/ofr/archived/0102calendar/prg_csc.htm
In trying to make sense of what we can get a computer to do, a wide variety of topics come
up. There are, however, two recurring themes. The first is the issue of scale: how big a
system can we specify without getting lost in the design, or how big a task can a computer
handle within reasonable bounds of time, memory, and accuracy. In the area of programming
languages and methodology, for example, we look for notations for describing computations,
and programming methodologies that facilitate the production of manageable and efficient
software. In the theory of computation area, we study resource requirements in time and
memory of many basic computational tasks. The second theme concerns the scope of
computation. Computers were originally conceived as purely numerical calculators, but today,
we tend to view them much more broadly. Part of Computer Science is concerned with
understanding just how far computational ideas can be applied. In the area of artificial
intelligence, for example, we ask how much of the intelligent behaviour of people can be
expressed in computational terms.
This program at U. of T. is a Computer Science degree and is not a software development
program. This is a strong emphasis on mathematics and theory at the expense of the diversity
of skills required by a software developer. Specifically,
• Emphasis on mathematics, including 15 required half-credit courses in algebra,
calculus and statistics
• No required analysis and design courses (optional)
• No capstone project
• Only one required writing/communications credit – no comprehensive progression of
communications courses through all semesters
• No co-op work term
• Fewer required programming languages/platforms
• Only one required database management course
• Far more theoretical – bias towards computer science (OS design and architecture)
3. Institution: University of Toronto
Program Name & Credential: Human-Computer Interaction (Hon.B.Sc.)
http://www.artsandscience.utoronto.ca/ofr/archived/0102calendar/prg_csc.htm
Human-Computer Interaction involves the study of human behaviour as it applies to user
interfaces, including: work activity analysis, observational techniques, questionnaire
administration and unobtrusive measures. The operating parameters of the human cognitive
system are examined using task analysis and cognitive modelling techniques and their
application to designing interfaces. Topics include: Interface representations, prototyping,
cognitive walkthroughs, usability studies and verbal protocol analysis. Case studies of specific
user interfaces will be discussed.
This is a Science degree emphasizing mathematics for research, psychology and sociology
as required for the study of Human Computer Interaction. This is not a software development
program. Specifically,
• Emphasis on HCI, including x required courses in psychology and sociology
• Emphasis on mathematics, including 10 required courses in algebra, calculus and
statistics
• No required systems analysis and design courses (optional)
• No capstone project
• Only one required writing/communications credit – no comprehensive progression of
communications courses
• No co-op work term
• Fewer required programming languages/platforms
• Only one required database management course
• Far more theoretical – bias towards computer science (OS design and architecture)
4. Institution: York University

Program Name & Credential: BA, Information Technology (ITEC)
http://www.yorku.ca/itec/Minicalendar/
The ITEC program at York is a response to the need for trained professionals in one of the
fastest growing sectors of our information-based economy. ITEC students gain the
educational background needed to pursue exciting careers involving the application of
computers to solve a wide variety of tasks faced by organizations. ITEC graduates will be
able to design and implement technologies that help organizations solve real-world problems.
This is an Arts degree with a significant emphasis on the breadth and lateral thinking courses
required by an Arts degree at the expense of other areas particularly technical courses.
Specifically,
• Of courses taken, only 43% (or less depending on if generalist, specialist or double-
major options are selected) are technology based
• Lacks breadth in technology platforms and applications
• At least 3 math courses are required
• This is an Arts degree and the students will receive a BA at the end of the program
5. Institution: Ryerson Polytechnic University
Program Name & Credential: Bachelor Of Science: Applied Computer Science
http://www.ryerson.ca/programs/compsci.html
Students in the Applied Computer Science program will learn the basics of programming in
high- and low-level languages, data structures, operating systems, and artificial intelligence.
While building a firm foundation in calculus and discrete mathematics, they'll study hardware
issues in physics, computer architecture, and electronics courses. In years three and four,
students choose from a wide range of computer science electives. Industry-related courses
in physics, electronics, and multimedia will introduce students to technical systems as
management studies focus on commercial applications.
This program at Ryerson is a Computer Science degree and is not a software development
program. This is a strong emphasis on mathematics and theory at the expense of the diversity
of skills required by a software developer. Specifically,
• Dedicated science: Physics/Electronics
• More mathematics (statistics, calculus, algebra)
• Less systems analysis & design
• Less business
• No communications
• Database not introduced until 5th semester
• Obsolete programming languages - assembler still taught
• Minimum 4 work terms to graduate (co-op is optional)
6. Institution: Ryerson Polytechnic University

Program Name & Credential: Bachelor of Commerce: Information Technology Management
http://www.ryerson.ca/calendar/2001-2002/sec_449.htm
The Bachelor of Commerce in ITM focuses on information technology, its development and
management, and provides opportunities to gain depth in selected areas through elective
courses. It also offers the essential management courses needed to understand the business
environment, key business functions, and organizational issues. Students also take liberal
studies electives. Typical employment areas include both profit and non-profit organizations
which use information systems as well as large and small information technology,
telecommunications, and multimedia product and service providers.
The Ryerson applied degree is not a software development program This is a degree in
Commerce with a major emphasis on business, management and economics. The commerce
curriculum is delivered at the expense of the diversity of skills required by a software
developer. Specifically,
• Technical courses are very limited, much less comprehensive and the breadth of
technology component is absent
• Absolutely no depth in operating systems, programming and systems projects
• Much more business and accounting
• This is a business degree not a technology degree
• Limited requirements in communications
• Option courses allow students to avoid some of the required standards
• Co- op work term is optional
• Need to acquire a university-defined laptop computer and software to participate in the
program
10.2 Innovative Program Description
The innovation and originality of the applied degree program lies not only in the unique blend of
curriculum courses (outlined in previous appendices), but more importantly, in the delivery of
applied education at the degree level. It is understood that both Seneca College and the
province of Ontario are committed to the establishment of a standard of excellence for applied
degrees.
The delivery of an applied degree will require extensive study and change to current
pedagogical methods. Traditionally, Ontario universities focus mainly on the delivery of theory
while colleges concentrate on application skills. The applied degree proposes an integration of
theory with practice, thereby ensuring a different approach to teaching and learning for the
colleges.
What will be required at colleges to make applied education an effective reality? It will be
necessary to investigate various curriculum offerings around the world for examples of existing
applied courses and to work collaboratively with education specialists to seek ideas and
methods that will achieve the applied program outcomes. Faculty will need extensive retraining
in new teaching methodologies particularly because they will have taught in traditional settings
or will be simultaneously working in those settings. Colleges and universities will need to work
closely together to forge this new education path, a path that not only blends the best of theory
and practice but also extends educational boundaries in new directions.
How will Seneca College and the School of Computer Studies meet the inherent challenges
required to deliver an applied degree program in Software Development? Seneca has
exceptional resources in place now and is committed to meeting the needs of future applied
degree requirements. The curriculum consultants in the Centre for Professional Development
(CPD) have the academic qualifications and expertise necessary to develop new delivery
methods and provide training for faculty. The Centre also provides opportunities for faculty to
pursue Masters and Doctoral studies through a collaborative project with Brock University. With
almost half of the faculty in Computer Studies holding graduate degrees, the School is well
positioned to undertake the necessary research and to work with CPD to assess and develop
new methods of delivery.
The School will also develop a separate Advisory subcommittee specifically focused on the
applied degree. This committee will include representation from the university academic areas
of technology and education. Peer review opportunites will be incorporated into the program
review process. The physical housing of the applied degree program in the new TEL building is
a distinct advantage to program delivery. The focal point of the building design is an educational
research facility, the TEL Institute, which will combine the strengths of York’s theoretical
teachings with Seneca’s hands-on approach to find new and better ways to deliver education.
As both faculties from York and Seneca will be located in the building, there will be many
opportunities for future partnerships and collaboration.
The Bachelor of Applied Technology (Software Development) is a proposal that supports the
commitment of the Ontario Government and Seneca College to innovation and excellence
applied degree education.
11 Promotability/Recognition
11.1 Credential Recognition
Articulation agreements
Seneca College currently has 62 University Transfer Arrangements (both formal and informal)
with 24 Universities from across Ontario, Canada, the United States, and Internationally.
Currently we are the only Ontario College with a dedicated University Transfer Office (located in
Student Services) acting as a central resource of college and system wide information, and
offering advisement and assistance for current and prospective students wishing to examine
further education pathways.
Beyond the standard Undergraduate degree completion partnerships, Seneca has recently
made steps to have its Post-Graduate programs recognized at the Masters level in a
groundbreaking agreement with Australia's University of Western Sydney.
Tracking the success and use of these agreements is the next major focus of the University
Transfer initiatives at Seneca. In a current Pilot Project with Athabasca University, select
Seneca students have begun pursuing their degree while still at Seneca, completing a 3-year
diploma. It is the hope that these students will provide a sampling of the potential for future
concurrent arrangements and follow up information beyond graduation.
Currently the School of Computer Studies participates in articulation arrangements, on behalf of

its diploma students, with various institutions, both nationally and internationally. These include:
• Athabasca University, Alberta

• University of Western Sydney, NSW Australia
• Trent University
• Carleton University
In March 2002, Computer Studies signed a new articulation agreement with Trent University.
The agreement provides graduates from Seneca's three-year diploma programs with direct entry
into the third year of Trent's Honours Computer Science program. Students must complete 10
courses in two years to graduate from Trent. A web site, announcing this initiative was posted in
March. In less than 6 weeks time, the site has received 1510 hits, 1166 which are return visitors.
Please visit the web site at: http://cs.senecac.on.ca/transfer_agreements/trent
The proposed Bachelor of Applied Technology (Software Development) program will offer even
more opportunities to graduates as the program learning outcomes reflect a breadth of
knowledge and skills. The balance of theoretical, laboratory and practical experience provides a
“skills passport” that students may use to “gain entry” into a number of opportunities, including
additional postsecondary education (full time or part time, undergraduate, graduate), and
professional development courses and seminars. For example, graduates seeking to enroll in
another undergraduate degree program could reasonably expect to receive transfer credits in
communication, liberal studies and business courses towards an arts program. A formal
articulation agreement with the Faculty of Arts at York University recognizes a number of
Seneca’s breadth courses (included in the applied degree proposal) as “York approved”.
Please see Transfer Guide on-line: http://www.senecac.on.ca/fulltime/stuserv/tran-01.htm
11.2 Credential Recognition Arrangements
Graduate Study
Upon completion of the Bachelor of Applied Technology (Software Development), students will
be eligible for admittance to university post-graduate programs, subject to standard assessment
criteria. Typically, the standard criteria will include acceptable GPA, GMAT, work experience,
and letters of reference.
Letters of credential recognition for the applied degree have been received from:
• St. Mary's University

• University of New Brunswick (St. John)
• Brandon University
• University College of The Cariboo
• University of New Brunswick (Fredericton)
• University College of Cape Breton
April 22, 2002
Dr. Rick Miner

President
1750 Finch Avenue East
Toronto, Ontario
M2J 2X5
Re: Bachelor of Applied Technology (Computer Programming)
Dear Rick:
Based upon the information you have provided in your letter of April 12, 2002, I am writing to
confirm that graduates of the Bachelor of Applied Technology (Computer Programming) would
indeed be eligible to apply to our MBA program. Of course these students would be subject to
the same assessment criteria as other applicants including acceptable GPA, GMAT, work
experience, letters of reference, etc.
I wish you all the best with these new programs and look forward to applicants from your
graduates.
Sincerely,
Shelley M. Rinehart, PhD.

Dean
1 May 2002
Dr. Rick Miner

President
Toronto, ON M2J 2X5
Dear Rick:
I have reviewed the program outline you provided for the Bachelor of Applied
Technology (Computer Programming), and consulted with, the Registrar at UNB Saint
John regarding the acceptability of transfer credits.
Should Seneca’s proposed Bachelor of Applied Technology (Computer Programming)

be approved by the Ontario Quality Assessment Board, we would expect to provide
transfer credit using the same mechanism as we do for students transferring from any
other university degree granting programs. As is our normal practice, course
descriptions, credit hours, etc. would be reviewed by Departments and Faculties for
specific course transfer credit evaluation. Although many of the courses have no direct
relevance to programs at UNB Saint John, they would be considered for unassigned
credit, where appropriate.
I wish you good fortune with the assessment process, and look forward to hearing marc
about future initiatives at Seneca College. If I can be of any further assistance or provide
additional information, please do not hesitate to contact me.
Sincerely,
Dr. Thomas J. Condon

Vice-President (Saint John)
April 23, 2002
Rick Mine, President

Toronto, Ontario
M2J 2X5
Dear Mr. Miner,
In response to your letter of April 12, 2002, we would like to confirm that The
University College of the Cariboo (UCC) would treat students transferring from
Seneca’s proposed Bachelor of Applied Technology (Computer Programming)
program and/or the Bachelor of Applied Technology (Aviation) program the same
way as any other undergraduate programs in Canada. UCC would accept transfer
credit under the same rules as those that apply to other programs in Canada.
I trust this is the information you require.
Sincerely
C. Neil Russell
Vice-President, Academic
Halifax, Nova Scotia
Canada B3H 3C3
The Frank H. Sobey Faculty of Commerce

Office of the Dean
tel 902.420.5422
fax 902.420.5892
web www.stmarys.ca
29 April 2002
Rick Miner, President

Toronto, ON M2J 2X5
Dear Rick:
I have reviewed the material that you sent to me with respect to your proposed Bachelor
of Applied Technology (Software Development). This is a 4 year program that differs
from traditional university programs in that it has a higher concentration of applied
computer related studies and fewer general education courses. Nonetheless, students
completing such a program of studies and meeting the grade point average, work
experience and GMAT expectations of our MBA program would be treated in the same
fashion as graduates of existing traditional 4 year bachelor degree programs in Canada.
I wish you success in your efforts to establish this program.
Sincerely,
Paul Dixon, Dean
Halifax, Nova Scotia
Canada B3H 2C3
Office of the President

tel: 902.420.5401/5402
fax: 902.420.5104
Email: president@stmarys.ca
web www.stmarys.ca
3 May 2002
Dr. Rick Miner, President

Toronto ON M2J 2X5
Dear Dr. Miner:
I understand that Seneca is submitting applied degree proposals to the Ontario

Quality Assurance Board. I am writing to confirm that should the proposed
Bachelor of Applied Technology (Computer Programming) be approved by the
Board, Saint Mary’s University will treat students transferring from such
programmes as we would students from any other integrated programmes in
Canada.
I know that the review process undertaken by the Board is rigorous and includes a
site visit and that any approval given will have ensured that they are of Bachelor
level quality.
Sincerely,
J. Colin Dodds, Ph.D.

President
President & Vice-Chancellor
Phone: (902)563-1333
Fax: (902) 562-0273
P.O. Box 5300, 1250 Grand Lake Road. Sydney. N.S. B1P 6L2 E-mail: pres@uccb.ns.ca
25/4102
Mr. Rick Miner

President
Seneca College
of Applied Arts &Technology.
Toronto,ON M2J. 2X5
Dear Mr Miner
Re Bachelor of Applied Technology (Computer Programming)
We have reviewed the contents of Seneca’s propose Bachelor Of Applied Technology

(Computer Programming) This degree meets the standard admission requirements for our
Master of Business Administration In Community Economic Development: [MBA(CED)]
program. Seneca’s proposed program provides orientation in business skills such as
accounting, marketing, and project management combined with social and ethical theory;
concepts that can be built upon the graduate level in the MBA(CED) program.
Further, individuals and organizations engaged in economic development can use

technology as a tool to increase their effectiveness. Resources can be designed to enable
people in communities manage complex enterprises, perform sophisticated research,
gather and analyze data, and promote economic interests.
Be assured that graduates from the Bachelor of Applied Technology (Computer

Programming) would be considered for admission into the MBA(CED) program subject to
the standard entrance requirements.
If I can be of any further assistance or provide additional information, please do not

hesitate to contact me
Sincerely yours,
Jacquelyn Thayer Scott, O.C., Ph.D.

President & Vice-Chancellor
JTS/lm
April 29,2002
Dr. Rick Miner, President

Office of the President 1750 Finch Avenue East
phone (204) 727-7427 Toronto, ON M2J 2X5
fax (204) 729-9016
president@brandanu.ca Dear Dr. Miner;

I am responding to your letter of April 12 regarding credit transfer from
the above program.
If the Ontario governing body (Minister) allows colleges to grant

Bachelor’s degrees, Brandon University would recognize those degrees
just as we do other undergraduate degrees. Students transferring to
Brandon University from such programs would receive transfer credit in
accordance with the policy and process governing transfer credit
assessment from other degree programs. In short, we would treat the
proposed degree as a credible degree.
I wish you well in your submission of the above proposal to the Ontario
Quality Assessment Board.
Yours sincerely.
Louis P. Visentin
President and Vice-Chancellor
cc: Dr. Jeff Williams, Vice-President (Academic & Research)

Mrs. Darcy Bower, Dean of Students/Registrar
270-18th Street
Brandon, Manitoba
Canada • R7A 6A9
www.brandonu.ca
11.3 Student Protection Forms and Processes
STUDENT PROTECTION FORM: INFORMATION FOR TRANSFER

STUDENTS AT SENECA COLLEGE
The institutional requirements related to transfer agreements between post secondary

institutions are summarized in the Seneca College transfer guide which is published annually.
However, each institution has particular requirements and practices relating to admission of
students and the awarding of transfer credits. Students who are planning to transfer are advised
to refer to the appropriate institutional calendar and to consult with the registrar’s office at the
receiving institution.
The minimum requirements for the awarding of transfer credits are summarized in the transfer
guide. However, receiving institutions may limit admission to programs based upon availability of
resources and may grant admission based on other criteria besides academic performance.
Thus, while possession of academic prerequisites makes an applicant eligible for admission, it
does not guarantee admission to an institution or a particular program of study. The final
decision on the awarding of transfer credits rests with the board or senate of the institution
concerned.
Although most transfer is governed by formal agreements between institutions, a number of

students are successful in negotiating transfer to programs and/or institutions on an individual
basis. Students seeking special consideration are advised to consult with the registrar at the
receiving institution.
Changes to the transfer guide will occur over time as additional transfer agreements are made,
and existing arrangements are reviewed and revised. For definitive and up-to-date information
on any transfer arrangement, students should check the Seneca College web site at
www.senecac.on.ca.
Seneca College agrees to inform its applied degree students of any provisions for credential
recognition and credential transfer.
**************************************************************************************
I hereby verify that I have been duly informed by Seneca College of provisions for credential
recognition and credential transfer and attest to that fact by means of my signature on this
document.
Student Name (please print): ________________________________________
Student ID Number: _______________________________________________
Seneca College Program Name: ______________________________________
Date: ___________________________________________________________
Office Use Only:

1 copy to student.
_____________________________________________ 1 copy to student’s file.
(Student’s Signature)
Credential Recognition
Policy Student Protection Form

Title/Subject:
Authorizing Body: College Executive Policy # or N/A
Committee Code:
Contact: Eileen Burns Approved by: College Executive

College Registrar Committee
Date Approved: November, 2001 Signature:
Eileen Burns
Updated: May 1, 2002
12.1 Evaluation Plans and Schedules
Program Review
College policy states that programs are to undergo a comprehensive summative program
review every three years based on published criteria and guidelines (Seneca College Guidelines
for Program Review, March, 1997). The college’s Office of Strategic Planning provides relevant
data from environmental scans, student surveys etc. to ensure the review is conducted in the
context of the most current and relevant trends.
Based on supporting quantitative and qualitative data (including program specific surveys of
employers and graduates), the programs are rated on significant strengths and areas for
improvement with respect to each of the following 24 factors:
1 responsiveness to key trends

2 placement rate and career opportunities for graduates
3 employers’ perception – through direct survey of employers of current and past students
4 recognition from professional/accrediting organizations
5 further educational opportunities for graduates
6 international orientation
7 comparison to benchmarks
8 in context of competing programs
9 challenging academic standards
10 currency/relevance of vocational curriculum
11 graduates’ generic skills (communications, collaboration, IT) – survey graduates
12 general education component
13 integration of information technology
14 applicant base
15 students’ preparedness
16 head start, advisement, catch-up opportunities
17 accelerated opportunities
18 graduation rate
19 flexibility in time and place
20 graduates’ perception and program value to them – survey graduates
21 faculty currency and expertise
22 laboratories and equipment
23 cost and financial viability
24 entrepreneurial initiatives
The program review concludes with specific recommendations and strategies for dealing with
any identified weaknesses in any of these areas.
The Program Review Team typically includes the school’s chair, 2 or more professors from the
program under review, 1 professor teaching General Education subjects to students in the
program. a professor or chair from another school who acts as an external member, a
graduating student with a strong academic record. It is anticipated that for the degree programs,
the program review process will be augmented by site visits from external reviewers from
related accrediting associations as well as representatives from related industries.
Evaluation Plans and Schedules
Policy Program Review Policy and Guidelines

Title/Subject:
Authorizing Body: Board of Governors Policy # or N/A
Code:
Contact: Cindy Hazell, Approved by: Board of Governors
Acting Vice-President Executive Committee
Academic
Date Approved: March, 1997 Signature:
Cindy Hazell
Updated: February, 2002

(Guidelines)
13.1 Other Related Information
Student Services
Seneca’s size and diversity means that students have an unparalleled selection of services and
resources to support them in their chosen field of study. The Learning Commons provides both
academic and technical services and resources at each of the campuses. The academic
support includes one-on-one tutoring, skills development workshops, computer help desks, and
special needs services. The information and technical resources include microcomputer
stations, e-mail access, books, magazines and periodicals, audio-visual materials and
equipment, online reference service, and online access to research databases.
Career Services are responsive to student needs by providing co-operative education

opportunities, career and vocational counselling, and job placement advice and resources.
Financial Aid services assist students to manage the financial aspects of their education through
government loans, scholarships, bursaries and a work-study program. Students with disabilities
are accommodated through a variety of services and resources provided by the Counselling and
Disability Services Department at Seneca.
In addition to the residences at the Newnham and King Campuses that accommodate over
1,300 Seneca students, there is an Internet-based off-campus housing registry and
transportation services to assist students who are commuting to Seneca.
Students have the opportunity to develop leadership and teambuilding skills by participating in
the Seneca Student Federation Inc. and the Seneca Student Athletics Association. The athletic
and social programming organized by the student organizations provide students with a holistic
educational experience. The cultural diversity at Seneca provides rich experiences for students
to learn about many different cultures and to develop awareness and tolerance of differences.
Seneca has a comprehensive set of policies and procedures to ensure the safety and security
of its students and staff. Given the size and complexity of the organization, the potential for
serious incidents is significant, but in reality there are few because of the proactive and highly
effective manner in which issues are addressed.
Library Support for Applied Degrees
Learning Commons
The Seneca College Learning Commons, which incorporates the Library, the Learning Centre,
Audio Visual Services, and the Microcomputer Centre, is vital to the success of our students.
The acquisition of up-to-date print and multimedia resources, supplemented by an extensive
collection of electronic books, electronic journals and electronic databases has been the focus
of our collection development policies. Electronic resources can be accessed on site or remotely
from home. The Virtual Library is always open 24 hours a day, 7 days a week at our web site,
The Learning Commons Online: http://learningcommons.senecacollege.ca
Library Collections and Collections Budget
The Learning Commons has a unique plan for the acquisition and renewal of library print and
audiovisual resources. The development of what is called “Collection Profiles” is a five-year
plan of collection renewal. Over the course of five years we are developing an up-to-date,
relevant, curriculum driven collections. The number of items collected is proportionate to the
number of students in the program and is based on library standards. We are systematically
working our way through the entire collection, targeting subject areas coinciding with curriculum,
reviewing the materials in these areas in concert with faculty, and with faculty input, removing
old material and replacing and adding new material. The College has committed fiscally to this
initiative, now in its fourth year, by providing additional required funds ($400,000.00) to the
Learning Commons annually to renew and increase the collections.
The College has also made a commitment to the Learning Commons to provide annual funding
($257,000.00) for electronic resources through its Information Technology Fund.
Computers – Research Access Stations for Students
Seneca College makes available a large number of computers with access to the library’s
resources for student use.
Newnham Campus’s Learning Commons has 38 student computers and an additional 250
computers located in the Microcomputer Lab. These 288 machines will be located in the
renovated Learning Commons in 2003.
Seneca @ York’s Learning Commons has 262 student computers.
King Campus’s Learning Commons has 30 student computers and an additional 100 are
located in the Microcomputer lab.
Research by Subject
The library is committed to supporting Applied Degree Programs by ensuring that registered
students have adequate, relevant and current resources available to them. We insure that they
know how to find all relevant resources by providing a starting point, a “Research by Subject”
page on our website. This page directs students to all our electronic resources, our book,
periodical and AV catalogue, and to valued and reviewed sites on the Internet. There is a
Research by Subject page for every program in the curriculum.
Leadership Training and Development of Employees
This is a comprehensive succession and leadership development program. It is designed to

provide leadership theories, practices, and skills needed to assist those striving to become
leaders, and those currently in leadership positions to lead their respective departments/areas
more effectively. Within the next five to eight years, up to fifty percent of the leaders in colleges
will be retiring.
The Academy offers the leadership theories, practices, and skills needed to support leaders,
and those striving to become leaders, to lead their respective departments and be prepared to
help replace the large number of leaders who will be retiring. The program is designed to be
inclusive and will focus on leadership at all levels in the organization. It is designed to create a
dialogue that leads to discovery, new knowledge, innovation, and ultimately, to both individual
and organizational transformation.
In collaboration with the Chair Academy (http://fusion.maricopa.edu/academy) Seneca College

successfully completed its first Leadership Academy in 2000-2001, with 42 employees,
representing all 3 employee groups. A second Leadership Academy will be held 2002-2003,
hosted jointly by Seneca College and Humber College and open to participants from other
colleges.
Wellness @Work Initiative for Employees
The college provides ongoing support and formalized programs to enhance the wellness of all
employees. The focus of a special Wellness@Work campaign is on exercise, nutrition and
weight control, and stress management.
Educational Resources
A wealth of current information and educational resources is available to all employees through
the Centre for Professional Development. A sample of these can be viewed on the CPD
website: http://www.senecac.on.ca/cpd
Appendix A
TEL Building
Picture and Descriptions
Appendix A - Home of the Bachelor of Applied Technology (Software Development)
TEL Building
Building Exterior
The five-storey TEL building, designed by
renowned architects Moriyama and Teshima
as "a place of discovery, where visual and
spatial experiences unfold." It will be 345,000
square feet in size; shared by both Seneca
College and York University with the top floor
reserved for our industry/educational partners.
More than 4,000 students will experience the
next level in educational technology including
wireless transmission.
Web Design Lab

The Digital Media Centre's Webmaster
Programs enable graduates to begin careers
in e-commerce by mastering a full range of
software tools, languages and development
processes.
The school will offer:

Webmaster Content - graduates will design,
build and operate web sites for businesses.
Webmaster Technical - graduates are
programmers that design, develop and
operate web applications.
Lecture Halls
Three 100-seat lecture halls, one 75-seat
classroom and six-30 seat seminar rooms all
compliment the teaching space on the lower
level of the TEL.
The upper level consists of experimental

classrooms, wired laboratories and breakout
rooms. Also present are two-150 seat lecture
halls that are the largest in the TEL. It enables
all students full sight lines to the lecturer,
projection screens and interactive
whiteboards. Theatre quality sound will
enchance the learning experience to all those
attending lectures or presentations.
Appendix A – Page 1
TEL Building
Main Lobby
A central feature of the building will be three
atriums that run the full length of the building.
Each atrium will be flooded with natural light,
welcoming visitors and providing common
areas for social interaction and the exchange
of ideas.
TEL Institute
As the central focus of the building, the TEL
Institute will be devoted to finding new ways of
blending educational needs with the
technological revolutions of the 21st century.
The institute will pair the strengths of York's

theoretical teachings with Seneca's hands-on
approach to advanced applied education.
Virtual Reality Centre

The Virtual Reality Centre, a showcase within
the TEL Institute, will research and
demonstrate leading edge VR technology and
the uses of animation.
The centre will act as an incubator, expanding

VR technology into areas such as human
perception and brain function in learning.
Inspiring students, faculty and the industry to
use innovative techniques to educate and
communicate.
Appendix A – Page 2
Appendix B
C.I.P.S. Standards and Guidelines
Appendix B C.I.P.S Standards and Guidelines
The following information was extracted from the C I.P.S. website.
Link: http://www.cips.ca
Abstract
These guidelines are written to provide assistance to anyone involved in the accreditation of
Canadian college applied degree programs in Information Technology/Systems. They specify
the objectives of accreditation, the various steps in the process, and the essential and highly
desirable qualities of accredit able programs. Questions and suggestions for improvements may
be sent, either directly or through C.I.P.S. National Office or to the Chair of the College Program
Accreditation Council, who will ensure that they are considered.
Introduction
The College Program Accreditation Council is a body established by the Canadian Information
Processing Society (C.I.P.S.) to identify colleges and technical institutes offering programs of
study meeting the needs of local employers and leading to diplomas in the application of
computers to the solution of business-related problems.
The Council has as its objectives:
1. To formulate and maintain high educational standards for Canadian colleges offering
computer and information systems programs, and to assist those institutions in planning
and carrying out educational programs.
2. To promote and advance all phases of computer and information technology education
with the aim of promoting public welfare through the development of better educated
computer professionals.
3. To foster a cooperative approach to computer and information systems education

between industry, government, and educators to meet the changing needs of society.
The purpose of accreditation is to identify those institutions that offer programs worthy of
recognition.
Policies
The Council adheres to the following basic policies:
1. To accredit publicly funded post-secondary educational programs at colleges or

technical institutes that are directly funded by a Ministry of Education. A program must
include the equivalent of at least two years of post-secondary study and lead to a
diploma. It is recognized that programs of quite different quality may sometimes be
found at the same institution, and that programs with the same or similar names may
vary widely in content and method of instruction between different institutions;
Appendix B – Page 1
2. To favour broad basic programs that will prepare a student to take advantage of as
many different employment opportunities as possible;
3. To minimize the number of specialty programs to be accredited;
4. To invite institutions to submit programs for consideration without persuasion or
pressure;
5. CPAC accredits a program only if students have graduated from that program. However,
an accreditation request for a newly created program may be undertaken during the final
academic year of the first graduating class of that program. The accreditation visit will
then take place after the first graduating class has graduated. The CPAC will consider
backdating the accreditation report to include the first graduating class;
6. To grant accreditation for a maximum period of three years;
7. To avoid rigid standards as a basis for accreditation in order to prevent standardization
and conservatism, and to encourage planned experimentation in curriculum content as
well as in methods of instruction;
8. To deny accreditation to programs which omit instruction in a significant portion of a
subject in which computer professionals may reasonably be expected to have
competence;
9. To assess qualitative as well as quantitative factors in making an accreditation decision.
This should be determined by a visit to the institution by a competent committee having
suitable qualifications;
10. To submit the findings and recommendations of the visiting committee to the
Accreditation Council for consideration;
11. To maintain the confidentiality of the report produced as a result of the accreditation. In
addition, any materials provided to the visitation team, which are not already in the public
domain, shall be regarded as confidential in nature.
12. To publish a list of accredited programs together with the names of their institutions.
Information as to whether a program or institution, not on the list of accredited programs,
had been under consideration by the Council will not be made available except to the
appropriate officials of the institution in question.
Procedures for accreditation
The C.I.P.S. National Office should be contacted for information on the appropriate procedure to
be followed for accreditation. This initial expression of interest is usually conducted by mail.
If the institution chooses to proceed, a letter of request, signed by an official of the college or
technical institute, should be forwarded to the National Office of C.I.P.S.. The letter of request
will be accompanied by payment of the appropriate visitation fee. Current visitation fee levels
are $3500 (plus GST) for accreditation. This fee is intended to defray the expenses associated
with the visitation. The fee is non-refundable if the visitation is carried out.
Upon receipt of a letter of request the National Office acknowledges the request and forwards it
to the attention of the Chair of the Council for action.
At its next meeting, the Council considers the request, and determines whether a visitation is
warranted. If a visit is appropriate, the school is contacted by a representative of the Council, a
request for additional program information is made, and a mutually convenient date is arranged.
A visitation team is then established.
The visitation team usually consists of two or three Council members, but may be augmented by
additional C.I.P.S. members where deemed appropriate by the Council Chair.
Accreditation visitations take place over a two-day period. At the conclusion of the visitation, the
team prepares a written report of its findings and recommendations. The Council considers the
report at its next meeting and determines the outcome of the accreditation request. This
outcome takes one of three forms: accreditation for five years; accreditation for three years; or
denial of accreditation. Within three months from the date of the visitation the Council will
forward a draft version of its report to the school.
Five year accreditation is granted in instances where the Council has found the program to be
acceptable and appropriate processes are in place for maintaining program quality. There may
be minor issues where the Council may advise on changes that might be considered by the
school, but the program is accredited without reservation.
Three year accreditation is granted in instances where the Council has found the program to be
generally acceptable, however has identified areas of concern which should be addressed by
the school and which, in the opinion of the Council, preclude the granting of accreditation for a 5
year period.
Denial of accreditation indicates that the program will not be reconsidered for accreditation
within the next 3 years.
In all cases, the applicant institution receives a report from the Council summarizing both
findings and recommendations.
An institution may not use the same program title to identify both an accredited program and a
non-accredited program.
Accreditation may be revoked in cases where institutions do not continue to comply with
established criteria. If it appears that an accredited program is not in compliance with the criteria
at any time during the accreditation period, the institution will be so notified. If the response from
the institution is not considered to be adequate, the Council may institute procedures to revoke,
which will include an on-site visit and the preparation of a comprehensive document showing
the reasons for revocation. The institution is invited to respond in detail. If in the opinion of the
Council the response is inadequate, revocation is implemented, and is subject to appeal.
Accreditation is retained until the appeal procedure has terminated.
If an applicant institution wishes to appeal a decision of the Council, the appeal must be
submitted in writing, together with the Appeal Fee of $500 to the Board of Directors in care of
the C.I.P.S. National Office within 30 days of receipt of the Council's decision. Upon receipt of
an appeal, the Board of Directors will convene an Appeals Committee. This Committee will
include one representative from each of the following groups: the visitation team, the Board of
Directors (represented by the Secretary of the Council), an additional member of the
Professional Standards Committee, and the Chair of the College Program Accreditation Council.
This committee will be chaired by the representative of the Board and will review the appeal
together with the report of the Council and decide upon the outcome of the appeal. If the appeal
is successful, the Appeal Fee will be refunded.
Method of evaluation
An institution's educational programs will be evaluated on the basis of data submitted by the
institution in the form of a questionnaire and supporting materials, together with a report of an
on-site visit by a carefully selected team representing the Council. The purpose of the site visit
is three-fold.
First, it should assess factors beyond those described in the questionnaire. The intellectual
atmosphere, the morale of the faculty and the students, the calibre of the staff and the student
body, and the character of the work performed are examples of intangible qualitative factors that
are difficult to document in a written statement.
Second, the visiting team should help the institution assess its weak as well as its strong points.
Third, the team should examine in further detail the material compiled by the institution and
relating to:
1. Control and organization of the institution.

2. Education programs offered and degrees conferred.
3. The basis of and requirements for admission of students.
4. Number of students enrolled:
a. in the college, faculty or division as a whole,

b. in the individual educational programs.
5. Teaching staff and teaching loads.

6. Commitment to and support for research.
7. Resources:
a. financial
b. physical
c. support staff
d. library.
8. Curricular content of the program.

9. Actual course selections, as reflected by a sample of anonymous transcripts.
10. Innovative and special features of the program.
Criteria
In order to document the guidelines that the Council will use when considering the accreditation
of a candidate program the following set of criteria is established.
A. PROCESS
Accredited programs must be able to respond to the rapid pace of change in the IT industry. It is
required that the programs have in place various policies, plans, procedures and quality control
mechanisms that will review program objectives and evaluate course content and curriculum;
ensure ongoing maintenance and modernization of hardware, software, classrooms and
laboratories; maintain strong industry relations; and ensure high standards for student
recruitment, retention and graduation.
B. CURRICULUM
The curriculum must serve both the students and the community. Therefore students as well as
members of the community must be given the opportunity to provide an influence on the
curriculum. It is this interdependence which dictates the make-up and content of the programs,
and facilitates the development of qualified graduates for information systems related
employment.
Students enroll in the programs to build upon existing skills and knowledge, to establish entry-
level qualifications, or to facilitate a transition from one career to another. Programs must cater
to this variety of objectives.
The information systems area has become such an integral part of the operation of most
organizations that the ability to maintain stability of operation and to establish a competitive
position is dependent on the successful partnership of the information systems area with the
other functional areas of the business. To meet these needs of the business community, a
competent graduate must receive training in at least six areas:
• Business or other application related knowledge which provides an appreciation of the

implemented;
• Technical knowledge and computer-based skills which provide the basic foundation of
• Advanced training in technical skills and knowledge as appropriate to graduates at the

bachelor level;
• Significant hands on practice in the application of these technical skills;
• Communication and workplace skills which provide the ability to interact in both written
and oral form with individuals at all levels within an organization.
• Project management, supervisory and general management skills as appropriate to a

high technology environment.
These 6 components of the curriculum should be highly integrated so that graduates are able to
function fully as members of a professional IT team. In addition, a liberal arts and general
education component would normally be expected to round out the program.
The curriculum must foster the development of graduates with a diverse set of skills. These
graduates must be prepared for positions beyond the typical entry level of a C.I.P.S. accredited
2 year diploma program through exposure to a variety of advanced platforms and technologies,
courses that significantly contribute to their professional/career development, and exposure to
appropriate topics in technology management and workplace skills.
Businesses require continuous personal and educational development for their employees in
order to maintain a position in the marketplace. Therefore, the program must be structured to
enable and promote life-long learning opportunities.
In addition, the program must develop students' abilities in the areas of critical thinking, problem
solving and independent learning. While it is evident that local or community needs may have a
bearing on the specific content of the program, one of the major objectives of accreditation is to
identify programs which address the staffing needs of businesses on a more general basis.
Therefore, the basics as described must be present for a program to be considered for
accreditation. In addition, it is expected that local employment needs will also be addressed
through the inclusion of additional topics of study.
It is recognized that many degree programs seeking accreditation will be based on the
curriculum of successful two year diploma programs. The following curriculum criteria can be
applied to such programs as well as stand-alone IT degree programs.
In light of the dynamic nature of the technical environment associated with information systems
activities it is imperative that schools react to changing skill and knowledge requirements with a
degree of timeliness which reflects recent technological adoptions by the business community.
The Accreditation Council will review the effectiveness of such mechanisms as established for
candidate programs.
Education Experience
C.I.P.S. Accredited University Programs (Computer Science, Information Systems or
Software Engineering)
• Four (4) year university degree. Two (2) years professional level experience.
• Three (3) year university degree. Three (3) years professional level experience.
Non-Accredited University Programs
• Four (4) year university degree (C. Sc., Four (4) years professional level experience.
• Three (3) year university degree (C. Sc., Five (5) years professional level experience.
Accredited College or Technical Institute Programs (computing program or technical program)
• Three (3) year computing program. Four (4) years professional level experience.
• Two (2) year computing program. Five (5) years professional level experience.
• One (1) year post-diploma I.T. program. Seven (7) years professional level
experience.
Non-Accredited College Programs (computing program)
• Three (3) year computing program. Six (6) years professional level experience.
• Two (2) year computing program. Seven (7) years professional level
experience.
Other Routes
• Successfully passed the examination Five (5) years professional level experience.
offered by the Institute for Certification of
Computer Professionals (ICCP) leading
to the CCP or equivalent.*
• Successfully passed the Diploma Level
examination offered by the British
Computing Society (BCS).
• Successfully passed the Professional Four (4) years professional level experience.
Graduate Level examination offered by
the British Computing Society (BCS).
• Professional experience only. A minimum of 12 years of professional level
experience and having entered the field prior
to 1976.
*A copy of exam results must accompany the application.

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Seneca College of Applied Arts and Technology

Bachelor of Applied Technology

School of Computer Studies

Jocelyn Piercy, Co-Dean

Valerie Freeman, Chair

Appendix 1 - Cover Page

Appendix 2 - Executive Summary

Appendix 3 - Program Synopsis

Appendix 4 - Program Structure Requirement

Appendix 5 - Degree Level Standard

Appendix 6 - Program Content

Appendix 7 - Program Delivery

Appendix 8 - Capacity to Deliver

Appendix 9 - Economic Need

Appendix 10 - Non-Duplication of Program

Appendix 13 - Other Relevant Information

Appendix 14 - Ministry Submission Requirements

Ministerial Attestation Form and Signature of President

Submitted by: CS Applied Degree Team

Faculty: Robert Boyczuk

Support: Elly Brisbois

Chair: Valerie Freeman

technical knowledge, communication skills, and teamwork.

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

with detailed industry consultation to produce knowledgeable, adaptable software developers

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

program in software development.

Economic needs for the program

Canada remain unfilled

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

employment and success in information technology careers

technical, business and communication skills demanded in employer surveys

transferable skills that can be applied in diverse technology areas

can and will pursue a path of life-long learning

require qualified software graduates

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

Lateral transfers and frequent promotions characteristic of computer professionals

create numerous entry level employment opportunities

The 2002 census projects a population increase in the GTA area

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

education are needed

Initial job employment opportunities are improved with a degree qualification

A degree is important for career advancement and professional designation

A summary of how the economic need was determined

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

An extensive review of publications and relevant documentation

Consultation with external IT business professionals

Census 2002: Growth projections and immigration trends for Toronto

Discussions with graduates of our computer diploma programs

A detailed Internet search for information, research and findings

An online skills survey of Co-op employers

Opportunities for recognition of the credentials

this designation after meeting the work requirement.

Breton and The Cariboo.

Originality of the program

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

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

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

collaboratively by Seneca College and York University.

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

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

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

maintaining and extending Seneca's leadership in applied education.

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