Section 1 - Postsecondary Education Quality Assessment Board

PEQAB Application for Consent Renewal/2008 

Bachelor of Business Information Systems/Part A 

Section 1.0—Organization and Program Information 

Appendix 1.1: Submission Title Page 

Full Legal Name of Organization: RCC 1928 ULC 

Operating Name of Organization: RCC Institute of Technology 

Common Acronym of Organization: RCC 

URL for Organization Homepage: www.rcc.on.ca 

Degree Level and Type to be awarded for program or part of program: 

General Baccalaureate Honours Baccalaureate Applied Baccalaureate 

Master’s Degree 

Doctoral Degree 

Proposed Degree Title: Bachelor of Business Information Systems 

Proposed Degree Nomenclature: BBIS 

Locations: 2000 Steeles Avenue West, Concord, ON L4K 4N1 

1835 Yonge Street, Toronto, ON M4S 1X8 (Satellite) 

Contact Information: 

Dr. Rick Davey, President & Chief Academic Officer 

RCC Institute of Technology 

2000 Steeles Avenue West 

Concord, ON L4K 4N1 

Phone: (905) 669-0544 

Fax: (905) 669-9096 

E-mail: rdavey@yorkvilleu.ca 

Site Visit Coordinator: 

Same as above 

Anticipated Start Date: Consent Renewal 

Anticipated Enrolment for the first 4 years of the program: N/A 


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Appendix 1.2: Table of Contents 

Section 1.0—Organization and Program Information 

1.1 Submission Title Page 

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

Section 2.0—Executive Summary 

2.1 Executive Summary .................................................................................................... 4 

Section 3.0—Program Abstract 

3.1 Program Abstract ...................................................................................................... 10 

Section 4.0—Program Degree-Level Standard 

4.1 Degree-Level Standard............................................................................................. 11 

4.2 Samples of Student Work ......................................................................................... 19 

Section 5.0—Admissions, Promotion, Graduation Standard 

5.1.1 Admissions Requirement Direct Entry ................................................................... 20 

5.1.2 Admission Policies and Procedures for Mature Students ...................................... 21 

5.2.1 Credit Transfer / Recognition Policies and Procedures ......................................... 22 

5.2.2 Advanced Placement Policies................................................................................ 24 

5.2.3 Degree Completion Arrangements......................................................................... 25 

5.2.4 Gap Analysis.............................................................................................................. 

5.2.5 Bridging Courses........................................................................................................ 

5.3. Promotion and Graduation Requirements.............................................................. 26 

Section 6.0—Program Content Standard 

6.1.1 Program Advisory Committee Membership ........................................................... 32 

6.1.2 Program Advisory Committee Minutes................................................................... 34 

6.2.1 Professional/Accreditation or Other Requirements ................................................ 36 

6.3 1 Program Level Learning Outcomes ....................................................................... 37 

6.3.2 Course Descriptions............................................................................................... 42 

6.3.3.1 Program Hour/Credit Conversion Justification .................................................... 52 

6.3.3.2. Undergraduate Academic Course Schedule ..................................................... 53 

6.4.2 Course Outlines ..................................................................................................... 59 

6.5.1 Support for Work Experience ................................................................................. 60 

Section 7.0—Program Delivery Standard 

7.1.1 Quality Assurance Policies..................................................................................... 62 

7.1.2 Policy on Student Feedback .................................................................................. 66 

7.1.3 Student Feedback Instruments .............................................................................. 67 

7.2.1 On-Line Learning Policies and Practices ............................................................... 73 

7.2.2 Academic Community Policies............................................................................... 87 


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Section 8.0—Capacity to Deliver Standard 

8.1.1 Library Resources.................................................................................................. 90 

8.1.2 Computer Access................................................................................................... 91 

8.1.3 Classroom Space................................................................................................... 92 

8.1.4 Laboratories/Equipment ........................................................................................ 93 

8.2 Resource Renewal and Upgrading ........................................................................ 94 

8.3 Support Services.................................................................................................... 96 

8.4. Policies on Faculty ................................................................................................. 99 

8.5.1 CV Release.......................................................................................................... 101 

8.5.2 A Curriculum Vitae Exceptions ............................................................................ 102 

8.5.2 B Curriculum vitae for Faculty Responsible for Teaching and Curriculum 

Development of DW courses .......................................................................... 105 

8.5.2 C Curriculum Vitae for Faculty Responsible for Teaching and Curriculum 

Development of DO and DL Courses.............................................................. 117 

8.5.2 D Curriculum Vitae for program Development Consultants ................................. 122 

8.5.2 E Curriculum Vitae for On-Line Learning Professional and Technical Staff......... 125 

8.6 Enrolment Projections and Staffing Implications.................................................. 131 

Section 9.0—Credential Recognition Standard 

9.1 Program Design and Credential Recognition.......................................................... 132 

Section 10.0—Regulation and Accreditation Standards 

10.1.1 Current Regulatory or Licensing Requirements ................................................. 134 

Section 11.0—Program Evaluation Standard 

11.1 Periodic Review Policy and Schedule................................................................... 135 

Appendix 12.1—Other ............................................................................................... 136 

Table 1: Student Enrolment Information (No Advanced Standing)........................ 137 

Table 2: Student Enrolment Information (Advanced Standing Only)..................... 138 

Table 3: Student Retention Information.................................................................... 139 

Table 4: Faculty Information—Major Discipline Courses........................................ 140 

Table 5: Faculty Information—Breadth Courses...................................................... 141 

Table 6: Library Resources........................................................................................ 142 

Table 7: Computer Access......................................................................................... 143 

Table 8: Improvements/Expansion of Classroom Space ........................................ 144 

Table 9: Laboratories/Equipment .............................................................................. 145 

Appendix 1: Program Self Study ............................................................................... 146 

Appendix 2: Report of the Evaluation Committee ................................................... 147 

Appendix 3: Plan of Action Responding to the Recommendations of the 

Evaluation Committee ......................................................................... 148 


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2.1 Executive Summary 

Proposed Program Title: Bachelor of Business Information Systems 

Proposed Credential Nomenclature: BBIS 

Discipline/Field of Study: Computer Applications/Business Analysis 

Is a work experience/work placement term required for degree completion? No 

Anticipated Program Start Date: Consent Renewal 

Program Description 

This consent renewal application re-positions the current Bachelor of Technology 

(Computer Information Systems) as a Bachelor of Business Information Systems 

program. This re-naming of the program while maintaining the strong computer 

applications outcomes was the primary recommendation of the Evaluation Committee 

that reviewed the program/Institute’s Self-Study. 

Overview of RCC Institute of Technology’s History, Mission and Academic Goals 

RCC Institute of Technology was founded in 1928 as Radio College of Canada. 

Dedicated to providing innovative career education in electronics, computing and 

engineering, RCC has played a significant role in technology education and its 

accreditation in Canada for much of the 20 th century. The Institute’s history is closely 

intertwined with the growth of the electronics industry in Canada. Along with Ryerson 

Polytechnic Institute, it pioneered the education of engineering technicians and 

technologists to serve this rapidly expanding field. 

RCC is the first and only Ontario private career college to achieve ministerial consent to 

offer degree programs under the terms and regulations of the Post-secondary Education 

Choice and Excellence Act 2000. This strategic introduction of degree programs 

followed an aggressive development of articulation agreements with universities in 

Canada and the United States and was consistent with the institution’s heritage of 

maintaining the highest accreditation available and its long-standing reputation for 

exceptional key performance indicators. 


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Today, RCC Institute of Technology is poised to increase its impact on postsecondary 

education in Canada. In 2007 the Institute became a division of Yorkville University, a 

designated university in New Brunswick with an ambitious and inspiring mission: 

To build a Canadian national university that provides practitioner-oriented degree 

and diploma programs leading to professional careers that are personally 

rewarding and that contribute to the betterment of society. 

The University and its divisions will fulfill this mission by offering in-class, online and 

hybrid (both in-class and online) programs that complement each other such that 

students may complete a diploma program and then continue their studies towards an 

undergraduate degree either online or on a part time in-class evening basis. The 

progression from diploma to degree serves students wishing to first obtain a diploma so 

that they may become professionally employed, and then, while employed, continue 

their studies towards a degree either on a full-time or part-time basis, and in a delivery 

that works best for them. 

This mission and its implementation plan are consistent with RCC’s history, purposes 

and achievements, which have focused on technology education at both the degree and 

diploma levels. For eighty (80) years, RCC has prepared graduates for Canada’s high 

technology sectors, consistently stressing continuous learning and providing 

applications-oriented education leading to higher education and to great careers. 

This year, RCC acquired the International Academy of Design and Technology— 

Toronto, an Ontario private career college with an exceptional reputation in applicationsoriented 

design education. The Academy of Design will become a division/faculty within 

RCC Institute of Technology, thereby expanding the Institute’s offerings, encouraging 

convergence between design and technology education through faculty and student 

collaboration and advancing the Institute’s mission. 


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RCC has developed organizational and reporting structures as well as administrative 

policies and practices that are consistent with Ontario’s expectations about a degreegranting 

institution. These institutional attributes will advance the program goals, the 

integrity of the outcomes and the best interests of students, graduates and faculty. 

The Bachelor of Business Information Systems Program 

The Bachelor of Business Information Systems program (BBIS) has been re-positioned 

to address the perception that its content has been too technical and that it develops 

those skills that are being outsourced (programming, database administration). The 

program now focuses more on business studies, systems analysis and business 

applications development, thereby opening up a new and large market of high school 

students who are interested in business studies. 

This degree program will continue to deliver an applications-oriented approach to 

developing computerized solutions for business processes. Its scope covers the full 

spectrum of activities involved in analyzing business problems, designing appropriate 

solutions, and constructing and implementing a finished project that satisfies the needs 

of its users. The learning process incorporates various industry standard practices, 

technologies and tools so that graduates are able to access entry-level business 

information systems career tracks. 

The Bachelor of Business Information Systems program is designed to prepare 

graduates to join the workforce as successful business analysts and business 

information system professionals in a variety of roles and sectors. The program 

provides a sound foundation in event-driven object-oriented applications development; 

systems analysis and design; database design and management; and networking. The 

program design incorporates a strong applications-oriented component that reinforces 

the application of the fundamental theory under study through applied problem solving. 


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As a result graduates will be able to: 

1. Prepare formalized business analysis and requirements gathering reports 

2. Analyze, design and implement solutions to business problems. 

3. Create and test business information systems solutions for business 

problems. 

4. Demonstrate the ability to manage projects. 

5. Communicate effectively orally and in writing. 

6. Apply information literacy and problem-solving skills that support life-long 

personal and professional development. 

These learning outcomes are consistently reviewed by the program’s advisory 

committee. As of the last report, over 90% of the degree graduates are employed in a 

full-time career-related position within 6 months of graduation. 

The Evaluation Committee that reviewed the Institute’s Self-Study commented on these 

additional strengths of the program: 

• The curriculum is very well organized, in a logical, sequential manner with an 

emphasis on the practical applied aspects of technology and with particular 

reference to the needs of business and industry; 

• There is a very high level of faculty retention and commitment; 

• There is a very comprehensive and detailed admission process, including 

visits to the homes of applicants for discussions with them and often also with 

their parents; 

• There is excellent library and resource materials support; 

• The two programs both met the PEQAB’s objectives of subject matter 

breadth. 

The Committee also noted the declining enrolment in the Bachelor of Technology 

(Computer Information Systems) program and provided these observations and 

recommendations: 

• “Current predictions suggest that there will be an increased demand for a 

Bachelor of Business Information Systems degree. This will likely occur in a 

year or two. 


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• The title of the B.Tech. (CIS) does not seem to be attractive to a number of 

potential students and does not attract attention from students more interested 

in business applications; 

• It is recommended that the ‘computer information systems’ nomenclature 

associated with the B. Tech degree be changed to a Bachelor of Business 

Information Systems degree. 

• There is some potential for the development and delivery of on-line course 

materials, with the new leadership of Yorkville University, which could lead to 

an expanded market for mature students.” 

Through the four years of consent, this Bachelors degree program has been delivered in 

a traditional classroom and classroom + computer lab setting. Some faculty have 

introduced a more integrated lecture/lab format. 

As part of this consent renewal application, and consistent with the recommendation of 

the Evaluation Committee and the Plan of Action, the Institute is seeking consent to offer 

courses in an online and hybrid delivery. The hybrid delivery would see students taking 

the lecture/didactic portion of their technical courses online and the labs and experiential 

assignments on-campus. The professor would therefore meet students in the lab, 

thereby sustaining the applications-orientation and high service properties of the 

program while making the program more accessible for working adults. This delivery 

would align the program even more effectively with the mission of the Institute and its 

parent, Yorkville University. 

RCC has demonstrated its capacity to deliver the bachelor programs. The Institute has 

the governance structures in place to assure the quality and integrity of the program. As 

well, the Institute has a sound administrative structure, supplemented by corporate 

services of the parent university. As the Evaluation Committee noted in its report: 


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(RCC is) “a well managed, cohesive community of dedicated faculty and staff 

working with an enthusiastic, energetic group of students who were eager for the 

applied, hands-on, face-to-face, user friendly learning opportunities being 

provided by the College. The over 75 year tradition of excellence in education at 

RCC lives on despite the many recent changes in programs and ownership. The 

challenges of operating a post-secondary institute in a very competitive market 

environment are being met by the excellent leadership of the senior management 

and instructional team. With the enthusiasm of the total community, there is 

ample opportunity for growth in student numbers to exceed 800 registrations.” 

As detailed in the Institute’s Five-Year Business Plan, the Bachelor of Business 

Information Systems program is forecast to increase enrolment to 110 students by 

AY2012. The faculty complement is expected to decrease and then to grow to its 

current level. 


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3.1 Program Abstract 

RCC’s Bachelor of Business Information Systems provides students with the technical 

knowledge and skills, understanding of business principles, and general education 

background required to effectively and efficiently analyze business problems and design 

and implement solutions. The program provides a solid foundation in business 

concepts, business applications development, business systems requirements modeling 

utilizing object-oriented analysis and design principles, database theory, web 

architecture and web technology, mathematics, statistics, and business communications. 

Applied research, written and oral communication, critical thinking, problem solving and 

team skills are integrated into both technical and non-technical business courses. 

Students are introduced to a range of humanity and social science areas through a 

series of increasingly demanding general education courses. 


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4.1 Degree-Level Summary 

RCC Institute of Technology is seeking consent renewal and a renaming of its Bachelor 

of Technology (Computer Information Systems) program. The Bachelor of Business 

Information Systems program is a baccalaureate degree with an applied focus. The 

degree standards applicable to programs within this category address the need for 

graduates to possess 

• A comprehensive understanding of the principles within the field; 

• Breadth of learning within the program such that graduates are equipped for 

applying their knowledge and skills outside of their specific discipline; and 

• Depth of study within the field such that graduates are able to critically 

evaluate issues and approaches to problems within their field. 

The following sections address these standards within these three broad categories: 

. 

Comprehensive Understanding of the Principles 

The eight-term Bachelor of Business Information Systems (BBIS) program provides 

students with an in-depth understanding of business concepts, principles and practices; 

technical knowledge and skills; and general education required to effectively and 

efficiently analyze business problems and design and implement computerized business 

information systems solutions. The program involves 151 credit hours of study (172 

contact hours) and provides a solid foundation in business concepts, applications 

development, object-oriented analysis and requirements modeling, database theory with 

business intelligence, network technology, web architecture, mathematics, statistics, and 

communications. Applied research, written and oral communication, critical thinking, 

problem solving and team skills are integrated into both technical and non-technical 

courses. Students are introduced to a range of humanities and social science areas 

through a series of increasingly complex general education courses. 

The principal areas of study within the program include business, business applications 

development, business systems development and information technology architecture 


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and design. The content within each of these areas is briefly described below: Specific 

courses are arranged in sequences leading to the overall program outcomes. 

Business (27 credit hours) 

The courses within this stream provide a broad background in the functional areas of 

business operations, with focuses in financial and managerial accounting, strategic 

management, and the awareness of current issues in business and computing 

information systems. The accounting portion provides an introduction to financial 

accounting, while the managerial accounting course provides a closer overview of cost 

and management accounting principles, and a study of capital investment analysis as it 

relates to business and information systems projects. The management courses focus 

on the traditional management functions of planning, organizing, directing, controlling 

and staffing as well as managing the strategic direction on an enterprise level. 

Business Applications Development (29 credit hours) 

This is a major course stream, involving courses in six of the eight terms. The 

instruction in applications development begins with the basics of programming logic and 

algorithm design, and students learn to apply a number of traditional analysis and design 

tools. Following this introduction to programming logic and design, students study 

object-oriented programming concepts such as objects, classes, encapsulation, 

polymorphism and inheritance. Students learn to use object libraries and advanced data 

structures, and they learn to perform web application development from both the client 

and server perspectives. The course stream culminates with a major project in which 

students are required to design, develop, document and present a significant application. 

The courses are all designed in a tool independent fashion so that the actual 

programming languages studied can be changed in response to industry requirements, 

while the basic development of the understanding of program logic and development 

remains as designed in the curriculum. 

Business Systems Development (35 credit hours) 

This stream focuses on the principles of analysis and design as applied within a 

business information systems context. Students are guided in the development of 

effective problem solving skills, with a focus on the solution of practical problems. 

Students study problem solving methodologies, research strategies, logical reasoning, 


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critical analysis of information and cooperative learning. Systems analysis and 

requirements modeling is studied both from an object-oriented approach with emphasis 

on using the Unified Modeling Language methodology. Students extend these design 

skills into database design and administration. The project management course focuses 

on the tools and methodologies that have been developed for planning and controlling 

project scope, tasks, timelines, and resources. Sample areas of study include data 

analysis and requirements modeling, relational database models, SQL query language, 

and business intelligence through data mining and data warehousing, as well as an 

ever-expanding range of security issues. 

Information Technology (20 credit hours) 

These courses are designed to assist students in developing a sound understanding of 

information systems architecture and operating systems. Students explore the role of 

standards and protocols (such as the Open Systems Interconnection model) in the 

advancement and application of communication technology. They also study data 

communication and networking with respect to design, architecture, connectivity, and 

administration. The five courses in this stream provide students with a sound 

understanding of hardware installation, configuration, administration and information 

security management and control in a networked environment. 

Breadth of Learning 

Breadth of learning is accomplished through the scope of courses within the field of 

study as well as through a substantial number of courses that are not formally related to 

the principle field of study. In addition, a stream of communication courses is provided in 

order to ensure that graduates are able to communicate effectively orally and in writing, 

both within and outside their discipline. The content within each of the major curriculum 

groupings is discussed below. 

Mathematics (10 credit hours) 

The mathematics course stream provides students with the analytical foundation for 

business decision-making, using the principles of statistics and algebra. An emphasis is 

also placed on developing students’ mathematical reasoning skills, thereby helping them 

in their study of programming logic and business mathematics. 


13



Communications (10 credit hours) 

This stream constitutes 10 of the 147 credit hours within the program. The initial focus is 

on English composition, and students learn to analyze essays, articles and other written 

works in order to become familiar with key elements in composition. Writing 

assignments stress different approaches to organization and development and 

emphasize awareness of the intended audience. Students use electronic 

communication tools and techniques to support writing development. Subsequent 

courses build upon this initial exposure through critical reading and the development of 

longer, more sophisticated reports including research papers. Students are guided in 

the development of skills in searching for information through both print and electronic 

sources. 

Advanced courses extend this general composition foundation to writing within a career 

context. Students develop skills in creating effective reports and correspondence, and 

they learn to tailor written communications as suitable for various transmission media. In 

addition, students study oral communication, developing skills in analysis of intended 

and actual audiences, choice of language, non-verbal communication, and oral 

presentation. 

Research, writing and presentations are expected throughout the business and technical 

courses. 

Humanities and Social Sciences (18 credit hours) 

This stream, as described, shows a selection of prescribed courses; however, students 

are allowed to substitute courses from other programs, that are academically sound and 

that cover topics within this broad area. The only course that may not be substituted is 

HUMN410. This is a capstone course in which students are required to integrate their 

technical knowledge with their developing understanding of the humanities. The 

HUMN410 course also plays a pivotal role in the outcomes assessment relating to the 

overall achievement of the program learning outcomes. The social science courses 

explore economics, sociology, law and ethics, and psychology. The Humanities courses 

focus on contemporary history and literature, organizational behavior, and include an 

examination of the social, political, environmental, cultural and economic impacts of 


14



technology, as well as the role that conditions within these fields have on fostering, or 

hindering, advances in technology. 

Personal Development (2 credit hours) 

Students learn to evaluate their knowledge, skills and aptitudes; develop appropriate 

career goals; perform research on potential employers; develop resumes and covering 

letters; and prepare for interviews. Each student is also required to develop a portfolio 

for use in his, or her, career search. 

Depth of Study within the Field 

The Bachelor of Business Information Systems program is designed to prepare 

graduates to join the workforce as successful business analysts and business 

information system professionals in a variety of roles and sectors. The program 

provides a sound foundation in event-driven object-oriented applications development; 

systems analysis and design; database design and management; and networking. The 

program design incorporates a strong applications-oriented component that reinforces 

the application of the fundamental theory under study through applied problem solving. 

As a result graduates will be able to: 

7. Prepare formalized business analysis and requirements gathering reports 

8. Analyze, design and implement solutions to business problems. 

9. Create and test business information systems solutions for business 

problems. 

10. Demonstrate the ability to manage projects. 

11. Communicate effectively orally and in writing. 

12. Apply information literacy and problem-solving skills that support life-long 

personal and professional development. 

The Bachelor of Business Information Systems program features a careful balancing of 

in-class instruction with laboratory experience. All laboratory sessions are conducted by 

the course professor, and as a result there is a strong integration between theory and 

application. Approximately 60 of the172 program hours (34%) are laboratory activity; 

with respect to credit hours this constitutes approximately 20% of the program (30 of 

147). 


15



In the upper term courses the students are required to do considerable group work, 

culminating in a capstone project that provides a demonstration of the understanding of 

theory and practice that the students have acquired. 

Based on the faculty’s experience delivering the Bachelor of Technology (Computer 

Information Systems) program, and the formal assessment of graduate learning 

outcomes against the degree standards (See Self-Study and Evaluation Committee 

Report), RCC Institute of Technology proposes that the re-named Bachelor of Business 

Information Systems program addresses the degree standards for a baccalaureate 

degree in an applied area of study: 

Depth and Breadth of Knowledge 

A. A developed knowledge and critical understanding of the key concepts, 

methodologies, current advances, theoretical approaches and assumptions in a 

discipline overall, as well as in a specialized area of a discipline; 

B. A developed understanding of many of the major fields in a discipline, including, 

when appropriate, from an interdisciplinary perspective, and how the fields may 

intersect with fields in related disciplines; 

C. A developed ability to: I) gather, review, evaluate and interpret information; and 

ii) compare the merits of alternate hypotheses or creative options, relevant to 

one or more of the major fields in a discipline; 

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

discipline; 

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

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

Knowledge of Methodologies 

A. Evaluate the appropriateness of different approaches to solving problems using 

well established ideas and techniques; 

B. Devise and sustain arguments or solve problems using these methods, and 

C. Describe and comment upon particular aspects of current research or equivalent 

advanced scholarship. 


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Application of Knowledge 

A. The ability to review, present and critically evaluate qualitative and quantitative 

information: 

i. To develop lines of argument; 

ii. To make sound judgments in accordance with the major theories, concepts 

and methods of the subject(s) of study; 

iii. To apply underlying concepts, principles and techniques of analysis, both 

within and outside the discipline; 

iv. Where appropriate to use this knowledge in the creative process 

B. The ability to use a range of established techniques: 

i. To initiate and undertake critical evaluation of arguments, assumptions, 

abstract concepts and information; 

ii. To propose solutions; 

iii. To frame appropriate questions for the purpose of solving a problem; 

iv. To solve a problem or create a new work. 

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

Communication Skills 

Graduates of the Bachelor of Business Information Systems program will demonstrate 

the ability to communicate information, arguments and analyses accurately and reliably, 

orally and in writing, to a range of audiences. 

Awareness of Limits of Knowledge 

Graduates will have an understanding of the limits to their own knowledge and ability, 

and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this 

might influence analyses and interpretations. 


17



Professional Capacity/Autonomy 

Qualities and transferable skills necessary for further study, employment, community 

involvement and other activities requiring: 

A. The exercise of initiative, personal responsibility and accountability in both 

personal and group contexts: 

B. Working effectively with others 

C. Decision-making in complex contexts\ 

D. The ability to manage their own learning in changing circumstances, both within 

and outside the discipline and to select an appropriate program of further study. 

E. Behaviour consistent with academic integrity and social responsibility. 


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4.2 Samples of Student Work 

The organization has on file and available upon request samples of student work as per 

the requirements of Appendix 4.2 and Benchmark 2 of the Degree Level Standard: 

Assessment of individual student work in the terminal stage of the program, that reflects 

exemplary, average, and minimally acceptable performance, demonstrates that the 

degree level standard has been achieved. 


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5.1.1 Admission Requirement Direct Entry 

Academic 

Program Admission Requirements 

Ontario Secondary School Diploma with at least a 65% average in 

six courses from the University or University/College stream, 

including 

English, Grade 12 

A Grade 12 science at the U and/or U/M level 

A Grade 12 math course at the U and/or U/M level 

Equivalent Canadian and foreign high school credentials 

Other 

Post-registration, students demonstrate proficiency in basic skills by 

writing diagnostic assessments in math and language skills. The 

results of these assessments will be used to counsel students about 

remedial tutoring; in some cases students may be required to enroll 

in remedial courses. 


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5.1.2 Admission Policies and Procedures for Mature Students 

Applicants may be considered for admission under the Institute’s Mature Student 

regulations for degree-level programs if they have a high school diploma, are 21 years of 

age or older on the first day of classes and have demonstrated the requisite math and 

language skills. 


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5.2.1 Credit transfer / Recognition Policies and Procedures 

Transfer of External Credits: RCC Institute of Technology awards three types of transfer 

credit—course credit, discipline credit and course area credit—governed by appropriate 

procedures. Course credit is awarded in specialty course areas and requires the closest 

correspondence of the external course with the degree course. Discipline credit and 

course area credit are progressively less restrictive and are awarded in breadth courses, 

including general education course areas. 

Specialty Course Area Requirements: Specialty course areas consist of coursework 

specific to the knowledge and technical skills required for success in the individual 

program’s major subjects, and only course credit may be awarded in these course 

areas. For this type of credit, the program chair must validate the comparability of the 

external coursework and the degree course and also the functional equivalence of the 

student’s achievements in the external coursework with mastery of the degree course. 

Breadth Course Area Requirements: Breadth courses establish basic competencies and 

set a foundation for further learning. Within the breadth course area, discipline credit is 

awarded when the external course falls within the same discipline as the degree course 

but does not necessarily meet the strict requirements for course credit specified above 

for specialty course areas. Course area credit may be awarded when the external 

course falls within a degree course area but does not necessarily meet the requirements 

of the discipline credit. 

General Requirements for All Transfer of External Credit: The student is responsible for 


22



requesting an evaluation of external coursework for which transfer credit is sought and 

must provide an official academic transcript from the institution where the credit was 

earned. If requested, an academic calendar or other more detailed materials such as 

course syllabi must be provided. Foreign credentials require an assessment from a third 

party international credential assessment service. The Admissions Office can provide 

advice about obtaining a third party assessment. 

Coursework Requirements for External Transfer Students 

Graduation policy lists the minimum portion of the student’s program that must be 

completed through actual coursework while in residence at RCC. This residence 

requirement may vary by program, but it is always at least 35 percent of the program. 


23



5.2.2 Advanced Placement Policies 

Admission Requirements: Diploma Students to Degree Program 

Admission to the degree program at other than the first term is based upon the 

successful completion of a minimum of 24 credit hours of relevant qualifying postsecondary 

courses in which the language of instruction is English, at least 15 of which 

are within the specialty course area, and with a combined GPA of 3.0 or greater. 

All previous coursework will be evaluated for applicability to the degree program 

consistent with the Academic Policy, “Transfer of External Credit”, under which credit 

may only be granted for courses which are “comparable in scope and level of coverage”. 


24



5.2.3 Degree Completion Arrangements 

N/A 


25



5.3 Promotion and Graduation Requirements 

Program Requirement 

Courses in disciplines outside 

the main field(s) of study 

Courses in disciplines within 

the main field(s) of study 

Other 

Level of Achievement 

Promotion 

Graduation 

2.0 GPA 2.0 GPA 

2.0 GPA 2.0 GPA 

Overall achievement 2.0 GPA 2.0 GPA 

Must achieve a C grade 

in Senior Project 

From the RCC Academic Calendar AY2007-2009 

GRADING POLICIES 

Grades 

Grades are posted at the end of each term. Designators indicate academic action rather 

than grades and are not included when computing academic averages. 

Grades and are assigned as follows: 

PERCENTAGE GRADE INDEX 

GRADE EQUIVALENT POINTS 

A+ 90-100 4 

A 80-89 4 

B 70-79 3 

C 60-69 2 

D 50-59 1 

F Below 50 0 

I 

Incomplete 

Grades are described as follows: 

Grade of A+, 90 – 100: Indicates achievement, which warrants distinguished recognition – 

exceptional and outstanding performance showing a comprehensive in-depth knowledge of 

the principles and material in the course of study, fluency in communicating that knowledge, 

and independence and originality in applying material and principles. 

Grade of A, 80 – 89: Indicates achievement that is superior – consistently excellent 

and above average performance showing a comprehensive and in-depth knowledge of the 

principles and material in the course of study, fluency in communicating that knowledge, and 

often independence in applying material and principles. 

Grade of B, 70 – 79: Indicates achievement that is very good - showing a competent 

often above average grasp and thorough understanding of all principles and material in the 

course of study; and an ability to communicate that understanding, and apply material and 

principles effectively. 


26



Grade of C, 60 – 69: Indicates achievement that is satisfactory – showing an acceptable, 

adequate grasp and basic understanding of all principles and material in the course of study; 

and an ability to communicate that understanding, and apply material and principles 

competently. 

Grade of D, 50 -59: Indicates achievement that is marginal – showing minimally 

acceptable, barely adequate grasp and some understanding of most of the principles and 

material in the course of study with some significant weakness in the ability to apply and 

communicate knowledge. 

Grade of F, Failing: A student who receives an F in a required course must repeat 

and pass the course or receive transfer credit for the course prior to graduation.A course 

for which an F is awarded is included in the cumulative grade point average (CGPA).When 

the student passes the course or receives transfer credit, the CGPA is adjusted accordingly. 

Grade of I, Incomplete: An I signifies that required coursework was not completed 

during the term of enrollment. All required work must be completed and submitted to the 

instructor within the posted timelines. The I must be converted to an A, B,C, D or F by Monday 

of the third week of the term. If course requirements are not satisfied by the deadline, the 

I is converted to an F. An I may be assigned only when all the following conditions are met: 

The student has been making satisfactory progress in the course, as 

determined by the faculty member. 

The student is unable to complete some coursework because of unusual 

circumstances beyond personal control. Explanation of these circumstances 

must be presented by the student in writing and deemed acceptable by the 

instructor prior to the grade roster deadline. 

Use of Designators 

In addition to grades, the Institute uses the following designators: 

DESIGNATOR 

V 

W 

T 

P 

DEFINITION 

Course Audit 

Withdrawal (prior to official withdrawal deadline) 

Transfer Credit 

Proficiency Credit 

Designator of V, Course Audit: A student must declare the intention to audit a course by 

the end of the second week of instruction and must inform Student Services and the faculty 

member. Tuition is charged for audited courses; however, financial aid is not applicable. Though 

evaluation and class participation are optional, class attendance is required. 

Designator of W—Course Withdrawal: A student who remains enrolled in courses 

after the course drop deadline and wishes to withdraw from a course must apply to do so 

through Student Services. If course withdrawal occurs by Friday of week 12, the course remains 

on the transcript and is designated with a W.A course withdrawal after week 12 results in 

a grade of F. 


27



Designator of T—Transfer Credit: An applicant intending to transfer credit from another 

institution must request a credit evaluation prior to the first semester, and must provide an 

official transcript and calendar from the institution where the credit was earned. RCC may 

require additional material for a credit evaluation by an approved external evaluation service 

(if credits were earned at a foreign institution). Students seeking to earn credit at another 

institution for transfer to RCC must have approval to do so in advance from the program 

Chair. (See Policies on Transfer of External Credit.) 

Designator of P, Proficiency Credit: Students seeking proficiency credit for a course 

may request to take a proficiency examination provided they have not previously enrolled 

in the course at RCC. (See Advanced Standing Through Proficiency Credit.) 

Transfer or proficiency credit that satisfies graduation requirements is considered when 

determining a student's academic level and progress; however, this credit is not computed in 

grade point averages (GPAs). 

Grade Point System 

GPAs are computed by dividing total grade points earned by the number of credit hours 

for which grades A, B,C,D, F or I are awarded. For each course, grade points are calculated by 

multiplying course credit hours by grade index points corresponding to the grade earned. 

The term GPA (TGPA) is a GPA for work completed in a given semester only. A student's 

overall academic standing is stated in terms of a cumulative GPA (CGPA), which is based 

on all grades and credit hours earned to date. All GPAs are based solely on courses 

required for graduation from the program of enrolment. In addition: 

• If a RCC course is repeated, the highest grade earned is used for 

computing the CGPA. 

• Withdrawal from a course being repeated does not affect the CGPA. 

• RCC courses may be taken for credit after external transfer credit has 

been granted, and the grade earned at RCC will be used for both the 

TGPA and CGPA. 

• External transfer credit may be granted for a course previously taken at 

RCC. Hours and grade index points previously earned for the course will 

be removed from the CGPA. 

• In all cases TPGAs reflect actual performance. 

Advanced Standing through Proficiency Credit 

A student who feels material in a course has been mastered, either through courses taken at 

another school for which transfer credit cannot be given or through self-study,may request a 

proficiency examination for the course, provided the student was not previously enrolled in 

the course at RCC. 

Each proficiency examination is comprehensive and is applicable to a single course. 

A charge may be levied for each proficiency examination. Proficiency credit does not affect 

total program cost unless the number of hours per semester drops to the number required 

for partial tuition. 


28



STANDARDS OF ACADEMIC PROGRESS 

Students must demonstrate satisfactory academic progress toward completing their programs. 

Specific measurable areas for determining student progress are: 

• Grade point averages and interruptions of studies 

• Rate of progress toward graduation 

Students who do not meet the requirements of academic progress are dismissed. Those dismissed 

for failing to meet standards of academic progress may submit an appeal. 

Grades, Grade Point Averages and Interruption of Studies 

To be in good academic standing, a student must maintain a CGPA of 2.00 or higher. In 

addition, if a student's CGPA at the end of the first completed term of attendance is below 

1.00, the student is dismissed. If at the end of an academic term the CGPA is less than 2.00, 

the student is placed on academic probation, typically for one term. If the student has two 

consecutive terms that result in any combination of a TGPA below 2.00 or the student's 

interruption of studies (withdrawal from all required courses) during the term, the student 

is placed on academic probation. If at the end of a student's probationary semester: 

• The student has interrupted studies during the term, the student is 

dismissed. 

• The TGPA is below 2.00, the student is dismissed. 

• The TGPA is 2.00 or above but the CGPA is below 2.00, the student 

remains on probation for one additional semester. A student whose CGPA 

has not been raised to at least 2.00 by the end of this additional 

probationary semester is dismissed. 

• The CGPA has been raised to at least 2.00 and all other standards have 

been met, the student returns to good academic standing. 

Multiple Attempts 

A student may not enroll in a course more than twice unless the Program Chair approves 

a written petition that provides proof of mitigating circumstances. 

Rate of Progress Toward Graduation 

Credits toward graduation must be earned at a rate that ensures successful program 

completion within established parameters. The rate of progress is the ratio of credit hours 

passed to credit hours attempted and is assessed after every second semester in the current 

program. Students who fail to maintain the minimum rate of progress are dismissed. 

Right of Appeal 

A student who has been dismissed for failing to meet standards of academic progress may appeal 

the action by submitting a written petition to the Program Chair within the specified timelines. 

The petition must contain verifiable documentation of mitigating circumstances that contributed 

to poor academic performance and must present a realistic plan for improvement. 

If the petition is approved, the student may continue in the program with reinstatement 

conditions as specified. Failure to meet the specified conditions results in a second 

dismissal, and further reinstatement is not normally approved. 

Denied petitions may be presented to the President for additional review. 

If a reinstatement request is not completed within three semesters after dismissal, the 

student must reapply to the Institute with the Director of Admissions in addition to 

petitioning the initial dismissal. (See also Academic Appeals and Procedures.) 


29



ACADEMIC HONOURS 

A student achieving a TGPA of 3.50 or higher is named to the President’s List. To be eligible 

for President’s List status, the TGPA calculation must include at least 12 credit hours of 

completed coursework. A grade of F or I or academic dismissal or probation status in any 

term makes a student ineligible for honours in that term. 

A student who has a CGPA of at least 3.50 graduates with honours. 

GRADUATION REQUIREMENTS 

Students must achieve a cumulative grade point average (CGPA) of at least 2.00 and 

satisfactorily complete all curriculum requirements to graduate. Graduation is not permitted 

if the best recorded grade for a required course is F, I or the designator is W. Transfer and 

proficiency credit fulfill graduation requirements. 

To graduate, students must earn at least 35 percent of their programs’ required credit 

hours through coursework completed at RCC Institute of Technology. Higher program specific 

requirements may be imposed for internal or external transfer students. 

ACADEMIC APPEALS AND COMPLAINTS 

Complaints regarding academic issues should first be addressed to the faculty. Any academic 

problems remaining unresolved should then be addressed to the appropriate Program Chair. 

Students have the right to appeal academic decisions that affect them. Student Services will provide 

advice about what actions and decisions are subject to appeal. In these cases the following 

procedures apply: 

Course Grade Appeals 

A student may use the grade appeal process when he/she questions a final grade for a term. 

A student may submit a course appeal form to the Student Services within the posted timelines. 

The grade appeal is forwarded to the appropriate faculty member. If the appeal is not resolved, 

a student may forward an appeal to the appropriate Chair. 

Academic Appeals Procedures 

In all references to the academic appeal process and in any other academic concern where 

an appeal process is appropriate, the following procedures apply. 

General Procedures 

The student will initiate the appeal in writing. Appeals will be submitted to the program 

chair or a designate. 

The written appeal must contain: 

The student’s name and student ID number 

The date the appeal was submitted 

The student’s program and last class section 

The date of last attendance, for inactive students 

The reason and nature of the appeal 

The specific relief or decision change that is sought by the appeal 

An explanation and documentation of any extenuating circumstances 

Additional details as required for appeals after academic dismissal (see below) 

The student’s signature 


30



When deadlines for submitting appeals are established by academic policy, it is the student’s 

responsibility to meet these deadlines. Such deadlines usually relate to progression restrictions. 

Late appeals may result in a one-term interruption of studies. In cases where no deadlines 

are established, an academic appeal should be submitted within one week of the 

occurrence prompting the appeal. 

The Program Chair or designate will take timely action on the appeal and will meet any 

time restrictions established by separate policy. Written documentation of the final appeal 

disposition will become a part of the student’s permanent file. The student submitting the 

appeal may be notified of the final disposition either verbally or in writing. 

Conditions for future performance over and above any conditions specified in the policy 

may be established through an advising session. Such conditions must be recorded as a 

part of the appeal document that becomes a part of the student’s permanent file. 

If the Chair does not approve the appeal, the student may request a review of that decision 

by the President. A written request to review an appeal decision must be submitted within 

two class day of the rejection. The President will also document the decision for inclusion 

in the student’s permanent file. The request for review, and the decisions and signatures of 

the Chair and the President, may be a part of the same appeal form submitted by the 

student. The President will inform the student and the Chair in writing of the decision 

regarding the appeal’s review. 

Additional Procedures for Appeals After Academic Dismissal 

Appeals for reinstatement after academic dismissal must include the following items in 

addition to those listed in the general procedures above: 

How the problem leading to the dismissal has been resolved 

How the problem’s recurrence will be prevented 

Review of earlier plans, if any, and why they were not successful 

Concrete and realistic steps the student will take for sufficiently improving 

performance to meet the reinstatement conditions 

If an appeal is accepted, Student Services may set interim goals for checking the student’s 

progress toward meeting the required reinstatement conditions, and should then follow up 

throughout the semester. 

A decision must be made and the student informed in writing prior according to published 

timelines. Final disposition of any re-appeal should be made, and the student notified in 

writing, by one week after the appeal has been heard. 

The appeal and the disposition must be placed in the student’s file. 

General Complaints and Grievances 

General student complaints should be addressed to the Administrator of the department 

or program at which the complaint is directed. 

For complaints regarding other students, see the Student Code of Conduct. For 

complaints pertaining to discrimination and/or sexual harassment, see the grievance 

procedure. Both are found under the general heading of Institute Policies and Regulations. 


31



6.1.1 Program Advisory Committee Membership 

The following individuals are on the Business Information Systems Program Advisory 

Committee: 

Name: 

Occupation/job title: 

Related credential(s): 

Professional affiliation(s): 

Name of employer: 

Reg Manuelpillai - 'reginald.manuelpillai@eds.com'; 

Architect/Applications Lead, Strategic Sales Centre 

BSc (Computer Information Systems) 

EDS - an HP company 

Name: 





Ramesh Jackpaul - 'rameshj@mrscompany.com'; 

Director Consulting Services Group 

M.R.S. Company Limited 

Name: 





Lisa Banks - 'lbanks@volt.com'; 

Recruiting Manager 

VOLT Canada 

Name: 





Paul Preikschas - 'paulp@citc-canada.com'; 

Program Manager 

Bond Education Group 

Name: 





Dr. Ron McDonald - 'rmmcdonald@georgianc.on.ca'; 

Dean 

Georgian Institute 

Name: 





Mary Chong - 'marychong@sympatico.ca'; 

Project Manager 

Bachelor of Science, Adult Training Certificate 

PMP 

TD Canada Trust 


32



Name: 





Filip Frkovic – filipf@ca.ibm.com 

Technical Sales Representative 

IBM 

Name: 





Eddie Chow ’EddieChow@planITsearch.com’; 

Senior Management Consultant (IT) 

BSc Hons in Computer Studies 

Microsoft Technology Consel 

PlanIT Search 

Name: 

Farid Shirazi – fshirazi@yorkvilleu.ca 

Occupation/job title: Network Analyst 

Related credential(s): M.Sc. Computer Science - University of Tehran (1989) 

B.Sc. Electrical Engineering - University of Tehran (1986) 

Certifications: MCT,MCSE(NT4 & 2000), MCSD, MCDBA, 

CCNA, CNA(Novell 5.11), A+, SERVER+, NETWORK+, 

Inet+, LINUX+, Certified Sun Solaris 8 Network 

Administrator, Certified Sun Java Programmer. 


Name of employer: AMS Technology 

Name: 





Name: 





Nikolai Bratkovski nbratkovski@mysimms.com 

Chief Technology Officer 

SIMMS/Diamedx Inc 

Michael Skacal skacik@hotmail.com 

Silicon Knights 

Name: 





Troy Thomas tthomas@rim.com 

Project Manager 

Research In Motion 


33



6.1.2 Program Advisory Committee Minutes 

All minutes of the Program Advisory minutes are available to the QAB. The following 

minutes record the approval of the program name change and the nature of the advice 

with respect to course changes: 

CISAC Sept-08 Minutes 


Minutes of meeting of Computer Information Systems Advisory Committee 

Date: September 2 to September 20, 2008 (via on-line participation) 

Shri Ramsarran, Chair, CIS Program 

Members: (Alphabetical Order) 

Industry Representatives 

Mary Chong, IT Consultant 

Paul Preikschas, Program Manager, Bond Education Group 

Reginald Manuelpillai, Senior Systems Architect, EDS Canada 

Ramesh Jagpaul, Director Consulting Services Group, MRS Company Ltd 

Dr. Ronald McDonald, Dean, Georgian College 

Eddie Chow, Senior Management Consultant (IT), PlanIT Search 

Special on-line meeting to discuss RCC’s Self Study committee recommendations as 

follows: 

1. Change the program’s nomenclature from “Computer Information Systems” to 

“Business Information Systems”. 

2. Review and approve the new academic Plan of Study for students. 

The proposed changes represent a shift in focus from a traditional computer information 

systems degree program that emphasized computerization of business processes to a 

business-oriented information systems degree program that emphasizes business case 

analyses and business process (applications) development and management. 

Information provided to committee members for review include Table 1 and Table 2 

below: 

Members were invited to participate via email 

Most of the discussions centred on proposed courses within the program, course content 

and course names. However, there was a general feeling that the changes represented 

a positive direction for the program. One member, Reginald M., suggested that a course 


34



in “Current Issues” or “Current Concepts” be added while another suggestion (from Ron 

MacDonald) was made to include more specific “web” content and minimize IT skills 

since the approach is more in the direction of business. The chair was open to have the 

Plan of Study reviewed further and modified where necessary to accommodate the 

suggested content. 

Approval for the Self-Study recommendations (changes to program) was forwarded by 

Reginald Manuelpillai, Mary Chong, Paul Preikschas. The meeting noted that these 

recommendations will go forward for further discussions at a meeting of a) RCC’s 

Governing Board and b) RCC’s Academic Council. 

As an asynchronous on-line session, the discussions were closed at September 20-08. 

Shri thanked those who participated and hoped that they would all be available for the 

next meeting later in the year. 


35



6.2.1 Professional/Accreditation of Other Requirements 

N/A 


36



6.3.1 Program Level Learning Outcomes 

The Bachelor of Business Information Systems program has five broadly defined 

Program Level Learning Outcomes as shown in the table below. All 40 courses that 

make up this program have been applied towards these learning outcomes. 

Program Level Learning 

Outcomes 

1. Prepare formalized business 

systems requirements modeling 

reports. 

• System Requirements 

Report 

• Feasibility Study Report 

• System Design Report 

Program requirement(s), or segments of 

requirements, that contribute to this outcome 

ENGL-130 – Research and Composition 

SPCH-230 – Presentation Skills 

ENGL-230 -Professional Writing 

MGMT-330 – Project Management 

SYS-235 – Business Systems Requirements 

Modeling I 

SYS-450 - Senior Project Feasibility Study 


Modeling II 


WEB-310 - Web Interface Design w/Lab 

SYS-460 - Senior Project 

2. Analyze, design and implement 

solutions to business problems 

BUSN-115 – Introduction to Business 


PSYC -110 – Psychology (Elective) 

SOCS –110 – Sociology (Elective) 

• Analyzes the problem 

logically 

• Designs the solution 

• Implements the solution 


Modeling I 



Modeling II 



PGRM-110 – Programming Logic and Design 

WEB-320 – ERP Applications Development w/Lab 

WEB-350 – CRM Applications Development w/Lab 

WEB-420 – SCM Applications Development w/Lab 

SYS-460 – Senior Project 



37




Outcomes 

3. Create and test computer 

information systems solutions for 

business problems 





PSYC -110 – Psychology (Elective) 

SOCS –110 – Sociology (Elective) 

• Uses available operating 

system for application 

development and file 

management. 

• Utilizes appropriate, 

available programming 

techniques 

• Utilizes methods and 

techniques, which are 

appropriate to the design 

and configuration of the 

network 

• Documents the application 

• Creates and manipulates 

database using available, 

appropriate tools 

• Tests and debugs the 

software 

TBIS-110 – Technology in Business Systems 

SYS-120- Architecture and Operating Systems 

w/Lab 

PGRM-110 - Programming Logic and Design w/Lab 

PGRM-120 - Object Oriented Programming I w/Lab 

PGRM-235 - Object Oriented Programming II w/Lab 

WEB-320 – ERP Applications Development w/Lab 

WEB-350 – CRM Applications Development w/Lab 

WEB-420 – SCM Applications Development w/Lab 

NET-210- Connectivity w/Lab 

NET-320 - Web Architecture w/Lab 



ENGL-230 -Professional Writing 

BUSN-115 - Introduction to Business 

DBMS-210 - Introduction to Database w/Lab 

DBMS-230 - Advanced Database w/Lab 

DBMS-230 – Business Data Analysis 

DBMS-430 - Database Administration with Lab 

MGMT-330 - Project Management 


Note: All applications development courses have 

practical laboratory assignments, which reinforce 

the learning of business and programming concepts 

presented in classroom discussions/lectures. 


38




Outcomes 

4. Demonstrate Project 

Management skills 



PGRM-110 – Programming Logic and Design 

PSYC-110 – Psychology (Elective) 

SOCS-210 – Sociology (Elective) 


HUMN-410 – Technology, Society, and Culture 



• Performs Project planning 

to ensure successful 

project completion 

• Exercises control over 

Project elements to ensure 

on-time completion 

• Utilizes appropriate tools, 

techniques and 

methodologies to ensure 

the quality of the final 

product 

• Performs assigned role 

effectively, as a member of 

a project team 


Modeling I 


Modeling II 


ACCT-225 - Financial Accounting 

ACCT-320 - Managerial Accounting 

ECON-210 – Principles of Economics 

MGT-240 - Principles of Management 





Modeling I 


Modeling II 








39




Outcomes 



5. Communicate effectively ENGL-130 – Research and Composition 


ENGL-230 - Professional Writing 






HIST-210 - Contemporary History 



• All courses above require writing assignments 

that involve a variety of technical and general 

topics 

• Communicates effectively 

in writing 

• Communicates effectively 

in oral presentation 



ENGL-230 - Professional Writing 






40



Program Level Learning Outcomes 

6. Apply information literacy and 

problem-solving skills that support 

life-long personal and professional 

development 




TBIS–110 - Technology in Business Systems 

CARD-410 - Career Development 

ORGB-405 – Organizational Behavior 




• Recognizes the need to 

know information beyond 

one's own expertise and 

has the ability to gather 

and synthesize the 

necessary information into 

the solution of a problem 

• Uses problem-solving 

methodology in solving 

problems 




Modeling I 


Modeling II 




EC0N-210 - Principles of Economics 

MATH-110 - College Algebra 

MATH-120 - Finite Mathematics 

BUSN-220 - Statistics for Decision Making 

ACCT-225 - Financial Accounting 

ACCT-230 - Managerial Accounting 

MGMT-220 - Principles of Management 

MGMT-320 - Strategic Management 





41



6.3.2 Course Descriptions 

Year and 

Semester 

Year 1 

Semester 1 

Year 1 

Semester 1 

Year 1 

Semester 1 

Year 1 

Semester 1 

Year 1 

Semester 1 

Course Title 

Introduction to 

Business 

College Algebra 

Programming Logic 

and Design with 

Lab 

Technology in 

Business Systems 

Research and 

Composition 

Calendar Course Description 

This course introduces the business enterprise and the 

enviroments in which businesses operate. Students 

examine the roles of major functional areas of business and 

inter-relationships among them. These include human 

resource management, customer management, sales and 

marketing, cash flow, collections and budgeting, supplier 

management, invoicing, as well as production planning and 

shipping and receiving. Organizational theories and 

techniques are examined, and economic, cultural, political 

and technological factors affecting business organizations 

are evaluated. 

This first course in the Business Information Systems 

program mathematics sequence is a college-level algebra 

course. It begins with a review of fundamental algebraic 

topics and continues through more advanced study such as 

solving and graphing of linear, quadratic, polynomial, 

rational, radical and logarithmic functions, solving of system 

of linear equations and dealing with sequences and series. 

Logical thinking and analytical skills are developed through 

the use of a wide spectrum of real-life problems. 

This course introduces the basics of programming logic as 

well as algorithm design and development using tools such 

as flowcharts, structure charts or pseudo-code. Students 

also learn the basic constructs of programming including 

constants, variables, expressions and control structures for 

sequential, iterative and decision processing. 

This foundation course in computer systems concepts 

provides students with a practical understanding of the key 

technologies, architectures, and real-world applications that 

power business operations. As an introduction to computer 

systems used in businesses this course delves into the 

main technologies implemented within business and their 

functionalities in general. Students will learn how to conduct 

business research, analyze and prepare spreadsheet data, 

and create useful presentations. Topics include computer 

languages and computing platforms, databases and report 

generation, office productivity applications, and network 

systems. 

This course builds on the conventions and techniques of 

composition through critical reading and writing related to 

the student’s program of study. Students apply principles 

of logic, strategic thinking, and synthesis to prepare sound 

arguments supported by relevant, well-documented 

research. The culminating activity is a persuasive and 

analytical paper referencing contemporary issues in 

technology where individual style and unique thinking are 

demonstrated. 


42



Year and 

Semester 

Year 1 

Semester 2 

Year 1 

Semester 2 

Year 1 

Semester 2 

Year 1 

Semester 2 

Course Title 

Principles of 

Economics 

Finite Math 

Object-Oriented 

Programming I with 

Lab 


Requirements 

Modeling I 


This course introduces the field of economics and shows how a 

system-level understanding of the interaction between micro- and 

macroeconomics greatly improves the quality of one’s analysis. 

Microeconomic concepts, such as supply and demand and the 

theory of the firm, serve as foundations for analyzing 

macroeconomic issues. Macroeconomic topics include gross 

domestic product (GDP), fiscal and monetary policies, and 

international topics such as global trade and exchange rates. 

The course also shows how human behavior and decision 

making translate into observable economic-system measures of 

performance. Emphasis is placed on interpreting economic 

variables and events, using fundamental analytical methods, and 

applying these to real-world issues. 

The course provides students with a working knowledge of 

mathematical tools used to support decision-making. Finite 

Mathematics builds on MATH 110 – College Algebra and 

provides a foundation for program-specific courses such as 

Statistics, Accounting, Project Management and System 

Analysis. The topics covered in college algebra are expanded on 

in this course through the introduction of such concepts as 

mathematics of finance, combinatorics, graph theory, 

mathematical programming and time series. In this course, 

students will be required to look at a problem and derive 

information necessary to determine a course of action. Other key 

skills developed in the course include the ability to estimate an 

answer in order to verify a solution, the ability to think creatively 

within a mathematical context, and the ability to see how the real 

world impacts out attempts to model it mathematically. 

This course introduces and implements object-oriented 

programming concepts including objects, classes, encapsulation, 

polymorphism and inheritance. Using an object-oriented 

programming language such as C# or Java, students design, 

code and document business-oriented programs that employ 

data structures such as arrays, lists, queues, and stacks. 

Applications that use external storage capabilities such as 

sequential and random access files will also be developed. 

This course introduces concepts and practices involved in the 

systems analysis and design process using information systems 

methodologies and techniques to analyze business activities and 

solve problems. Students learn to identify, define and document 

business problems and apply business analysis methodologies to 

information system models. In this course the key emphasis is on 

identifying the need for information systems within businesses, 

and ensuring that the resulting model provides benefits that are 

consistent with defined goals and objectives. The requirements 

modeling activities performed in the analysis process conducted 

in this course will provide students with a sound grasp of how to 

formulate a logical definition of business system requirements. 


43



Year 1 

Semester 2 

Architecture and 

Operating Systems 

with Lab 

This course will provide students with an understanding of 

computer system architecture from a hardware and software 

perspective. Microsoft Windows and UNIX workstation operating 

systems are used to illustrate the fundamentals of computer 

installation, support, and troubleshooting. During the course, 

students will progress though a series of hand-on assignments to 

re-enforce theoretical concepts and develop troubleshooting 

principles as they relate to computer hardware and software 

systems. 

Year and 

Semester 

Year 2 

Semester 3 

Year 2 

Semester 3 

Year 2 

Semester 3 

Year 2 

Semester 3 

Course Title 

Presentation Skills 

Financial 

Accounting 


Programming II 

with Lab 


Requirements 

Modeling II 


Building upon skills acquired in ENGL110 and ENGL120, this 

course teaches elements of effective public speaking. Areas of 

study include audience analysis, organization, language, 

delivery and nonverbal communication. Practical application is 

provided through a series of individual and group presentations 

in a variety of rhetorical modes. 

The course focuses on the way in which financial statements 

reflect business operations and emphasizes the use of financial 

statements in the decision-making process. Students will be 

introduced to Generally Accepted Accounting Principles (GAAP) 

for the interpretation and preparation of financial statements. 

Financial statements, such as income statement, balance sheet 

and cash flow statement, are analyzed from both a preparer and 

user perspective through the completion of financial ratios. The 

course encompasses all business forms that pertain to various 

business sectors such as merchandising, manufacturing and 

services. Students make extensive use of spreadsheet 

applications to analyze accounting records and financial 

statements. 

This course elaborates on concepts and program design 

principles introduced in PGRM-125; in addition, it and introduces 

concepts such as object libraries and advanced data structures. 

Building on analysis and programming skills developed in 

previous courses, students apply fundamental principles and 

concepts for developing programs that support typical business 

processing activities such as transaction processing and report 

generation. Computer programs that deal with error handling, 

data validation and data manipulation processes are also 

developed. These hands-on activities incorporate a variety of 

applications development skills such as database access using 

non-complex embedded Structured Query Language (SQL) for 

data manipulation. 

Building on the foundation established in SYS-235, students 

explore techniques, tools and methodologies used in the objectoriented 

approach to developing applications. Students learn 

how to model and design system requirements using tools such 

as Unified Modeling Language (UML), use cases and scenarios, 

class diagrams and sequence diagrams. 


44



Year 2 

Semester 3 

Year and 

Semester 

Year 2 

Semester 4 

Year 2 

Semester 4 

Year 2 

Semester 4 

Year 2 

Semester 4 

Introduction to 

Database with Lab 

Course Title 

Professional 

Writing 

Statistics for 

Decision Making 

Principles of 

Management 

Web Interface 

Design 

This course introduces the fundamental concepts of data base 

management systems with emphasis on the relational database 

model. It begins with a comparison of databases to flat files, 

considers different structures of databases, and identifies their 

inherent benefits. From there, data modeling will be introduced. 

Students will learn normalization techniques. They will also learn 

how to convert a data model into a physical model by adding 

objects such as primary keys, foreign keys, and linking tables 

through relationships. Students will gain hands on experience 

on how to use interactive SQL to create, update, and interact 

with databases. 


This course extends composition and research principles to 

writing in a career context. Students apply principles of 

economy and clarity to create business documents that are 

informative and persuasive. While the course focuses on all 

business correspondence, the capstone of this course is a 

formal research proposal or investigative report. Studies include 

electronic communication and oral reporting. 

Statistics for Decision Making is the final course in the math 

sequence. This course provides tools used for statistical 

analysis and decision making in business. Topics include 

sampling techniques, descriptive statistics (measure of central 

tendency and dispersion), linear regression and correlation, and 

inferential concepts, such as using sample data to make 

predictions and draw conclusions about populations. Research 

design concepts are included as a basis for single and multiple 

sample groups. Students use statistical software programs to 

graphically illustrate and to solve problems and to present 

statistical problem solutions. 

This course examines fundamental management theories, 

traditional managerial responsibilities, and the functions of 

management in formal and informal organizational structures. In 

the context of changing organizations, flattening structures, 

global expansion, and increasing pressures to respond to a 

competitive environment, the functions of planning, organizing, 

directing, controlling are applied to case studies. Students are 

expected to analyze and evaluate qualitative data for strategic 

decision-making so that they can combine administrative and 

behavioural theory to improve organizational performance. 

This course introduces web design and basic programming 

techniques for developing effective and useful Web sites. 

Coursework emphasizes web site structure and navigational 

models, practical and legal usability considerations, and 

performance factors related to using various types of media and 

tools such as hypertext markup language (XHTML), cascading 

style sheets (CSS), dynamic HTML (DHTML) and scripting. 


45



Year 2 

Semester 4 

Year and 

Semester 

Year 3 

Semester 5 

Year 3 

Semester 5 

Year 3 

Semester 5 

Connectivity with 

Lab 

Course Title 

Psychology 

Managerial 

Accounting 

ERP Applications 

Development with 

Lab 

The purpose of this course is to provide students with an 

understanding of the characteristics of communications media 

and the principles of networking as they relate to local (LANs) 

and wide area networks (WANs). This course provides the 

student with the ability to recommend, program and upgrade 

scalable networking equipment to meet the needs of medium to 

large-scale corporations. This course uses a series of real world 

case studies to reinforce core concepts. Students are expected 

to be able to produce network infrastructure design that is 

efficient yet cost effective. 


This course provides a foundation for the understanding, 

prediction and direction of behaviour. Organized within a 

framework encompassing foundations, general topics and 

applications, the course provides an understanding of how 

psychological principles and concepts relate to professional and 

personal life. Using psychology to specifically improve the 

quality of our lives, the students examine the various schools of 

psychology in their application to research methods, learning, 

memory, sensation and perception, personality, human 

development, stress, and psychological disorders. In a 

collaborative and dynamic learning environment, the students 

complete cases studies, conduct basic research, and evaluate 

findings. 

Managers require relevant information for planning, controlling 

and decision making processes. This course introduces the 

students to the role, concepts, and practices of management 

accounting in the business environment and outlines the 

accounting techniques available to satisfy those needs. 

Students are introduced to the essential elements of cost and 

managerial accounting within the context of management 

decision- making. Capital investment analysis and other 

budgeting methods are studied in relation to goal attainment and 

organizational success. The effect of activities in the functional 

areas of business on the financial viability of the organization is 

emphasized. 

Enterprise resource planning (ERP) software plays a critical role 

in today's business world. Student will learn how ERP solutions 

bring many and varied functions together into one large 

integrated system within a company. Its effect on opportunities 

for growth and increased productivity is explored in detail. The 

course also examines enterprise software in general and how 

ERP software can improve the functions of a company, 

streamline operations, and show how the functional areas of an 

ERP package relate to each other. Real-world examples used in 

this course will provide a thorough introduction to the world of 

enterprise resource planning and also prepare students for 

success in today's marketplace. 

Building on analysis, interface design, programming, and 

database skills developed in previous courses, students will 

build various ERP-type modules such as human capital 


46



Year 3 

Semester 5 

Year 3 

Semester 5 

Advanced 

Database 

WEB Architecture 

with Lab 

management using a programming environment such as Java, 

C#, Visual Basic and scripting technologies. 

This course starts with an introduction to basic Client/Server 

concepts. The course then introduces the students to key 

features, components, and capabilities of a typical front-end 

rapid applications development tool that is appropriate for the 

selected database under study. This course also addresses the 

advanced issues in modern database systems and database 

application development features and capabilities such as 

procedure development, input-output interfaces, and report 

generation. The course also covers complex query development 

using standard SQL commands and procedural languages such 

as Oracle’s PL/SQL language or Microsoft’s Transact SQL 

depending on the database selected for the course. 

Through extensive hands-on exercises, students learn how to 

develop database applications that are fully integrated with 

reports and charts. 

Building on networking concepts and principles explored earlier, 

students will learn how to configure and manage corporate 

networks. Students will also explore various interoperability 

solutions between UNIX and Windows networks. Leverage prior 

operating systems and networking knowledge students learn to 

create, tune, and manage Internet servers. Students will 

configure Web, Email, FTP, Application and Database servers, 

across a mixed-mode operating system environment. 

Year and 

Semester 

Year 3 

Semester 6 

Course Title 

General Education 

(Elective) 


Contemporary History: 

This course examines the general trends and complex 

interrelationships of global political, social, economic, and 

technological developments of the 20 th century as related to 

current events in the 21 st century. Particular emphasis is placed 

on exploring the evolution of global interdependency and forces 

of resistance to such change, as well as taking a multicultural 

perspective on challenges facing 21 st century humanity. 

Culture and Society: 

This course explores the role of culture in social organizations. 

Social institutions and the issues of race and gender within 

social structures are analyzed in the context of multicultural 

societies and increasing global interaction. Basic sociological 

principles and research findings are used to support analysis of 

cultural and social issues. 


47



Year 3 

Semester 6 

Year 3 

Semester 6 

Year 3 

Semester 6 

Year 3 

Semester 6 

Strategic 

Management 

CRM Applications 


Lab 

Project 

Management 

Network 

Administration With 

Lab 

The course is designed to challenge the students to explore and 

understand key business and corporate strategies and their 

applications; conduct strategic analysis using key techniques; 

and have knowledge of current and advanced topics in the field 

of strategy management. The goal is to develop the students’ 

ability to prescribe actions within the operational structure of a 

company. Using techniques involved in the analysis and 

synthesis of business case study data, students develop critical 

skills and competences on how to conduct collaborative 

exercises with team members in an organizational project. 

Cases are used to provide actual applications from which 

students will perform their analysis and develop their action 

plans. 

This course is blended into two main learning experiences for 

the student. Firstly, the student is provided with an in-depth 

understanding of the importance and capabilities of a welldesigned 

and fully functioning Customer Relationship 

Management system (CRM). Capabilities such as sales force 

automation, customer service, sales and marketing, as well as 

contact management are explored. Secondly, the students will 

engage in technical hands-on project activities that will 

complement their understanding of these core knowledge areas. 

The technical aspect builds on analysis, interface design, 

programming, and database skills learned in previous courses 

and focuses the students on developing business processes 

that are inherent in CRM-based applications. Students will build 

various CRM-type modules using a programming environment 

such as Java, C#, Visual Basic and scripting technologies such 

as MS dot net, JSP or PHP for developing web-based business 

applications. 

This course enhances students’ ability to function in a project 

leadership role. While exploring the project life cycle, they gain 

experience in budget and timeline management. Project 

management software is used to design project schedules using 

methods such as bar charts, program evaluation review 

technique (PERT) and critical path method (CPM) to produce 

project plans to apply to the solution of case studies. 

The purpose of this course is to enhance the technical and 

administrative networking skills of the students by providing 

them with an in-depth understanding of network administration 

through the implementation of access control, and configuring 

network services. This course will use both Microsoft Windows 

and Linux technologies to provide students with the hands-on 

ability to install, configure, and integrate various network and 

server technologies. 


48



Year and 

Semester 

Year 4 

Semester 7 

Course Title 

Law and Ethics 


This course examines the Canadian legal system and the 

legal and regulatory environment for organizations and 

private individuals. Students apply legal theory in a 

practical manner through case scenarios involving tort, 

contract, property, employment, environmental, 

immigration, business, and intellectual property law, as well 

as current issues in the law. 

Year 4 

Semester 7 

Organizational 

Behaviour 

This senior level course exposes students to the 

significance of human behaviour in organizations and its 

implications for management decisions and necessitated 

actions. An understanding of the theory and practice of 

working with and managing people is a corner stone of this 

course. Students are expected to draw knowledge and 

apply critical thinking skills developed in previous courses 

in psychology, society and culture, economics, statistics, 

and others. 

Topics covered will include personal and work motivation, 

work attitudes, social norms, team dynamics, leadership, 

decision-making, and management of change. 

Year 4 

Semester 7 

Year 4 

Semester 7 

Career 

Development 

SCM Applications 


Lab 

Career-planning strategies and resources are explored to 

prepare students for a successful job search and to develop 

effective methods for career advancement. Activities include 

critical self-evaluation, goal setting, company research, 

personal marketing plans, resume and cover letter 

preparation, and interviewing practice. A career development 

portfolio is assembled highlighting achievements, career 

goals, and professional development strategies. 

This course provides an understanding of the concepts of 

Supply Chain Management and how they enable 

organizations to improve their efficiency and effectiveness 

in the global and highly competitive environment of the 

twenty-first century. The main goal of this course is to assist 

in enabling changes to a company’s operations that are 

critical to successful supply chain implementation. This 

course will examine the main components of Supply Chain 

operations, and techniques for managing them properly, as 

well as the most important strategies for planning of the 

overall Supply Chain Management implementation steps. A 

programming environment such as Java, C#, Visual Basic 

and scripting technologies will be used to develop the 

various modules of a typical Supply Chain Management 

System. 


49



Year 4 

Semester 7 

Year 4 

Semester 7 

Senior Project 

Feasibility Study 

Business Data 

Analysis 

Students apply mastered skills and knowledge, including 

problem-solving methods, teamwork, and projectmanagement 

techniques to assess and evaluate the 

feasibility of a business applications-oriented project. The 

project provides real-world experience by requiring the 

students to justify the feasibility of a project based on the 

requirements of a client’s system and supporting 

technology. 

This course provides students with the required knowledge 

of building business intelligence (BI) applications. Some of 

the areas covered in this course include integrating multiple 

data sources with Integration Services, enriching data and 

building complex business analytics with Analysis Services 

as well as writing, managing, and delivering rich reports 

with Reporting Services. Other topics covered are data 

mining, warehousing, MDX queries, and KPI analysis. 

Year and 

Semester 

Year 4 

Semester 8 

Year 4 

Semester 8 

Year 4 

Semester 8 

Course Title 

Technology, 

Society, and 

Culture 

Current Issues in 

Business and 

Computing 



In this capstone course, the relationship between society 

and technology is investigated through readings, reflection, 

research, and reports. The course identifies conditions that 

have promoted technological development and assesses 

the social, political, environmental, cultural, and economic 

effects of current technology. Issues of control and ethical 

considerations in the use of technology are primary. 

Discussion and oral and written reports draw together 

students’ prior learning in specialty and general education 

courses. 

The course is designed to present topics chosen from 

areas of current interest that are not offered as part of the 

permanent curriculum and which encompass the fields of 

business and computing. This is a case-based course in 

which the students and instructor will determine what topics 

of current interest will be selected for coverage. Emphasis 

will be placed on research, critical thinking, analysis of data, 

as well as an evaluation of the impact of a given current 

issue. Under the instructor’s direction, students explore 

today's issues and trends in an open classroom 

environment. Coverage of some topics may require 

students to perform software tests, do product 

demonstrations, conduct surveys, and engage in class 

presentations. 

Working in teams, students apply knowledge and mastered 

skills, including problem-solving techniques and projectmanagement 

methods, to an applications-oriented project. 

The project provides real-world experience by integrating 

systems analysis, programming, testing, debugging, 

documentation and user interfacing techniques. 


50



Year 4 

Semester 8 

Year 4 

Semester 8 

Database 

Administration with 

Lab 

Network Security 

and Controls 

Management 

The aim of this course is to introduce students to the 

various tasks and responsibilities involved in database 

administration and provide a firm foundation in basic 

database administration procedures. Students gain a 

thorough conceptual understanding of the key components 

of the various database architectures and how architectural 

structures work and interact with one another. The course 

provides students with the necessary knowledge and skills 

that are essential for creating an operational database and 

properly manage the various structures in an effective and 

efficient manner in order to have a well-designed and 

operational database. 

Students learn how to manage tables, users, and security 

for a database. In addition to learning the various 

commands needed to perform the DBA tasks, the course 

also provides students with instruction to perform the same 

DBA tasks using any related GUI-console management 

tool. 

The purpose of this course is to provide students with an 

overall view of computer and networking security issues. 

The goal of this course is to prepare students to effectively 

design, implement, and support security policies for small to 

large-scale enterprise network. Students are exposed to a 

wide variety of security analysis and defensive tools and 

engage in implementing and troubleshooting problematic 

security situations on a case study basis. 


51



6.3.3.1 Program Hour/Credit Conversion Justification 

1. Does the program include laboratory components? 

X Yes 

____No 

2. If ‘yes’, will the calculation of program breadth be based on a conversion of all 

program hours into program credits? 

___ Yes 

X No 

3. If ‘yes’, complete Table 6.4.1. If ‘no’, proceed. 


52



6.3.3.2 Undergraduate Academic Course Schedule 

Year and 

Semester 

Year 1: 

Semester 1 

ENG-130 

MATH-110 

BUSN-115 

PGRM-110 

TBIS-110 

Year 1: 

SEMESTER 2 

ECON-210 

MATH-120 

PGRM-125 

Course Title 

Research and 

Composition 


Introduction to Business 

Programming Logic & 

Design with Lab 

Technology in Business 

Systems 

Economics 

Finite Mathematics 


Applications 

Development I 

Total DW 

Course 

Semester 

Hours 

Total DO 

Course 

Semester 

Hours 

Total DL 

Course 

Semester 

Hours 

Course 

Pre- and 

Corequisites 

Proposed 

Instructor 

(or indicate 

if faculty to 

be recruited) 

Highest qualification earned 

and discipline of study (or 

required of faculty to be hired) 

60 None Prof. Simanic 

M.A.. M. Ed. 

Ph.D. or Masters in English, or 

in a related field 

75 None Prof. Lee Ph.D. or Masters in 

M. Sc. Mathematics or Science 

45 None TBR Ph.D. or Masters in Business 

120 None Prof. 

Ramsarran 

MBA. 

45 None Prof. 

Pajkowski 

Ph.D. 

45 Prof Sharma 

MBA 

75 MATH-120 Prof. Lee 

M. Sc. 

75 PGRM-110 Prof. 

Ramsarran 

MBA. 

Ph.D. or Masters in Computer 

Science or in a related field 



Ph.D. or Masters in 

Economics, or in a related 

field 


Mathematics or Science 




53



Year and 

Semester 

SYS-235 

SYS-120 

Year 2: 

Semester 3 

SPCH-230 

ACCT-225 

PGRM-235 

Course Title 


Requirements Modeling I 

Architecture & Operating 

Systems with Lab 

Total DW 

Course 

Semester 

Hours 

Total DO 

Course 

Semester 

Hours 

Total DL 

Course 

Semester 

Hours 

Course 

Pre- and 

Corequisites 

60 TBIS-110 

75 

Proposed 

Instructor 

(or indicate 

if faculty to 

be recruited) 

Prof. 

Pajkowski 

Ph.D. 

Prof Bigelow 

M. Networking 

45 ENG-130 Prof. Simanic 


M.A.. M. Ed. 

TBR 

Financial Accounting 75 BUSN-115 


Applications 

Development II 


Requirements Modeling II 

75 PGRM-125 

SYS-235 

Prof. 

Ramsarran 

MBA. 

Prof. 

Pajkowski 

Ph.D. 

Prof. 

Pajkowski 

Ph.D. 





Science, Business or in a 

related field 



Ph.D. or Masters in English, 

or in a related field 


Accounting, Business or in a 

related field 





related field 



related field 

SYS-245 

60 

TBIS-110 

Introduction to Database 

75 

Systems 

DBMS-210 

Year 2: 

Semester 4 

45 ENG-130 Prof. Simanic Ph.D. or Masters in English, 

Professional Writing 

ENGL-230 

M.A.. M. Ed. or in a related field 

Statistics for Decision 

75 MATH-120 Prof. Lee Ph.D. or Masters in 

MATH-220 Making 

M. Sc. Mathematics or Science 

MGMT-220 Principles of Management 45 BUSN-115 TBR Ph.D. or Masters in Business 


54



Year and 

Semester 

WEB-310 

NET-210 

Year 3: 

Semester 5 

Gen Ed Elective 

ACCT320 

WEB-320 

DBMS-320 

NET-320 

Year 3: 

Semester 6 

Gen Ed Elective 

MGMT-320 

Course Title 

Web Interface Design 

Connectivity with Lab 

e.g. PSY110 

Intro to Psychology 

Managerial Accounting 

ERP Applications 

Development 

Advanced DBMS with 

Lab 

WEB Architecture with 

Lab 

e.g. HIST210 

Contemporary History 

Strategic Management 

Total DW 

Course 

Semester 

Hours 

75 

Total DO 

Course 

Semester 

Hours 

Total DL 

Course 

Semester 

Hours 

Course 

Pre- and 

Corequisites 

PGRM235; 

SYS-245 

75 SYS-120 

Proposed 

Instructor 

(or indicate 

if faculty to 

be recruited) 

Prof Singh 

M. Sc. 

Prof Caneff 

M. Sc. 

45 None Prof Keeling 

Ph. D. 









Psychology or Social 

Sciences 

75 ACCT-225 TBR Ph.D. or Masters in 

Accounting, Business or in a 

related field 

75 PGRM- 

235; 

75 

75 

WEB-310 

DBMS-210; 

SYS245 

NET-210; 

WEB-310 

Prof 

Ramadani 

MBA 

Prof. 

Pajkowski 

Ph.D. 

Prof 

Ramadani 

MBA 



related field 



related field 



related field 

45* None Prof Pretzer Ph.D. or Masters in discipline 

MA. 

45 MGMT-220 TBR Ph.D. or Masters in Business 


55



Year and 

Semester 

WEB-350 

Course Title 

CRM Applications 

Development 

Total DW 

Course 

Semester 

Hours 

Total DO 

Course 

Semester 

Hours 

Total DL 

Course 

Semester 

Hours 

Course 

Pre- and 

Corequisites 

75 WEB-320; 

WEB-310 

MGMT-330 Project Management 75 MGMT-220 

NET-330 

Year 4: 

Semester 7 

LAW-311 

ORGB-405 

CARD-410 

WEB-420 

SYS-450 

Network Administration 

w/lab 


Organizational Behaviour 

Career Development 30 

SCM Applications 

Development 

Senior Project Feasibility 

Study 

75 NET-210 

Proposed 

Instructor 

(or indicate 

if faculty to 

be recruited) 

Prof. 

Ramsarran 

MBA. 

Prof Mary 

Chong 

Prof Shirazi 

M. Sc., Ph.D. 

Candidate 

45 None Prof Sharma 

MBA 






related field 



related field 


Science, Networking or in a 

related field 


Law or in a related 

field 

45 None TBR Ph.D. in Psych or 

Masters in Business 

Senior Prof Pretzer Ph.D. or Masters in 

Status MA. English Human resources or 

75 WEB-350; 

WEB-310 

30 Senior 

Status 

Prof Singh 

M.Sc. 

Prof. 

Ramsarran 

MBA. 

a related Field 


Computer Science, 

Business or in a 

related field 




related field 


56



Year and 

Semester 

DBMS-420 

Year 4: 

Semester 8 

HUMN-410 

BUSN-400 

SYS-460 

DBMS-430 

NET-440 

Course Title 

Business Data Analysis 

Technology, Society, and 

Culture 

Current Issues in Business 

and Computing 


Database Administration 

w/Lab 

Network Security and 

Controls Management 

Total DW 

Course 

Semester 

Hours 

Total DO 

Course 

Semester 

Hours 

Total DL 

Course 

Semester 

Hours 

Course 

Pre- and 

Corequisites 

75 DBMS-320; 

MGMT-320 

45 

45 

Senior 

Status 

Senior 

Status 

60 Senior 

Status 

75 DBMS-420 

Proposed 

Instructor 

(or indicate 

if faculty to 

be recruited) 

Prof. 

Ramsarran 

MBA. 

Prof Pretzer 

MA. 

Prof. 

Ramsarran 

MBA. 

Prof. 

Pajkowski 

Ph.D. 

Prof 

Ramadani 

MBA 

75 NET-335 Prof Shirazi 

M. Sc., Ph.D. 

Candidate 



required of faculty to be 

hired) 


Business, Computer 

Science, or related 

field 


Business, Social 

Sciences or in a 

related field 




related field 




related field 




related field 



Networks, Business 

or in a related field 


57



Year and 

Semester 

Course Title 

Total DW 

Course 

Semester 

Hours 

Total DO 

Course 

Semester 

Hours 

Total DL 

Course 

Semester 

Hours 

Course 

Pre- and 

Corequisites 

Proposed 

Instructor 

(or indicate 

if faculty to 

be recruited) 



required of faculty to be 

hired) 

Subtotal Course hours 1980 450 150 

Total Program Hours 2580 

Calculate the percentage of the program 

offered in DO and DL courses (450 + 150 ) / 2580 = 23% Must be at least 20 % of total program 

Calculate the percentage of the breadth 

courses offered in DO courses 450 / (450 + 150) = 75% Must be at least 75% of total DO and DL 

courses 

Calculate the percentage of the breadth 

courses offered in DL courses 150 / (450 + 150) = 25% Must not be greater than 25% of the total DO 

and DL courses 


58



6.4 Course Outlines 


59


Concord, Ontario 

L4K 4N1 

Course Title: 

Introduction to Business 

Year 1: Semester 1 

Subject length in hours 

45 hours 

Course Description 

This course introduces the business enterprise and the enviroments in which businesses 

operate. Students examine the roles of major functional areas of business and interrelationships 

among them. These include human resource management, customer 

management, sales and marketing, cash flow, collections and budgeting, supplier 

management, invoicing, as well as production planning and shipping and receiving. 

Organizational theories and techniques are examined, and economic, cultural, political and 

technological factors affecting business organizations are evaluated. 

Prerequisites: None 

Hours: 

Contact: 3 

Credit: 3 

Materials Required 

Textbook: The future of Business by Althouse, Rose, Allan, 

Gitman & McDaniel. First Canadian Ed. 

Hardware: N/A 

Software: MS Excel 

Other: N/A 

Thomson/Nelson 

ISBN: 0176224386 

Provided or purchased by Student: 

Provided 

Method of Evaluation 

Type Number % value 

Graded Research Assignments 4 10 

Quizzes (Tests) 5 20 

Mid-Term Exam 1 25 

Final Exam 1 25 

Team Project 2 20 

100 

Method of Instruction 

Method 

Number of hours 

Lecture 30 

Lecture/Lab 15 

Supervised Lab 

N/A 

Supervised Practical 

N/A

2 

Learning Objectives: 

Upon completion of this course, the student will demonstrate, in assignments, tests and 

exams, knowledge of the following: 

1. Given a description of a typical business, demonstrate how that business acts within 

our economic system to achieve its goals as well as those of society, along with an 

understanding of how the future may impact these goals. 

2. Given the importance of ethics in business, be able to understand and address ethical 

dilemmas that may occur in workplace activities and offer suggestions to prevent their 

recurrence. 

3. Given the need to increase profits through cost reductions, describe the use of 

globalization strategies to accomplish this initiative, along with a discussion of the pros 

and cons of this approach. 

4. Given understanding of entrepreneurship, be able to describe the major elements 

necessary for success, along with an understanding of the potential risks associated 

with starting a business venture. 

5. Given a need to identify additional sources of revenue, be able to discuss the 

importance of the Internet to achieve this goal and the overall value of eCommerce. 

6. Given the need to improve human resource performance, describe a managerial 

approach to teamwork, empowerment, and effective communication to accomplish this 

objective. 

7. Given a need to understand how products are produced, describe the work performed 

by various departments in the production of a good to a final customer. 

8. Given a need to understand the power of consumers, describe the role that Marketing 

can play to identify customer needs and desires that can be translated into better 

products. 

9. Given a need for timely and accurate data for decision making, discuss the use of 

technology and ways in which the management of information can facilitate this goal. 

10. Given a need to understand a firm’s financial performance, be able to identify and 

explain the major elements contained within financial and accounting statements.

3 

Topic Outline: 

Contact 

Hours 

4 

4 

4 

Module Topic/Subtopics 

Relative 

Value in % 

1. Successful Business: An Integrated Model 

1.1 Identify the critical success factors for a business. 

1.2 Describe the elements of the business of its internal 

environment that affect one another. 

1.3 Describe the areas of the external environment that 

impact on each other as well as on the business as a 

whole. 

1.4 Identify the major stakeholders who are affected by 

the decisions that the business makes. 

1.5 Identify the skills that managers need to lead 

businesses in the new century. 

8.8 

2. Economic Challenges Facing Global and Domestic Business 

2.1 Compare the major types of economic systems with 

respect to the management of factors of production. 

2.2 Distinguish between microeconomics and 

macroeconomics. 

2.3 Goals of Macroeconomic: 

2.3.1 Explain how productivity, price-level changes, 

and employment levels affect the stability of a 

nation’s economy. 

2.3.2 Identify and describe the four stages of the 

business cycle. 

2.3.3 Discuss how monetary policy and fiscal policy 

are used to manage an economy’s 

performance. 

2.4 Goals of Microeconomic: 

2.4.1 Explain the factors that drive supply and 

demand. 

2.4.2 Describe each of the four types of market 

structures in a private enterprise system. 

2.5 Describe the major global economic challenges of the 

21 st century. 8.8 

3. Competing in Global Markets 

3.1 Explain the importance of international business and 

the main reasons why nations trade. 

3.2 Discuss the relationship of absolute and comparative 

advantage to international trade. 

3.3 Describe how nations measure international trade 

and the significance of exchange rates. 

3.4 Identify the major barriers that confront global 

business. 

3.5 Explain how international trade organizations and 

economic communities reduce barriers to 

international trade. 

3.6 Compare the different levels of involvement used by 

businesses when entering global markets. 8.8

4 

4 

4 

4 

4. Business Ethics and Social Responsibility 

4.1 Explain the concept of Business Ethics and Social 

Responsibility. 

4.2 Describe the factors that influence business ethics. 

4.3 List the stages in the development of ethical standards. 

4.4 Identify common ethical dilemmas in the workplace. 

4.5 Discuss how organizations shape ethical behavior. 

4.6 Describe how businesses’ social responsibility is 

measured. 

4.7 Summarize the responsibilities of business to 

stakeholders. 

4.8 Describe the global and domestic trends in ethics and 

social responsibility. 

8.8 

5. Electronic Commerce: The Internet and Online Business 

5.1 Discuss how the Internet provides new routes to 

business success. 

5.2 Summarize the Internet’s functions and gives examples 

of each. 

5.3 Describe the increasing diversity of Internet users. 

5.4 Differentiate between the four major e-commerce market 

segments. 

5.5 Describe some of the challenges associated with 

Internet Selling. 

5.6 List the steps involved in developing successful Web 

sites. 

5.7 Explain how global opportunities result from 

technological advances. 8.8 

6. Starting Your Own Business: The Entrepreneurship Alternative 

6.1. Define the term entrepreneur, and distinguish among 

entrepreneurs and small-business owners. 

6.2. Identify three different types of entrepreneurs. 

6.3. Explain why people choose to become entrepreneurs. 

6.4. Identify the personality traits that typically characterize 

entrepreneurs. 

6.5. Discuss conditions that encourage opportunities for 

small business. 

6.6. Advantages vs Disadvantages of small business. 

6.7. Summarize the process of starting a new venture. 

6.7.1. Finding the idea 

6.7.2. Forms of business organization 

6.7.3. Managing a small business 

6.8. Trends in shaping the small business environment 

7. Customer Driven Marketing (Customer Relationship 

Management (CRM) approach) 

7.1. Summarize the ways in which marketing creates utility. 

7.2. Explain the marketing concept and relate how customer 

satisfaction contributes to added value. 

7.3. Outline the basic steps in developing a marketing 

strategy 

8.8

5 

6 

7.3.1. Understanding the external environment 

7.3.2. Defining a target market 

7.3.3. Creating a competitive advantage 

7.3.4. Developing a marketing mix 

7.3.4.1. Product (Product Life Cycle) 

7.3.4.2. Price (Breakeven Analysis) 

7.3.4.3. Promotion (Advertising and 

Public Relation) 

7.3.4.4. Place 

7.4. Describe the components of a market and distinguish 

between B2B and B2C marketing. 

7.4.1. Buyer behavior 

7.4.2. Consumer behavior 

7.5. Identify the basic forms of market segmentation. 

7.6. Describe the marketing research function. 13.3 

5 

5 

8. Production and Operations Management 

8.1 Outline the importance of production and operations 

management. 

8.2 Explain the major tasks of production and operations 

managers. 

8.2.1 Operations Planning 

8.2.1.1 Resource planning – Inventory 

Management 

8.2.1.2 Site Selection 

8.2.1.3 Facility Layout 

8.2.1.4 Supply Chain Management 

8.2.2 Operations Control 

8.2.2.1 Routing Production 

8.2.2.2 Scheduling 

8.2.3 Process Improvement 

8.2.3.1 Total Quality Management 

9. Understanding Accounting and Financial Statements 

9.1 Explain the functions of accounting and its importance to 

the firm’s management, investors, creditors, and 

government agencies. 

9.2 Describe the roles played by public, management, 

government, and not-for-profit accountants. 

9.3 Outline the steps in the accounting process. 

9.4 Explain the functions and major components of the three 

principal financial statements: the balance sheet, the 

income statement, and the statement of cash flows. 

9.5 Discuss how financial ratios are used to analyze a firm’s 

financial strengths and weaknesses. 

9.6 Describe the role of budgets in a business. 

9.7 Explain the importance of uniform financial statements 

for global business. 

10. Improving Performance through Empowerment, Teamwork, and 

Communication 

10.1 Describe why and how organizations empower 

employees. 

11 

11

6 

5 

10.2 Identify the characteristics of an effective team and 

the roles played by team members. 

10.3 Summarize the stages of team development. 

10.4 Relate team cohesiveness and norms to effective 

team performance. 

10.5 Describe the factors that can cause conflict in teams 

and how conflict can be resolved. 

10.6 Explain the importance of effective communication 

skills in business. 

10.7 Compare the different types of communication. 11 

45 99.1 

Information About Course Designer/Developer: 

_X__ Course designed by faculty eligible to teach this course: 

(Attach list of names; faculty curriculum vitae in Appendix 8.4.1, 8.4.2, or 8.4.3 as 

appropriate.) 

• Denise Simanic 

___ Course designed by other: 

(Attach name[s] and explanation of role in Appendix 8.4.4. The Quality Assessment 

Panel may request the curriculum vitae or résumé.) 

Faculty qualified to teach the course and/or statement “faculty to be hired”: 


• Raj Sharma 

• Shri Ramsarran 

If the method of instruction includes on-line delivery (technology-based, computer-based 

and web-based), what percentage of the course content will be offered on-line? 

_______________% 

• N/A 

Faculty qualifications required to teach/supervise the course: 

(Include academic credentials and professional experience.) 

• Ph.D or Masters in Computer Science, Business or in a related field



L4K 4N1 

Course Title: 




75 hours 


This first course in the mathematics sequence is a college-level algebra course. It begins with 

a review of fundamental algebraic topics and continues through more advanced study such as 

solving and graphing of linear, quadratic, polynomial, rational, radical and logarithmic 

functions, solving of system of linear equations and dealing with sequences and series. 

Logical thinking and analytical skills are developed through the use of a wide spectrum of reallife 

problems. 

Prerequisites: Grade 12 Diploma including Math and Physics 

Hours: 

Contact: 5 

Credit: 5 


Textbook: 

College Algebra, 8/E, by Gustafson & Frisk 

Hardware: N/A 

Software: N/A 

Other: N/A 

Thomson/Brooks/Cole/ 

ISBN: 053440068x 


N/A 








100 


Method 


Lecture 75 

Lecture/Lab 

N/A 


N/A 


N/A

2 




1. Given an application problem that can be expressed in the form of a linear, quadratic, 

simple rational or radical equation, set up the equation and solve by an appropriate 

algebraic method. 

2. Given the graph of a relation, determine whether it is a function and, if it is, determine its 

domain, range, and intervals of increasing and decreasing function values. 

3. Given a real-world applied problem, such as using linear interpolation to estimate a value 

or linear regression to forecast sales, compute the equation of a linear function using only 

two points, and evaluate this function for a given value. 

4. Given a real-world applied problem, such as break-even analysis, or product mix 

problems, formulate an appropriate linear system of two equations and two unknowns, and 

three equations and three unknowns, and find the solutions using graphing, substitution, 

elimination and matrix inversion methods, as appropriate. 

5. Given a real-world applied problem that can be described by a quadratic equation, such as 

a trajectory problem, determine its equation, domain and range, intercepts, axis of 

symmetry and vertex, graph the function, and evaluate the function for a given value. 

6. Given the equation of polynomial or rational function, sketch the graph of the function by 

using x and y-intercepts, end behavior, maxima and minima, and asymptotes as 

appropriate. 

7. Given the graph or equation of a polynomial function, translate this function using reflections 

across the axes, horizontal and vertical shifts, stretching and shrinking. 

8. Given two polynomial and/or simple rational or radical functions, find their composition, 

sum, difference, product, quotient or inverse (if it exists). 

9. Given a real-world applied problem, such as computing time or rate in population growth, 

or computing the time in a compound interest problem, formulate an appropriate 

exponential equation and solve using the laws of logarithms. 

10. Given an arithmetic or geometric series, determine the sum of a specified number of terms 

in the series using the appropriate calculation method.

3 


Contact 

Hours 

7 

6 

8 


Relative 

Value in % 

1. Equations and Inequalities 

1.1 Linear equation in one variable. 

1.2 Solve linear inequalities. 

1.3 Solve compound inequalities and introduce interval notation. 

1.4 Factor into two binomials: a factorable quadratic polynomial with 

c≠0 

1.5 Given a quadratic polynomial with c=0, factor out the greatest 

common factor. 

1.6 Given a quadratic equation with irrational or complex solutions, 

solve using the quadratic formula. 

1.7 Given a simple rational equation solve and determine the values 

for which the equation is undefined. 

1.8 Given a simple square root or cubic root equation solve and 

determine the values for which the equation is undefined. 

1.9 Review Rectangular Coordinate System and Graphs of equations. 9 

2. Functions 

2.1 Explain the concept of independent and dependent variables. 

2.2 Given a set of ordered pairs or an equation in two variables, 

determine if it represents a function. 

2.3 Given a graph, determine if it is a function using the vertical line 

test. 

2.4 Given a function represented as a set of ordered pairs, determine 

its domain and range. 

2.5 Given a graph, determine the intervals of increasing and 

decreasing function values, and describe in an appropriate 

notation, such as interval notation. 8 

3. Linear Function 

3.1. Explain the concept of slope. 

3.2. Determine domain and range of the function. 

3.3. Find the slope and equation of a line through two given points. 

3.4. Given the graph of a line, determine its equation. 

3.5. Given a point on the line and a line parallel or perpendicular to it, 

determine its equation. 

3.6. Explain the concept of a “best fit” line without necessarily 

explaining the “squared error of the mean” or “least squares”. 

3.7. State the meaning and explain the need for linear interpolation. 

4. System of Linear Equations 

4.1 Explain the idea of simultaneous equations. 

4.2 Explain the relationship between the intersection point of two 

lines and the solution of the system. 

4.3 Explain the concept of an inconsistent system and its 

relationship to parallel lines. 

4.4 Explain the concept of a dependent system and what it means 

graphically. 

4.5 Solve systems of two linear equations in two unknowns 

algebraically. 

4.5.1 elimination by addition method 

4.5.2 substitution method 

4.6 Represent a system of equations using a matrix. 

11

8 

8 

8 

4.7 Solve a system of equations (2x2 and 3x3) using an 

appropriate matrix method. 

4.7.1 Matrix inversion 

4.7.2 Cramer’s Rule. 11 

5. Quadratic Function 

5.1 Given a quadratic equation, determine the vertex, 

intercepts, and axis of symmetry. 

5.2 Given a quadratic equation, sketch the graph on the Cartesian 

plane, and identify the domain and range. 

5.3 Given the roots of a quadratic equation, determine its 

equation. 

5.4 Given the quadratic equation of a real-world application, 

determine and interpret the maximum or minimum of the 

function. 11 

6. Polynomial and Other Functions 

6.1 Given the graph of a polynomial function, identify all local 

extremes and intervals where the function increases and 

decreases. 

6.2 Explain the concept of an odd or even function and link the 

end behavior of a function to its being odd or even. 

6.3 Given the equation of a polynomial function, predict the 

function behavior and sketch the function based on 

information gathered about its roots, number of turning points, 

end behavior, and intercepts. 

6.4 Given the equation of a simple rational function, determine its 

domain, intercepts, end behavior, and any vertical or 

horizontal asymptotes and sketch the function. 

7. Transformation of Functions 

11 

4 

8 

8 

7 

7.1 Given a function y = f(x), demonstrate how adding or 

subtracting a constant from either x or y will effect the graph of 

the function. 

7.2 Given a function y = f(x), demonstrate how multiplying either x 

or y by a constant will effect the graph of the function. 

8. Operations on Functions 

8.1 Given a polynomial, rational, or radical function, find the nth 

iteration at a given value in the domain. 

8.2 Given two functions, find their composition, sum, difference, 

product, or quotient of the functions. 

8.3 Given the graph or equation of a one-to-one function, find its 

inverse. 

9. Exponential and Logarithmic Functions 

9.1 Define common and natural logarithm. 

9.2 Convert a logarithmic equation into an exponential 

equation and vice versa. 

9.3 Given the equation of a logarithmic or exponential function, 

state the domain and range, predict its behavior from the 

appropriate asymptotes and intercepts, and sketch the graph 

the function on the Cartesian plane. 

9.4 State and demonstrate the use of the basic laws of logarithms. 

9.5 Given a real-world problem, use the concept of exponential 

growth or compound interest to solve the problem. 

11 

11 

9

5 

10. Sequence and Series 

10.1 Introduce Sigma notation. 

10.2 Define and differentiate between arithmetic and geometric 

sequences. 

10.3 Given an arithmetic or geometric sequence, calculate the 

nth term. 

10.4 Given an arithmetic or geometric series, determine the 

sum of a specified number of terms in the series using the 

appropriate calculation method. 

10.5 Define recursive function in series and sequences 

7 

9 

75 100 




appropriate.) 

• Irene Lee 





• Irene Lee 

• Ahmad Ibrahim 



_______________% 

• N/A 



• Ph.D or Masters in Mathematics or Science



L4K 4N1 

Course Title: 

Programming Logic and Design with Lab 



120 hours 

Course Description: 

This course introduces basics of programming logic as well as algorithm design and development 

using tools such as flowcharts, structure charts or pseudo-code. Students also learn basic constructs 

of programming including constants, variables, expressions and control structures for sequential, 

iterative and decision processing. 

Prerequisites: Grade 12 Diploma including Math and Physics 

Hours: 

Contact: 8 

Credit: 6 


Textbook: C# How to program, 

Harvey M. Deitel, Paul J. Dietel, Jeffrey A. Listfield, 

Tem R. Nieto, Cheryl H. Yaeger, Marina Zlatkina. 

2002 

Hardware: PC Lab 

Software: Microsoft’s Visual Studio, Microsoft’s Visio 

Other: N/A 

ISBN: 0130622214 


All Provided 







Laboratory Assignments 5 20 


100 


Method 

Lecture 40 


Supervised Lab 40 

Supervised Practical N/A 

Number of 

hours

Learning Outcomes: 

1. Given the need for developing business computer applications, examine the features, strengths 

and weaknesses of various programming languages by completing the following: 

1.1 Determine the need for computer programs 

1.2 Examine the various generations of programming languages. 

1.3 Evaluate compiled vs. interpretive programming languages 

1.4 Compare scripting and programming languages. 

1.5 Define various programming languages. 

1.6 Define structured programming and its purpose. 

2. Given that computer programs are used to solve business problems, apply a top-down 

procedural problem solving principles to accomplish the following 

2.1 Define the given business problem. 

2.2 Use software design tools to outline the execution sequence. 

2.3 Modularize the program flow and execution. 

2.4 Use comments within the program code to provide documentation. 

2.5 Compile the programming code. 

2.6 Execute and Debug the program. 

2.7 Provide supporting documentation for the program. 

3. Given a specific business problem that involves multiple tasks and multiple steps use an 

appropriate design tool to create a logic depiction of the various process flows that solve the 

problem. 

3.1 Develop IPO (Input Process Output) Charts to identify requirements. 

3.2 Design program flow charts to create program blueprints. 

3.3 Use ‘pseudo-code’ to develop programming logic. 

3.4 Design System Diagrams for an existing program. 

3.5 Use TOE(Task, Object, Event) Charts to develop modular code. 

4. Given a business problem that involves the use of basic mathematical calculations, define all 

required variables, constants, operators and mathematical expressions that solves the problem 

using the following activities: 

4.1 Analyze traditional programming variable types such as: integer, short, long, float, double 

and characters, in terms of storage capabilities and memory requirements 

4.2 Apply appropriate, descriptive variable names. 

4.3 Declare and assign a data type to a variable. 

4.4 Determine variable scope for a give situation. 

4.5 Declare and utilize constants in a program. 

4.6 Explain precedence rules for logical and relational operators. 

4.7 Apply precedence rules for math operators and compound operators. 

5. Given a set of business problem statements involving data input, mathematical calculations, and 

output generation, design the solution logic, code, test, and debug a computer program that 

satisfies the output requirements through the following steps: 

5.1 Design the logic of the program. 

5.2 Write the required programming code. 

5.3 Perform input/output operations 

5.4 Create source code using an editor. 

5.5 Compile program. 

5.6 Analyze the use of program blocks, in terms of scope and modularization. 

5.7 Apply procedural programming methodologies to solve the problem.




6.1 Examine various types of relational operators. 

6.2 Implement 'if' and 'if else' statements. 

6.3 Construct nested if statements. 

6.4 Use case/switch statements to create menu driven programs. 

6.5 Use logical operators with relational operators to form variable expressions and make 

decisions. 

6.6 Construct program loops: 

6.6.1 Construct for, while, and do-while loops. 

6.6.2 Use break, exit, and continue commands in loops. 

6.6.3 Apply pre and post increment/decrement operators in loops. 

6.7 Define the scope of variable. 

6.8 Construct a class 

6.9 Construct a program using multiple functions and employing local and global variables. 

6.10 Pass values and variables between functions. 




7.1 Explain an array structure for single and multi-dimensions. 

7.2 Construct single and multi-dimensional arrays. 

7.3 Store numeric or character data in an array. 

7.4 Search an array for particular information using loops and decision statements. 

7.5 Sort data arrays using common algorithms, such as shell, bubble, selection and quick sorts. 

8. Given a computer programming that has errors of syntax and logic as a sample, apply 

debugging techniques that enable the efficient and accurate solution of the errors through the 

following activities: 

8.1 Invoke the debugger and use watches and break points. 

8.2 Use the help features in the development environment. 

8.3 Desk check the program 

8.4 Compare and contrast syntax errors and logic errors 

9. Given a program that is well documented and one that is not, assess the style, quality, and 

completeness of the documented program code and make recommendations for 

enhancements; based on an accepted set of documentation standards by a professional 

evaluator apply it to the undocumented program through the following steps: 

9.1 Compare the difference between program documentation and user documentation. 

9.2 Describe why documentation is important. 

9.3 Select useful and appropriate variable and module names 

9.4 Demonstrate authorship documentation and inline documentation 

9.5 Create programs using proper programming ‘style’. 

10. Given the requirement that data be save for future use and for sharing by computer users, apply 

file handling operations to store and retrieve data correctly in a file in a particular format (such 

as a sequential format) by understanding and performing the following tasks: 

10.1 Understand how and be able to open files 

10.2 Know what a file record pointer

10.3 Understand how and be able to close files 

10.4 Understand and know how an end-of-file marker is created and programmed for 

10.5 Understand how and be able to read from a file 

10.6 Understand how and be able to write to a file 

11. Given a program coded in a structured programming style, apply the concepts of the Object- 

Oriented Programming style and be able to transform the structured code into an objectoriented 

program that accomplishes the same tasks as the structured program by completing 

the following tasks: 

11.1 Analyze Object-Oriented principles. 

11.2 Define Classes and Declare Objects 

11.3 Apply Private, Public members of a Class. 

11.4 Use Class Constructors to initialize data members. 

11.5 Write member functions. 

11.6 Initialize Objects. 

11.7 Use Destructors to release resources.

Topic Outline 

Time 

(Hour) 

Major/Sub Topic 

10 Program Development Platforms: features, strengths and 

weaknesses 

Introductory concepts in: 

Programming languages; Programming client interfaces 

Programming data storage; Programming Servers 

15 Apply Top Down Procedural Problem Solving Principles. 

Problem definition and decomposition 

Identify decision control statements 

Depict using Pseudo-code; Depict using Flowcharts 

5 Use common software design aids/tools to create programs. 

Text editors; GUI editors 

Anatomy of programs 

Relative 

Value 

In % 

8 

16 Apply Variables, Constants, Operators and Expressions 14 

16 Apply programming language structures 

Main point of entry 

Control through method invocation; Method/procedure definition 

Process termination 

14 

12 Apply decision control statements 

Pseudo-code ; Flowcharts 

6 Construct Iteration processes 

‘for’ loops 

Control parameters 

6 Construct ‘Selection’ logic 

‘if/else’ constructs and statements 

6 Trace/navigate logic sequentially 

Using loops 

Using selection 

Using ‘drop’ through 

8 Understanding RAM memory for data storage 

Apply data storage arrays 

5 Program Debugging and trouble shooting errors 

Syntax errors 

Output errors 

5 Basic File handling operations 

4 

Operations on Sequential disk files 

5 Program Documentation and documentation standards 4 

5 Introduction to Object-Oriented Programming 4 

120 100.5 

12.5 

4 

10 

5 

5 

5 

7 

4




appropriate.) 







• Ylber Ramadani 

• Ross Bigelow 

• Ravinder Singh 



_______________% 

• N/A 



• Ph.D or Masters in Business or related field



L4K 4N1 

Course Title: 




45 hours 


This foundation course in computer systems concepts provides students with a practical 

understanding of the key technologies, architectures, and real-world applications that power 

business operations. As an introduction to computer systems used in businesses this course 

delves into the main technologies implemented within business and their functionalities in 

general. Students will learn how to conduct business research, analyze and prepare 

spreadsheet data, and create useful presentations. Topics include computer languages and 

computing platforms, databases and report generation, office productivity applications, and 

network systems. 


Hours: 

Contact: 3 

Credit: 3 


Textbook: 

Hardware: PC Lab 1 work station per student 

Software: MS Office; PowerPoint 

Other: N/A 


Provided 








100 


Method 


Lecture 15 



N/A 


N/A

2 



Contact 

Hours 


Relative 

Value in % 

10 

11 

10 

12 13 

11 

10 

11 

10 

5 6 

8 9 

75 100

3 




appropriate.) 

• Bob Pajkowski 











_______________% 

• N/A 






L4K 4N1 

Course Code: ENGL130 

Course Name: Research and Composition 

Hours: 

Contact: 4 

Credit: 4 

Prerequisites: 

None 


This course builds on the conventions and techniques of composition through critical 

reading and writing related to the student’s program of study. Students apply principles 

of logic, strategic thinking, and synthesis to prepare sound arguments supported by 

relevant, well-documented research. The culminating activity is a persuasive and 

analytical paper referencing contemporary issues in technology where individual style 

and unique thinking are demonstrated. 

Course Objectives: 

Upon successful completion of this course students will be able to demonstrate an 

understanding of the following outcomes: 

1. Given an essay assignment, apply planning techniques to generate facts and 

ideas and shaping techniques to organize ideas into a logical method of essay 

development 

2. Draft an essay supported by relevant evidence and ample details, given an 

organizational approach in response to an assignment 

3. Revise an essay to strengthen the development of the central ideas, structure, 

style, and mechanics 

4. Plan, draft, and revise a variety of essays including division/classification, 

comparison/contrast, process analysis, definition, description, extended 

definition, example, problem-solution, cause/effect, and argumentation 

5. Evaluate assigned readings to determine reliability of evidence, use of sound 

reasoning, and implicit or explicit comparisons 

6. After selecting a suitable research topic, access needed information using both 

traditional and electronic methods to produce a working bibliography for a 

research paper 

7. Using external sources, apply techniques of summary, paraphrase, and quoting. 

8. Prepare a logical persuasive paper applying the classical argument structure.

Course Topics: 

1. Writing process 

2. Unity in writing 

3. Outlining for structure 

4. Modes of development 

a. Definition 

b. Description 

c. Process 

d. Division and Classification 

e. Comparison and Contrast 

f. Cause and Effect 

5. Research techniques and technologies 

6. Quotations, paraphrase and summary 

7. Documentation 

8. Aristotelian reasoning: ethos, logos, and pathos 

9. Logic fallacies 

10. Classical argument



L4K 4N1 

Course Title: 

Principles of Economics 



45 hours 


This course introduces the field of economics and shows how a system-level 

understanding of the interaction between micro- and macroeconomics greatly improves 

the quality of one’s analysis. Microeconomic concepts, such as supply and demand and 

the theory of the firm, serve as foundations for analyzing macroeconomic issues. 

Macroeconomic topics include gross domestic product (GDP), fiscal and monetary 

policies, and international topics such as global trade and exchange rates. The course 

also shows how human behavior and decision making translate into observable 

economic-system measures of performance. Emphasis is placed on interpreting 

economic variables and events, using fundamental analytical methods, and applying 

these to real-world issues. 

Prerequisites: BUSN115 

Hours: 

Contact: 3 

Credit: 3 




1. Given the factor supply and state of technology, discuss the economic choices 

with the help of the production possibility frontier. 

2. Given the continuum of economic systems, list and describe the main 

characteristics of market orientated economies and centrally planned economies, 

and discuss their relative merits and limitations. 

3. Given the market data for demand and supply of a specified item, determine the 

equilibrium price and quantities and illustrate them through a complete and 

properly labeled diagram. 

4. Given a demand schedule, classify the different portions of the demand function 

as price-elastic, price-inelastic, or price-unit-elastic using the total revenue rule. 

5. Given the cost curves for a firm and demand curve under (a) perfect competition 

and (b) monopoly, determine for both conditions if the firm will continue to 

operate in the short run, and if so, graphically calculate the output and profit or 

loss of the firm.

2 

6. Given current National Income account data, calculate the Gross Domestic 

Product using both the income and expenditure methods used by Statistics 

Canada. 

7. Given historical data on inflation, compare and contrast the costs of anticipated 

and unanticipated inflation. 

8. Given aggregate demand and supply curves, illustrate the effects of the specified 

economic shocks on equilibrium levels of national output and price level by 

complete and separate diagrams. 

9. Given the economic data, construct a standard Keynesian model with 

government, and determine equilibrium values and multipliers. 

10. Given the monetary power of the Bank of Canada, formulate the model of 

equilibrium interest rate and explain why all of the Bank’s goals may not always 

be achieved simultaneously. 

11. Given the country differences in terms of resource availability and technology, 

describe the gains from international trade and specialization. 

12. Given the system of floating exchange rates, describe the model of foreign 

exchange rate determination and evaluate the problems and policies associated 

with defending the dollar. 


1. Production possibility frontier 

2. Economic systems 

3. Demand and supply 

4. Elasticity 

5. Macroeconomic measurements 

6. Unemployment and inflation 

7. Aggregate expenditure 

8. Aggregate demand and aggregate supply 

9. Fiscal policy 

10. Monetary policy 

11. Exchange rates 

12. International economics



L4K 4N1 

Course Title: 


Finite Mathematics 

75 hours 



The course provides students with a working knowledge of mathematical tools used to support 

decision-making. 

Finite Mathematics builds on MATH 110 – College Algebra and provides a foundation for 

program-specific courses such as Statistics, Accounting, Project Management and System 

Analysis. The topics covered in college algebra are expanded on in this course through the 

introduction of such concepts as mathematics of finance, combinatorics, graph theory, 

mathematical programming and time series. In this course, students will be required to look at 

a problem and derive information necessary to determine a course of action. Other key skills 

developed in the course include the ability to estimate an answer in order to verify a solution, 

the ability to think creatively within a mathematical context, and the ability to see how the real 

world impacts out attempts to model it mathematically. 

Prerequisites: Eligibility to enroll in this course is based on successful completion of MATH 

110 and a good working knowledge of word processing and spreadsheet software. 

Hours: 

Contact: 5 

Credit: 5 


Textbook: 

College Algebra, 8/E, by Gustafson & Frisk 

Hardware: N/A 


Other: N/A 

Thomson/Brooks/Cole/ 

ISBN: 053440068x 


Provided 








100 


Method 


Lecture 60 

Lecture/Lab 

N/A 



N/A

2 




1. Given a set of data such as colors of automobiles and body styles or gender and college 

major, determine various sets and use Venn diagrams to present the data. 

2. Given a situation where it is necessary to select a number of items from a larger group and 

order matters and duplicates are not allowed, use the permutations formula to determine 

the number of ways the selection can be made. 

3. Given a situation where it is necessary to select a number of items from a larger group and 

order does not matter and duplicates are not allowed, use the combination formula to 

determine the number of ways the selection can be made. 

4. Given either a known future or present value, interest rate, time period, use the 

appropriate formula to determine the unknown future or present value. 

5. Given either a known deposit or withdrawal, interest rate, time period, use the appropriate 

annuity formula to determine either future or present value. 

6. Given either a know loan amount or desired future accumulation of capital, interest rate, 

and time period, use the appropriate formula to determine the loan payment or periodic 

deposit. 

7. Given a set of time series data, select and apply an appropriate forecasting model and 

derive a projection for the next period. 

8. Given several forecasting models, use error calculations to recommend an appropriate 

method. 

9. Given a business situation for which linear programming is appropriate, such as 

production planning, scheduling, or resource allocation, develop the model including an 

objective function and necessary constraints. 

10. Given a computer-generated solution to a mathematical programming model, analyze the 

output to determine the impact of certain courses of action such as acquiring additional 

resources, changing selling price, etc. 

11. Given the need for efficient routing (best routes) in any network, determine the best route 

by using graphs. An example is given here: given the geography of possible routes for a 

mail truck that stops exactly once at each of, say 10, mail boxes to pick-up outgoing mail 

and returns to the post office from where it began, use tree graph to find the best 

(shortest) route.

3 


Contact 

Hours 

1. Compound interest 


Relative 

Value in % 

8 

8 

8 

8 

8 

Illustrate how present value is the inverse of future value. 

Compare and contrast simple and compound interest. 

Illustrate how compounding frequency per year impacts the 

effective annual rate. 

Use logarithms to determine unknown rates or time. 

Use Excel to determine future and present value. 

2. Annuities 

2.1 Compare and contrast annuities with future and present 

values of lump sum deposits. 

2.2 Identify key issues in the application of the mathematics of 

finance to real-world problems. 

2.3 Apply series to an annuity problem. 

2.4 Use Excel to determine future and present values annuities. 

2.5 Use Excel to determine future and present values for nonconstant 

deposits and withdrawals. 

3. Sinking Funds and Amortization 

3.1 Illustrate how sinking fund and amortization are inverses of 

future and present value of annuities. 

3.2 Determine total interest paid. 

3.3 Show how time impacts total interest paid. 

3.4 Use Excel to determine sinking fund amounts or 

amortization payments 

11 

4. Sets 

Define a set and its notation. 

Use of Venn Diagram. 

Define the empty or null set and the complimentary set. 

Define the union and intersection of two sets. 11 

5. Counting Principles & Probability 

5.1 Define the fundamental counting principle. 

5.2 Define the tyranny of numbers. 

5.3 Define factorials. 

5.4 Determine permutations and permutations with repetition. 

5.5 Compare and contrast permutations and combinations. 

5.6 Determine combinations. 

5.7 Define probability and use the appropriate counting rules to 

calculate a probability. 

5.8 Dependent Events: Conditional Probability 

5.9 Bayes’ Formula 

5.10 Independent Events 

5.11 The Binomial Probability Model 

6. Time Series Forecasting 

6.1 Plot time series data on a run chart. 

11 

11 

11

4 

8 

6.2 Discuss the importance of forecasts, including topics such 

as time horizon, level of accuracy, and level of 

management involvement. 

6.3 Develop a forecast using the level model. 

6.4 Develop a forecast using a moving average. 

6.5 Develop a forecast using a weighted moving average. 

6.6 Review recursive functions. 

6.7 Develop a forecast using exponential smoothing. 

6.8 Develop a forecast using trend adjusted exponential 

smoothing. 

6.9 Use Excel to develop forecasts. 11 

7. Forecast Error 

7.1 Use mean absolute deviation to choose among several 

forecast methods for a given set of data. 

7.2 Use mean square error to choose among several forecast 

methods for a given set of data. 

7.3 Use mean absolute percentage error to choose among 

several forecast methods for a given set of data. 

7.4 Use Excel to determine forecast error. 

8 

11 

8. Mathematical Programming Formulation 

8.1 Explain the concepts of constrained resource decisionmaking 

and the idea of the optimal solution. 

8.2 Discuss the parts of a mathematical programming model, 

including the objective function, variables, and constraints. 

8.3 Solve a model with two variables using the graphing 

technique. 

8.4 Solve a model with two or more variables using Excel. 

8.5 Discuss the various types of variables including integer and 

binary. 

8 

11 

9. Post-optimality Analysis 

Discuss shadow price and show how to determine the 

relevant range of a shadow price. 

Determine allowable ranges for Right Hand Side values. 

Use the output to determine a course of action given a 

specific change in the model’s parameters. 

6 

8 

10. Project Management 

CPM 

PERT 

Risk Analysis 

5 

7 

75 100

5 




appropriate.) 

• Irene Lee 





• Irene Lee 




_______________% 

• N/A 






L4K 4N1 

Course Title: 

Object-Oriented Programming I with Lab 



75 hours 


This course introduces object-oriented programming concepts including objects, classes, 

encapsulation, polymorphism and inheritance. Using an object-oriented programming 

language such as C# or Java, students design, code and document business-oriented 

programs. 

Prerequisites: PGRM-110 Programming Logic and Design with Lab 

Hours: 

Contact: 6 

Credit: 5 




Tem R. Nieto, Cheryl H. Yaeger, Marina Zlatkina, 


Software: DOT.NET Framework, Visual Studio.NET, 

Java SDK, Java NetBeans 

Other: N/A 

Deitel, 2002, ISBN: 0130622214 


Provided 



Graded Research 

5 10 

Assignments 





100


Method 

Lecture 30 




Number of 

hours 


Upon successful completion of this course students should understand and be able to do 

the following: 

1. Given a collection of data, design, code and test a program that stores the data in a 

dynamically allocated array of appropriate type. 

2. Given a set of requirements/specifications, design, code and test a program that 

implements functions with parameter lists that are passed as supported by the 

chosen programming language (e.g. passing by value and/or passing by reference). 

3. Given an object to be represented in software, design, code and test a program that 

a. defines a class to model the characteristics and behaviors of the object, 

b. defines appropriate constructors and destructors for the class, 

c. creates an instance of the object, and 

d. calls the methods of the object to solve a problem. 


controls the accessibility of class members using the public, private, or protected 

access modifiers. 

5. Given a set of specifications, design, code, and test a program that defines and uses 

a set of objects in which an instance of one object is a member of another object. 

6. Given a set of specifications, design, code and test a program that defines and uses 

a set of objects in which one object is derived from another object. 

7. Given a set of functions or operations, design, code and test a program that defines 

and uses appropriate overloaded functions or operators 

8. Given a set of objects related through inheritance, design, code and test a program 

that contains statically and dynamically bound functions. 


that utilizes an abstract base class. 

10. Given a set of programming standards and styles, write and document a complete 

program that conforms to the given standards and styles.

11. Given a problem where the resulting solution would be a large program, design, code 

and test a modular solution using separate header, implementation files, and 

namespaces to manage complexity. 

Topic Outline 

Time 

(Hour) 


5 1 Dynamic arrays 

1.1 Create a dynamic array 

1.2 Deleting an object from an ArrayList 

1.3 Saving the arraylist to file 

6 2 Object Oriented Principles 

2.1 Abstraction 

2.2 Encapsulation 

2.3 Public/Private Members 

2.4 What is an Interface? 

2.5 Object Membership 

2.6 Static vs. Instance Members 

2.7 Invocation 

2.8 Polymorphism 

6 3 Structures 

3.1 Member Properties 

3.2 Member Variables 

3.3 Types of Structures 

3.4 Member Methods 

3.5 Value Returning Methods 

3.6 Enumerations 

6 4 Object Creation 

4.1 New Objects 

4.2 Object Instances 

4.3 Constructors/ Destructors 

4.4 Constructor/ Destructors Initialization 

4.5 Private Instance Constructors/ Destructors 

4.6 Static Constructors/ Destructors 

4.7 Instance Overloading Constructors and Destructors 

8 5 Class Anatomy 

5.1 Data Members 

5.2 Instance Variables 

5.3 Constant Members 

5.4 Read-only Members 


5.6 Function Members 

5.7 Static Methods 

Relative 

Value 

In % 

6.7 

8 

8 

8 

10.6

8 6 Event, Error and Exception Handling 

6.1 Types of errors 

6.2 Firing 

6.3 Handling 

6.4 Listening 

6.5 Publishers 

6.6 Subscribers 

6.7 Event driven programs 

6.8 Error Handling 

6.9 Try Block 

6.10 Catch Blocks 

6.11 Finally blocks 

5 7 Namespaces 

7.1 The need for namespaces 

7.2 The .NET defined namespaces 

7.3 Namespace Headers 

7.4 Defining Custom Namespaces 

7.5 Creating Class Libraries, Namespaces and DLLs 

7.6 Aliasing 

7.7 Nesting 

8 8 Object Inheritance 

8.1 Constructors and Inheritance 

8.2 Accessing member variables of base classes using 

Property Names 

8.3 Abstract Methods 

8.4 Access Modifiers 

8.5 Derived Classes 

8.6 Indexes 

8.7 Overriding 


5 9 Collections 

9.1 Dynamic Memory Management 

9.2 Garbage Collection 

9.3 Freeing Resources 

9.4 Out of Reach Objects 

9.5 Dispose Method 

9.6 User-Defined Collection 

9.6.1 Adding and Displaying items in a 

User-Defined Collection 

9.6.2 Removing Items from a User- 

Defined Collection 

5 10 Interfaces 

10.1 Interface Properties 

10.2 Interface Inheritance 

10.3 Abstract Classes 

10.4 Hierarchies 

10.6 

6.7 

10.6 

6.7 

6.7

10.5 Interface functions 

10.6 Virtual interfaces 

10.7 Interface members 

5 11 Serialization and Referencing 

11.1 Understanding Object References 

11.2 Constructors and Serialization 

11.3 Saving and Retrieving Objects from a file 

11.4 Serialization and Binary Formatters 

8 12 Writing a Windows Application 

12.1 Designing the User-Interface 

12.2 Command button control 

12.3 List-box control 

12.4 Textbox control 

12.5 Label Control 

12.6 Radio Button Check Box 

6.7 

10.6 

75 99.9




appropriate.) 









• Nikolai Ivanov 



_______________% 

• N/A 






L4K 4N1 

Course Title: 

Business Systems Requirements Modelling I 



60 hours 


This course introduces the systems analysis and design process using information systems 

methodologies and techniques to analyze business activities and solve problems. Students 

learn to identify, define and document business problems and then develop information 

system models to solve them. In this course the key emphasis is on business analysis, 

identifying the need for information systems within businesses, and ensuring that the resulting 

model provides benefits that are consistent with defined goals and objectives. The 

requirements modeling activities performed in the analysis process conducted in this course 

will provide students with a sound grasp of how to formulate a logical definition of business 

system requirements. 


TBIS-110 

Hours: 

Contact: 4 

Credit: 4 


Textbook: 

Systems Analysis & Design With UML Version 2.0 by 

Dennis, Wixom & Tegarden 

Hardware: PC Lab – 1 PC per student 

Software: MS Visio; MS Project; MS Word; MS Excel; MS 

PowerPoint 

Other: N/A 

Wiley 

ISBN: 0-471-34806-6 


Provided 








100 


Method 


Lecture 30 

Lecture/Lab 30



N/A 

N/A 

2

3 


Upon successful completion of the course students will be able to demonstrate: 

1. Understanding of the Systems Development Life Cycle (SDLC), its phases, and the role of 

the business/systems analyst. 

2. Knowledge of current system development methodologies such as structured design, 

Rapid Application Development (RAD), and agile development. 

3. Given a business case study, demonstrate understanding of business requirements 

analysis techniques such as BPA, BPI, and BPR. 

4. Given a business case study, demonstrate understanding of business requirements 

gathering techniques such as interviews, questionnaires, document analysis, and 

observation. 

5. Given a business case study, determine a set of business requirements to be addressed 

by an information system. 

6. Given a set of business requirements for a case study, identify a set of possible 

technology-based solutions. 

7. Given a set of business requirements for a case study, determine an effective design 

strategy involving one or more of custom development, packaged software, or 

outsourcing. 

8. Given a set of possible technology-based solutions, apply feasibility analysis techniques to 

identify the most attractive solution. 

9. Given an approved information systems project, apply project management tools such as 

Gantt charts and PERT charts to assist with scheduling, resource planning, and budgeting. 

10. Given an information system, develop a process model representation for that system. 

11. Understanding of the basic characteristics of an object-oriented representation of an 

information system. 

12. Given an information system, develop a use case model representation for that system. 

13. Given an information system, develop a set of activity diagrams representing that system. 

14. Given a proposed information system, apply good design principles to the development of 

an effective user interface.

4 


Contact 

Hours 


Relative 

Value in % 

Systems Development Life Cycle 

2 

3 

Role of business/systems analyst 

3 

5 

Current systems development methodologies 

3 

5 

Business requirements analysis techniques 

4 

7 

Business requirements gathering techniques 

6 

10 

Identification of technology-based solutions; 

Selection of an appropriate design strategy; 

Feasibility analysis techniques 

8 

13 

Project management tools and techniques 

4 

7 

Process model representation 

6 

10 

Characteristics of object oriented analysis 

4 

7 

Use case models 

6 

10 

Activity diagrams 

6 

10 

User interface design 

8 

13 

60 100

5 




appropriate.) 










• Farid Shirazi 



_______________% 

• N/A 



• Ph.D or Masters in Computer Science, Business or related field



L4K 4N1 

Course Title: 

Hardware Architecture and OS Systems 



75 hours 

Course description: 

This course focuses on computer hardware features and client Operating Systems 

functions. The technical specifications and functionality of computer hardware 

components are explored to provide a full understanding of the importance of each 

device. The configuration and architecture of typical desktop hardware systems used in 

networking will be explored. Using an industry standard operating system the student 

examines a number of key operating systems concepts such as device configuration, file 

management, and software installation. Operating Systems commands at the console 

level as well as graphical user interface capabilities will be explored. 

Hours per week: 

Contact: 5 

Credit 4 


Textbook: 

A+ Training Guide – Charles Brooks. 5 th Ed. 

ISBN: 0-7897-3044-8 

Hardware: 1 PC per student for dis-assembling 

Software: Linux and Windows OS 

Other: 

Instructor Notes & Hardware 

Specifications Sheets 

Provided or purchased by 

Student: 

Provided 



Graded Homework 5 10 





100 


Method 


Lecture 20 



Supervised Practical 10


1. Given a fully functional desktop PC, identify each distinct functional component and 

document it main features such as vendor, model number, and key characteristics 

discuss the system BIOS and determine the current configuration of a PC. 

2. Given a functional desktop system, disassemble the unit, identify the individual 

components, and reassemble the unit so that it functions according to its published 

standards 

3. Given a desktop PC system, prepare a list of components provide comparable 

alternatives or different hardware implementations available for each major system 

component, list components that provide comparable alternatives or different 

hardware implementations available for each major system component; examine 

and assess charts that compare and contrast system components for cost, speed, 

efficiency, availability, and vendor support; evaluate the need for upgrades and 

expansion, and demonstrate how these upgrades may be performed; compare and 

contrast laptop/notebook components with that of a standard desktop system in 

terms of cost, speed, efficiency, storage capacity, and vendor support. 

4. Given a block diagram of the static structure of a computer operating system, 

identify and evaluate the roles of such system components as hardware, firmware, 

and applications software; identify and evaluate the roles of each operating system 

component as it relates to hardware, firmware, and applications software. 

5. Given a sequence of tasks to be performed in a UNIX/Linux environment, write a 

shell script that will perform the task automatically, and modify the attributes of the 

file so that it is executable. 

6. Given a case study of a business entity with multiple computers and a connection to 

the Internet, evaluate computer security on their system and suggest improvements 

to safeguard company computer hardware and data. 

7. Given a computer hardware system, identify and assess features of the main 

components of the system, identify and assess several examples of the major 

system components of a desktop PC: microprocessor, main logic board, expansion 

card slots; be able to describe the relationship between the motherboard, as the 

host to the CPU, and its daughter-boards, or expansion boards; demonstrate the 

effects of incorrectly assembled systems, such as conflicting interrupts and poor 

connections; generate a configuration report, using a utility such as MSD.EXE or 

Norton's SI, and analyze the system's speeds, such as data throughout, and the 

efficiency of its resources, such as memory; differentiate between hardware on a 

PC-based system and a MAINFRAME computer 

8. Given the need to upgrade a computer system, conduct an internet research to 

determine the most cost-effective strategy for a system upgrade or expansion 

based on current published specifications for a business user. 

9. Given a desktop operating system such as Windows or Linux, demonstrate how the 

operating system begins its process, beginning with the bootstrap procedure in 

firmware, through the initialization of the system kernel, and the loading of the 

command processor. 

10. Given the need to interact with and configure an operating system; locate and 

modify the values of the environment variables to create an environment specific to 

the needs of the user such as Path, Class path, Date, Time; demonstrate how to 

initiate and shut down a User session, including the login process, use of 

passwords, and session exit; create a program, script, or batch file to stream line

the performance of a sequence of tasks and perform them automatically 

Topic Outline 

Time Major/Sub Topic 

(Hour) 

2 Computer Hardware Technology: PC’s and 

Mainframes 

3 Desktop (Client) Systems 

Essential Components within a Client PC 

2 Server Systems 

Essential Components within a Server Computer 

5 Storage Systems 

Disk Preparation (Partitioning, OS installation, and 

Formatting 

Raid Sub-systems 

5 Networking hardware and software components 

LAN/WAN configurations 

Communications Systems: Routers/ Hubs/ Switches 

3 Cabling 

Wired Technology 

Relative Value in 

% 

3% 

4% 

3% 

7% 

7% 

4% 

4 Wireless Technology 5% 

5 Wireless Protocols 7% 

3 Print devices and Printer management 4% 

3 Operating System concepts 

Startup/Bootstrap Procedure 

Main Operating System Files 

System Diagnostics 

3 Fundamental Structure of Operating Systems. 

Goals of an Operating System 

Operating System Components and Architecture 

4 Processes and Process Management 

Exclusive Process Execution 

Cooperative Multiprocessing 

Preemptive Multiprocessing 

Polling Model of Process Control 

Interrupt Model of Process Control 

4% 

4% 

5%

Multi-tasking 

5 File management (directory layout) 

File Types and Naming Conventions 

Viewing, Editing, Copying 

File Security and File Attributes 

5 System Administration 

Memory Management 

Resource Management 

Device Driver Management 

5 Client/Server Architecture (n-tier) 

Databases 

Middleware 

Distributed applications 

3 Internet Services 

E-Mail 

Newsgroups 

File Transfer 

Web Browsers 

7% 

7% 

7% 

4% 

3 Mobile Computing Systems 4% 

3 Virtualization Technology - Software Systems 4% 

3 Computer security: software and hardware 

Viruses 

Encryption: secret, public key 

Firewalls 

Proxies 

4% 

6 Performing System Maintenance & Upgrades 

8% 

Procedures for upgrading hardware 

Procedures for upgrading Software 

75 100


_X__ Course designed by faculty eligible to teach this course: (Attach list of names; 

faculty curriculum vitae in Appendix 8.4.1, 8.4.2, or 8.4.3 as appropriate.) 


___ Course designed by other: (Attach name[s] and explanation of role in Appendix 

8.4.4. The Quality Assessment Panel may request the curriculum vitae or résumé.) 







_______________% 

• N/A 






L4K 4N1 

Course Title: 




45 hours 


Building upon skills acquired in ENGL110 and ENGL120, this course teaches elements 

of effective public speaking. Areas of study include audience analysis, organization, 

language, delivery and nonverbal communication. Practical application is provided 

through a series of individual and group presentations in a variety of rhetorical modes. 

Prerequisites: ENGL130 

Hours: 

Contact: 3 

Credit: 3 




1. Given the practical importance of effective public speaking in professional and 

civic affairs, analyze the basic principles of effective speech communication as 

these relate to common business encounters and group situations. 

2. Given the need to introduce oneself, for example, to a new work group, present a 

4-5 minute self-introduction that helps the audience to become better acquainted 

with the speaker. 

3. Given a topic of social/political significance, use supporting materials to present a 

7-9 minute informative speech that incorporates effective learning principles 

without taking sides or criticizing opposing views. 

4. Given the practical need to show how to do something or how something works, 

present a 6-8 minute speech that demonstrates a process and may incorporate 

effective use of visual aids. 

5. Given a controversial subject of political/social significance, present an 8-10 

minute speech that seeks to persuade the audience to change beliefs, attitudes, 

values, or behaviour. 

6. Given group problem solving needs, take part in a 15-20 minute presentation that 

demonstrates the ability to work with others, develops reflective-thinking skills for 

group problem solving, and provides opportunity for leadership and participation. 

7. Given subjects of social/political significance, present a 7-9 minute speech that 

informs the audience about the topic and demonstrates effective use of visual 

aids.

2 

8. Given various types of special occasions, such as after-dinner speeches, 

introductions, toasts, acceptances, or tributes, present a 5-7 minute speech that 

demonstrates the ability to adapt to special audiences and situations. 

9. Given a variety of class speaking assignments, gather data, outline, and organize 

material for each presentation. 

10. Given an oral presentation, evaluate the speech making use of critical and 

constructive listening skills and awareness of effective speech principles. 

11. Given the basic concepts of effective speech preparation, demonstrate and 

practice appropriate use of supporting material in developing the speech. 

12. Given in-class and outside class assignments, analyze the audience and adapt 

the speech to meet the needs of a particular audience. 

13. Given speaking assignments to inform, to persuade, or to entertain, use verbal 

and nonverbal communication to achieve the speech purposes most effectively. 

Course Outline: 

1. Speech anxiety 

2. Audience analysis 

3. Verbal and nonverbal communication 

4. Speech preparation: outlining and organizing 

5. Listening skills/becoming an attentive audience member 

6. Choosing and incorporating supporting material including secondary research 

7. Developing and incorporating audio/visual aids 

8. Student performance of at least five of the following: self-introductory speech; 

informative speech; demonstrative speech; persuasive speech; special occasion 

speech; small group presentation

1 



L4K 4N1 

Course Title: 

Financial Accounting 



75 hours 


The course focuses on the way in which financial statements reflect business operations 

and emphasizes the use of financial statements in the decision-making process. 

Students will be introduced to Generally Accepted Accounting Principles (GAAP) for the 

interpretation and preparation of financial statements. Financial statements, such as 

income statement, balance sheet and cash flow statement, are analyzed from both a 

preparer and user perspective through the completion of financial ratios. The course 

encompasses all business forms that pertain to various business sectors such as 

merchandising, manufacturing and services. Students make extensive use of 

spreadsheet applications to analyze accounting records and financial statements. 

Prerequisites: Eligibility to enroll in this course is based on successful completion of 

BUSN 115 and MATH 110. 

Hours: 

Contact: 5 

Credit: 5 


Textbook: Financial and Managerial Accounting, Horngren, Pearson (PH) , 2 nd ed, 2009, 

Harrison and Oliver 

ISBN 0-13-504574-6 

Reference Text: Accounting for Non-Financial Managers, John Captus Press, Revised 2 nd 

Parkinson with Charles Draimin 

edition, 2007, ISBN 978-1- 

55322-173-9 

Hardware: N/A 

Software: My Accounting Lab and Microsoft Excel 

Other: Scientific Calculator 




5 10 

Assignments 





100 


Provided 

Student to purchase

2 


Method 


Lecture 30 





1. Given the degree of reliance on financial information by the business/government 

community, define the accounting function and describe its role in business. 

2. Given the need for complete, accurate and timely financial information, define 

how the basic accounting concepts and principles (GAAP) impact the design of 

the accounting system. 

3. Given the need for complete, accurate and timely financial information, use the 

accounting equation to analyze business transactions. 

4. Given the need for complete, accurate and timely financial information, 

demonstrate the creation of financial statements, in accordance with GAAP. 

5. Given the importance of managing inventory in companies, discuss how 

inventory errors affect the cost of goods sold and income. 

6. Given the importance of internal control systems in companies, discuss their use 

in business and the relationship of internal control to managing cash. 

7. Given the need for complete, accurate and timely financial information, discuss 

how the asset accounts are valued for inclusion in the balance sheet. 


how the liabilities accounts are valued for inclusion in the balance sheet. 


how the common equity is valued for inclusion in the balance sheet. 

10. Given financial statements prepared, analyze and interpret financial statements 

and corporate annual report information as part of the evaluation of the financial 

condition of a business, through financial ratios. 

Topics Include: 

1 Accounting and the Business Environment 

1.1 Accounting: the language of business 

1.2 Role of Accounting: Scorekeeping, Attention Directing and Decision 

Making 

1.3 Financial Accounting, Management Accounting, and Auditing 

1.4 Accounting Concepts and Principles (GAAP) 

1.5 Types of Financial Statements and the relationship among them

3 

2. Accounting Cycle 

2.1 The Accounting Equation 

2.2 Double Entry Accounting 

2.3 Record business transactions utilizing the accounting cycle 

2.4 Accrual versus Cash Basis Accounting 

2.5 Updating the accounts: the adjustment process 

2.6 Preparation of financial statements 

3. Cost of Good Sold and Inventory 

3.1 Types of organization: merchandise and service companies 

3.2 Elements of Income Statements: Revenue, Expenses, Operating Income 

and Net income 

3.3 Calculating cost of good sold 

3.4 Analyzing the various inventory methods: FIFO, LIFO, Weighted-Average 

Cost 

3.5 Identifying the income effects of the inventory methods 

3.6 Estimating Inventory by the Gross Margin method 

3.7 Use of financial ratios 

3.7.1 Return on Sales 

3.7.2 Inventory Turnover ratio 

3.7.3 Days’ sales in inventory 

4. Internal Control and Managing Cash 

4.1 Setting up an effective system of internal control 

4.2 Use of a bank reconciliation as a control device 

4.3 Cash receipts and Cash payments 

4.4 Use of a budget to manage cash 

5. Current and Long Term Assets 

5.1 Current assets: short term investments and receivables 

5.2 Accounting for uncollectible receivables: bad debts 

5.3 Long term assets: capital assets and intangible assets 

5.4 Depreciation for capital asset and natural resources 

5.5 Disposal of capital assets 

5.6 Amortization for intangible assets 

5.7 Reporting assets on the balance sheet 


5.8.1 Receivables Turnover ratio and collection period 

5.8.2 Asset Turnover ratio 

6. Current and Long Term Liabilities 

6.1 Current liabilities and Contingent liabilities 

6.2 Discuss the advantages and disadvantages of borrowing 

6.3 Reporting liabilities on the balance sheet 


6.4.1 Liquidity ratios 

6.4.2 Debt ratios 

7. Equity 

7.1 Organization of a business: proprietorship, partnership or corporation and 

their advantages versus disadvantages

4 

7.2 Shareholders’ Equity 

7.2.1 Classes of shares 

7.2.2 Issuing shares 

7.2.3 Repurchasing shares 

7.2.4 Retained Earnings 

7.2.5 Dividends 

7.2.6 Stock Splits 

7.3 Studying effects on Retained Earnings and the Income statement 

7.4 Reporting equity on the balance sheet 


7.5.1 Return on Assets 

7.5.2 Return on Equity 

7.5.3 Earning per share 

7.5.4 Dividend ratios 

7.6 Accounting for International Operations 

8. Statement of Cash Flow 

8.1 Purposes of a cash flow statement 

8.2 Elements in a cash flow statement 

8.2.1 Operating activities 

8.2.2 Investing activities 

8.2.3 Financing activities 

8.3 Preparation of a cash flow statement 

8.3.1 Indirect method 

8.3.2 Direct method 

9. Financial Statement Analysis 

9.1 Horizontal analysis of comparative financial statements 

9.2 Vertical analysis of financial statements 

9.3 Use of common-size financial statements 

9.4 Use of ratios in decision making

5 

Text 

Chapter 

Reference 

Major Topics / Sub-topics 

Time 

(Hours) 

Relative 

Value in % 

Chapter 1 

Chapters 

2, 3 and 4 

1. Accounting and business environment 

• Role of Accounting 

• Difference between financial and managerial 

accounting 

• Accounting Concepts and Principles (GAAP) 

2. Accounting cycle 

• Record transactions 

• Post journal entries to general ledger 

• Balance the general ledger 

• Accrual basis accounting 

• Correcting, Adjusting and Closing the books 

• Prepare the financial statements from the 

ledger balance 

6 8 

10 13 

Chapters 

5 and 6 

3. Income Statement: Costs of good sold 

• Types of organization 

• Revenue recognition 

• Costs of good sold Calculation 

• Income effects on various inventory methods 

6 8 

Chapter 7 4. Internal control & Managing Cash 

• Effective system of internal control 

• Sarbanes-Oxley Act 

• Bank reconciliation 

• Cash receipts and cash payment 

5 7 

Chapters 

8 and 9 

Chapter 10 

Chapters 

11, 12 

5. Assets Accounting 

• Distinction between short term and long term 

assets 

• Receivables and Bad Debt 

• Depreciation for Capital Assets 

• Amortization for intangible assets 

6. Liabilities 

• Distinction between current and contingent 

liabilities 

• Payroll payable 

• Bonds payable 

• Debt financing 

7. Shareholders’ Equity 

• Advantages and disadvantages of 

12 16 

12 16 

12 16

6 

corporation 

• Classes of shares: common and preferred 

• Retained Earning 

• Dividends, Stock Splits 

• Issuance and Repurchase of shares by a 

corporation 

• Equity financing 

• Consolidating foreign subsidiary’s financial 

statements 

Chapter 13 8. Statement of Cash Flow 

• Purpose 

• Components of a cash flow statement 

• Indirect method versus Direct method in 

preparation 

Chapter 14 9. Financial Statement Analysis 

• Horizontal analysis 

• Vertical analysis 

• Use of ratios in decision making 

6 8 

6 8 

Totals hours 75 100

7 




appropriate.) 

• Irene Lee 





• Irene Lee 

• 



_______________% 

• N/A 



• Ph.D or Masters in Business, Chartered Financial or Managerial Accountant.



L4K 4N1 

Course Title: 

Object-Oriented Programming I with Lab 



75 hours 


This course introduces object-oriented programming concepts including objects, classes, 

encapsulation, polymorphism and inheritance. Using an object-oriented programming 

language such as C# or Java, students design, code and document business-oriented 

programs. 

Prerequisites: PGRM-110 Programming Logic and Design with Lab 

Hours: 

Contact: 6 

Credit: 5 




Tem R. Nieto, Cheryl H. Yaeger, Marina Zlatkina, 


Software: DOT.NET Framework, Visual Studio.NET, 

Java SDK, Java NetBeans 

Other: N/A 

Deitel, 2002, ISBN: 0130622214 


Provided 




5 10 

Assignments 





100


Method 

Lecture 30 




Number of 

hours 


Upon successful completion of this course students should understand and be able to do 


1. Given a collection of data, design, code and test a program that stores the data in a 

dynamically allocated array of appropriate type. 

2. Given a set of requirements/specifications, design, code and test a program that 

implements functions with parameter lists that are passed as supported by the 

chosen programming language (e.g. passing by value and/or passing by reference). 


a. defines a class to model the characteristics and behaviors of the object, 

b. defines appropriate constructors and destructors for the class, 

c. creates an instance of the object, and 

d. calls the methods of the object to solve a problem. 


controls the accessibility of class members using the public, private, or protected 

access modifiers. 

5. Given a set of specifications, design, code, and test a program that defines and uses 

a set of objects in which an instance of one object is a member of another object. 

6. Given a set of specifications, design, code and test a program that defines and uses 

a set of objects in which one object is derived from another object. 

7. Given a set of functions or operations, design, code and test a program that defines 

and uses appropriate overloaded functions or operators 


that contains statically and dynamically bound functions. 


that utilizes an abstract base class. 

10. Given a set of programming standards and styles, write and document a complete 

program that conforms to the given standards and styles.

11. Given a problem where the resulting solution would be a large program, design, code 

and test a modular solution using separate header, implementation files, and 

namespaces to manage complexity. 

Topic Outline 

Time 

(Hour) 


5 1 Dynamic arrays 

1.1 Create a dynamic array 

1.2 Deleting an object from an ArrayList 

1.3 Saving the arraylist to file 

6 2 Object Oriented Principles 

2.1 Abstraction 

2.2 Encapsulation 

2.3 Public/Private Members 

2.4 What is an Interface? 

2.5 Object Membership 

2.6 Static vs. Instance Members 

2.7 Invocation 


6 3 Structures 

3.1 Member Properties 

3.2 Member Variables 

3.3 Types of Structures 

3.4 Member Methods 

3.5 Value Returning Methods 

3.6 Enumerations 

6 4 Object Creation 

4.1 New Objects 

4.2 Object Instances 

4.3 Constructors/ Destructors 

4.4 Constructor/ Destructors Initialization 

4.5 Private Instance Constructors/ Destructors 

4.6 Static Constructors/ Destructors 

4.7 Instance Overloading Constructors and Destructors 

8 5 Class Anatomy 


5.2 Instance Variables 

5.3 Constant Members 

5.4 Read-only Members 


5.6 Function Members 

5.7 Static Methods 

Relative 

Value 

In % 

6.7 

8 

8 

8 

10.6

8 6 Event, Error and Exception Handling 

6.1 Types of errors 

6.2 Firing 

6.3 Handling 

6.4 Listening 

6.5 Publishers 

6.6 Subscribers 

6.7 Event driven programs 

6.8 Error Handling 

6.9 Try Block 

6.10 Catch Blocks 

6.11 Finally blocks 

5 7 Namespaces 

7.1 The need for namespaces 

7.2 The .NET defined namespaces 

7.3 Namespace Headers 

7.4 Defining Custom Namespaces 

7.5 Creating Class Libraries, Namespaces and DLLs 

7.6 Aliasing 

7.7 Nesting 

8 8 Object Inheritance 

8.1 Constructors and Inheritance 

8.2 Accessing member variables of base classes using 

Property Names 

8.3 Abstract Methods 

8.4 Access Modifiers 

8.5 Derived Classes 

8.6 Indexes 

8.7 Overriding 


5 9 Collections 

9.1 Dynamic Memory Management 

9.2 Garbage Collection 

9.3 Freeing Resources 

9.4 Out of Reach Objects 

9.5 Dispose Method 

9.6 User-Defined Collection 

9.6.1 Adding and Displaying items in a 

User-Defined Collection 

9.6.2 Removing Items from a User- 

Defined Collection 

5 10 Interfaces 

10.1 Interface Properties 

10.2 Interface Inheritance 

10.3 Abstract Classes 

10.4 Hierarchies 

10.6 

6.7 

10.6 

6.7 

6.7

10.5 Interface functions 

10.6 Virtual interfaces 

10.7 Interface members 

5 11 Serialization and Referencing 

11.1 Understanding Object References 

11.2 Constructors and Serialization 

11.3 Saving and Retrieving Objects from a file 

11.4 Serialization and Binary Formatters 

8 12 Writing a Windows Application 

12.1 Designing the User-Interface 

12.2 Command button control 

12.3 List-box control 

12.4 Textbox control 

12.5 Label Control 

12.6 Radio Button Check Box 

6.7 

10.6 

75 99.9




appropriate.) 












_______________% 

• N/A 






L4K 4N1 

Course Title: 

Business Systems Requirements Modelling II 



60 hours 


Building on the foundation established in SYS-235, students explore techniques, tools and 

methodologies used in the object-oriented approach to developing applications. Students 

learn how to model and design system requirements using tools such as Unified Modeling 

Language (UML), use cases and scenarios, class diagrams and sequence diagrams. 

Prerequisites: SYS-235, PGRM-125 

Hours: 

Contact: 4 

Credit: 3 


Textbook: 

Hardware: PC Lab; 1 workstation per student 

Software: MS Visio 

Other: N/A 


Provided 








100 


Method 


Lecture 30 



N/A 


N/A

2 



Contact 

Hours 


Relative 

Value in % 

10 

11 

10 

12 13 

11 

10 

11 

10 

5 6 

8 9 

75 100

3 




appropriate.) 











_______________% 

• N/A 






L4K 4N1 

Course Title: 

Introduction to Database 



75 hours 


This course introduces the fundamental concepts of data base management systems with 

emphasis on the relational database model. It begins with a comparison of databases to flat 

files, considers different structures of databases, and identifies their inherent benefits. From 

there, data modeling will be introduced. Students will learn normalization techniques. They 

will also learn how to convert a data model into a physical model by adding objects such as 

primary keys, foreign keys, and linking tables through relationships. Students will gain hands 

on experience on how to use interactive SQL to create, update, and interact with databases. 


Hours: 

Contact: 5 

Credit: 4 


Textbook: 

Database Systems by Coronel. 7th ed. 

Course Technology 

ISBN: 1418835935 

Hardware: PC Lab – 1 PC per student 


Software: MS Access; MS Visio; MS Project; MS Word; MS SQL Provided 

Server and/or MySQL 

Other: N/A 








100 


Method 


Lecture 30 



N/A 


N/A

2 


Upon successful completion of the course students will be able to demonstrate: 

1. Given a set of system requirements, determine the pros and cons of using a database 

management system. 

2. Given a set of system requirements, understand the implications of possible database 

architectures (hierarchical, network, relational, object-oriented). 

3. Given a business case study, create a relational database design for it including the data 

dictionary, table structures, and key relationships. 

4. Given a relational database application, create a normalized Entity Relationship Diagram 

and develop documentation for the system. 

5. Given a normalized relational database design, understand the circumstances where 

renormalization can be justified. 

6. Given a relational database design, create the specified database using SQL. 

7. Given an existing relational database and requirements for changes in the database 

structure, demonstrate how to modify the database structure using SQL. 

8. Given an existing relational database and report requirements, demonstrate how to 

retrieve the requested data in an appropriate format using SQL. 

9. Given an existing relational database, demonstrate how to manipulate data using SQL. 

10. Given an existing relational database, demonstrate how to write SQL script files to do 

queries and display reports. 

11. Given an existing relational database, demonstrate basic user account management using 

SQL.

3 


Contact 

Hours 


Relative 

Value in % 

5 

Course overview: 

Microsoft Visio environment; 

Files versus databases; 

Types of databases 7 

5 Relational data models: concepts and application 7 

8 

Conceptual data modeling & ERD’s; 

Dependency diagrams 11 

10 

Normalization: 1NF, 2NF, 3NF, BCNF, 4NF, 5NF, DKNF; 

Business rules (entity integrity, referential integrity, domains, 

triggers) 

De-normalization/Renormalization 13 

4 

Merging data relations; 

Database Life Cycle (DBLC) 5 

6 

Distributed database management systems; 

Remarks on MS Access; 

Relational algebra versus relational calculus; 

Basic table operations; 

Introduction to SQL 8 

10 

Designing database tables 

Using a database platform (GUI) such as MS SQLServer or MySQL 

Creating database and implementing database tables 13 

5 

Data types; 

Basic queries using SELECT statement 7 

6 

Database Design and Table creation process 

CREATE TABLE statement (syntax, constraints, indexes); 

INSERT statement; 

Reversible operations 8 

6 Complex queries using SELECT statement 8 

5 

More on SQL: 

UPDATE statement; 

DELETE statement 7 

5 

Database Administration operations 

DROP statement; 

ALTER statement; 

Database security 

GRANT statement; 

REVOKE statement 

7 

75 100

4 




appropriate.) 













_______________% 

• N/A 




________________________________________________________________ 

Course Code: ENGL230 

Course Name: Professional Writing 

Hours: 

Contact: 3 

Credit: 3 


ENGL120 


This course extends composition and research principles to writing in a career context. 

Students apply principles of economy and clarity to create business documents that are 

informative and persuasive. While the course focuses on all business correspondence, 

the capstone of this course is a formal research proposal or investigative report. Studies 

include electronic communication and oral reporting. 




1. Given a range of specific class assignments, apply the principles of effective 

professional writing to completing these projects; 

2. Given an assignment including a company that is under contract with various 

countries for a wide range of projects, compare and contrast the ways certain 

variables (e.g., behavior, attitudes, values, and social system) influence the 

organizational, format, and cultural conventions of business correspondence with 

each country; 

3. Given a business situation in which organizational pressures affect 

communication, assess the importance of ethical and legal issues in professional 

writing according to established regulations and generally accepted criteria; 

4. Given various communication needs, such as sending information that needs 

immediate attention, evaluate the advantages and disadvantages of several 

types of electronic communication, considering cost, convenience, accuracy, and 

other pertinent factors; 

5. Given a project such as a short report or longer formal report, apply the 

guidelines of collaborative writing in planning, writing, and presenting the 

information; 

6. Given course writing assignments, apply a process-oriented approach to writing 

to improve clarity and effectiveness; 

7. Given typical business situations requiring, for example, information retrieval, 

analysis, or synthesis, write and revise at least two of the following types of 

[paper-based or computer-based] memos to meet criteria for effective [traditional 

or e-mail] memos;

2 

8. Given typical business situations involving a company interacting with a 

customer, write and revise at least two of the following types of business letters 

[or E-mail] that meet criteria for effective business correspondence; 

9. Given a report that deals with complex information or a large amount of data, 

construct clear, concise, and accurate visuals to be effectively incorporated into 

the written assignment; 

10 Given typical business situations that involve critical thinking and problem 

solving, write and revise at least two of the following short reports to meet the 

requirements for effective professional writing within an appropriate [paper-based 

or computer-based] format: 

• informal proposal 

• progress report 

• instruction manual/set of instructions 

• evaluation report 

• summary/abstract 

• marketing report 

• process description; 

11. Given an analysis of a problem or issue or case study, effectively write and 

revise one of the following types of formal reports [using] appropriate 

professional writing standards [and accepted online protocol], and give an oral 

presentation of the written [or hypertext] report. 


1. Technical style 

2. Memorandum and e-mail 

3. Business Letters 

a. Sales 

b. Good news / bad news messages 

c. Routine reply 

4. Semi-formal reports 

a. Progress 

b. Informative 

c. Recommendations 

d. Incident 

e. Status 

5. Formal report



L4K 4N1 

Course Title: 

Statistics for Decision Making 



75 hours 


Statistics for Decision Making is the final course in the math sequence. This course provides 

tools used for statistical analysis and decision making in business. Topics include sampling 

techniques, descriptive statistics (measure of central tendency and dispersion), linear 

regression and correlation, and inferential concepts, such as using sample data to make 

predictions and draw conclusions about populations. Research design concepts are included 

as a basis for single and multiple sample groups. Students use statistical software programs 

to graphically illustrate and to solve problems and to present statistical problem solutions. 

Prerequisites: Eligibility to enroll in this course is based on successful completion of MATH 

120 and a good working knowledge of word processing and spreadsheet software. 

Hours: 

Contact: 5 

Credit: 5 


Textbook: 

Essentials of Modern Business Statistics with Microsoft Excel, 

2/E - Anderson, Sweeney & Williams 



Other: N/A 

Thomson/South Western/ 

ISBN: 0324184522 


Provided 








100 


Method 


Lecture 60 

Lecture/Lab 

N/A 



N/A

2 




1. Given a business situation word problem and/or case study, use an appropriate sampling 

method to determine a sample size. 

2. Given a word problem or case study, and an accompanying data set which addresses a 

business situation such as daily demand or monthly sales, calculate numerical summaries 

including measures of central tendency such as mean and median and measures of 

variation including range and standard deviation. 

3. Given a word problem or case study, and an accompanying data set which addresses a 

business situation such as daily demand or monthly sales, develop graphical 

presentations of the data including histograms and stem and leaf displays. 

4. Given a business situation word problem or case study such as expected monetary value, 

utilize basic probability concepts to determine a course of action. 

5. Given a business situation word problem or case study such as defective items or waiting 

lines, use discrete probability concepts to determine a course of action. 

6. Given a business situation word problem or case study such as one dealing with 

processing time or quantity of fill, use the normal probability distribution to determine a 

course of action. 

7. Given a business situation where a confidence interval is necessary, develop a confidence 

interval and use it to determine a course of action. 

8. Given a business situation requiring a hypothesis test, determine the appropriate test 

method and use it to determine a course of action. 

9. Given a business situation where linear regression is necessary, use a regression model 

to determine a course of action. 

10. Given a business situation word problem or case study and an accompanying data set, 

determine a best fit regression model for nonlinear and/or multiple independent variables, 

and assess the validity and utility of the model. 

11. Given a business situation word problem or case study requiring a comparison / contrast 

of mean production times of three or more suppliers, create the source table, calculate the 

F statistics, determine the p value, and analyze the results.

3 


Contact 

Hours 

6 

8 

8 

8 

8 


Relative 

Value in % 

1. Introduction to Statistics 

1.1 Define Statistics. 

1.2 Illustrate the uses of statistics in today’s global 

business and economic environment. 

1.3 Understand “data” 

1.3.1 Scales of measurement 

1.3.2 Qualitative versus Quantitative data 

1.4 Understand “data sources. 

1.5 Identify the branches of statistics: descriptive and 

inferential statistics. 

8 

2. Tabular and Graphical Methods 

2.1 Summarize data in a frequency distribution. 

2.2 Summarize data in a cross tabulation table. 

2.3 Develop graphical presentations of data. 

2.3.1 Bar graph & Pie Chart 

2.3.2 Pareto Diagram 

2.3.3 Histogram 

2.3.4 Ogive 

2.3.5 Stem & Leaf 

2.3.6 Scatter Diagram 11 

3. Descriptive Statistics: Numerical Methods 

3.1 Determine the measures of central tendency: mean, 

median, percentile and mode. 

3.2 Determine the measures of variability: range, variance, 

and standard deviation. 

3.3 Determine the weighted mean. 

3.4 Determine mean and standard deviation for group data. 

11 

4. Applications of Standard Deviation 

4.1 Use coefficient of variation to compare populations. 

4.2 Use standard score to compare individual 

measurements. 

4.3 Use standard score to detect outliers in a data set. 

4.4 Explain Chebyshev’s Theorem. 

4.5 Explain Empirical Rule. 11 

5. Discrete Probability Distribution 

5.1 Differentiate between the discrete and continuous 

random variables. 

5.2 Find the Expected Value and Standard Deviation of a 

Discrete Probability Distribution. 

5.3 Learn the characteristics of a binomial distribution. 

5.4 Determine probabilities for a binomial distribution. 11 

6. Sampling 

6.1. Compare and contrast different sampling methods.

4 

8 

8 

8 

6 

6.1.1. Simple random sampling 

6.1.2. Stratified Sampling 

6.1.3. Cluster Sampling 

6.1.4. Systematic Sampling 

6.1.5. Convenience Sampling 

6.1.6. Judgment Sampling 

6.2. Understand the concept of point estimation. 

6.3. Learn the properties for the 

6.3.1. Sampling Distribution of sample mean 

6.3.2. Sampling Distribution of sample proportion 

7. Continuous Probability Distribution 

7.1. Understand the importance of the Normal Distribution in 

statistics. 

7.2. Learn the characteristics of a Normal and Standard 

Normal Distribution. 

7.3. Determine probabilities for a normal distribution. 

7.4. Use Normal approximation for Binomial distribution. 

8. Interval Estimation 

8.1 Construct confidence interval for single population mean 

8.1.1 Concept of Central Limit Theorem 

8.1.2 Large sample (use z distribution) 

8.1.3 Small sample (use t distribution) 

8.1.4 Determine the sample size 

8.2 Construct confidence interval for single population 

proportion. 

8.2.1 Large sample (use z distribution) 

8.2.2 Determine the sample size 

9. Hypothesis Testing 

9.1 Understand the concept of hypothesis testing: Type I 

and Type II Error 

9.2 Hypothesis Tests about Single Population Mean 

9.2.1 Large Sample 

9.2.2 Small Sample 

9.3 Hypothesis Tests about Single Population Proportion for 

large sample. 

9.4 Hypothesis Tests about the difference between the 

Means of two populations: 

9.4.1 Independent samples 

9.4.2 Matched samples 

9.5 Hypothesis Tests about the difference between the 

Proportions of two populations. 

9.6 Inference about Multinomial Populations (optional). 

10. Correlation and Regression Analysis 

10.1 Construct Scatter Diagram. 

10.2 Study Simple Linear Regression Model 

10.2.1 Least Square Methods 

10.2.2 Coefficient of Correlation and Coefficient of 

Determination 

11 

11 

8

5 

6 

10.2.3 Test for Significance 

10.3 Study Multiple Regression Model. 

10.3.1 Least Square Methods 

10.3.2 Multiple Coefficient of Determination 

10.3.3 Test for Significance 7 

78 100 




appropriate.) 

• Irene Lee 





• Irene Lee 




_______________% 

• N/A 






L4K 4N1 

Course Title: 

Principles of Management 



45 hours 


This course examines fundamental management theories, traditional managerial 

responsibilities, and the functions of management in formal and informal organizational 

structures. In the context of changing organizations, flattening structures, global expansion, 

and increasing pressures to respond to a competitive environment, the functions of planning, 

organizing, directing, controlling are applied to case studies. Students are expected to 

analyze and evaluate qualitative data for strategic decision-making so that they can take 

administrative and behavioral theory and improve organizational performance. 


Hours: 

Contact: 3 

Credit: 3 


Textbook: 

Management by Robbins, Coulter & Langton, 8th Can. Ed. 

Hardware: N/A 

Software: N/A 

Other: N/A 

Pearson 

ISBN: 0131274554 


N/A 








100 


Method 


Lecture 45 

Lecture/Lab 

N/A 


N/A 


N/A

2 




1. Given a description of a specific business enterprise, write a management job 

description that incorporates the basic activities that comprise the management 

process and the job of a manager. 

2. Given a case describing an external environmental situation, write a report analyzing 

the internal and external environment of the business, including the organization’s 

culture and the challenges of operating in an international, multinational and global 

environment. 

3. Given a specific ethical situation, analyze the situation and prepare recommendations 

for a course of action that will promote ethical behavior. 

4. Given an example of a strategic business plan, evaluate the plan and provide 

recommendations on how the plan could be improved to include more effective 

planning and decision-making. 

5. Given an example of a proposed organizational structure, identify the functional 

elements of the organization, create an organizational design and provide 

recommendations on organizational change. 

6. Given a specific staffing requirement, design a recruiting and development system that 

will attract, select, develop and maintain human resources. 

7. Given a case or scenario involving a performance intervention, the student will prepare 

recommendations that demonstrate an understanding of the individual-organization 

relationship and the elements affecting individual behavior, including personality, 

attitudes and perceptions. 

8. Given a leadership scenario, recommend a course of action that incorporates the 

concepts of motivation and leadership to influence behavior. 

9. Given a situation that calls for improving interpersonal relations within an organization, 

create a plan of action that addresses the communication process, as well as the 

issues and methods of managing the interpersonal relationships of individuals, work 

groups and teams. 

10. Given a situation that requires the need to regulate organizational activities, students 

will create a management plan that includes the basic elements of control in 

organizations and that specifies how to manage information, operations, quality and 

productivity. 


1. Management roles 

2. Traditional and contemporary approaches 

3. Management environment 

4. Managing change 

5. Ethics and diversity 

6. Management functions 

a. Planning and decision making 

b. Organizing and staffing 

c. Leading and motivating 

d. Controlling

3 


Contact 

Hours 


Relative 

Value in % 

10 

11 

10 

12 13 

11 

10 

11 

10 

5 6 

8 9 

75 100

4 




appropriate.) 







• Also, Faculty to be hired 



_______________% 

• N/A 






L4K 4N1 

Course Title: 

Web Interface Design 



75 hours 


This course introduces web design and basic programming techniques for developing 

effective and useful Web sites. Coursework emphasizes web site structure and navigational 

models, practical and legal usability considerations, and performance factors related to using 

various types of media and tools such as hypertext markup language (XHTML), cascading 

style sheets (CSS), dynamic HTML (DHTML) and scripting. 

Prerequisites: SYS245 

Hours: 

Contact: 5 

Credit: 4 


Textbook: 

Comprehensive XHTML - Don Gosselin 


Software: Text Editor, Web browser (Netscape, Microsoft 

Internet Explorer) MS Visio 

Other: N/A 

Course Technology 

ISBN13: 9780619064785 

ISBN10: 0619064781 


Provided 








100 


Method 


Lecture 30 



N/A 


N/A

2 


1. Given several online websites, evaluate them for fundamental site and page design errors 

and identify a goal-directed design approach for each. 

2. Given a project idea, design a structural diagram for a web site illustrating the links that will 

enable the user to navigate intuitively and efficiently through the site. 

3. Given a topic and a set of requirements, create a simple web page that contains text, 

hypertext, and graphics using a markup language to develop the source file. 

4. Given the web page source files, use an Integrated Development Environment (IDE), to 

upload the web page(s) from a client to a web server. 

5. Given several page topics, such as a Resume page and a “Contact Us” page, create 

advanced web pages that contain text, hypertext, images, frames, lists and tables using a 

markup language to develop the source file and upload the pages to the web server. 

6. Given a project idea for a web site, such as a corporate web site: 

a. Design and create a conceptual web site diagram using a diagramming tool such 

as Visio, 

b. Create a web page template that uses a markup language and upload it to a web 

server, 

c. Create a style format plan that will affect every web page using a style language 

and upload it to a web server. 

7. Given a project idea, such as the corporate web site, develop an online-form that uses 

client-side form validation. 

8. Given a project idea for a web site, integrate dynamic content and style that adds to the 

presentation of and work toward the goal of the site. 

9. Given a project idea, such as a corporate web site, evaluate alternative versions of the site 

for the purposes of accessibility for diverse user groups.

3 


Contact 

Hours 

15 

10 

20 

5 

5 


Relative 

Value in % 

I. Introduction 

A. Evolution and brief history of the Internet 

B. Basic Web terminology 

C. Web Usability Theory 

1. Web Application difference 

2. Fundamental design errors 

3. User goal-directed approach 

D. Page proportions 

E. Content Design 

F. Color Schemes 

G. Static Graphics 

1. Define 

2. How to create 

H. Client-Side Considerations 

20 

II. Site Structure and Linking 

A. Navigational Maps and Site Structure 

B. Linking 13 

III. 

IV. 

Web Programming 

1. Basic Markup language Syntax 

2. Structure tags 

3. Meta tags 

4. Format tags 

5. Link tags 

6. List tags 

7. Uploading to a Web Server 

8. Advanced Markup language Syntax 

1. Images and Image Maps 

2. Tables 

3. Frames 

4. Forms 

5. 27 

More Web Programming 

Style definition and techniques 

1. Inline 

2. Embedded 

3. Linked 

V. More Web Programming – Using Scripts 

1. Client-side vs. server-side 

2. Object-Based Language 

3. Objects, properties, methods, events 

4. Variables, functions, conditional statements 

5. Event Handlers 

VI. 

More Web Programming – XML 

6.6 

6.6

5 

1. Syntax 

2. DTD 

3. Schema 

6.6 

4 

VII. Programming for Diverse User Groups 

A. ADA 

B. Disability Categories 

C. Accessibility Initiative Guidelines 

D. International and Culturally Targeted Websites 20 

15 

75 99.8 




appropriate.) 











_______________% 

• N/A 






L4K 4N1 

Course Title: 

Connectivity with Lab 



75 hours 


The purpose of this course is to provide students with an understanding of the characteristics of 

communications media and the principles of networking as they relate to local (LANs) and wide area 

networks (WANs). This course provides the student with the ability to recommend, program and 

upgrade scalable networking equipment to meet the needs of medium to large-scale corporations. 

This course uses a series of real world case studies to reinforce core concepts. Students are 

expected to be able to produce network infrastructure design that is efficient yet cost effective. 

Prerequisites: SYS 120 

Hours: 

Contact: 6 

Credit: 5 


Textbook: 

1. CCNA Self-Study Introduction - Odom, 

2. CCNA Self-Study Interconnecting Cisco Network Devices 

Odom 

Hardware: 1 PC per student 

Cisco Routers, Switches, Hubs and network cables as req’d 

Software: Windows and/or Linux 

Supplies: Parts and tools for each student to manufacture a 

UTP CAT5 cable 

Wendell Cisco Press, 

1-58720-094-5 


Provided 








100 


Method 


Lecture 30 



N/A 


N/A


1. The student will be able identity commonly uses protocols and be able to compare and 

contrast them in terms of efficiency, application and indented use 

2. The student will be able to evaluate the appropriateness of common network interfaces for a 

given situation. 

3. Given a specific case example the student will be able to program a network device such as a 

switch or router to provide network and Internet connectivity. 

4. The student will be able to design a subnet plan and develop an Internet Protocol (IP) address 

scheme for a large-scale corporate network structure. 

5. The student will be able to analyze various Wide Area Network (WAN) switching techniques 

such as Circuit, space-division, time division and packet switching. 

6. Given sample medium to large scale Local Area Network (LAN) case study the student will be 

able to identify and select the appropriate topology, protocol and network equipment to use. 

7. The student will be able to analyze the key characteristics of packet switching and routing 

including performance, design, and cost. 

8. The student will be able to select a appropriate networking equipment device for a given 

situation, such as a bridge, switch or router. The student will be able to balance, bandwidth 

and port requirements, with future growth and cost factors. 

9. The student will be able to program static and dynamic Internet Protocol (IP) routes on a layer 

3 router, efficiently route packets across a large-scale wide area network. 

10. The student will be able to evaluate various upstream connections such as T1, OC3, ISDN 

and PPP for a given network. 

11. The student will be able to evaluate common broadband technologies such as xDSL, cable 

and satellite, in terms of cost, performance, availability, and signal quality.


Contact 

Hours 

Module Topic 

Subtopics 

8 1. LAN technologies 

1.1 Ethernet (terms, frame structure, data rates, cable categories) 

1.2 CSMA/CD (Carrier sense multiple access collision detection) 

1.3 EIA/TIA 568A/568B ; Cross over, Roll-over cables 

1.4 Gigabit Ethernet 

1.5 Token Ring networks; token frame; data frame, active 

monitor, MSAU (Multiple station attachment unit) 

1.6 Fiber distributed data interface (FDDI) Cable Types 

Standards; Self-healing 

8 2. Architecture of Wide Area Networks 

2.1 Circuit switched networks 

2.1.1 PSTN (Public switched telephone networks) 

2.1.2 PCM encoding 

2.1.3 Multiplexing (synchronous, statistical, digital signal 

hierarchy) 

2.1.4 Routing and control signaling in Circuit-Switched network 

8 3. Packet Switching Networks 

3.1 Principles of operation 

3.2 Packet size 

3.3 Routing (datagram and virtual circuit approaches) 

3.4 External and internal operation 

7 4. Hybrid Networks 

4.1 ISDN network ( Integrated services digital network) 

4.2 ISDN channels (B-channel, and D Channels) 

4.4 ISDN protocols LAP-D ( Link access procedure D channel) 

4.5 PRI (Primary rate interface) 

4.6 Connectors ( RJ-45, 48) 

4.7 Electrical signaling 

10 5. Principles of Internetworking 

5.1 Network models, protocols and terms 

5.2 The OSI model 

5.3 Network Topologies 

5.4 Network Address Translation (NAT) 

5.5 Layer 2 switching devices 

5.6 Layer 3, 4 and Multilayer switching devices 

5.7 Cisco routers architecture 

10 6. Internet and Routing Protocols 

6.1 IP (Internet protocol) 

6.2 ICMP (Internet control message protocol) 

6.3 UDP (User datagram protocol) 

6.4 TCP (Transmission control protocol) 

6.5 Distance vector (Bellman-Ford) routing vs. Link state routing 

Relative 

Value in 

% 

11 

11 

11 

9 

13 

13

6.6 RIP (Routing information protocol) 

6.7 GRP (Interior gateway routing protocol) 

6.8 OSPF (Open shortest path first) 

6.9 BGP (Border gateway protocol) 

6.10 X.25 and ATM (Asynchronous transfer mode) 

6.11 Frame Relay and traffic shaping 

7 8. Network Design and Support 

8.1 Layer 2 Campus Network Design 

8.2 Wide Area Network Design 

7 9. Network Security 

9.1 ACLs (Access Control lists) 

9.2 Configuration scenarios 

9.3 AAA servers (Authentication, Authorization, Accounting) 

5 10. Network Security 

10.1 ACLs (Access Control lists) 

10.2 Configuration scenarios 

10.3 AAA servers (Authentication, Authorization, Accounting) 

5 11. Network Support 

11.1 Access Layer Products 

11.2 Distribution Layer Products 

11.3 Core Layer Products 

11.4 Connectivity Problems and Troubleshooting 

9 

9 

7 

7 

75 100




appropriate.) 







• Stephan Caneff 




_______________% 

• N/A 



• Ph.D or Masters in Computer Science or related field



L4K 4N1 

Course Title: 

Psychology 



45 hours 


This course provides a foundation for the understanding, prediction and direction 

of behavior. Organized within a framework encompassing foundations, general 

topics and applications, the course provides an understanding of how 

psychological principles and concepts relate to professional and personal life. 

Using psychology to specifically improve the quality of our lives, the students 

examine the various schools of psychology in their application to research 

methods, learning, memory, sensation and perception, personality, human 

development, stress, and psychological disorders. In a collaborative and 

dynamic learning environment, the students complete cases studies, conduct 

basic research, and evaluate findings. 


Hours: 

Contact: 3 

Credit: 3 




1. Understand why we study psychology and its relationship to the professional 

work environment. 

2. Explain human behaviour from each of the four main perspectives: biological, 

cognitive, behavioural, and psychoanalytic. 

3. Apply the principles of biology to understand how the nervous system affects 

human behaviour. 

4. Evaluate the causes and symptoms of stress in personal life and at work. 

5. Advance a wellness program for a healthy, stress-free life. 

6. Assess the role of nature and nurture in childhood. 

7. Examine the major theories of development and define their application in 

childhood to a whole person. 

8. Identify and apply motivation theories to the workplace and to personal progress. 

9. Examine the potential causes and cures of abnormal behaviour in each of the 

major categories of the DSMIV.


1. Research methods 

2. Biological bases of behaviour 

3. Sensation and perception 

4. Learning 

5. Memory 

6. Emotion and motivation 

7. Development 

8. Personality 

9. Abnormal behaviour 

2



L4K 4N1 

Course Title: 

Managerial Accounting 



75 hours 


Managers require relevant information for planning, controlling and decision making process. 

The course introduces the students to the role, concepts, and practices of management 

accounting in the business environment and will outline the accounting techniques available to 

satisfy those needs. Students are introduced to the essential elements of cost and managerial 

accounting within the context of management decision making. Capital investment analysis 

and other budgeting methods are studied in relation to goal attainment and organizational 

success. The effect of activities in the functional areas of business on the financial viability of 

the organization is emphasized. 

Prerequisites: Eligibility to enroll in this course is based on successful completion of ACCT 

225. Good working knowledge of word processing and spreadsheet software is beneficial. 

Hours: 

Contact: 5 

Credit: 5 


Textbook: 

1. Financial and Managerial Accounting, Horngren, Harrison 

and Oliver 

2. Accounting for Non-Financial Managers, John Parkinson 

with Charles Draimin 


Software: My Accounting Lab and Microsoft Excel 

Other: Scientific Calculator 

Pearson (PH), 2 nd Ed 

ISBN: 0-3-504574-6 

Captus Press, 2 nd Ed 

ISBN 978-1-55322-173-9 


Provided 








100 


Method 


Lecture 60 

Lecture/Lab 15



N/A 

N/A 

2

3 


1. Given the degree of reliance of financial information by the business/government 

community, define management accounting and describe its role in business. 

2. Given the cost structure of an organization and the selling price, calculate break-even 

and target profit in units and in dollars using cost-volume-profit analysis. Use this 

information to make decisions regarding product pricing and production volume. 

3. Given an operational budget, explain its development. Interpret the differences from 

budgeted amounts when evaluating actual performance and explain how the 

differences would be investigated. 

4. Given the financial reports of cost, profit and investment centers, evaluate them 

financially. 

5. Given a potential capital project, evaluate its feasibility using capital investment 

analysis methods incorporating the time value of money and non-quantitative factors. 

6. Given cost information for an organization, use incremental analysis to make financial 

decisions. 

7. Given cost information for an organization, use the various pricing methods to 

determine the internal (transfer) and external prices for products and services. 

8. Given the concepts of ‘productivity accounting’, evaluate its use in estimating the 

profitability of productivity enhancements. 


1. Role of Management Accounting 

1.1 Definition of management accounting 

1.2 Difference between financial, cost and management accounting 

1.3 Two major management accounting philosophies: 

1.3.1 cost benefit philosophies 

1.3.2 behavioural philosophies 

1.4 Factors that cause changes in management accounting 

2. Cost Behaviour in Merchandising company 

2.1 Comparison of variable and fixed costs 

2.2 Cost-Volume-Profit Analysis 

2.3 Limitations of Cost-Volume Analysis 

2.4 Methods of measuring cost functions 

2.4.1 Engineering Analysis 

2.4.2 Account Analysis 

2.4.3 Least Squares Regression Method 

3. Cost Behaviour in Manufacturing company 

3.1. Classification of costs 

3.2. Variable versus Absorption (Full) Costing

4 

4. Cost Allocation 

4.1. Explain how cost drivers affect cost behaviour 

4.2. Traditional Costing System 

4.3. Activity-Based Costing (ABC) System 

4.4. Activity-Based Management 

4.5. Job-Order Costing System 

4.2.1 Applications of budgeted factory-overhead rate 

4.2.2 Use appropriate cost drivers for overhead application 

4.2.3 Identify the meaning and purpose of normalized overhead rates 

4.2.4 Use of ABC in a job-order system 

4.2.5 Job costing in service organizations 

4.3 Process-Costing System 

4.3.1 Computation output in terms of equivalent units 

4.3.2 Demonstrate the effects of beginning inventories 

4.3.3 Process costing in a JIT system 

5. Short Term Decision Making 

5.1. Concept of relevance and relevant costing 

5.1.1. Differential revenue and cost 

5.1.2. Incremental revenue and cost 

5.1.3. Opportunity Cost 

5.1.4. Sunk cost 

5.2 Relevant costs for specific decisions 

5.2.1 Equipment Replacement decisions 

5.2.2 Make-or-buy decisions 

5.2.3 Scarce resource decisions 

5.2.4 Sales mix and sales price decisions 

5.2.5 Product line decisions: retained, expanded or eliminated 

6. Long Term Decision Making 

6.1 Capital Budgeting Decisions 

6.1.1 Net Present Value (NPV) method 

6.1.2 Internal Rate of Return (IRR) method 

6.1.3 Payback method 

6.1.4 Accounting Rate of Return (ARR) 

6.2 Tax impact on investment cash flows 

6.2.1 Capital Cost Allowance (CCA) 

6.2.2 Un-depreciated Capital Cost (UCC) 

6.3 Capital Budgeting and inflation 

6.4 Capital Investment and risk 

7. Budget Preparation 

7.1 Master Budget 

7.1.1 Advantages of having a master budget 

7.1.2 Components of a master budget: Operating and Financial 

7.2 Operating budgets 

7.2.1 Sales budget 

7.2.2 Purchases budget 

7.2.3 Cost of good sold budget 

7.2.4 Operating expenses budget 

7.2.5 Budgeted income statement 

7.2.6 Role of participation in budget setting 

7.3 Financial budgets

7.3.1 Capital budget 

7.3.2 Cash budgets (cash collection and cash disbursement) 

7.3.3 Budgeted balance sheet 

5 

8. Budgetary Control 

Comparison between master (static) budgets, flexible budgets and actual results 

Budget variances 

Sale-volume variance 

Material and Labour variances 

Price variance 

Efficiency variance (quantity or usage variance) 

Variable overhead variances 

Fixed overhead variances (production-volume variance) 

8.3 Difference between actual, normal and standard costing 

9. Measures of Performances 

Linkage between organizational strategic goals and its operating performance 

Interpret the Balance Scorecard 

Financial perspective 

Customer perspective 

Internal Business perspective (quality) 

Learning and Growth 

Creation of Goal Congruence 

use of monetary rewards 

use of non-monetary rewards 


Text 

Chapter 

Reference 


Time 

(Hours) 

Relative 

Value in 

% 

Chapter 15 1. Introduction to Management Accounting 

• Role of management Accounting 

• Difference between financial and managerial 

accounting 

• Management accounting philosophies 

Chapter 18 2. Measuring Cost behavior 

• Comparison of variable and fixed costs 

• Cost-Volume-Profit Analysis 

• Limitations of CVP analysis 

• Measuring cost functions mathematically in 

predicting costs 

6 8 

6 8 

Chapter 18 

3. Cost Management Systems 

• Define major types of manufacturing costs: 

direct materials, direct labor and factory 

overhead (fixed and variable overhead) 

• Construct an income statement using: 

• Variable costing (contribution approach) 

• Absorption costing (full or traditional 

approach) 

5 7

6 

• Advantages of using variable costing in a 

manufacturing company 

Chapter 17 4. Product Costing 

• Cost Drivers 

• Traditional Cost Allocation approach 

• Activity-Based Costing approach 

Chapter 16 5. Job Order and Process Costing 

• Job Order Costing 

• Compute budgeted factory overhead rate 

• Normalized overhead rate 

• Process Costing 

• Compute output in terms of equivalent units 

• Effects of beginning inventories 

Chapter 19 6. Short Term Decision Making 

• Concept of relevance 

• Relevant costs: 

• Relevant costs for specific decisions 

• Equipment Replacement decisions 

• Make-or-buy decisions 

• Sale mix and sales price decisions 

Product line decisions 

Chapter 20 7. Long Term Decision Making 

• Capital Budgeting Decisions 

• Evaluation methods: 

o NPV 

o IRR 

o Payback 

o ARR 

• Tax impact on investment cash flows 

• Inflation impact on investment cash flows 

• Risk factors in long term decisions 

Chapter 21 8. Budget Preparation 

• Master Budget 

• Responsibility Accounting 

• Operating Budgets 

• Financial Budgets 

• Role of participation in budget setting 

Chapter 22 9. Budgetary Control 

• Difference between static budgets and 

flexible budgets 

• Identify budget variances 

o Sale Volume variance 

o Price variance 

o Usage variance 

o Variable overhead variance 

o Fixed overhead variance 

6 8 

6 8 

10 13 

10 13 

10 13 

10 13

7 

Chapter 23 10. Measures of Performance 

• Strategic goals of a company 

• Balanced Scorecard 

o Financial perspective 

o Customer perspective 

o Internal business perspective 

o Learning and Growth 

6 8 

• Goal Congruence 

o Use of monetary rewards 

o Use of non monetary rewards 

Totals hours 75 100%

8 




appropriate.) 

• Faculty To Be Hired 





• Faculty to be hired 



_______________% 

• N/A 



• Ph.D or Masters in Business, Accounting or related field



L4K 4N1 

Course Title: 

ERP (Enterprise Resource Planning) Apps Dev with Lab 



75 hours 


Enterprise resource planning (ERP) software plays a critical role in today's business world. 

Student will learn how ERP solutions bring many and varied functions together into one large 

integrated system within a company. Its effect on opportunities for growth and increased 

productivity is explored in detail. The course also examines enterprise software in general and 

how ERP software can improve the functions of a company, streamline operations, and show 

how the functional areas of an ERP package relate to each other. Real-world examples used 

in this course will provide a thorough introduction to the world of enterprise resource planning 

and also prepare students for success in today's marketplace. Building on analysis, interface 

design, programming, and database skills developed in previous courses, students will build 

various ERP-type modules such as human capital management using a programming 

environment such as Java, C#, Visual Basic and scripting technologies. 

Prerequisites: PGRM-235, WEB-310 

Hours: 

Contact: 5 

Credit: 4 


Textbook: 

Enterprise Resource Planning - Wagner/Monk 


Software: DOT.NET Framework, 

Visual Studio.NET, Java SDK, Java NetBeans 

Other: N/A 

Course Technology, 3rd Ed 

ISBN-10: 1423901797 

ISBN-13: 9781423901792 


Provided 








100 


Method 

Lecture 30 

Number of 

hours



N/A 


N/A 

2 


1. Understand the role of various functional area information systems such as Marketing and 

Sales, Supply Chain Management, Accounting and Finance, and Humans Resources. 

2. Explain the development process of Enterprise Resource Planning Systems as well as 

understand their significance and benefits. 

3. Design a sales and distribution system that includes pre-sales activities, sales order 

processing, inventory sourcing, delivery, billing, and payment. 

4. Describe how a standard order is processed using SAP ERP. 

5. Explain the role of Customer Relationship Management. 

6. Understand the importance of production and supply chain management information 

systems. 

7. Understand advanced Human Resources processes with ERP such as Time 

Management, Payroll, Travel Management, and Training and development. 

8. Describe process modeling, process improvement, and implement an Enterprise Resource 

planning system. 

9. Analyze the relationship between e-Commerce and ERP. 


Time Major Topics / Sub-topics 

(Hours) 

10 1. Business Functions and Business Processes 12 

a. Functional areas and business processes 

b. Functional areas and business processes for 

a very small business 

c. Functional area information systems 

10 2. Development of Enterprise Resource Planning Systems 9 

a. The evolution of Information Systems 

b. SAP and R/3 

c. ERP for midsized companies 

d. Choosing consultants and vendors 

e. The significance and benefits of ERP software 

and systems 

f. The continuing evolution of ERP 

10 3. Marketing Information Systems and the Sales Order 

Process 

a. Sales and distribution in ERP 

b. A standard order in SAP ERP 

Relative 

Value in % 

9

c. Customer relationship management 

10 4. Production and Supply Chain Management Information 

Systems 

a. The product planning process 

b. ERP and suppliers 

7 5. Accounting in ERP Systems 9 

a. Accounting activities 

b. Product profitability analysis 

c. Management reporting with ERP Systems 

10 6. Human Resources Processes with ERP 18 

a. Human Resources with ERP Software 

b. Advanced SAP ERP Human Resources 

features 

c. Additional Human Resources features of SAP 

ERP 

10 7. Process Modeling, Process Improvement, and ERP 

Implementation 

a. Process Modeling 

b. Process Improvement 

c. ERP workflow tools 

d. Implementing ERP Systems 

e. Implementation and change management 

8 8. ERP and Electronic Commerce 6 

a. Electronic commerce background 

b. E-Commerce and ERP 

c. Using ERP through an application service 

provider 

d. Accessing ERP systems over the Internet 

e. Radio Frequency identification technology 

75 hrs Totals 100% 

9 

18 

3

4 




appropriate.) 










_______________% 

• N/A 






L4K 4N1 

Course Title: 

Advanced Database Management Systems 



75 hours 


This course starts with an introduction to basic Client/Server concepts. The course then 

introduces the students to key features, components, and capabilities of a typical front-end 

rapid applications development tool that is appropriate for the selected database under study. 

This course also addresses the advanced issues in modern database systems and database 

application development features and capabilities such as procedure development, inputoutput 

interfaces, and report generation. The course also covers complex query development 

using standard SQL commands and procedural languages such as Oracle’s PL/SQL language 

or Microsoft’s Transact SQL depending on the database selected for the course. 

Through extensive hands-on exercises, students learn how to develop database applications 

that are fully integrated with reports and charts. 

Prerequisites: DBMS 210, SYS245 

Hours: 

Contact: 5 

Credit: 4 


Textbook: 

Creating SQL Server 2005 Applications with Visual Studio by 

Morrison & Morrison 

Hardware: PC Lab –1 workstation per student 

Software: MS Visio; MS Project; MS Word; MS PowerPoint; MS 

SQL Server 2005; MS Visual Studio 

Other: N/A 








100 


Method 


Lecture 30 


Pearson/Prentice Hall 

ISBN: 0131463551 


Provided



N/A 

N/A 

2


3 

Upon successful completion of the course students will be able to: 

1. Given the need to implement a database system complete a research assignment that 

enables your understanding of the architecture of client/server databases and how they 

differ from non-client/server databases. 

2. Given a set of business requirements, determine whether to use a client/server or nonclient/server 

database. 

3. Given the data requirements for solving a business problem and the structure of the 

relational database tables, use SQL Server and Visual Studio for retrieval and 

presentation of data residing in multiple tables. 

4. Given the structure of the relational database tables, use SQL Server and Visual Studio to 

create procedures, functions, and other client-side program units. 

5. Given a business case study requiring a client/server relational database application and 

an appropriate database, formulate the steps necessary to implement the input and output 

screen designs. 

6. Given a business problem requiring a client/server relational database application and an 

appropriate database, identify and describe the business processes and database 

operations necessary to implement a GUI application using a client/server application 

development tool. 

7. Given the need to implement a computer system that uses a database, design forms for 

data entry and maintenance. 

8. Given the need to implement a computer system that uses a database, develop database 

application projects using MS Visual Studio development environment. 

9. Create multiple-form applications with multiple windows, blocks, triggers and menus that 

give functionality to the application. 

10. Develop a complete multi-window application that integrates library and menu modules 

with form and report modules. 

11. Given the need to implement a computer system that uses a database, know how to apply 

report design principles and various report formats. 

12. Given the need to implement a computer system that uses a database, construct report 

data models. 

13. Refine report layouts and use report triggers via Visual Studio. 

14. Create SQL queries using SQL Server. 

15. Create and populate a database using SQL Server. 

16. Given a database requirement within a Visual Studio/SQL Server project, write an 

appropriate anonymous code block, trigger, function or stored procedure.


4 

Contact 

Hours 


Relative 

Value in % 

4 

Introduction to advanced topics in DBMS 

Review of selected topics from DBMS210 5 

Transactions & consistent database states; 

Transaction properties; 

11 

8 Database integrity 

8 

Concurrency control & possible problem scenarios 

Concurrency control by locking; 

Deadlocks 

Two-phase lock protocol 11 

Concurrency control by time stamping; 

11 

8 Concurrency control by versioning 

Transaction modes; 

Transaction management commands in SQL 11 

8 

4 

Database backup & recovery; 

Use of log tables; 5 

4 

Problems with centralized database management; 

Database distribution architectures; 

Historical development and trends 5 

4 

Introduction to DDBMS’s; 

Fragmentation; 

Replication 5 

4 

Transparency; 

Distributed concurrency control; 

Two phase commit protocol 5 

4 

Introduction to Decision Support Systems (DSS); 

Operational view versus multi-dimensional view; 

Multi-dimensional databases 5 

4 

Star schemas & snowflake schemas; 

Data warehousing & data mining 5 

5 

Introduction to procedural SQL language; 

Anonymous code blocks; 

Creation of forms 7 

8 

Triggers; 

Functions & stored procedures; 

Indexes; 

Creation of reports; 

Creation of an integrated database application 

11 

2 

Online analytical processing (OLAP) 

3 

75 100

5 




appropriate.) 











_______________% 

• N/A 






L4K 4N1 

Course Title: 

Web Architecture with Lab 



75 hours 


In this course students will leverage prior operating systems and networking knowledge to 

create, tune, and manage Internet servers. Students will configure Web, Email, FTP, 

Application and Database servers, across a mixed-mode operating system environment. 

Prerequisites: NET 210 

Hours: 

Contact: 5 

Credit: 4 


Textbook: 

Hardware: 1 PC per student 

Software: 1 Copy of Windows server, Exchange, MS SQL and 

Linux per student 

Other: N/A 


ISBN-10: 1423901797 

ISBN-13: 9781423901792 


Provided 








100 


Method 


Lecture 30 



N/A 


N/A

2 


1. The student will be able configure advanced web server settings, including virtual 

servers, secure socket layer (SSL), and certificate distribution. 

2. The student will be able to configure web application servers such as Apache Tomcat 

or IBM Websphere. 

3. The student will be able to configure, and secure incoming and outgoing mail services, 

using server technologies such as Sendmail, Postfix and Microsoft Exchange. 

4. Given a case analysis, the student will be able to design scalable Internet server 

solutions, and perform system performance tuning, to meet an escalating demand of 

services. 

5. The student will be able to perform server system auditing, and usage analysis reports, 

for a given server. 

6. The student will configure and secure, server side scripting, such as Hypertext 

Preprocessor (PHP), Active Server Pages (ASP), and Java Server Pages (JSP) 

7. The student will be able to enable/disable modules or extensions to balance the need 

of system designers, with the desire to maintain a controlled environment. 

8. The student will be able to implement a proxy solution, to increase network performing 

and security. 

9. The student will be able to perform installation and administrative tasks on Internet 

connected database server packages such as Microsoft SQL Server or MySQL. 

10. Given a specific case the student will be able to evaluate and select the appropriate 

blend of proprietary and open-source Internet server technologies products.

3 


Contact 

Hours 

8 

8 

8 

8 

8 


Relative 

Value in % 

1. Apache Web server 

1.1. Install third party modules such as PHP to extend scripting 

capabilities. 

1.2. Controlling access to server side scripting 

1.3. Secure a given directory with password access 

1.4. Configure virtual host name servers. 

1.5. Create a X.500 web certificate 

1.6. Redirecting browser requests 

1.7. configuring access and error logging 

1.8. Create an encrypted website used SSL 

1.9. Configuring load balancing 11% 

2. Internet Information Services (IIS) 

2.1. Creating, Configuring and Removing Web Applications in 

IIS 

2.2. Creating Additional Sites and Virtual Directories 

2.3. Creating Custom Error Messages and Redirecting 

Requests 

2.4. Managing Content and the Metabase 

2.5. Performing Remote Administration 

2.6. Backing up and restoring Web sites. 

2.7. Configuring Authentication and Access Permissions 

2.8. Protect Web Communications Using SSL and Web 

Certificates 

2.9. Configuring Auditing IIS and Managing Log Files 

11% 

3. Apache Tomcat 

3.1. Installing Apache Tomcat 

3.2. Servlet/JSP Containers 

3.3. Tomcat’s Architecture 

3.4. Tomcat Directory Structure 

3.5. Tomcat Configuration Techniques 

3.6. Access Log Valve 

3.7. Single Sign-on Valve 

3.8. Load Testing with JMeter 

3.9. Deploying a Web Applications 

11% 

4. Managing an FTP server 

4.1. Configure a basic FTP server 

4.2. Apply security settings to a FTP server 

4.3. Limit user access to a FTP server 11% 

5. Configuring mail services using Sendmail 

5.1. Installation of Sendmail. 

5.2. Building a Sendmail configuration file. 

5.3. Analyze the different mail protocols POP, IMAP SMTP. 

5.4. Create a virtual mail server for multiple domains 

11%

5.5. Apply user aliasing to forward messages 

5.6. Apply relaying rules to limit access to trusted hosts 

5.7. Content inspection using postfix 

5.8. SMTP relaying and access control. 

5.9. Content filtering and Blacklists 

4 

10 

10 

10 

6. Microsoft Exchange Server 

6.1. Installation of Exchange Server 2003 

6.2. Configure and manage Exchange Server 2003. 

6.3. Secure Exchange Server 2003. 

6.4. Manage recipients, public folders and address lists. 

6.5. Implement and manage client access with Internet 

protocols. 

6.6. Manage data storage and hardware resources. 

6.7. Back up and restore Exchange. 

6.8. Block SMTP Relay 

6.9. Virus, spam and spoofing protection 

7. MySQL Database Administration 

7.1. Configuring user permissions. 

7.2. Controlling host access 

7.3. Implement database security using least permission 

strategy 

7.4. Apply access security using the grant and revoke 

commands 

7.5. Describe the importance of the users and hosts tables 

7.6. Determine the access needs for a given user to data. 

8. Microsoft SQL Server 

8.1. SQL Server Programming Tools 

8.2. The Transact-SQL Programming Language 

8.3. Creating Databases and Filegroups 

8.4. Managing Databases 

8.5. Generating Scripts 

8.6. Defining Constraints 

8.7. Handling Error Messages 

8.8. Defining Triggers and Stored Procedures 

8.9. Distributed Queries 

9. Enterprise Internet Server Topics 

9.1. Clustering Services 

9.2. Load Balancing 

9.3. Server Redundancy 

9.4. Server Performance Tuning 

13 

13 

13 

5 

7 

75 100

5 




appropriate.) 












_______________% 

• N/A 



• Ph.D or Masters in Computer Science, Business, or related field



L4K 4N1 

Course Code: HIST210 

Course Name: Contemporary History 

Hours: 

Contact: 3 

Credit: 3 


None 


This course examines the general trends and complex interrelationships of global 

political, social, economic, and technological developments of the 20 th century as related 

to current events in the 21 st century. Particular emphasis is placed on exploring the 

evolution of global interdependency and forces of resistance to such change, as well as 

taking a multicultural perspective on challenges facing 21 st century humanity. 




1. Given the deliberate distortion and misuse of history in 20 th century ideology and 

propaganda, formulate a set of principles to govern historical research and the 

teaching of history to minimize the risk of ideological distortion and political 

misuse of history. 

2. Given the dominance of Western technology in global economic and cultural life, 

assess the challenges posed by technology to the cultural values and social 

patterns of a traditional society, e.g., Saudi Arabia or Japan. 

3. Given the terms of a punitive peace treaty such as the Treaty of Versailles, 

evaluate the impact and long-term consequences of such treatment of a defeated 

nation. 

4. Given the concept of a “revolution of rising expectations,” apply that concept to 

explain a failed 20th century constitutional system, for example, Nationalist China 

in 1911-1949, the Weimar Republic, or the USSR in 1986-1991. 

5. Given the central role of charismatic leaders in totalitarian movements of the 20th 

century, analyze the conditions under which such leaders are able to mobilize the 

masses in their respective states. 

6. Given the role of ideology in mass political movements of the 20th century, 

compare and contrast two major 20th century ideologies, such as German 

National Socialism and Russian Communism, and explain the popular appeal of 

each. 

7. Given the concept of sovereign power and the 20th century appeal of 

nationalism, evaluate the challenges to developing an effective collective security

2 

arrangement, such as the League of Nations, the U.N., or NATO’s Partnerships 

for Peace. 

8. Given the generally enlarged role of 20th century governments in citizens’ lives, 

analyze the factors that have contributed to the increase in governmental 

authority over economic and social activities during the course of this century. 

9. Given the global political, economic, and cultural dominance of the U.S. during 

this century, characterize the position of the U.S. in terms of both positive and 

negative impacts among the world’s developing nations. 

10. Given the critical role of mass protest movements and political violence in 

effecting change in the 20th century, compare and contrast the goals, methods, 

and effectiveness of non-violent civil disobedience with those of terrorism. 

11. Given repeated cases of genocide in the 20th century, e.g., the Nazi holocaust, 

Cambodia under Pol Pot, “ethnic cleansing” in Bosnia and Rwanda, analyze the 

roots of genocidal behavior and explain how “civilized” peoples can become 

involved in institutionalized mass murder. 


1. Traditional Western global domination and the rise of challenges to colonial, 

imperial, neo-colonial, and neo-imperial institutions. 

2. The acceleration of global political and economic interdependency and the 

emergence of the “global village,” as well as resistance to these forces of 

integration. 

3. The causes and impacts of contemporary international conflict and civil strife, as 

well as strategies to maintain domestic harmony and international peace. 

4. The role of secular and religious ideology in the mass political and social 

movements of the 20 th and 21 st centuries. 

5. The pivotal role of technology in shaping the political, economic, and social 

arenas of the contemporary human experience, and the challenges technology 

poses to traditional values and cultural patterns.



L4K 4N1 

Course Title: 

Strategic Management 



45 hours 


The course is designed to challenge the students to explore and understand key business and 

corporate strategies and their applications; conduct strategic analysis using key techniques; 

and have knowledge of current and advanced topics in the field of strategy management. The 

goal is to develop the students’ ability to prescribe actions within the operational structure of a 

company. Using techniques involved in the analysis and synthesis of business case study 

data, students develop critical skills and competences on how to conduct collaborative 

exercises with team members in an organizational project. Cases are used to provide actual 

applications from which students will perform their analysis and develop their action plans. 

Prerequisites: BUSN115, ACCT 320 

Hours: 

Contact: 3 

Credit: 3 


Textbook: 

Strategic Management Competitiveness and Globalization. 

1 st Canadian Ed. Hitt, Michael. et al. 

Case Studies 



Graded Case Studies 5 10 





100 


Method 


Lecture 45 

Lecture/Lab 

N/A 


N/A 


N/A 


ISBN 0-17-616864-8 

Provided or purchased by 

Student: 

Provided

2 


At the end of the course, the students will be able to: 

1. Examine the internal and external environment of a corporation, a business or a functional 

department 

2. Conduct a SWOT analysis 

3. Examine the role of globalization and technology as a part of the competitive strategy 

4. Identify potential corporate strategies for growth, retrenchment, or stability 

5. Given a small business for entrepreneurial opportunity, develop a feasibility study and 

proposal for optimal business performance. 

6. Apply financial, time, inventory, and technology standards to examine functional level 

strategies 

7. Assess leadership and control required to manage a global organization. 


1. The Global environment 

2. Managing change 

3. Strategic Management and competitiveness 

4. Strategic management and performance indicators 

5. SWOT analysis 

6. Corporate level strategy 

7. Business level strategy 

8. Functional level strategy 

9. Corporate governance 

10. Organizational structure and control 

11. Strategic leadership 

12. Entrepreneurship and innovation

3 




appropriate.) 







• Irene lee 




_______________% 

• N/A 



• Ph.D preferred or Masters in Business or related field



L4K 4N1 

Course Title: 

Customer Relationship Management Applications 

Development with Lab 



75 hours 


This course is blended into two main learning experiences for the student. Firstly, the student 

is provided with an in-depth understanding of the importance and capabilities of a welldesigned 

and fully functioning Customer Relationship Management system (CRM). 

Capabilities such as sales force automation, customer service, sales and marketing, as well 

as contact management are explored. Secondly, the students will engage in technical handson 

project activities that will complement their understanding of these core knowledge areas. 

The technical aspect builds on analysis, interface design, programming, and database skills 

learned in previous courses and focuses the students on developing business processes that 

are inherent in CRM-based applications. Students will build various CRM-type modules using 

a programming environment such as Java, C#, Visual Basic and scripting technologies such 

as MS dot net, JSP or PHP for developing web-based business applications. 

Prerequisites: PGRM-235 

Hours: 

Contact: 5 

Credit: 4 


Textbook: 

Customer Relationship Management: Getting It Right! 

By Judith W. Kincaid 


Software: DOT.NET Framework, Visual Studio.NET, Java 

SDK, Java NetBeans 

Other: N/A 

Prentice Hall 

ISBN-10: 0-13-035211-X 

ISBN-13: 978-0-13-035211-8 


Provided 








100

2 


Method 


Lecture 30 



N/A 


N/A 


1. Given an existing business organization that implemented a Customer Relationship 

Management system (CRM), conduct a research investigation that identifies the various 

CRM components such as contact management, sales force automation, and call center 

operations and assess the direct impact of implementing a CRM capability within the 

organization based on a pre-CRM post-CRM assessment format. 

2. Given a database that stores customer records based on standard transaction data such 

as those captured through a sales transactions, assess the adequacy of the stored 

information to allow a manager to successfully cross-sell other products to the customer. 

3. Given a business entity that sells various electronics merchandize, extract appropriate 

data from the customer data files and construct a list of purchases by customers across 

all selling brands that differentiates customers within price categories 

4. Given a business such as a restaurant that collects payments on demand from its 

customers produce a report by items purchased and method of payment i.e. own charge 

card, another charge card, check, or cash that shows preference for payment type. 

5. Given a customer database at a high dollar transaction company such as a car 

dealership produce a report that shows the frequency of purchases by customer and 

product type or brand that allows for tracking brand loyalty. 

6. Given a furniture manufacturing company that distributes various items of furniture to 

retail outlets, construct an aged accounts receivable report on the amounts owing by the 

retail outlets according to standard accounting A/R formats 

7. Given a company that retails products to various customers, produce a report that shows 

popularity of product by profit margin. 

8. Given a business that manufactures/distributes electronics products, produce a list of 

products that shows return statistics such that it enables management to assess the 

quality index of the various products based on the number of returns and ‘standardized’ 

reasons. 

9. Given a company that creates and manages a customer leads database that is used to 

assign sales force members, produce an updated roster for the sales team such that 

sales members are assigned to follow up based on their ability to close a deal.

Topics include: 

1. CRM as a strategic business function and within ERP solutions 

2. CRM: Planning it Right; CRM and CRM tools and software 

3. CRM: Building it Right; Understanding information, process, people, and technology 

components 

4. Call Center operations: automated end-to-end call routing and tracking 

5. Application: Leads management 

6. Customer data privacy issues 

7. Capture customer feedback 

8. Cost effective customer service 

9. Managing customer service 

10. Building customer loyalty 

11. CRM and customer lifetime value 

12. Application: Customer Information database 

13. Help desk operations: initiate, modify, and track problem reports 

14. Application: Analysis of customer services 

15. CRM: Using it Right 

16. Sales Force Automation 

17. Application: Sales analysis; Leads and Order management 

18. Contact Management and Personal Information Management systems 

19. CRM: Keeping it Right 

20. Integration of Sales, Marketing, and customer service 

21. Application: Effective CRM- correlation of sales, marketing and customer service 

22. Content Management 

23. Catalog management 

24. Self service application 

25. CRM business intelligence 

26. Application: Data analysis for customer profiles 

27. Dot.Net /Php /Java Scripting capabilities and techniques 

3

4 


Contact 

Hours 

5 

Module Topic 

Subtopics 

Relative 

Value in 

% 

4 CRM as a strategic business function and within ERP solutions 5 

CRM: Planning it Right 

• CRM and CRM tools and software 

5 

8 

8 

8 

8 

CRM: Building it Right 

• Understanding information, process, people, and technology 

components 6 

Call Center operations: automated end-to-end call routing and tracking 

Application Development: Leads management: Web-Based 

• Output Requirements 

• Functional Analysis 

• Application Design 

• Development Strategy 

• Implementation of Dot.Net /Php /Java Scripting capabilities and 

techniques 

Building Customer Relationships 

• Customer data privacy issues 

• Capture customer feedback 

• Cost effective customer service 

• Managing customer service 

• Building customer loyalty 

• CRM and customer lifetime value 

Application Development: Customer Information database: Web-Based 






techniques 

Help desk operations: initiate, modify, and track problem reports 

Application Development: Analysis of customer services and metrics 






techniques 

11 

CRM: Using it Right 

Sales Force Automation 

Application Development: Sales analysis; Leads and Order management 



• Application Design 11 

6 

11 

11

5 



techniques 

5 Contact Management and Personal Information Management systems 6 

CRM: Keeping it Right 

Integration of Sales, Marketing, and customer service 

Application Development: Effective CRM- correlation of sales, marketing 

and customer service 






techniques 

8 

11 

Content Management 

Catalog management 

8 Self service application 

CRM business intelligence 

Application Development: Data analysis for customer profiles 






techniques 

8 

11 

75 100 



(Attach list of names; faculty curriculum vitae in Appendix 8.4.1, 8.4.2, or 8.4.3 as appropriate.) 



(Attach name[s] and explanation of role in Appendix 8.4.4. The Quality Assessment Panel may 

request the curriculum vitae or résumé.) 





If the method of instruction includes on-line delivery (technology-based, computer-based and 

web-based), what percentage of the course content will be offered on-line? _______________%

6 

• N/A 






L4K 4N1 

Course Title: 

Project Management 



75 hours 


This course enhances students’ ability to function in a project leadership role. While exploring 

the project life cycle, they gain experience in budget and timeline management. Project 

management software is used to design project schedules using methods such as bar charts, 

program evaluation review technique (PERT) and critical path method (CPM) to produce 

project plans to apply to the solution of case studies. 

Prerequisites: SYS-245, BUSN-220 

Hours: 

Contact: 5 

Credit: 4 


Textbook: 

Integrated Project Management –Hall and Johnson 

Hardware: PC Lab-1 work station per student 

Software: MS Project, MS Visio 

Other: N/A 

Pearson Education 

ISBN: 0-13-067449-4 


Provided 








100 


Method 


Lecture 45 



N/A 


N/A

2 




1. Given a general description of customer or user requirement and scope of work, define the 

project and project deliverable, and develop a work breakdown structure (WBS). 

2. Given various project examples and cases, develop a project task list with dependencies 

from the work breakdown structure, a manual project network diagram, and project 

schedules and apply them in MS Project. 

3. Given descriptions of various kinds of projects and work breakdown structures, develop a 

project resource plan and cost estimate and apply them in MS Project. 

4. Given various kinds of project examples, develop a project risk management plan and risk 

matrix. 

5. Given a description of a project case, develop a project quality management plan including 

quality assurance and control processes. 

6. Given data on a project in the implementation phase, monitor project performance using 

earned value techniques and how corrective actions are taken. 

7. Given a case study in project information, develop a project information and 

communication system for reporting project performance. 

8. Given various cases with different organizational and project settings, develop a project 

team and manage team dynamics in a project environment. 


Contact 

Hours 


Relative 

Value in % 

4 Project integration management 5.3 

6 Scope statement and management plan 8 

8 Time and resource management 10.6 

8 Cost and budget management 10.6 

5 Quality management 6.6 

5 Human resource management 6.6 

5 Communication management 6.6 

8 Risk Management 10.6 

4 Procurement management 5.3 

4 IT infrastructure management 5.3 

4 Software development life cycle 5.3 

4 We integrated project management 5.3 

4 Closing a project 5.3 

6 Project integration management 8 

75 100

3 




appropriate.) 









_______________% 

• N/A 






L4K 4N1 

Course Title: 

Network Administration With Lab 



75 hours 


The purpose of this course is to enhance the technical and administrative networking skills of 

the students by providing them with an in-depth understanding of network administration 

through the implementation of access control, and configuring network services. This course 

will use both Microsoft Windows and Linux technologies to provide students with the hands-on 

ability to install, configure, and integrate various network and server technologies. 


Hours: 

Contact: 5 

Credit: 4 


Textbook: 

The Ultimate Windows Server 2003 Administrator's Guide - 

Williams/ Walla 

Hardware: Network PC Lab 

Software: MS Windows Server; Linux OS 

Addison-Wesley Pearson 

ISBN: 0201791064 

On-line Linux resources 


Provided 

Other: N/A 








100 


Method 


Lecture 30 



N/A 


2 


Upon successful completion of this course the student will be able to understand and access 

the significance of Network administration and how to accomplish the following: 

1. Given a set of criteria the student will be able to design and implement an appropriate user 

administration policy. 

2. The student will understand the features and benefits of using a directory services 

architecture and its configuration. 

3. The student will be able to apply security best practices regarding account management, 

and file system security. 

4. The student will be able to install, configuration, and maintain a typical Local Area 

Network. 

5. The student will be able to apply access control methods to ensure the confidentiality and 

integrity of data storage in a networked environment. 

6. The student will be able to configure and apply controls to user remote access to the 

network. 

7. The student will be able to apply security policies to control network users access to tasks 

and resources. 

8. The student will be able to perform system and network monitoring of network resources, 

and apply appropriate corrective action against system deficiencies. 

9. The student will be able to configure name service resolution services such as DNS and 

WINS to enable network address to hostname resolution. 

10. The student will be able to apply troubleshooting and problem-solving techniques to 

diagnose and resolve system problems.

3 


Contact 

Hours 

10 

8 

10 

5 

4 

4 

4 


Relative 

Value in % 

1 Server Hardware and Installation 

1.1 Windows Server products 

1.2 Hardware compatibility list 

1.3 Processor type and Speed 

1.4 Motherboards, and advanced bus features 

1.5 Server Memory Requirements 

1.6 Disk Capacity, Disk Architecture, and Fault Tolerance 

1.7 System Backups 

1.8 Emergency Repair Disks 

1.9 Service Pack installation and Rollback 16 

2 Windows File System security 

2.1 File System types and options, conversion techniques 

2.2 Available NTFS security permissions 

2.3 Permission inheritance and flow, blocking options 

2.4 Propagating permissions through file systems. 

2.5 File & folder sharing options, permission availability 

2.6 File System vs. Share permission precedence. 

3 Groups, Folders, Files, and Object Security 

3.1 Group types, scopes & membership options 

3.2 Special group types, dynamic memberships and options. 

3.3 Group Selection and Configuration (local, domain local, 

global, and universal) 

3.4 File attributes, auditing and Permissions (local, share, 

and Web permissions) 

3.5 Security Conflicts 

13 

4 Active Directory Services 

4.1 Active Directory Architecture 

4.2 Directory services layout and organizational structure. 

4.3 Directory object types and properties. 6 

5 Directory Objects and the Microsoft Management Console 

(MMC) 5 

6 Active Directory elements 

6.1.1 Organizational Units 

6.1.2 Domains 

6.1.3 Trees 

6.1.4 Forests 

6.1.5 Sites 

7 Active Directory Design 

7.1 IP security measures 

11 

5 

5

4 

8 Server security features 

11.1 Interactive logon 

11.2 Object security, and services security 

11.3 Groups, Policies, and Security Templates 

10 

13 

9 Domain, Forest and Site structure and integration. 

9.1 Domain tree overview and hierarchy. 

9.2 DNS integration within Windows Domains & Forests 

9.3 Security principals within domains and forests 

9.4 Forest & domain relationships, security fundamentals 

9.5 Defining Sites within a domain & forest structure 

10 

13 

10 Domain Names Server and DHCP Configuration 

10.1 Install the DNS Server service. 

10.2 Configure a root name server. 

10.3 Configure zones. 

10.4 Configure a caching-only server. 

10.5 Configure a DNS client. 

10.6 Configure zones for dynamic updates. 

10.7 Test the DNS Server service. 

10.8 Implement a delegated zone for DNS. 

10.9 Manually create DNS resource records. 

10.10 Install the DHCP Server service. 

10.11 Create and manage DHCP scopes, super-scopes, and 

multicast scopes. 

10.12 Configure DHCP for DNS integration. 

10.13 Authorize a DHCP server in Active Directory 

10 

13 

75 100

5 




appropriate.) 












_______________% 

• N/A 






L4K 4N1 

Course Title: 




45 hours 


This course examines the Canadian legal system and the legal and regulatory 

environment for organizations. Students apply legal theory in a practical manner 

through case scenarios involving tort, contract, property, employment, environmental, 

immigration, business, and intellectual property law, as well as current issues in the law. 


Hours: 

Contact: 3 

Credit: 3 




1. Given the natural tension between individual rights and freedoms and societal 

limits, analyze a case such as R. v. Keegstra (1990) 117 NR1 (SCC) 38, to 

determine if there is a need to legislate fundamental rights and freedoms. 

2. Given examples of social issues in the law – such as differences between white 

and blue collar criminals in a case such as R. v. Eagleson – assess our society's 

application of law, including an analysis of relative sentencing, fines, and public 

perceptions of those indicated. 

3. Given the tension between society's wish to compensate persons who are 

wronged, and society's wish to extract compensation only from those who are at 

fault, assess a case such as Teno et al v. Arnold et al (1978) 83 D.L.R. (3d) 609 

(SCC) 315 to characterize the status of tort law in Canada, including an analysis 

of negligence and the language relating to causation, duty of care, foreseeability, 

reasonable person, and standard of care. 

4. Given a two-page commercial contract, such as a lease, franchise, or partnership 

agreement, assume the role of offeree and create a memorandum evaluating the 

relative merits and risk of entering into the agreement, citing particular clauses to 

support the position taken. 

5. Given a list of major legal, social, and economic issues related to protecting the 

environment, analyze the effectiveness of tort law and the Canadian 

Environmental Protection Act in dealing with such issues. 

6. Given an outline of the history of Canadian immigration law and policy, assess 

the main provisions of the Immigration Act in terms of balancing the policy of 

welcoming newcomers with the desire to protect limited resources.

2 

7. Given a fact situation (a case) involving the commencement of a new business, 

analyze the situation to decide whether the business should be incorporated, 

how it should be financed, and what responsibilities and liabilities should accrue 

to the principals of the business. 

8. Given a fact situation involving the purchase of a home, evaluate the relative 

advantages of the involvement of a real estate agent, the negotiation of an 

agreement of purchase and sale, searches, closing, and registration of the deeds 

and mortgages. 

9. Given a case illustrating the need to protect the authorship and ownership of 

business and creative ideas, evaluate current intellectual property law to assess 

how effectively it protects ownership of ideas in rapidly evolving technological 

environments such as the Internet. 


1. Purpose, history, and categories of law 

2. The rights and freedoms of Canadians 

3. Tort law: civil procedure and compensation; negligence and unintentional torts; 

intentional torts 

4. Contract law: forming a contract; completing and discharging the contract; 

property law (landlord and tenant); employment law 

5. Environmental law: common-law remedies; constitutional jurisdiction; 

enforcement of regulatory laws; environmental impact assessment; parks and 

endangered species; the global view 

6. Legal and social issues: including the Immigration Act; aboriginal people’s rights; 

blue collar vs white collar issues 

7. Business law: proprietorships; partnership; private and public corporations; 

responsibilities and liabilities 

8. Real property law: purchase and sale; chattels and fixtures; land registration 

systems; breach of agreement 

9. Intellectual property law: copyright; trademarks; patents; trade secrets; unfair 

competition



L4K 4N1 

Course Title: 

ORGANIZATIONAL BEHAVOUR 



45 hours 


This senior level course exposes students to the significance of human behavior in 

organizations and its implications for management decisions and necessitated actions. An 

understanding of the theory and practice of working with and managing people is a corner 

stone of this course. Students are expected to draw knowledge and apply critical thinking 

skills developed in previous courses in psychology, society and culture, economics, statistics, 

and others. 

Topics covered will include personal and work motivation, work attitudes, social norms, team 

dynamics, leadership, decision-making, and management of change. 


Hours: 

Contact: 3 

Credit: 3 


Textbook: 

Canadian Organizational Behaviour. 5 th ed. McShane, Steven. 

2004. 

Case Studies 



Graded Case Studies 5 10 





100 


Method 


Lecture 45 

Lecture/Lab 

N/A 


N/A 


N/A 

McGraw Hill 

ISBN-0-07-091232-7 


Provided

2 


At the end of the course, the students will be able to: 

1. Develop an understanding of individual behavior and what governs it 

2. Examine workplace attitudes, perceptions, and learning 

3. Demonstrate an understanding of stress by designing an effective stress management 

program for a workplace 

4. Demonstrate effective interpersonal communication and conflict resolution skills 

5. Build team skills which demonstrate the positive impact of groups and effective decision 

making 

6. Institute a program for transformational leadership development and employee motivation 

7. Examine an organization’s culture and create tools for strengthening it 

8. Design a change management strategy 


1. Organizational behavior 

2. Building self awareness 

3. Stress management 

4. Interpersonal communication 

5. Conflict resolution and negotiation 

6. Group and team building 

7. Motivation strategies 

8. Leadership models and methods 

9. Organizational culture 

10. Managing change

3 




appropriate.) 










_______________% 

• N/A 



• Ph.D preferred or Masters in Business or related field



L4K 4N1 

Course Title: 

Career Development 



30 hours 


Career-planning strategies and resources are explored to prepare students for a successful 

job search and to develop effective methods for career advancement. Activities include 

critical self-evaluation, goal setting, company research, personal marketing plans, resume 

and cover letter preparation, and interviewing practice. A career development portfolio is 

assembled highlighting achievements, career goals, and professional development 

strategies. 

Prerequisites: Upper-term Status 

Hours: 

Contact: 2 

Credit: 2 




1. Apply writing skills to the preparation of professional quality business letters, 

letters of application, resumes, job application forms, research reports, and other 

career planning materials. 

2. Apply oral communication skills, including effective telephone techniques, to 

company research and job prospecting activities. 

3. Develop active listening habits and apply these to the job-search and the 

interview. 

4. Identify the common resources for conducting job-related research; apply specific 

research techniques and broad research strategies to investigating companies. 

5. Identify employment and long-term career goals; formulate effective plans for 

realizing short- and long-term career goals. 

6. Evaluate job characteristics and the varieties of compensation packages. 

7. Through self-assessment activities, formulate a realistic self-concept of 

personality factors and career-related interests, values, and abilities. 

8. Apply the values of professionalism and demonstrate appropriate standards of 

dress, demeanor, and appearance in conducting the job-search process. 

9. Conduct the job-search process from a position of realistic self-confidence rather 

than arrogance and with assertiveness rather than aggressiveness. 

10. Evaluate the importance of perseverance and sense of personal responsibility in 

the job-search process and career development.

2 

11. Describe the key elements of the job interview and explain the importance of 

careful preparation and followup. 

12. Apply budgeting and other personal finance methods to job-search and career 

development activities. 


1. Preparation of professional quality business letters, letters of application, 

resumes, job application forms, research reports, and other career planning 

materials. 

2. Effective oral communication skills as related to the job-search and the interview. 

3. Active listening habits as applied to the job-search and the interview. 

4. Common resources and research techniques. 

5. Short-term and long-term career goals; effective planning for realizing goals. 

6. Job characteristics and varieties of compensation packages. 

7. Critical self-assessment activities to formulate a realistic self-concept of 

personality factors and career-related interests, values, and abilities. 

8. Professionalism and appropriate standards of dress, demeanor, and appearance 

in conducting the job-search process.



L4K 4N1 

Course Title: 

Supply Chain Management with Lab 



75 hours 


This course provides an introduction to the concepts of Supply Chain Management and how it 

enables organizations to improve their efficiency and effectiveness in the global and highly 

competitive environment of the twenty-first century. The main goal of this course is to assist in 

making those changes that are critical to successful supply chain implementation. This course 

will examine the main components of Supply Chain, and techniques for managing them 

properly, as well as the most important strategies for planning of the overall Supply Chain 

Management programs. A programming language such as Java, C#, Visual Basic will be used 

to develop the various modules of Supply Chain Management System. 

Prerequisites: PGRM-325 

Hours: 

Contact: 5 

Credit: 4 


Textbook: 

Essentials of Supply Chain Management : Michael Hugos 

Reference: Supply Chain Management Best Practices: David Blanchard 

Reference: Supply Chain Management based on SAP Systems 

G. Knolmayer, P. Mertens, A. Zeier 


Software: DOT.Net Framework, Visual Studio.NET 

Other: N/A 

Wiley.ISBN: 9780471235170 

Wiley.ISBN: 978047181417 

Springer. ISBN: 3540669523 


Provided 








100 


Method 

Lecture 30 



N/A 


N/A 

Number of 

hours

2 


1. Analyze the role of all the key elements of the supply chain. 

2. Analyze supply chain activities in order to find ways to optimize its performance. 

3. Plan capacity to meet forecasts. 

4. Utilize information technology such as decision support systems and ERP to improve 

management of each element of the supply chain and find solutions to supply chain 

management problems. 

5. Illustrate and critique existing industry-specific supply chain issues. 

6. Utilize the World Wide Web to enhance collaboration between members of the supply 

chain. 


A. Overview of Supply Chain Management System 

o Structure of Supply Chain 

o Functionality of Supply Chain 

o Supply chain in different types of organizations 

B. Planning and Forecasting 

o Supply Chain Operations Model 

o Methods of forecasting demand. 

o Relationship between price and cost structure. 

o Managing inventory. 

C. Procurement 

o Activities involved in procurement 

o Discuss how to manage the risk, set credit policies and implementation of credit and 

collection practices 

D. Manufacturing 

o Product Design 

o Scheduling 

o Facility management 

o Out sourcing 

E. Transportation and Distribution 

o Order management 

o Delivery scheduling 

F. Measuring Performance 

o Various market performance categories and their measurement 

o Set of metrics for measuring the performance of a company’s Supply Chain operations 

o Ways to collect and display Supply Chain performance data 

o Use of performance data to find the problems and opportunities 

G. Supply Chain Coordination and use of Technology 

o “Bullwhip” effect 

o Factors causing the “Bullwhip” effect 

o Addressing different factors 

o CPFR 

o Use of information systems and their requirements to support the Supply Chain 

H. Supply Chain Opportunities

o Market analysis and performance capabilities 

o Performance targets and objectives 

o Creating a strategy 

o Budget preparation and ROI 

3 

I. Supply Chain Systems 

o Analysis and develop various modules and systems helpful in the supply chain 

management system like MRP, CMS and Inventory Management 

Topic Outline 

Time 

(Hours) 


Relative 

value in % 

6 • Basic Concepts of Supply Chain Management 

8% 

o Describe how the Supply Chain Works 

o Introduction to the Supply Chain Structure 

o Discuss the participants of Supply Chain 

o How to align Supply Chain with the business strategy 

12 • Supply Chain Operations – Planning and Sourcing 

16% 

o Introduction to Supply Chain Operations Model 

o Discuss how to forecast the demand and what are the 

o different methods used for it. 

o Describe pricing and how it is related to cost structure 

o Discuss how to manage inventory levels in different 

companies 

o Discuss different activities involved in procurement 

o Discuss how to manage the risk, set credit policies and 

implementation of credit and collection practices 

6 • Supply Chain Operations – Making and Delivering 

8% 

o Discuss the various activities like product design, production 

scheduling and facility management in making a product 

o Discuss the various activities like order management and 

delivery scheduling in delivering a product 

o Discuss the possibility of outsourcing Supply and Chain 

operations 

6 • Supply Chain Coordination and use of Technology 

8% 

o Describe the “Bullwhip” effect 

o Discuss the various factors which causes the “Bullwhip” effect 

and how these should be addressed to coordinate the actions 

o Discuss briefly CPFR 

o Discuss the information systems and their requirements to 

support the Supply Chain 

9 • Measuring Performance – Supply Chain Metrics 

12% 

o Discuss the various market performance categories and how 

to measure them 

o Define set of metrics for measuring the performance of a 

company’s Supply Chain operations 

o Discuss ways to collect and display Supply Chain 

performance data 

o Discuss how the performance data can be used to find the 

problems and opportunities 

9 • Defining Supply Chain Opportunities 12%

o 

o 

o 

o 

o 

Discuss how market analysis can be used to define the type 

of markets of a given company servers and identify the 

performance capabilities most valuable to those markets 

Define the performance targets for a company to succeed 

Discuss how to create a strategy and define the objectives to 

meet the performance targets 

Discuss how to prepare a budget for the required efforts and 

determine the ROI 

Discuss how to develop a high level project plan for the given 

efforts 

9 • Supply Management Applications 

o 

Discuss the requirements of Material Requirements Planning 

and Manufacturing Resource Planning Systems as a 

standalone or part of Enterprise Resource Planning System. 

o Develop the Material Requirements Planning and 

Manufacturing Resource Planning Systems. 


o Discuss the requirements of Inventory Management v/s 

Supplier Managed Inventory and develop a simple Inventory 

Management and/or Supplier Managed Inventory System. 


o Discuss the requirements of Contract Management System 

and develop a simple Contract Management System. 

4 

12% 

12% 

12% 

75 hrs Totals 100%

5 




appropriate.) 











_______________% 

• N/A 






L4K 4N1 

Course Title: 

Senior Project Feasibility Study 

Year 3: Semester1 


30 hours 


Students apply mastered skills and knowledge, including problem-solving methods, teamwork, 

and project-management techniques to assess and evaluate the feasibility of a business 

applications-oriented project. The project provides real-world experience by requiring the 

students to justify the feasibility of a project based on the requirements of a client’s system 

and supporting technology. 

Prerequisites: Senior Status 

Hours: 

Contact: 2 

Credit: 2 


Textbook: 

Students to use previous texts in Analysis and Design 

Hardware: Appropriate for project 

Software: Appropriate for project 

Other: N/A 


Supplied by Institute or by 

Client (sponsoring 

organization) 



Project Research Assignments 2 10 

Project Initiation 1 10 

Preliminary Analysis 1 10 

Analysis Phase 1 20 

Design Phase 1 20 

Prototype Demonstration 1 15 

Full Report 1 15 

100 


Method 


Lecture 15 

Lecture/Lab 

N/A 


N/A 


2 


Upon successful completion of this course students would know how to: 

1. Given the tasks involved in identifying and developing a computerized system, identify and 

commission appropriate members in a team based on the anticipated requirements of a 

contemplated project 

2. Carry out a preliminary survey on a proposed candidate system 

3. Organize, evaluate, and present relevant facts regarding alternative proposals for a 

candidate system 

4. Given the cost/benefit factors related to a set of candidate systems justify a recommended 

solution that addresses the needs of the proposed system 

5. Establish a set of system performance criteria based on prior conducted research for the 

purpose of designing and developing an approved target system 

6. Organize, structure, and develop a comprehensive report that documents the analysis and 

design elements of an approved target system 

7. Build and demonstrate a prototype (model) of an approved target system that addresses 

the needs identified and documented in a prior survey and approved for a target system 


• Client Company & History of Operations 

• Project Description 

• Development of Project Plan 

• Preliminary Study & Requirements 

• Survey & Feasibility Report 

• System recommendations 

• Prototype development

3 


Contact 

Hours 


Relative 

Value in % 

• System Proposal including Project 

Scope/Objectives/Limitations/Risks 

• Identifying the business value of the project 

• Project Management: Tasks/Time/Staff/Managing scope and 

risks 

4 

13 

Preliminary Analysis, Feasibility Metrics and Recommendations 

• Users/clients and their need for proposed system 

• How will the system work (technical operational aspects)? 

• Are all technical resources readily and easily accessible? 

• Project Development/Testing Timeline 

• Financial justification (rough draft) 

• Marketing plan where system is for third party or management 

support where system is for internal users 

Presentation of Report & Evaluation: System Investigation, 

20 

6 Documents & Recommendations 

Analysis: I 

• Use Case Modeling (Actors, Associations, Use Cases, 

Boundaries) 

• Structural Modeling (Class Diagrams) 

• Behavioral Modeling (Sequence, Collaboration, State Chart 

8 

Diagrams) 

Presentation of Report & Evaluation: Analysis Phase Report 27 

Designing the system: I 

- System Architecture Design 

- User Interface Design and User Interface Components 

- (Data) Persistent Objects/Class/Methods Design 

27 

8 Presentation of Report & Evaluation: Design Phase Report 

2 

Prototype Demonstration: 

Evaluation: Showcase /In-Class Demo 6.6 

2 

Full Report: 

Presentation of Report & Evaluation: Full Feasibility Study Report 6.6 

30 100

4 




appropriate.) 










_______________% 

• N/A 






L4K 4N1 

Course Title: 

Business Data Analysis 



75 hours 


This course provides students with the required knowledge of building business intelligence 

(BI) applications. Some of the areas covered in this course include integrating multiple data 

sources with Integration Services, enriching data and building complex business analytics with 

Analysis Services as well as writing, managing, and delivering rich reports with Reporting 

Services. Other topics covered are data mining, warehousing, MDX queries, and KPI 

analysis. 

Prerequisites: DBMS 320 

Hours: 

Contact: 5 

Credit: 4 


Textbook: Delivering Business Intelligence with Microsoft SQL 

Server 2008, 2nd Edition - Brian Larson 


Software: SQL Server 2008 Developer Edition, Dot.NET 

Framework, Visual Studio.NET 

Other: N/A 

McGraw-Hill Osborne Media, 

ISBN-10: 0071549447 

ISBN-13: 978-0071549448 


Provided 








100 


Method 


Lecture 30 



N/A 


N/A

2 


After the successful completion of this course, the student will reliably demonstrate the ability 

to: 

1. Understand the importance of effective decision making in an organization. 

2. Explain the role of business intelligence. 

3. List advantages and disadvantages of an Online Analytical Processing (OLAP). 

4. Use Business Intelligence Development Studio. 

5. Design and create data marts using SQL Server Management Studio and Business 

Intelligence Development Studio. 

6. Describe Integration Services Structure and Components and Perform Data Mart 

Population 

7. Use SQL Server Analysis Services to define Measures and Dimensions. 

8. Write MDX scripts to perform various tasks. 

9. Utilize various Data Mining algorithms such as Decision Trees, Linear Regression, 

Clustering, and Neural Network. 

10. Generate business intelligence reports using Reporting Services 


1. Equipping the Organization for Effective Decision Making 

2. Using Business Intelligence 

3. The Source of Business Intelligence 

4. The Unified Dimensional Model 

5. Beginning the Development of Business Intelligence 

6. Creating Data Marts 

7. Integrations Services Structure and Components 

8. Using Integrations Services for populating Data Marts 

9. Measures and Dimensions 

10. Special Features of OLAP Cubes 

11. MDX Scripting and Queries 

12. Data Mining 

13. Reporting Services

3 


Time 

(Hours) 


Relative 

Value in % 

10 1. Equipping the Organization for Effective Decision Making 13.3 

and Using Business Intelligence 

a. Effective decision making 

b. Keys to effective decision making 

c. Business Intelligence 

d. What Business Intelligence can do for you 

e. Business Intelligence at many levels 

f. The Data Mart 

g. Snowflakes, Stars, and Analysis Services 

10 2. The Unified Dimensional Model and Development of 

13.3 

Business Intelligence 

a. Online Analytical Processing 

b. The Unified Dimensional Model 

c. Tools of the Trade 

d. The Business Intelligence Development 

Studio 

e. The SQL Server Development Studio 

f. The continuing evolution of ERP 

12 3. Creating and Populating Data Marts 16 

a. Designing a data mart 

b. Integration Services Structure and 

Components 

c. The benefits of integration 

d. Integration Services 

e. Package Items 

f. Package development features 

g. Loading a fact table 

13 4. Working with Cubes 17.3 

a. Measures 

b. Dimensions 

c. Deploying and processing 

d. Additional cube features 

e. Advanced scripting 

10 5. MDX Scripting 13.3 

a. Terms and concepts 

b. Putting MDX scripting to work 

c. Extracting data from cubes 

d. The MDX select statement 

e. Additional MDX syntax 

10 6. Data Mining 13.3 

a. What is data mining 

b. Data mining algorithms 

c. Data mining structure 

d. Mining model viewer 

e. Mining accuracy chart 

f. Mining model prediction 

g. Data mining extensions 

10 7. Reporting Services 13.3

a. Report serving architecture 

b. Creating reports using Tablix data region 

c. Report manager 

d. Managing reports on the report server 

e. Ad hoc reporting 

75 hrs Totals 100% 

4 




appropriate.) 










_______________% 

• N/A 



• Ph.D or Masters in Business, Computer Science or related field



L4K 4N1 

Course Title: 




45 hours 


This foundation course in computer systems concepts provides students with a practical 

understanding of the key technologies, architectures, and real-world applications that power 

business operations. As an introduction to computer systems used in businesses this course 

delves into the main technologies implemented within business and their functionalities in 

general. Students will learn how to conduct business research, analyze and prepare 

spreadsheet data, and create useful presentations. Topics include computer languages and 

computing platforms, databases and report generation, office productivity applications, and 

network systems. 


Hours: 

Contact: 3 

Credit: 3 


Textbook: 

Hardware: PC Lab 1 work station per student 

Software: MS Office; PowerPoint 

Other: N/A 


Provided 








100 


Method 


Lecture 15 



N/A 


N/A

2 



Contact 

Hours 


Relative 

Value in % 

10 

11 

10 

12 13 

11 

10 

11 

10 

5 6 

8 9 

75 100

3 




appropriate.) 












_______________% 

• N/A 






L4K 4N1 

Course Title: 

Current Issues in Business and Computing 



45 hours 


The course is designed to present topics chosen from areas of current interest that are not 

offered as part of the permanent curriculum and which encompass the fields of business and 

computing. This is a case-based course in which the students and instructor will determine 

what topics of current interest will be selected for coverage. Emphasis will be placed on 

research, critical thinking, analysis of data, as well as an evaluation of the impact of a given 

current issue. Under the instructor’s direction, students explore today's issues and trends in an 

open classroom environment. Coverage of some topics may require students to perform 

software tests, do product demonstrations, conduct surveys, and engage in class 

presentations. 


Hours: 

Contact: 3 

Credit: 3 


Textbook: 

N/A 

Case Studies 


Software: MS Office and PowerPoint 

Other: N/A 

Provided 


Provided 








100 


Method 


Lecture 45 

Lecture/Lab 

N/A 


N/A 


N/A

3 


Upon successful completion of this course, students should be able to: 

1. Given a current topic of interest in the field of computer science or business complete 

a comprehensive research on its underlying factors and data as available and present 

the facts as discovered; for example, the issue of social effects generated on 

individuals involved in multiplayer games in cyberspace. 

2. Given a current topic of interest in the field of computer science or business for which 

research was completed, critically analyze the issue, assess the implications given 

appropriate data, formulate a logical hypothesis on the issue and present your analysis 

based only on the known facts; for example, the cost/benefit/payback factors of 

developing ‘green’ consumer products. 

3. Given a current topic of interest in the field of computer science or business for which 

a full research investigation and analysis were completed, present a case in support of 

or against the prevailing wisdom for a prescribed course of action based on the known 

facts and your interpretation of the facts/situation; for example, the issue of “offshore” 

manufacturing. 

4. Given the findings of a well know report or investigation that involves a specific current 

issue in the field of computer systems or business (public access not restricted), 

present its findings and reopen the case for current discussion based on newly 

researched information that may allow for a different interpretation or finding on the 

issue; for example, the issue of disposal systems for computer hardware systems. 

5. Given the competitive nature of today’s global business operations, research the facts 

and present your findings on the rationale for companies to locate branch offices 

abroad for the sole benefit of generating cost efficiencies at the likely expense of 

quality of service, quality of product, and other important factors; for example 

“outsourcing” computer software developing work (programming). 


1. Research activities to gather data and published findings on current issues 

2. Analysis of data using quantitative measures 

3. Interpretation of data using logic, perceptions, and qualitative analysis 

4. Developing arguments to support a thesis statement or hypothesis 

5. Professional report writing formats 

6. Presentation techniques using visual tools

4 


Contact 

Hours 


Relative 

Value in % 

• Research activities to gather data and published findings on 

current issues 

10 

22 

• Analyze data using quantitative measures 22 

10 

• Interpret data using logic, perceptions, and qualitative analysis 

10 

22 

• Develop arguments to support a thesis statement or hypothesis 11 

5 

• Professional report writing using appropriate formats and styles 11 

5 

• Presentation techniques incorporating visual tools in an effective 

5 manner 11 

45 100 




appropriate.) 






• To Be Hired 



_______________% 

• N/A 



• Ph.D or Masters in Business, Computer Science or related field



L4K 4N1 

Course Title: 

Senior Project Feasibility Study 

Year 3: Semester1 


30 hours 


Students apply mastered skills and knowledge, including problem-solving methods, teamwork, 

and project-management techniques to assess and evaluate the feasibility of a business 

applications-oriented project. The project provides real-world experience by requiring the 

students to justify the feasibility of a project based on the requirements of a client’s system 

and supporting technology. 


Hours: 

Contact: 2 

Credit: 2 


Textbook: 

Students to use previous texts in Analysis and Design 

Hardware: Appropriate for project 

Software: Appropriate for project 

Other: N/A 


Supplied by Institute or by 

Client (sponsoring 

organization) 



Project Research Assignments 2 10 

Project Initiation 1 10 

Preliminary Analysis 1 10 

Analysis Phase 1 20 

Design Phase 1 20 

Prototype Demonstration 1 15 

Full Report 1 15 

100 


Method 


Lecture 15 

Lecture/Lab 

N/A 


N/A 


2 


Upon successful completion of this course students would know how to: 

1. Given the tasks involved in identifying and developing a computerized system, identify and 

commission appropriate members in a team based on the anticipated requirements of a 

contemplated project 

2. Carry out a preliminary survey on a proposed candidate system 

3. Organize, evaluate, and present relevant facts regarding alternative proposals for a 

candidate system 

4. Given the cost/benefit factors related to a set of candidate systems justify a recommended 

solution that addresses the needs of the proposed system 

5. Establish a set of system performance criteria based on prior conducted research for the 

purpose of designing and developing an approved target system 

6. Organize, structure, and develop a comprehensive report that documents the analysis and 

design elements of an approved target system 

7. Build and demonstrate a prototype (model) of an approved target system that addresses 

the needs identified and documented in a prior survey and approved for a target system 


• Client Company & History of Operations 

• Project Description 

• Development of Project Plan 

• Preliminary Study & Requirements 

• Survey & Feasibility Report 

• System recommendations 

• Prototype development

3 


Contact 

Hours 


Relative 

Value in % 

• System Proposal including Project 

Scope/Objectives/Limitations/Risks 

• Identifying the business value of the project 

• Project Management: Tasks/Time/Staff/Managing scope and 

risks 

4 

13 

Preliminary Analysis, Feasibility Metrics and Recommendations 

• Users/clients and their need for proposed system 

• How will the system work (technical operational aspects)? 

• Are all technical resources readily and easily accessible? 

• Project Development/Testing Timeline 

• Financial justification (rough draft) 

• Marketing plan where system is for third party or management 

support where system is for internal users 

Presentation of Report & Evaluation: System Investigation, 

20 

6 Documents & Recommendations 

Analysis: I 

• Use Case Modeling (Actors, Associations, Use Cases, 

Boundaries) 

• Structural Modeling (Class Diagrams) 

• Behavioral Modeling (Sequence, Collaboration, State Chart 

8 

Diagrams) 

Presentation of Report & Evaluation: Analysis Phase Report 27 

Designing the system: I 

- System Architecture Design 

- User Interface Design and User Interface Components 

- (Data) Persistent Objects/Class/Methods Design 

27 

8 Presentation of Report & Evaluation: Design Phase Report 

2 

Prototype Demonstration: 

Evaluation: Showcase /In-Class Demo 6.6 

2 

Full Report: 

Presentation of Report & Evaluation: Full Feasibility Study Report 6.6 

30 100

4 




appropriate.) 










_______________% 

• N/A 






L4K 4N1 

Course Title: 

Database Administration 



75 hours 


The aim of this course is to introduce students to the various tasks and responsibilities 

involved in database administration and provide a firm foundation in basic database 

administration procedures. Students gain a thorough conceptual understanding of the key 

components of the various database architectures and how architectural structures work and 

interact with one another. The course provides students with the necessary knowledge and 

skills that are essential for creating an operational database and properly manage the various 

structures in an effective and efficient manner in order to have a well-designed and 

operational database. 

Students learn how to manage tables, users, and security for a database. In addition to 

learning the various commands needed to perform the DBA tasks, the course also provides 

students with instruction to perform the same DBA tasks using any related GUI-console 

management tool. 

Prerequisites: DBMS 320; concurrent enrolment in NET440 

Hours: 

Contact: 5 

Credit: 4 


Textbook: 

Database Systems – Rob and Coronel 8 th Ed. 

Hardware: PC Lab – 1 workstation per student 

Software: MS Visio, MS SQL server 

Other: N/A 

Thompson Publishing 

ISBN-13: 978-1-4239-0201-0 

ISBN-10: 1-4239-0201-7 


Provided 








100 


Method 


Lecture 30 

Lecture/Lab 45



N/A 

N/A 

2 


Upon successful completion of this course students should understand and be able to do the 

following: 

1. Understand Tasks of a Database Administrator 

2. Understand the Logical and Physical architecture of Oracle Database. 

3. Understand the stages involved in starting up and shutting down a database instance. 

4. Install, configure and build Oracle database. 

5. Design and create an operational database manually as well as using Enterprise 

Manager Console. 

6. Control log switches and checkpoints 

7. Maintain and Multiplex online redo log files 

8. Troubleshoot common redo log file problems 

9. Manage and Multiplex the Control Files 

10. Manage table spaces, segments, extents, and blocks. 

11. Manage Rollback Segments and Temporary Segments 

12. Manage Tables, Indexes, Clusters and Indexed Organized Tables (I OT’s) 

13. Obtain information about storage structures from the data dictionary 

14. Use the Static and Dynamic instance-level V$ Views to improve database 

performance. 

15. Monitor general database activity, user sessions, and object modifications. 

16. Manage users, privileges, and resources. 

17. Control and administer user accounts. 

18. Use Globalization Support features

3 


Contact 

Hours 

11 

16 

16 

DBMS Architecture 


1. DB architectural Components 

2. Validating privileged users 

3. Creating a parameter file 

4. Stages in Startup and Shutdown 

5. Trace files and Alert files 

Creating a Database, Data Dictionary Views and Standard 

Packages 

1. Data Dictionary Structure 

2. Constructing the data dictionary 

3. Using administrative scripts 

4. Administering stored procedures and scripts 

5. Obtaining information 

6. Troubleshooting 

Control Files, Log Files, and Data Files 

1. Managing Control Files 

2. Multiplexing Control Files 

3. Monitoring and Maintaining Online Redo Log Files 

4. Multiplexing Online Redo Log Files 

5. Managing database instances 

6. Storage Structure and Relationships 

Managing Database Objects 

Relative 

Value in % 

14.6 

21.3 

21.3 

16 

1. Managing Rollback Segments 

2. Managing Tables 

3. Creating and maintaining tables using appropriate storage 

settings 

4. Obtaining table information 

5. Managing Indexes 

6. Listing the different types of indexes and their uses 

7. Creating b-tree and bitmap indexes 

8. Maintaining Indexes 

9. Identifying unused indexes 

10. Obtaining index Information 

11. Managing Data Integrity 

12. Implementing data integrity constraints 21.3 

Users, Profiles, Privileges, and Roles 

1. Managing Password Security and Resources 

2. Managing passwords using profiles 

3. Administering profiles

16 

4. Controlling use of resources using profiles 

5. Managing resources using the Database Resource Manager 

6. Obtaining information about profiles, password management, 

and resources 

7. Managing Users 

8. Creating new database users 

9. Altering and dropping existing database users 

10. Obtaining user information 

21.3 

4 

75 99.8 




appropriate.) 










_______________% 

• N/A 






L4K 4N1 

Course Title: 

Network Security and Controls Management 



75 hours 


The purpose of this course is to provide students with an overall view of computer and 

networking security issues. The goal of this course is to prepare students to effectively design, 

implement, and support security policies for small to large-scale enterprise network. Students 

are exposed to a wide variety of security analysis and defensive tools and engage in 

implementing and troubleshooting problematic security situations on a case study basis. 


Hours: 

Contact: 6 

Credit: 5 


Textbook: 

Security+ Guide to Networking – 2 nd Edition : Mark Ciampa 

Hardware: 1 PC per student, Access to several network 

routers, switches and other SNMP devices 

Software: Administrative access to Linux, and Windows Server 

and workstations 

Other: N/A 








100 


Method 


Lecture 15 



Supervised Practical 15 

Thompson: 

ISBN 13: 978-0-619-21566-8 

ISBN 10: 0-619-21566-6 


Provided

2 


1. The student will be able to investigate and receive vendor and industry venerability 

reports, and take corrective action to the potential threat. 

2. The student will be able to apply service packs, system patches and upgrades. 

3. Given an existing network the student will be able to conduct a venerability 

assessment and perform penetration testing, to check for areas of potential 

venerability. 

4. Given an existing network the student will be able to configure both host and network 

based intrusion detection systems. 

5. The student will be able to evaluate and recommend current and evolving security 

technologies. 

6. The student will be able to implement best security practices at the connectivity, 

server, client and application layers. 

7. Given an existing network the student will be able to perform a risk assessment of a 

provided network, and develop a list of recommendations for a draft security policy. 

8. The student will be able to configure a network auditing system to determine if a 

breach of security has occurred. 

9. The student will be able to perform forensic data collection to be used to help build a 

case or identify network intruders. 

10. Given a set of criteria the student will be able to develop a set of security policy 

recommendations that would become part of various network security policies to 

safeguard a network.

3 


Contact 

Hours 

6 

6 

6 

6 


1. Infrastructure Hardening 

1.1 Securing Workstations, Server and network 

infrastructure 

1.2 Applying Services packs 

1.3 Installing System patches and updates. 

2. Public Key Infrastructure and Cryptography 

2.1 Principles of Cryptography 

2.2 Authentication Protocols 

2.3 Digital Signatures 

2.4 Public Key Certification 

2.5 Certificate Policies 

2.6 Certificate Practice Statements 

2.7 Revocation 

2.8 Trust Models 

2.9 Key Suspension and Recovery 

2.10 Key Renewal and Destruction 

3. Authentication Methods 

3.1 Kerberos CHAP (Challenge Handshake Authentication 

Protocol) 

3.2 Certificates 

3.3 Username / Password 

3.4 Tokens 

3.5 Multi-factor 

3.6 Mutual 

3.7 Biometrics 

4. Types of Network Attacks 

4.1 DOS / DDOS (Denial of Service / Distributed Denial of 

Service) 

4.2 Back Door 

4.3 Spoofing 

4.4 Man in the Middle 

4.5 Replay 

4.6 TCP/IP Hijacking 

4.7 Weak Keys 

4.8 Mathematical 

4.9 Social Engineering 

4.10 Birthday 

4.11 Password Guessing 

4.12 Brute Force 

4.13 Dictionary 

4.14 Software Exploitation 

5. Sources of Vulnerabilities 

5.1 Java Script 

5.2 ActiveX 

Relative 

Value in % 

8 

8 

8 

8

5.3 Buffer Overflows 

5.4 Cookies 

5.5 Signed Applets 

5.6 CGI (Common Gateway Interface) 

5.7 SMTP (Simple Mail Transfer Protocol) Relay 

5.8 Packet Sniffing 

4 

8 

6 

6 

6 

6 

7 

6. Destructive Devices 

6.1 Viruses 

6.2 Trojan Horses 

6.3 Logic Bombs 

6.4 Worms 

7. Securing Email/Instant Messaging Communications 

7.1 SMIME 

7.2 PGP 

7.3 SPAM 

7.4 Hoaxes 

7.5 Confidentiality 

7.6 Integrity 

7.7 Digital Signatures 

7.8 Non-Repudiation 

7.9 Access Control 

8. Remote Access Security 

8.1 802.1x 

8.2 VPN (Virtual Private Network) 

8.3 RADIUS (Remote Authentication Dial-In User Service) 

8.4 TACACS (Terminal Access Controller Access Control 

System) 

8.5 L2TP / PPTP (Layer Two Tunneling Protocol / Point to 

Point Tunneling Protocol) 

8.6 SSH (Secure Shell) 

8.7 IPSEC (Internet Protocol Security) 

9. Intrusion Detection Systems 

9.1 Network Based (Active and Passive Detection) 

9.2 Host Based (Active and Passive Detection) 

9.3 Honey Pots 

8 

10. Contingency Planning 

10.1 Location 

10.2 Shielding 

10.3 Fire Suppression 

10.4 Backups and Off Site Storage 

10.5 Secure Recovery 

10.6 Alternate Sites 

10.7 Disaster Recovery Plan 

10.8 High Availability / Fault Tolerance 

10.9 Risk Assessment 

10.10 Threat and Vulnerabilities Identification 

10.11 User Awareness and Education 9 

11 

8 

8 

8

5 

10.12 On-line Resources 

11. Policy Development 

11.1 Security Policy 

11.2 Acceptable Use 

11.3 Due Care 

11.4 Privacy Issues 

11.5 Separation of Duties 

11.6 Need to Know 

11.7 Password Management 

11.8 SLAs (Service Level Agreements) 

11.9 Disposal / Destruction 

11.10 HR (Human Resources) Policies 

11.11 Termination (Adding and revoking passwords and 

privileges, etc.) 

11.12 Hiring (Adding and revoking passwords and privileges, 

etc.) 

11.13 Code of Ethics 

11.14 Incident Response Policy 

6 

8 

12. Computer Forensics 

12.1 Chain of Custody 

12.2 Preservation of Evidence 

12.3 Collection of Evidence 

6 

8 

75 100

6 




appropriate.) 












_______________% 

• N/A 






6.5.1 Support for Work Experience 

The Bachelor of Business Information Systems program does not have work experience 

as a graduation requirement. 


60



6.5.2 Work Experience Outcomes and Evaluation 

N/A 


61



7.1.1 Quality Assurance Policies 

Program delivery is one aspect of a comprehensive multi-cycle review methodology that 

assures the quality of the teaching/learning experience at RCC Institute of Technology. 

This quality assurance is maintained through a series of policies, practices and 

guidelines: 

The professor assigned to teach a course is responsible for course currency and course 

delivery. Any recommendations for a change in the course outline must receive support 

from the sequence leader (if applicable) and the program chair. Any and all changes 

must be recommended by the program’s curriculum committee and Academic Council. 

Any new or modified syllabi must be submitted to the program chair at least 3 weeks 

prior to the start of the term. Every course syllabus is required to have information 

regarding the course, calendar description, learning outcomes, required text, and 

equipment. In addition, all syllabi must contain a weekly topical outline and the methods 

of evaluation. 

To support faculty and the chairs/director/deans, the Institute manages program review 

and development following a continuous improvement cycle based on term, annual and 

multi-year timelines. Each cycle includes input from students, faculty, advisory 

committees and graduates. 

Term Cycle 

Course delivery is reviewed each term. 

• Electronic instructor surveys are administered in each course in Week 9 of the 

term. Students are encouraged to complete the survey and to provide 

comments and suggestions. The results of these surveys are reviewed by the 

program chair/director/dean and provided to the faculty member at the end of the 

term. 

• Sequence committees comprised of all faculty who teach in a sequence of 

courses, meet at the end of the term to review course delivery in the context of 


62



pre and co-requisites. The committee’s mandate is to ensure that the courses 

sequence effectively. Recommendations about changes in the courses are 

taken to the program’s Curriculum Committee. 

• The program’s Advisory Committee meets at least two times/year. Any changes 

in a course must receive approval of the advisory committee. 

Annual Cycle 

Each year, RCC Institute of Technology reviews its degree and accredited diploma 

programs following this schedule: 

Winter Term Activities 

• Analysis of Program Data (enrolment, attrition and completion, graduation and 

placement, grades 

• Review of faculty professional development activities 

• Administration of Employer Questionnaire 

• Administration of Student Satisfaction Questionnaire 

• Interview of graduating students’ focus group 

• Assessment of student learning 

o Report on Senior Projects judged, graded and assessed over the past 

year. 

o Report on any 3 rd party assessments (e.g. OACETT Professional 

Practices exam which students in the BT(CIS) and BT(EET) write as the 

final exam for LAW311). 

Summer Term Activities 

• The program’s Curriculum Committee reviews this input and develops a SWOT 

analysis along with recommendations to the program chair/director/dean. 

• The program chair/director/dean with input from the Chair of General Education 

and the Chief Academic Officer, writes a Program Review Report. Here is the 

structure of the Report: 


63



Executive Summary, including Recommendations 

Findings 

Program Recruitment 

Program Delivery 

Program Outcomes 

Faculty Professional Development 

Conclusions and Recommendations 

Action Plan 

Fall Term Activities 

• At its fall meeting, the Program Advisory Committee receives a copy of the 

Program Review Report. Any changes in the curriculum requiring Advisory 

Committee support are discussed and recorded in the minutes of the meeting. 

• Changes requiring Academic Council and Governing Board support are 

forwarded to those bodies. 

Multi-Year Cycle 

Each of RCC’s degree and accredited diploma programs is subject to program review 

requirements based on the specific timelines and standards of the consent/accreditation. 


64



For example, the degree programs go through an extensive program review following 

the Post-secondary Education Quality Assessment Board’s standard for program 

evaluation. This program review procedure includes: 

• A self study undertaken by faculty members and administration and including 

extensive input from students, graduates and employers. 

• The appointment of a Program Evaluation Committee comprised of a majority of 

external members who review the self-study and conduct site visit(s) 

• A Report of the Committee. This report assesses the quality of the program and 

makes recommendations to strengthen the quality of the program. 

The Report of the Committee along with an action plan is presented to Academic 

Council and the RCC Board of Governors. 


65



Appendix 7.1.2 Policy on Student Feedback 

All students are asked to provide feedback on every course, every term. 

Composite reports from each course are provided to the faculty member when grades 

the grades for the course are complete. 

Program chairs are responsible for following up with any unacceptable results. 

In the Winter Term, all students in the degree programs provide feedback through a 

Student Satisfaction Questionnaire. The input from this survey is part of the annual 

program review. 


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Appendix 7.1.3 Student Feedback Instruments 

Instructor Survey 


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Student Satisfaction Questionnaire 

Purpose of this Questionnaire 

RCC Institute of Technology conducts an annual review of your program of study, relying on 

broad input from employers, alumni, faculty and students. 

This Student Satisfaction Questionnaire has been designed to receive your input about the 

program and the Institute in general. It is not an evaluation of any specific course or professor. 

The questionnaire is being administered to students in their 2 nd , 5 th and 8 th semester of studies. 

The composite data constitutes important input into the annual program review. Please take 

the time to provide your considered answers to each of the questions. 

Section A: Program Identification 

Your program of study: 

Electronics Engineering Technology 

Computer Information Systems 

Please indicate what program 

you are in 

Bachelor of Technology Program 

Diploma Program 

If you are in the degree program, 

how did you earn admission? 

High School Grades 

Transfer from Diploma Program 

What semester are you in? 

2 nd 

5 th 

8 th 


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Section B: Please think about how the learning experiences in this program relate to your 

future, and then rate the importance of and your satisfaction with the following elements of 

your program of study: 

If you choose NOT APPLICABLE, move to the next question; do not complete the 

IMPORTANCE or SATISFACTION questions. 

Importance 

Satisfaction 

This Program 

NOT APPLICABLE 

Not Important 

Important 

Very Important 

Very Dissatisfied 

Dissatisfied 

Neither Satisfied or 

Dissatisfied 

Satisfied 

Very Satisfied 

1. Provides the skills and abilities 

specific to your chosen career. 

2. Includes topics relevant to your future 

success. 

3. Has professors who help you to 

understand about your chosen career. 

4. Develops your communication skills. 

5. Develops your critical thinking skills. 

6. Develops your research skills using 

the methodologies of your future 

profession. 

7. Provides a comprehensive 

understanding of the principles in your 

field of study. 

8. Provides a depth of study in the field 

so that you are able to critically evaluate 

issues and approaches to problems 

within your field. 

9. Provides you with opportunities to 

further your education after graduation. 

10. OVERALL, your program is giving you 

knowledge and skills that will be useful in your 

future career. 


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Section C: Please think IN GENERAL about ALL your courses and ALL your professors in this 

program, and then rate the importance of and your satisfaction with the following: 

If you choose NOT APPLICABLE, move to the next question; do not complete the 

IMPORTANCE or SATISFACTION questions. 

Importance 

Satisfaction 

NOT APPLICABLE 

Not Important 

Important 



Dissatisfied 


Dissatisfied 

Satisfied 


11. Professors’ knowledge of their 

subjects. 

12. Professors are up-to-date/current in 

their fields. 

13. Professors’ presentation of the 

subject matter. 

14. Professors’ helpfulness outside of 

class. 

15. Feedback about your progress 

16. Quality of the classroom learning. 

17. Quality of the lab learning. 

18. Course materials (textbooks, 

handouts, etc…) 

19. Lab facilities and equipment 

20. The OVERALL quality of the learning 

experiences in this program. 


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Section D: Please indicate YOUR usage of the following facilities/services. Rate how 

important they are to you and your success in the program. If you used these services, please 

rate your satisfaction with them. 

Usage Importance Satisfaction 

Did Not Use 

Low use 

High Use 

Not Important 

Important 



Dissatisfied 


Dissatisfied 

Satisfied 


21. Library/Resource Centre 

22. Peer Tutoring 

23. Academic Advising 

24. Financial Advising 

25. Personal Counselling 

26. I.T. Services 

27. E-lab Extra Labs and 

Support 

28. Student Activities (e.g. 

IEECC, RCCCS…) 

29. Cafeteria 

30. Housing Services 

31. Career Services, including 

assistance with PT employment 

32. Comfort/cleanliness/accessibility of campus 

facilities. 

33. The OVERALL quality of the facilities and 

services as they support your success in your 

program of study. 


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Section E: Please state the extent of your agreement with the following statements: 

Agree Strongly 

Agree 

Neither Agree or 

Disagree 

Disagree 

Disagree Strongly 

34. The professors and administrative staff care about my 

success at RCC. 

35. I would recommend RCC to those who are interested in a 

career in technology. 

Section F: Please provide the following information about yourself. 

36. You are Female Male 

37. Your age is Under 21 21 to 25 Over 25 

38. English is your first language Yes No 

39. What was the single most important factor in your decision to attend RCC? 

Offered the program I wanted 

Reputation of the Institute 

Location 

Articulation agreements 

Other 

40. Do you have a part-time job Yes No 

If Yes, how many hours a week do you work? 

1 – 10 hours/week 

11-20 hours/week 

More than 20 hours/week 

Thank you for taking the time to complete this questionnaire. 


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Appendix 7.2.1 On-Line Learning Policies and Practices 

RCC Institute of Technology proposes to introduce online delivery into the Bachelor of 

Business Information Systems program 

This proposed delivery is consistent with the Institute’s mission to build a Canadian 

national university that provides practitioner-oriented degree and diploma programs, 

leading to professional careers that are personally rewarding and that contribute to the 

betterment of society. 

Online and hybrid delivery support and complement the Institute’s strategic purposes: 

1. To provide a superior educational experience 

2. To offer exceptional access not only in terms of ease and convenience but also 

by providing solutions to students’ life style problems and by addressing 

students’ sense of connectivity and community 1 

3. To provide information and support about the Academy, its programs, 

admissions requirements and student services, using conventional media and 

including access to knowledgeable staff. 

Furthermore, the introduction of online delivery methodologies leverages the expertise 

developed by the parent organization, Yorkville University (N.B.). 

Online delivery across the organization is informed by two sets of benchmarks: 

1. Distance Learning Programs, Interregional Guidelines for Electronically Offered 

Degree and Certificate Programs. Middle States Commission on Higher 

Education 

2. Benchmarks for Success in Internet-Based Distance Education. Institute for 

Higher Education Policy. 

1 Based on F. Crawford, R. Mathews, The Myth of Excellence, New York 2001 


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The following are the relevant policies, guidelines and practices pertaining to the 

provision of online and hybrid 2 delivery. They are based on current Yorkville University 

documentation and are organized under these headings: 

1. Student Preparation and Orientation 

2. Faculty Preparation and Orientation 

3. Course Management System 

4. Accessible Technical Assistance for Students and Faculty 

5. Hardware, Software and Technological Resources and Media 

1. Student Preparation and Orientation 

Admissions Policies 

For New Students 

Applicants for enrolment in an online course must be at least 19 years old and provide 

official transcripts to demonstrate a GPA of 2.5 (or equivalent) in at least a term of 

postsecondary studies at a recognized institution. 

For Enrolled Students 

Only students in good academic standing (GPA of 2.0) are eligible to enrol in online 

courses. 

2 Hybrid delivery is a combination of on-campus and online learning. Students are on-campus to 

learn applications and complete labs and studio work and ore online to achieve the knowledge 

and skills that are currently learned in traditional classroom delivery. 


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Technology Requirements 

It is the policy of the Institute to post and to publish minimum system requirements in all 

pre-admissions and registration materials associated with online courses and programs 

of study. 

Online Campus 

A web-based environment, Online Campus, is available to students and faculty and 

provides a single point of access to online courses, campus community and other 

information. It includes the Course Management System, Student Services, Faculty 

Services, and specific forms, resources and other information. 

The Online Campus provides opportunities for students to interact: 

• Student Lounge 

• Campus Help 

• Textbook Exchange 

• Practicum and Career Information Exchange 

Students also have access to these online University services: 

• Bookstore 

• Campus News 

• Library 

• Student Services 

• Student Finance 

Alumni Forum 

The Online Campus is developed, integrated and maintained by the I.T. and Instructional 

Design departments and integrates custom and third-party software and services. 


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Student Orientation 

All students are enrolled in the Online Learning Orientation course. This course is 

designed and maintained by the Information Technology and Instructional Design 

departments (in collaboration). 

The purpose of the orientation course is to help students (and faculty) use the online 

resources effectively, and to guide users through set-up and configuration of their 

systems to identify and address common issues before they become support issues, 

and before they impact a learning session. 

Topic Outline: Orientation 101 

Module 1: Getting Started 

• New Student Checklist 

• System Configuration and Technical Support 

Module 2: Successful Online Learners with an emphasis on motivation and time 

management 

Module 3: The MOODLE Learning Environment 

Module 4: Using the Online Library; includes information about successful research and 

enquiry methodologies. 


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Access to Course Materials 

Once a student enrols in an online course, s/he gains access to the online course 

materials. All online and hybrid courses use a standardized course template that 

provides the following information to enrolled students: 

Part 1: The Professor and the Course of Study 

Welcome from the Professor 

Includes contact information (e-mail) and a picture 

About your Professor 

Short bio 

Academic background 

Affiliation with other universities/colleges 

Research interests 


Course Learning Outcomes 

Required Text(s) 

Supplementary Resources 

Student Evaluation 

List of all submissions that will be graded, including assignments, tests, quizzes 

and exams. Provides the due dates and the percentage of final grade 

Lab/Studio/Project Assignment Rubric 

Grading Criteria for all applied assignments 

Any other grading criteria 

Essays, assignments, group projects, etc 


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Part 2: Study Plans (based on a modulation of the course of study) 

1. Learning objectives (and how what you learn this module relates to the course learning 

outcomes) 

Note: These module learning objectives may be enabling objectives and/or learning 

outcomes 

2. Prescribed independent activities; may include, some or all of 

a. Assigned text and/or journal readings 

b. Additional learning materials 

c. Professor notes; learning objects, links, etc. 

d. Discussion/group learning activity 

e. Assignments and/or Exercises 

3. Pre-lab/studio activities 

4. Lab/Studio Assignment (for hybrid online courses) 

5. Post-Module Activity 

The purpose of these activities is to re-enforce what students have learned within the 

context of the course learning outcomes and their own work situation. This is the 

chance apply what they have learned, or at the least to understand how to apply 

what they have learned. 

6. Summary 

Online Library 

All students have access to the Online Library accessible on campus and by way of the 

Online Campus. 

Student Services personnel are available to provide assistance to students who may 

experience technical problems when accessing the online library. The Institute librarian 

is available to assist students in locating appropriate reference and resource material. 


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2. Faculty Preparation and Orientation 

Faculty Hiring Policies and Practices 

It is the policy of the Institute to hire faculty who have the requisite credentials and 

experience in the field in which they teach. 

Faculty are appointed/assigned to teach online and hybrid courses based on the 

following criteria: 

• Faculty teaching graduate courses must have an earned doctorate degree, from 

a recognized university in a field related to that in which they teach. 

• Faculty teaching undergraduate courses should have an earned doctorate 

degree (preferable), or a master’s degree from a recognized university in a field 

related to that in which they teach. 

• Faculty teaching at the undergraduate level must show evidence of successful 

teaching at the undergraduate level. 

• Faculty teaching at the graduate level must show evidence of successful 

teaching at the graduate level. 

• Preference will be given to applicants who are able to demonstrate experience 

teaching or studying via online courses. 

• Preference will be given to applicants who can demonstrate practical work 

experience in the field in which they teach. 

• A record of accomplishment of applied research/scholarship and publication is 

expected. 

• Membership in appropriate professional societies and organizations is required. 

Faculty who teach online and hybrid courses are responsible for becoming familiar with 

the MOODLE learning platform. In addition, faculty members must make every effort to 

keep up-to-date with the evolving technology used by the Institute in the delivery of 

courses. Student Services will provide MOODLE orientation to new faculty members 

who are unfamiliar with the technology. (From Yorkville University Faculty Handbook/5.1 

General Faculty Responsibilities) 


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Faculty Orientation 

Newly appointed faculty or faculty who are teaching their first online course are provided 

with a detailed orientation to introduce them to the technology and best practices 

associated with online and hybrid delivery. 

Faculty are also enrolled in our Orientation Course, which provides instruction on how to 

use the online resources effectively. Faculty are guided through set-up and 

configuration of their systems and are instructed on how to identify and address common 

issues before they become support issues, and before they impact a learning session. 

Faculty members are provided with a Faculty-only “course” designed to help instructors 

to better manage an online classroom and achieve the desired learning outcomes. As 

part of this, all faculty members receive a Faculty Handbook that includes advice on how 

to redirect technical support issues, and how to encourage students to use the services 

provided by the Institute. 

Faculty Guidelines for Best Practices in Online Instruction 

General Faculty Responsibilities 

Faculty members are responsible for the following aspects of course delivery: 

1. Ensure that all assignments/reports/exams etc. are graded and returned to the 

student (if appropriate) prior to the due date of the next assignment. 

2. Respond to student inquiries within a twenty-four hour period. 

3. Facilitate and monitor any scheduled group discussions. Faculty are encouraged 

to become actively involved in the group discussions by providing feedback and 

opinions. 

4. Provide final letter grades for all students within the posted deadlines. 

5. Post a ‘farewell message’ and monitor communications from students for three 

days following the official submission of marks. The intent of this policy is to 

insure that students who wish to discuss their mark in a course will have access 

to the professor. 

6. Participate in the end of course review with the program dean/director/chair. 


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Responsibilities of Faculty—Before the Course Begins 

1. Notify the Director of Student Services should you encounter any errors, unclear 

text information or dated information in the course. 

2. Submit all updates, corrections, or modifications to the syllabus, assignments, 

quizzes, final paper/exam/project details to the Instructional Design Department. 

A minimum of four weeks lead time is required. 

Note: All changes to course materials are subject to approval by the 

dean/director/chair of the program. 

3. Verify that the required textbook(s) and resources remain relevant and timely. 

Make recommendations about texts and materials to the dean/director/chair as 

appropriate. 

4. Establish due dates for assignments and discussions, if not previously done. 

Responsibilities of Faculty—Once the Course is Underway 

1. Check and respond to email at least once a day (within twenty-four hours). 

2. Check any discussion forums and respond to questions or comments at least 

once every day. It is Institute policy to respond to students within one business 

day. 

3. Lead the discussions and encourage equal participation by all students. 

4. Monitor the activity of all groups (if any). 

5. Intervene occasionally to stimulate discussion or improve class dynamics. 

6. Review and return student assignments with feedback, grading them if they are 

graded activities. Professors are encouraged to use an MS Word feature called 

“Track Changes” on alternate program to insert their comments into students’ 

assignments before returning them in MOODLE. (From Yorkville University 

Faculty Handbook) 


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Course Review/Faculty Feedback 

Students complete Instructor/Course surveys at the end of each online course. The 

results of these surveys are provided to faculty and the program Dean/Director/Chair 

may review survey results with individual faculty members. 

The Learning Management System makes it possible to actively monitor courses in 

progress. On an ongoing basis course delivery is monitored to ensure that each faculty 

member responds to student enquiries in a timely manner and provides adequate 

feedback to students on assignments. This proactive form of evaluation provides the 

opportunity for the program Dean/Director/Chair to identify and discuss any issues with a 

faculty member. 

Policy on Professional Development Funding 

Faculty and professional staff are encouraged to pursue continuing intellectual 

development on a consistent basis. As part of the institutional culture, faculty research 

and scholarship is expected. 

The primary role of faculty members is to focus on excellence in teaching, exchange of 

ideas, and the pursuit of knowledge as it supports development of innovative methods 

and learning within their field. 

Faculty may apply for tuition reimbursement to enrol in courses/programs to develop 

their expertise in online teaching. 

Role of Instructional Design Department 

The Instructional Design Department works with faculty to develop new online courses 

and to post online courses on the Institute’s Online Campus, following the prescribed 

template. 

With the Technical Staff, the IDD provides comprehensive support for faculty as they 

prepare and deliver their online courses. 


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Course Management System 

Technical Description 

The Institute uses MOODLE (Version 1.8.3) as its Learning Management System. This 

LMS provides extensive functionality: 

Learner Tools 

Communication Tools 

- Discussion Forum (includes email notification, RSS feeds) 

- Discussion Management (includes participation tracking tools for instructors) 

- Drop Box 

- Internal email or forwarding 

- Real-time Chat 

Productivity Tools 

- Calendar/Progress Review 

- Student Gradebook View 

- Searching Within Course Discussions 

- Orientation/Help/Tutorials 

Student Involvement Tools 

- Groupwork (discussion and chat) 

- Community Networking system wide 

- Student home pages, blogs 

Support Tools 

Administration Tools 

- Authentication (range of options – flexible) 

- Course Authorization (roles – customizable) 

- Registration Integration (manual, self-register, batch; SIS integration) 

Course Delivery Tools 

- Test Types (wide range of assessment tools) 

- Automated Testing Management (randomizing, self test with feedback, etc) 

- Online Marking Tools 

- Online Gradebook (assignments, weighting, scales; export) 

- Course Management 

- Student Tracking (reports on frequency, duration of student accessing of 

resources) 

- 

Content Development Tools 

- Accessibility Compliance (claims high level of compliance) 

- Content Sharing/Reuse (courses may be copied, some potential for content 

sharing) 

- Course Templates 

- Customizable Look and Feel 

- Sequencing or hierarchical content presentation 


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- Instructional Standards Compliance (IMS and SCORM; will allow migration of 

course content to other systems) 

This platform provides a state-of-the-art, web-based learning environment that promotes 

and/or facilitates these academic and community goals: 

• Easy access to the program using standard tools (for example, widely-available 

web browsers) 

• High quality, timely and rich communication between students and professors 

• Direct access to appropriate literature and other resources 

• Consistent, quality-controlled delivery of course content across courses for a given 

program 

• A “nobody gets left behind” approach to course management with high visibility of 

learner progress to ensure timely intervention by professors and staff 

• A flexible environment that allows anytime, anywhere access without limitations 

• Security, privacy and confidentiality, where applicable 

• Tools and processes for the assessment and assurance of academic integrity 


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Accessible Technical Assistance for Students and Faculty 

Standards of Quality 

Technical support for students and faculty is managed in-house using approaches drawn 

from current best practices in IT service management, and is available 24/7 by web, 

email or toll-free telephone. Faculty are trained to properly redirect technical support 

issues when they arise during course communication so that they can be addressed in a 

timely 

Technology is utilized to ensure that the turn-around time for responding to student 

technical support issues of an urgent nature is maintained at 90% within one hour, and 

so documented. This level of student service is achieved despite the fact that the 

University has students distributed in time zones throughout the world. 

Metrics of support activity are used to identify and track the most common support 

issues and patterns and drive change management on a term basis. I.T. and 

Instructional Design staff work together to pro-actively reduce the impact of common 

issues by providing visual tutorials and other resources designed to address and isolate 

common problems before they occur. In addition, campus-wide news items are highly 

visible from the home page of the course management system, and this mechanism is 

used to communicate any timely issues or alerts to students (for instance, scheduled 

maintenance windows.) 

Appropriate Hardware, Software and other Technological Resources and Media 

The Institute is guided by the principle that the curriculum and delivery of an online or 

hybrid course determines the appropriate hardware, software and other media required 

to deliver that course. 


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To that effect the program Dean/Director/Chair, working with the Manager of the 

Instructional Design Department and faculty course developers, will recommend 

resource requirements within the academic/business planning timelines and processes. 

The regular upgrade and enhancement of hardware, software and other technological 

resources and media are part of the annual budget development process. 

Well-maintained and Current Technology and Equipment 

The organization 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. 


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7.2.2 Academic Community Policies 

RCC’s on-campus delivery methodologies are traditional. Professors introduce 

theories and engage students in active learning methodologies in small class settings. 

Lab assignments are structured to give students the opportunity to apply new learning 

and to build on previous learning. Faculty supervise their own labs, ensuring that 

students are achieving the intended outcomes while building the academic community 

appropriate in an applications-oriented institution. 

Each student is part of a cohort; students take most, if not all courses, together. 

Members of the cohort are encouraged to work with each other. Again the lab is the 

locus of much of this community building. Senior students assist junior students in both 

formal and informal ways. Senior students are employed as lab assistants, Faculty 

Assistants and tutors, each with responsibilities to support learning and to build the 

college community. 

Faculty take an active role in community building in their out-of-class interactions with 

students. In faculty policy they are expected to contribute to a positive learning 

environment, and it is not uncommon to witness faculty lunching with students, and/or 

providing one-on-one tutorial assistance in labs or in the student commons. 

Professional activities also play an important role. For example, a faculty member 

serves as faculty liaison for the campus’s student chapter of the Canadian Information 

Processing Society (CIPS). 

RCC’s outcomes assessment program is another way that community is built and 

nurtured. Graduating students develop comprehensive projects in a capstone course in 

their final terms. Working in teams, they are advised by a faculty member, leading up to 

the Institute’s Showcase. Each term, these Senior Projects are displayed for the entire 

college community and faculty, employer and alumni serve as assessors, providing 

feedback to each group based on established criteria. The Showcase also serves as a 

means for junior students to witness the quality of the work that they are expected to 

produce. 


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Each graduating group makes a formal presentation attended by faculty and 

administrators from across the campus, many of whom assess the project against 

established criteria as part of the formal assessment program. In these ways, students 

are encouraged to work together, to support each other’s learning and to interact with 

faculty in both formal and informal ways. 

Students enrolled in online and hybrid courses will be encouraged to participate in the 

academic community in the following ways: 

1. They use the Online Campus, accessing the same services and online 

communications forums used by students enrolled in on-campus courses. All of the 

opportunities stated above are communicated to online students. 

• Bookstore 

• Campus News 

• Library 

• Student Services 

• Student Finance 

• Alumni Forum 

2. In addition, specific opportunities are provided for students enrolled in online courses 

to interact: 

• Student Lounge 

• Campus Help 

• Textbook Exchange 

• Practicum and Career Information Exchange 

3. The Orientation to Online Learning Course emphasizes meaningful participation in 

both course activities and informal communications through the online forums. 

4. Faculty teaching online courses are encouraged to use group projects to foster 

community. Faculty standards emphasize feedback and intervention when 

necessary to ensure that all students are participating in class activities. (See 

Appendix 7.2.1) 


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5. Students enrolled in hybrid courses participate in on campus labs and studio 

sessions and are fully participating students; these students have access to on 

campus services. 


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8.1.1 Library Resources 

Library materials are acquired on an ongoing basis. The Institute Librarian requests 

additional materials based upon needs identified by students or faculty. 

The library collection is expanded and upgraded annually. The print holdings currently 

stand at 16,642 items, of which about 6,695 directly support the Bachelor of Business 

Information Systems program, 4,458 support the Bachelor of Technology (EET), and 

5,642 support both programs. With respect to specific courses outside of the major, the 

numbers in parentheses represent the local physical holdings that are associated with 

individual courses: Psychology (104), Sociology (283), Contemporary History (260), 

Economics (43), and English composition (481). 

The library also holds 2 periodical databases from Ebsco. One database is Computers 

and Applied Sciences Complete that offers full text for more than 660 periodicals in 

subject areas such as engineering, computer theory & systems, new technologies and 

social & professional contexts. The other database is the Canadian Reference Center 

that includes leading Canadian and international (US and UK) periodicals in full text, full 

text reference books, full text biographies and an image collection of photos, maps and 

flags. 

RCC Institute of Technology participates in the Canadian University Reciprocal 

Borrowing Agreement covering over 65 Canadian institutions of higher learning. 


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8.1.2 Computer Access 

Year 

Number of 

Students 

(cumulative) 

Number of 

Computers 

Available to 

Students in 

Proposed 

Program 

Number of 

Computers 

(With 

Internet 

Access to 

Students in 

Proposed 

Program) 

Location of Computers 

On Site 

AY08/09 55 120 120 Yes 35 

AY09/10 50 100 100 Yes 35 

AY10/11 66 100 100 Yes 35 

AY11/12 125 100 100 Yes 35 

AY12/13 194 120 120 Yes 35 

Satellite 

The student numbers include forecasts for students in the Institute’s 6-term, CTAB 

accredited Computer Networks Engineering Technology program which share the 

computer labs. 

The Institute has begun discussions about the prospect of introducing mandatory laptop 

computers, which would reduce the requirements to provide labs, lecture/labs equipped 

with computers. 


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8.1.3 Classroom Space 

Number of Students Number of 

Number of 

Classrooms Location of Classrooms 

Year (cumulative) 

Cohorts Required * On Site Other (specify) 

AY08/09 55 4 2 Yes None 

AY09/10 50 3 2 Yes None 

AY10/11 66 3 2 Yes None 

AY11/12 125 4 2 Yes None 

AY12/13 194 6 3 Yes None 

The student numbers include forecasts for students in the Institute’s 6-term, CTAB 

accredited Computer Networks Engineering Technology program that share the 

computer labs. 


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8.1.4 Laboratories/Equipment 

Year 

Number of 

Student 

(cumulative) 

Type and 

Number of 

Labs 

AY08/09 55 4 (see 

below) 

AY09/10 50 4 (see 

below) 

AY10/11 66 4 (see 

below) 

AY11/12 125 4 (see 

below) 

AY12/13 194 4 (see 

below) 

Specifically Equipped 

Workstations and/or 

Specialized Equipment 

Number 

Ratio of 

Students to 

Equipment 

Location of 

Laboratories / 

Equipment 

On Site Other 

(specify) 

120 0.5:1 Yes Satellite 





Current Labs: 

Lecture Lab: 40 stations 


Networking Lab: 30 stations 

General Computing Lab: 30 stations 

Satellite Campus 


Library/Resource Centre: 15 stations 


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8.2 Resource Renewal 

Recommendation #5 from the Evaluation Committee that reviewed the RCC Institute of 

Technology/programs self study was: 

It is recommended that a strategic plan be developed in relationship to the updating 

of laboratory equipment, computers and software with an annual budget 

allocation being attributed to this modernization. 

Note: The acquisition of the International Academy of Design and Technology and the 

transfer of programs and learning resources from the John Street Campus to the 

RCC/North Campus in Concord will result in a significant upgrade of the Institute’s 

hardware and software resources. 

The following action plan to address this recommendation was approved by the RCC 

Governing Board at its October 6, 2008 meeting: 

Deliverable/Activities 

1 Re-design/build out the Concord Campus to 

optimize the use of labs and software. 

Target 

Date 

April 1, 

2009 

Responsible 

VP Admin/YU 

Notes 

2 Introduce a consistent capital planning cycle 

with these principles: 

- Primacy of program and sequence 

outcomes 

- Capital allocation methodology based 

on multiple criteria 

- Evidence-based rationales for each 

proposed purchase 

- 

3 Implement a term and annual planning 

process 

Nov 1 

Jan 1 

President 

President 

4 Allocate capital on a Faculty basis as part of 

the annual budget/planning cycle 

ASAP 


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In addition, and as part of the 5-Year Business Plan, the Institute has earmarked a 

sliding percentage from 1.5% to 1% of tuition revenue to be allocated for annual 

hardware, software and capital upgrades. 

Currently, the RCC library has an adequate and on-going budget in place to support the 

maintenance and updating of the library collection as it supports student and faculty. 


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8.3 Support Services 

Support 

Services 

Academic 

Advising 

Brief Description of Services (Attach additional information as necessary.) 

When students are faced with difficult academic decisions, counselling is 

available from Student Services. Students are encouraged to consult first with 

faculty if they are having problems with coursework and then, if necessary, with 

the appropriate academic administrator. A Student Service advisor will either 

endeavour to provide answers to questions or direct students to the appropriate 

department specialists. 

Prior to registration, applicants can seek advice through the Admissions Office 

or the Campus Administrator. 

Through the Institute’s communications, students are advised to see a Student 

Services advisor if they require help with the following: 

• Academic probation or dismissal 

• Extended absence from school 

• Study/time management skills 

• Program withdrawal 

• Registration 

Career 

Counselling 

RCC’s Career Services helps graduates of full-time programs attain positions in 

their fields of specialization. Although RCC cannot guarantee employment, the 

schools provide career education that meets the needs of business and 

industry. 

The Career Services office has professional staff who maintain ongoing contact 

with local and national employers to keep abreast of employment needs and 

opportunities. Career Services staff work with students on career planning, job 

interviewing and resume preparation. 

As graduation approaches, students are advised of career opportunities so 

employment interviews with various companies can be scheduled. In some 

cases, company representatives conduct interviews on campus. 

Students are encouraged to start their career searches well in advance of 

graduation. After graduation, those not yet employed are expected to continue 

an active employment search while continuing to receive career assistance from 

RCC. 

The level of career services offered to international students/graduates varies 

and depends on employment opportunities permitted by the North American 

Free Trade Agreement and/or students’/graduates’ visas. 


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Career 

Counseling 

RCC’s Career Services are geared to the needs of students and their prospective 

employers. The following supports students’ career efforts: 

Employer Database 

The Career Services Centre has access to an extensive employer database that 

contains information on companies’ recruiting needs. The office maintains ongoing 

contact with these companies in order to continuously provide information on current 

employment opportunities. 

Career Research Center 

The Career Research Centre is located in the Library. It contains current newspapers, 

job search books and trade magazines. CD-ROM technology with corporate 

databases enables the student to target fields of interest and serves as a valuable 

research tool in searches for company information. 

Personal 

Advising 

Student Finance 

Student Services provides RCC’s student body with a seamless, integrated source of 

information and service – a one-stop experience where students can do everything 

required from the time they apply to RCC, throughout their time as students and even 

after graduation. 

Student advisors serve students in a manner that results in sustained levels of student 

satisfaction. RCC is dedicated to a student-centred environment; development of 

policies and procedures that reflect the best standards of recruitment; and financial, 

academic and graduate assistance. The student handbook provides a complete list of 

Student Central services. 

The Student Finance office provides information about available funding (scholarships, 

bursaries, government and bank loans, student support assistance). 

The Financial Aid Administrator also provides advice and support for students who are 

seeking clarification and counselling with respect to paying for their education. 

Placement 

Services for 

Students with 

Disabilities 

Tutoring 

See Career Counselling 

NONDISCRIMINATION POLICY 

RCC is an educational institution that admits academically qualified students without 

regard to gender, age, race, national origin or disability and affords students all rights, 

privileges, programs, employment services and opportunities generally available at the 

schools. RCC Institute of Technology complies with all Canadian and provincial laws 

and regulations in this area. 

The Institute provides a peer tutoring assistance and instructional support beyond the 

classroom. Tutorial assistance is available at no additional charge. Tutors are uppersemester 

students who have mastered course material and possess exceptional 

communication skills. Tutoring is offered on a one-on-one basis as well as to groups of 

students who require assistance in similar subject areas. Faculty assistants provide 

instructional support and services to students during their dedicated lab times. 


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Other(s) 

(please specify) 

The Student Activity Fund promotes social and athletic activities as well as clubs and 

organizations to create an atmosphere conducive to academic and personal 

achievement. Student activity coordinators are student employees who organize 

activities and work with various clubs and organizations. Students interested in 

forming new activities/clubs are encouraged to contact the coordinators to apply for 

funding and to receive assistance in creating operational procedures. 

Students are encouraged to participate in academic and professional organizations to 

stimulate professional development. Eligible groups can apply for funding from the 

Student Activity Fund. 

Current associations include: 

• Institute of Electrical and Electronics Engineers (IEEE), the world’s largest 

professional engineering society. Founded in 1884, its purpose is to promote the 

scientific, educational and professional development of its members. 

• Computer Gaming Club 

President’s 

Council 

The purpose of the President’s Council is to involve students within the ongoing 

process of maintaining academic quality of its programs, and student support services, 

and ensure the quality of student life. The council is composed of class-selected, 

student representatives from each semester of our full-time programs. These students 

are selected from a list of students who have been named to the President’s List for 

outstanding academic performance. Representatives serve on a voluntary basis. 


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8.4 Policies on Faculty 

Faculty Appointments 

To teach in the Bachelor of Technology (Electronics Engineering Technology) program, 

prospective faculty must possess a masters degree in a related field and have industry 

experience in the course sequence area of study; e.g. telecommunications, imbedded 

systems. 

Evidence of faculty credentials is on file and includes official transcripts and/or attested 

copies of the degree certificate. Credentials from foreign universities are checked by the 

International Credential Assessment Service (ICAS). 

Faculty Policy Handbook 

Since ministerial consent was achieved in October 2004 RCC faculty have been 

following the policies submitted in the September 2003 application/PART B/Appendix 

8.3. 

At the same time, two ad hoc committees have been engaged in the review and 

updating of these policies. One ad hoc committee recommended a policy on Faculty 

Ranks to address the different nomenclature and expectations of faculty and instructors 

from the merging institutions (RCC College of Technology and DeVry College of 

Technology). The RCC Governing Board approved this policy in 2005 and it was 

implemented in time for the beginning of the AY2005/2006. 

A second ad hoc committee reviewed and updated all the RCC faculty policies, 

producing a draft Faculty Handbook, which has not yet been implemented. This 

implementation was delayed to account for Yorkville University’s Faculty Policies. More 

recently, and as described in RCC’s Business Plan, the acquisition of the Academy of 

Design and the consolidation of the Academy within RCC Institute of Technology 

requires the rationalization of Faculty Policies across the University, Institute and its 

Faculties. 


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This is a priority activity as described in the Five-Year Business Plan: 

Develop and implement consistent messaging, procedures and practices across the 

two campuses (and including Yorkville University, where appropriate.) 

1. Develop and implement RCC and Academy branding strategy 

2. Develop and implement consistent procedures and policies across the Institute, 

including academic governance, academic services and student services 

3. Plan and implement a consistent academic schedule 

4. Develop comprehensive materials, including an Academic Calendar, Faculty 

Handbook, and Employee Handbook. 

To demonstrate the scope of Faculty Policies, we include the DRAFT RCC Institute of 

Technology Faculty Handbook, which demonstrates the capacity to deliver and provides 

evidence of the Institute’s ability to meet the Board’s standards and benchmarks. This 

DRAFT Faculty Policies Handbook is provided in Appendix 12.1 


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8.5.1 CV Release 

RCC Institute of Technology has on file and available for inspection, from all faculty and 

staff whose CVs are included in this submission, signatures that attest to the truthfulness 

and completeness of the information contained in their CV and agreeing to the inclusion 

of their curriculum vitae in any documents/web sites associated with this submission, 

review and final status of the program application. 


101



8.5.2 Curriculum Vitae of Current Faculty Assigned to This Degree Program 

8.5.2A Curriculum Vitae Exception Statements 

Two faculty members who have taught courses in the Bachelor of Technology 

(Computer Information Systems) program do not have a Masters degree in a related 

discipline. 

Exception statements signed by the President follow. 


102


103 


Bachelor of Business Information Systems/Part A


104 





Appendix 8.5.2B Curriculum Vitae for Faculty Responsible for Teaching and 

Curriculum Development of DW Courses 


105


106 




107 




108 




109 




110 




111 




112 




113 




114 





FARID SHIRAZI 

2010-28 Empress Ave. 

Toronto, ON, M2N 6Z7 

(416) 222-7943 

e-mails: farid.shirazi@rcc.on.ca 

WORK EXPERIENCE: 

2005- Present RCC Institute of Technology 

Instructor in Project Management, Networking, C++ and 

ASP. 

2000- Present Comptia’s A+ Subject Matter Expert (SME) 

• Responsible for developing A+ certification exam 

questions. 

• Developed Dial-up adapter, Networking and Operating 

Systems questions for the recent A+ adaptive exam. 

1997 - Present AMS TECHNOLOGY INC. Toronto, ON 

Senior IT Manager/ Network Analyst 

• Client/Server Network Design and Implementation using 

Windows 2003, Windows 2000, Novell, Linux & Unix Operating 

systems 

• Implementing LAN and Wide Area Network infrastructure 

• Client/Server Hardware and Software Support 

• Implementing IIS, SQL and Oracle servers. 

• Implementing Exchange server infrastructure. 

• Implementing Network Security, Internet Firewalls, RAID5, 

Network 

Backup System and Antivirus protection. 

• Implementing VPN, RADIUS and Terminal Services. 

1997 - Present RYERSON UNIVERSITY SCHOOL OF COMPUTER 

SCIENCE (CE/PT Instructor) Toronto, ON 

• Instructor in ITM102 Business Information System I 

• Instructor in ITM400 Telecommunications Technologies 

and Applications. 

• Instructor in ITM315 introduction to network management. 

• Instructor in ITM310 introduction to networking 

technology. 

• Instructor in CXCC105 Security+ Certification. 

• Instructor in SQL Server 2000 Administration. 

• Instructor in Windows 2000, Internet Technology and 

Outlook. 


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Education/Credentials 

2005- Present Aalborg/Ryerson University 

PhD candidate in Information and Telecommunication Management 

1996 UNIVERSITY OF BRITISH COLOMBIA 

Completed Courses in LAN Networking (NOVELL), Visual C++ & 

Visual Basic. 

1989 UNIVERSITY OF TEHRAN 

Master of Science in Applied Computer Science. 

1986 UNIVERSITY OF TEHRAN 

Bachelor of Science in Electrical Engineering. 

TECHNICAL EXPERTISE: 

Hardware: LAN, WAN Networking Devices, PC Assembling, Backup 

Firewalls and RAID5. 

Operating Systems: Windows 2003, XP, Windows 2000, 9x, MS-DOS, 

SUN Solaris/SCO UNIX, and Linux. 

Languages: JAVA, HTML, ASP, JSP, XLM, C, C++, C#, VISUAL BASIC 

.NET, SQL, JavaScript and VBScript. 

Database programs: SQL, Visual dBase, Access, Visual FoxPro. 

CAPABILTIES: 

Strong and effective verbal and written communication skills. 

Comfortable with working under pressure and meeting tight timelines, 

while maintaining precision and a high quality in work. 

Refined interpretational, analytical and problem solving skills. 

Excellent organizational skills. 


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Appendix 8.5.2C Curriculum Vitae for Faculty Responsible for Teaching and 

Curriculum Development of DO and DL Courses 


117


118 




119 




120 




121 





Appendix 8.5.2D Curriculum Vitae for Program Development Consultants 

Dr. Henryk Sterniczuk, founding dean of the Faculty of Business, Yorkville University 

provided input about business courses and the required balance to warrant the name 

change from Bachelor of Technology (Computer Information Systems) to Bachelor of 

Business Information Systems. 

Here is Dr. Sterniczuk’s CV (summary) 

Henryk Sterniczuk Ph.D. 

Professor of Management and International Business 

University of New Brunswick at Saint John 

CV Summary 

HIGHLIGHTS OF ACADEMIC ACTIVITIES 

Teaching Experience: 

• 25 years of teaching experience at universities in Canada, USA, Ukraine and Poland at 

the MBA and BBA level. Experienced in teaching a variety of management, strategy and 

international business courses. Strong student evaluations; selected as “Hot Professor” 

by MBA students in the 2005 Canadian Business contest. 

• Presented over 20 guest lectures in 13 countries on a variety of topics related to 

management, transformation and economic reforms in post-communist countries. 

• Rich experience in teaching at Executive Development Program level. 

Research Interests: 

• Current research on relations between organizational cultures and national cultures; 

comparative analysis of Western and Eastern European business cultures. The research 

based on exchange of data with F. Trompenaars. 

• Last work published: Corporate Governance (2005) - a research based book examining 

the North American experience in corporate governance compared with governance 

problems in emerging markets. 

• A number of publications including papers, book chapters and books. 

• A number of presentations at the Academy of Management and other conferences. 

Entrepreneurial and Managerial Activities in Academia: 

• Designed a new self financing MBA program at UNBSJ in 1997 and directed its 

development for four years. Returned to the MBA program in 2004 as the Graduate 

Program Director and redesigned it for the 2006/07 academic year. The program was 

redesigned into two streams: International Business (including study abroad options in 

France, China and India) and Innovation and Technology Management. 


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• Created and developed several Business Institutes in Eastern Europe, including the 

Institute of Business Development in Warsaw, Poland, the International Institute of 

Business in Kiev, Ukraine and the Institute of Privatization and Management In Moscow. 

At each one of these institutes I held the position of President for five to nine years and 

have since acted as the Chair of the Board of Directors. 

• Deputy Director of the Organization Theory Institute at Warsaw University’s Faculty of 

Business – a research and teaching unit composed of twenty professors. 

Public Activities Related to Academic Work: 

• Member of the Board of PropelSJ - an industry association working for enhancing 

development of the high technology sector in the greater Saint John area. 

• Worked in a consulting team for the Government of New Brunswick designing an 

immigration strategy for the province. 

• Co-founder and member of the Board of the Polish Institute of Directors, a not-for-profit 

association concentrated on improving corporate governance in Poland. 

• Selected to the Who is Who in International Education and the Who is Who in Canadian 

Business directory published by the University of Toronto. 

HIGHLIGHTS OF MANAGERIAL ACTIVITIES FROM 1990 TO 1999 

Leave of absence from UNB or grant based reduction of teaching load 

Between 1990 and 1999 I became involved in advisory work for privatization and educational 

projects in post-communist countries in Central Europe and the former Soviet Union. This work 

included novel solutions for privatization and market economy knowledge development in Poland, 

Russia and Ukraine. The project was initiated by the George Soros Open Society Institute of New 

York and supported by CIDA, USAID, the European Union, the British Know-How Fund and other 

major donors. I acted as the Director of this project for eight years. In summary, that period of 

non-academic activity included the following achievements: 

International Aid Acquisition for Economic Transformation: 

• Approximately 30 million USD grants negotiated with the European Union, Canada, USA 

and UK for financing international consultants and other forms of knowledge acquisition 

in Poland between 1990 and 1993. 

• Between 1992 and 1994 negotiated approximately 2 million USD in grants with the 

European Community, Canada, USA and the UK for economic education in Russia. 

• Between 1993 and 1997 negotiated approximately 5 millions USD in grants with the 

European Union, Canada, USA and the UK for economic education in Ukraine. 

Institution Building: 

• Developed six management development institutions working to transform economic 

knowledge and management practice in Russia, Belarus, Kazakhstan, Poland and 

Ukraine. These training centers engaged around 25 000 specialists and managers per 

year in seminars concentrated on business restructuring, management, marketing, 

finance, security markets, operations and privatization. Today two of them are 

conducting full academic programs that include MBAs while others maintain their 

activities as management development centers. The International Institute of Business in 

Kiev, Ukraine is ranked in the top two among Ukrainian business schools, running two 

MBA programs accredited by the UK-based International Association of MBAs. 


123



Policy Advisory Work: 

• Policy advisory work completed for Parliaments and Deputy Prime Ministers in Poland, 

Russia and Ukraine. 

• Appointments to governmental advisory groups and steering committees involved in 

setting policies for economic transformation. 

• Collaborated with Dr. L. Balcerowicz, an architect of Polish economic transformation, 

Minister of Finance and Deputy Prime Minister of Poland, Dr. Lis, the first leader of 

privatization in Poland, Mr. Anatoly Chubais, Deputy Prime Minister of the Russian 

Federation from 1992-1993 and with Mr. Y. Yekhanurov, Minister of Privatization, later, 

Minister of Economy, and recently Prime Minister of Ukraine; Minister of Defense in the 

current government. 

Project Management: 

• From 1992-1999, managed educational projects in six countries with a yearly budget 

between 5 and 7 million USD. 

• Regular communication with up to 30 crucial stakeholders at the level of Deputy Prime 

Minister, Minister, Chair of Security and Exchange Commission, and Heads of 

International Aid Agencies. 

Languages: 

• Polish – native 

• English 

• Russian 


124



Appendix 8.5.2E Curriculum Development for On-Line Learning Professional and 

Technical Staff 

In November 2008, Yorkville University appointed Mr. Ross Bigelow as the Director of 

Online Education and Learning Technologies. The Position Description and Mr. 

Bigelow’s CV follow: 

Yorkville University Position Description 

Title: Director, Online Education and Learning Technologies 

Reports to: Vice President Academic, coordinates with other member of Academic 

Division. 

Hiring Authority: May recommend, subject to budget. 

Independent Spending Authority: With limits and subject to budget. 

Status: Full time with benefits. 

Date adopted: October 31, 2008 

IN GENERAL: This position is responsible for the planning, development and 

implementation of learning technologies to advance the University’s mission. 

Working in collaboration with academic deans/directors/chairs as well as members of the 

distributed I.T. Team, the incumbent oversees the development and operations of the 

Yorkville University’s online campuses, provides current information about learning 

technologies to inform curriculum development and review and is responsible for 

proposing strategies to integrate information technologies into the learning environment. 

SPECIFIC DUTIES AND RESPONSIBILITIES 

1. Develops and maintains the University’s Instructional Technology Plan. 

2. Manages the development and delivery of the online learning environment(s). 

3. Participates in curriculum development and review processes; develops instructional 

technology strategies for on-campus, online and hybrid delivery. 

4. Proposes policies and procedures for the integration of Information Technologies into 

curriculum; is responsible for remaining current in the development and use of 

information technologies in postsecondary education. 


125



5. Manages the University’s orientation and training of current and new faculty on the 

effective use of learning technologies and online learning. 

6. Participates in budget development related to the academic 

planning/development/staffing/equipping of Information Technology resources. 

7. Consults with the IT department to assure that the technology needs of all programs 

are being met and remain up to date. 

8. Is a member of and contributes to the development of the University’s I.T. Team. 

9. Teaches and fulfills the responsibilities of a faculty member within her/his 

department. The incumbent will teach at least half a full-time faculty assignment. 

QUALIFICATIONS 

Ten years experience teaching in a postsecondary environment with considerable 

expertise in information technologies and their use in higher education. 

This position requires a high level of advocacy skills, project management and team 

skills. The incumbent must have a Masters degree in Instructional Technologies or a 

related field. 


126


127 




128 





The Instructional Design Department provides support for faculty in course development 

and posting of course materials. All online support is provided through the Institute’s 

parent organization, Yorkville University (New Brunswick) 

Miranda G. Smith, A.I.T. 

Manager, Instructional Design and Technical Support 

Miranda Smith joined the Yorkville University staff in 2005. Prior to that, Mrs. Smith was 

employed at the College of Extended Learning, University of New Brunswick, and was 

Project Lead of Instructional Design for another online university. 

Mrs. Smith is a graduate of the Information Technology Institute in Applied Information 

Technology. She is knowledgeable in all aspects of courseware development including: 

design, copy editing, proofreading, implementation, authoring, and quality assurance 

and testing. She has consulted on courseware development with corporate clients in 

Switzerland, Australia, the United Kingdom, the United States and Canada. 

Abbreviated CV: 

Applied Information Technology (A.I.T.) (1998), Information Technology Institute, 

Toronto. 

Manager, Instructional Design Department , Yorkville University (2005 to present) 

Web & Multimedia Specialist, Centre for e-Learning Development, College of 

Extended Learning, University of New Brunswick. (2004) 

Project Lead, Instructional Design, Lansbridge University (2000-2004) 

Certified Trainer, Train-the-Trainer Program, New Brunswick Community 

College, Miramichi (2003) 

Susan Connell, B.Sc, B.Ed. 

elearning Specialist 

Susan Connell commenced work with Yorkville University in June 2008. Before that, she 

worked as an independent contractor providing instructional design and template 

creation services to several companies across Canada and was a Lead Instructional 

Designer with PusleLearning Inc. 


129



Mrs. Connell has graduated from two predominant Canadian universities; acquiring a 

Bachelor of Science from Mount Allison University, followed by a Bachelor of Education 

from St. Francis Xavier University. She has extensive experience in all aspects of 

courseware development, including: design, implementation, educational needs 

analysis, assessment creation, editing, and verification. 

Abbreviated CV: 

Bachelor of Education (2000) St. Francis Xavier University, Antigonish, NS 

Bachelor of Science (1998) Mount Allison University, Sackville, NB 

eLearning Specialist, Yorkville University (June 2008 to present) 

Instructional Designer, Independent contractor with AEC, Red Hot Learning, and 

NI2 (2008) 

Lead Instructional Designer/Instructional Designer PulseLearning Inc. (2005- 

2008) 


130



Appendix 8.6: Enrolment Projection and Staffing Implications 

** 

Cumulative 

Full-time 

Faculty 

Equivalents 

Staffing Requirements—Projected 

Cumulative 

Part-time 

Faculty 

Equivalents 

Teaching 

Assistants, 

Technical 

Support, 

etc. 

Ratio of 

Full-time 

Students to 

Full-time 

Faculty 

Cumulative Enrolment 

Full-time Part-time 

Year 1 10 3 1 

Year 2 49 3 2 1 

Year 3 91 4 9 1 23:1 

Year 4 111 5 10 1 23:1 

Note: These projections anticipate no new enrolments in the Bachelor of Business 

Information Systems program until Fall 2010, which is identified as year 1. 

The last class of the current Bachelor of Technology (Computer Information Systems) 

program will graduate in April 2010. 


131



Program Design and Credential Recognition 

Program Design 

RCC’s curriculum is designed to achieve broad-based course learning outcomes that 

define the competencies students are asked to master, along with the cognitive levels of 

performance they must achieve. In working with students toward achievement of these 

course objectives, faculty are supported by an on-line course management system that 

enables the individual instructor to deliver each course in an effective and flexible 

manner. 

Curriculum course materials are managed on a course-by-course. Each course 

curriculum provides a rich set of resources that: 

• Define the scope and level of course coverage 

• List the course learning outcomes, which include the content and the expected 

levels of performance 

• Offer a list of suggested enabling objectives for each learning outcome. 

• Suggest effective teaching approaches and strategies 

• Provide a content and topic outline 

• Recommend textbooks and other learning resources. 

Current textbook selections are used by faculty to guide the development of their own 

teaching plans and to help generate the syllabi they provide to students. Faculty meet 

as a Curriculum Committee and as Sequence Committees on an ongoing basis to 

establish strategies and methods and to gather feedback on the courses they are 

working on and which they will deliver in an upcoming term. 

As a result, course outlines provide information for other postsecondary institutions to 

assess RCC’s courses against their equivalent courses. 


132



Credential Recognition 

Prior to RCC receiving ministerial consent to offer degree programs, the College had 

vibrant articulation agreements with these universities: 

1. Lakehead University, Ontario, Electrical Engineering Degree program 

2. Saginaw State University, Michigan, Electrical Engineering Degree program, 

3. Brock University, Bachelor of Science (Computer Science) program 

4. Memorial University, Newfoundland, Bachelor of Technology 

5. University College of Cape Breton, Nova Scotia, Bachelor of Technology 

As stated in the 2003 Application, the intention was to maintain and to strengthen these 

agreements. which provide for significant academic credit towards science, technology 

or engineering degrees. 

Since consent, RCC has developed articulation agreements for graduates of the 

Computer Information Systems degree and diploma programs with Saginaw State 

University and University Canada West. In addition, RCC graduates have gained 

acceptance into second degree and masters programs at these universities: 

• Ryerson University 

• University of Guelph 

• Lakehead University 

• Charles Sturt University 

It is the policy of the Institute to support students in their quest for credit transfer and/or 

acceptance into second degrees. To that effect RCC administration develops curriculum 

packages, writes letters of explanation, speaks with Registrars to provide information 

about the quality and content of the RCC courses and programs of study. 


133



10.1 Current Regulatory of Licensing Requirements 

10.2. Letters of Support 

N/A 


134



11.1 Periodic Review Policy and Schedule 

At its meeting of March 20, 2007, the RCC Governing Board supported a periodic review 

policy which included an annual program review as described in Appendix 7.1.1 along 

with the a Self-Study and Evaluation Committee Report every five years and following 

PEQAB’s Program Evaluation standard, Benchmarks 1 and 2. 

These policies have been implemented as evidenced by the Self-Study, Evaluation 

Report and Plan of Action. 


135



Appendix 12.1 Draft Faculty Policies Handbook 


136



Table 1: Student Enrolment Information (No Advanced Standing) 

Number of New 

Students Highest 

Certification 

New Intakes 

into the 1st 

Year of the 1st 

Cohort 

Academic Year 

2005-06 

New Intakes 

into the 1 st 

Year of the 2nd 

Cohort 

Academic Year 

2006-07 

New Intakes 

into the 1 st 

Year of the 

3rd Cohort 

Academic 

Year 2007-08 

New Intakes 

into the 1 st Year 

of the 4th 

Cohort 

Academic Year 

2008-09 

Secondary School 

Graduates 

25 20 5 - 

College Graduates 0 0 0 0 

University Graduates 0 0 0 0 

Mature Students 

(individuals who do not 

have an Ontario Grade 

12 Diploma or its 

equivalent) 

0 0 0 - 

Total Students 

Commencing Program 25 20 5 - 

Average Secondary 

G.P.A of students 

listed above 

Number of Total 

Students who are 

international Students 

(i.e., on a Student 

Visa) 

76% 74% 69% - 

5 3 0 - 


137



Table 2: Student Enrolment Information (Advanced Standing Only) 

Year 1 

Year 2 

Year 3 

Year 4 

1 st Cohort 

Sept 2005 

# of students 

granted 

advanced 

standing into 

1 st Cohort 

Sept 2006 

# of students 

granted 

advanced 

standing into 

1 st Cohort 

Sept 2007 

# of students 

granted 

advanced 

standing into 

1 st Cohort 

Sept 2008 

# of students 

granted 

advanced 

standing into 

4 2 1 - 

3 0 4 - 

- - - - 

- - - - 


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Table 3: Student Retention Information 

Row Academic Year Cohort 1 

Sept 2005 

Cohort 2 

Sept 2006 

Cohort 3 

Sept 2007 

Cohort 4 

Sept 2008 

1 

Total who 

commenced 

29 22 6 - 

program 

2 

Total from row 1 who 

re-enrolled in year 2 

21 19 3 - 

3 

Number of new 

students joining year 2 3 0 4 - 

with advanced standing 

4 

Total of rows 2 and 

3 

24 19 7 - 

5 

Number from row 4 

who re-enrolled in year 20 16 - - 

3 

6 

Number of new 



7 Total of rows 5 and 6 20 16 0 - 

8 

Total from row 7 who 

re-enrolled in year 4 

16 14 - - 

9 

Number of new 



10 Total of rows 8 and 9 16 14 0 - 


who graduated 

12 0 0 - 


who are still in the 

3 13 0 - 

program 


who graduated 

14 0 0 - 


who are still in the 

program 

3 13 2 - 


139



Table 4: Faculty Information—Major Discipline Courses 

Faculty holding Academic Degrees higher than a Bachelor in a field of study directly related to the subject to be taught. 

A B C D 

Number of major discipline 

courses (including) offered to 

all cohorts in 

Number of different individuals 

teaching courses and sections listed 

in column B 

Number of 

Ph. D 

FT__/PT__ 

Instructors in 

Column C with 

Masters 

degree 

FT__/PT__ 

Exceptions 

FT__/PT__ 

2007- 

Sept 10 

5 

FT- 1 

PT- 

2006 - 

Sept 18 10 FT- 1 

PT- 

FT- 4 

PT- 

FT- 5 

PT- 3 

FT- 

PT- 

FT- 1 

PT- 

2005 – 

Sept 

21 8 FT- 1 

PT- 

FT- 4 

PT- 2 

FT- 1 

PT- 

Definition of “full time”: Full-time employee 

Definition of “part time”: Adjunct or contract faculty 

Faculty not holding Academic Degrees higher than a Bachelor (i.e., exceptions) in a field of study directly related to the subject to be 

taught. 

2007-Sept 2006- Sept 2005 – Sept 

Instructor’s 

academic 

credentials 

1 B. Tech/Post 

Diploma in 

Networking 

Courses 

Taught 

NET220 


academic 

credentials 

B. Tech/Post 

Diploma in 

Networking 

Courses 

Taught 

PGRM110 

NET220 


academic 

credentials 

B. Tech/Post 

Diploma in 

Networking 

Courses 

Taught 

PGRM110 

NET440 


140



Table 5: Faculty Information—Breadth Courses 

Faculty holding Academic Degrees higher than a Bachelor in a field of study directly related to the subject to be taught. 

A B C D 

Number of breadth courses 

(including) offered to all 

cohorts in 

Number of different individuals 

teaching courses and sections 

listed in column B 

2007- 

Sept 9 3 

Number of 

Ph. D 

FT__/PT__ 

FT-1 

PT- 

Instructors in 

Column C with 

Masters degree 

FT__/PT__ 

FT- 2 

PT 

Exceptions 

FT- 

PT- 

FT__/PT__ 

2006- 

Sept 14 8 

FT- 

PT-1 

FT- 5 

PT- 1 

FT- 

PT-1 

2005- 

Sept 16 8 

FT- 

PT-1 

FT-5 

PT-2 

FT- 

PT- 

Definition of “full time”: Full-time employee 

Definition of “part time”: Adjunct/contract faculty 

Faculty not holding Academic Degrees higher than a Bachelor (i.e., exceptions) in a field of study directly related to the subject to be 

taught. 

2007-Sept 2006-Sept 2005-Sept 


academic 

credentials 

Courses 

Taught 


academic 

credentials 

1 B. Sc 

(Comp. Sci) 

PNP 

Courses 

Taught 

MGMT330 


academic 

credentials 

Courses 

Taught 


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Table 6: Library Resources 

(Comparison of Resources reported as ‘will be available’ in application for current consent with actual Current Resources) 

On-site Library 

Resources relevant to 

Degree Program Area (for 

students/faculty) 

Other Library Access (e.g., 

web-based, inter-library 

arrangements 

Number of Holdings (print) 

relevant to the field of 

study (that will be available 

as per original application) 

18,200 items: 

3032 support BT (EET) 

6311 support BT (CIS) 

5453 support both 

programs 

Current Number 

16,642 items: 

4458 support BT (EET) 

6695 support BBIS 

5642 support both 

programs 

Includes journal holdings: 

18 

Participates in the 

Canadian University 

Reciprocal Borrowing 

Agreement 

Number of Holdings 

(electronic) (include 

program-specific 

databases) (that will be 

available as per original 

application) 

Canadian Series database 

from ProQuest 

Facts on File 

E-version of Encyclopedia 

Britannica. 

Current Number 

2 Periodical Databases 

from Ebsco: 

- Computers and 

Applied Sciences 

- Canadian Reference 

Centre 

2 databases of e-books 

from Books24X7 

- IT PRO 

- Engineering PRO 

Comment: The Library collection is expanded and upgraded annually. The Academy of Design library holdings will be added to the collection; a 

satellite library will be established at the RCC/South Campus (1835 Yonge Street). 

The main focus has been to increase student access to online resources. 


142



Table 7: Computer Access 


Final Year of Projections 

on Original Application 

Number of Students 

(Cumulative) 

Number of Computers 

Available to Students in 

Proposed Program 

Number of Computers with 

Internet Access Available 

to Students in Proposed 

Program 

Location of Computers 

On Campus 

284 218 218 Yes 

Current Number 55 120 120 Yes 

Comments: These numbers include students in the computer degree and diploma programs (CIS and CNET) 

The Institute continues to provide superior access to computers and the internet. 


143



Table 8: Classroom Space 



(Cumulative) 

Number of Classrooms 

(include seating capacity) 

Location of Classrooms 

On site 

Other 

Final Year of Projections 

on Original Application 

284 3 classrooms; 50 seats in 

each 

Yes 

Current Number 55 No change Yes 

Comments: RCC’s campus at Concord has 7 classrooms; each with a seating capacity of at least 50 students. 


144



Table 9: Laboratory Equipment 



(Cumulative) 

Type and 

Number of Labs 

Specially Equipped 

Workstations and/or 

Specialized Equipment 

Location of 

Laboratories/Equipment 

Number 

Ratio of 

Students to 

Equipment 

On Site 

Other 

Final Year of 

Projections on 

Original Application 

284 2 Lecture Labs 

Advanced 

Networking Lab 

General Lab 

218 1.3:1 Yes 

Current Number 55 2 Lecture Labs 

Advanced 

Networking Lab 

General Lab 

120 0.5:1 Yes 

Comments: Current number includes students in the Computer degree and diploma programs. 


145



Appendix 1: Program Self-Study 

RCC Institute of Technology conducted a Self-Study beginning in September 2007 and 

delivered the report to the Evaluation Committee on May 1, 2008. The Self Study 

examined all aspects of the delivery of the degree programs. And in that the Institute 

received Ministerial Consent before the introduction of the Organization Self-Study, it 

incorporated organization elements into the Self-Study. 

This implementation of an amalgamated program and organization self-study is 

consistent with the size of the Institute and the fact that the delivery of its degree 

programs constituted the majority of its programmatic and organization energies. 

The Self Study is attached as Appendix 1 


149



Appendix 2: Report of the Evaluation Committee 


148



Appendix 3: Plan of Action Responding to the Recommendations of the 

Evaluation Committee 


149


Bachelor of Business Information Systems/Part B 

Checklist B: Organization 

RCC’s complete Organization Review was submitted to and received by the 

Postsecondary Education Quality Assessment Board secretariat on November 10, 2008. 

This Organization Review submission was provided as partial requirements for the 

Board’s review of the Academy of Design at RCC’s application to provide a Bachelor of 

Interior Design program. 

As approved by the Board, the Organization Review submission also serves as partial 

requirements for RCC’s Consent Renewal application for the Bachelor of Business 

Information Systems, which is a renaming of the Bachelor of Technology (Computer 

Information Systems) program. 

This renaming/repositioning of the degree program was the first recommendation of the 

Evaluation Committee that reviewed the Institute/Programs’ Self-Study. Here is that 

recommendation along with the related Plan of Action as approved by the RCC 

Governing Board at its October 6, 2008 meeting: 

Recommendation #1 

It is recommended that the ‘computer information systems’ nomenclature associated with the B. 

Tech degree be changed to a Bachelor of Business Information Systems degree. 

Plan of Action 


1 Expand the Program Advisory Committee 

to increase the business perspective, 

including representatives from business 

education. 

- Invite Dr. Henryk Sterniczuk, Dean, 

Faculty of Business Yorkville 

University to review changes and to 

support the name change. 

Target 

Date 

Done 

Responsible 

Program Chair 

Notes 

2 Develop new program map. Done Program Chair The new program includes 

7 new courses and 9 

course modifications. This 

map and course 

descriptions were 

reviewed by the expanded 

Advisory Committee on 

September 24 and will be 

presented to Academic 

Council in Week 8. 


1




3 Outsource specific course development to 

ensure that courses are developed by 

faculty who have the correct credentials 

4. Develop a proposal to expand the 

business collection in Library Resources. 

Target 

Date 

Oct. 15 

Responsible 

Program Chair 

Notes 

Oct. 15 Librarian Proposal will be included 

in PEQAB Application. 

5 Complete PEQAB Application Nov. 15 Program Chair 

6 Request an extension of the BT(CIS) 

consent until September 2010. 

Nov. 15 President Last cohort will graduate in 

April 2010 

Checklist B: Organization is on the next two pages. 


2


3 


Bachelor of Business Information Systems/Part B


4 


Bachelor of Business Information Systems/Part B



Table 10: Five Year Business Plan 

RCC’s Five Year Business Plan (Appendix 15.1/Part A/2003) was overly ambitious, 

assuming three occurrences that did not happen: 

1. That the College would achieve degree consent in time to impact the May 04 

starting class with a strong September 04 starting class in the degree programs. 

2. That the demand for RCC’s degree programs would surpass the consistent and 

strong demand for its 6-term/year-and-a-half diploma programs. Furthermore, the 

assumption was that these application-oriented degrees would perform counter 

to the prevailing decline in the demand for postsecondary technology and 

computer programs. 

3. That students in the RCC’s and DeVry College’s diploma programs would 

choose to continue their education and earn a degree. The Business Plan 

anticipated an early enrolment boost from this market. 

Table 10A: Business Plan Assumptions and Realities 

Assumptions 

Realities 

Consent by February 2004 Consent Date: October 12, 2004 

New Student Intake: 400/year The best year was less than 250 

Significant number of diploma to degree Thirteen (13) students transferred 

transfer students 

60% completion rate We achieved this benchmark 

As a postsecondary institution that depends entirely on tuition revenue to fund 

operations and capitalization, these under-forecast enrolment numbers forestalled a 

number of activities that had been built into the business plan. 


5



Table 10B: Business Plan Forecasts and Actuals 

Forecasts 

Student Enrolment forecast for September 

2008: 813 

Forecast operating expenses FY2008: ~$9M 

Expansion of campus to second floor 

Actuals 

Actual student enrolment/September 2008: 256 

Actual operating expenses FY2008: ~$4M 

Did not happen; 1 st floor footprint more than 

adequate for student population 

$260K in leasehold improvements ~ $175K was spent on a new Electronics Lab, 

new library and additional offices for faculty 

and administrative staff. 

Teaching costs based on a student: FT faculty 

ratio of 20:1. Anticipated faculty complement 

of 41 FT faculty by AY05/06 

Teaching costs as a percentage of tuition 

revenue are higher than forecast. Student: FT 

faculty ratio is 15:1. Today the Institute has 17 

FT faculty. 

Commentary 

Despite the enrolment and revenue shortfalls, RCC was able to provide the resources 

required to deliver strong degree programs as evidenced by the Self-Study and the 

Report of the Evaluation Committee. 

Of note and as part of the Board-approved Plan of Action are three activities to 

strengthen RCC’s marketing, financial position and the resourcing of its programs: 

It is recommended that the ‘computer information systems’ nomenclature 

associated with the B. Tech degree be changed to a Bachelor of Business 

Information Systems degree. 

The purpose of this change is to expand the high school market and to increase 

enrolment in a program with strong employer demand. 

It is recommended that the RCC name and identity be enhanced and used in 

student recruitment and marketing efforts as a means of providing wider 

knowledge of the RCC Degree Programs availability. The new role of RCC within 

the Yorkville University context should add to the RCC marketing profile. 


6



The acquisition of the International Academy of Design and Technology changes the 

context of the Committee’s recommendation as it provides even more branding and 

program diversification opportunities. 

It is recommended that a strategic plan be developed in relationship to the updating 

of laboratory equipment, computers and software with an annual budget 

allocation being attributed to this modernization. 

Furthermore, the Five Year Business Plan FY2009-2013 positions the Institute as part of 

Yorkville University and diversifies the Institute’s programming consistent with its 

missions and purposes. The plan is provided as Appendix 5.3 in the Organization 

Review submission. 


7



Table 11: Academic Plan 

RCC’s Academic Plan AY04-08 (Appendix 15.1/Part A/2003) anticipated the evolution of the Institute in a more demanding degreegranting 

environment. It identified six initiatives that would ground RCC’s continuous improvement while benefiting current faculty 

and students and attracting new students. 

The following table summarizes the Institute’s performance with respect to each of these initiatives: 

Academic Initiatives 

Develop and maintain programs that meet the needs of 

career-oriented students 

Implement higher-level courses within the degree 

programs 

Performance 

New Degree Programs 

• Bachelor of Technology (Electronics Engineering Technology) 

• Bachelor of Technology (Computer Information Systems) renamed to 

Bachelor of Business Information Systems (2008) 

• Bachelor of Interior Design (2008) 

New Diploma Programs 

• Computer Information Systems 

• Network Security Specialist 

• Post-Graduate delivery of Electronics Engineering Technology diploma 

program for foreign-educated engineers 

Acquisitions 

• International Academy of Design (17 diploma programs) 

Completed in two areas: 

1. Field of Study: Based on the degree standards for a baccalaureate degree in 

an applied area of study, courses in the technical sequences introduced 

more independence, research and enquiry and communications. These 

expectations of students were substantiated during the Institute’s Self-Study. 

2. General Education Courses: RCC Introduced a rigorous general education 

program that included a communications sequence, general education 

electives and capstone courses. 

The Evaluation Committee that reviewed the Self-Study recommended that the 

Institute continue to work on defining the role of general education within the degree 

programs. That work continues. 


8




Offer Evening/Weekend programs 

Implement HR policies that fosters growth and 

development 

Performance 

RCC received Ministerial Consent to offer its Bachelor of Technology (Computer 

Information Systems) program at a satellite campus on the Yonge Subway. We 

subsequently marketed an Evening/Weekend program but have not yet garnered a 

starting class. Yet another reason to re-position this program as a Bachelor of 

Business Information Systems. 

The Institute provided tuition re-imbursement for faculty and staff enrolled in higher 

education program. 

Performance Reviews were conducted on a regular basis and following the 

recommendations of an ad hoc committee reviewing the Faculty Policies. 

Professional Development Days were scheduled and included symposia on: 

• Engaging Students in their Learning (October 2005) 

• Learner-Centred Teaching (October 2006) 

• Program Review/Self-Study Priorities (October 2007) 

New faculty were given a mentor, an informal orientation to the Institute and an early 

Instructor Survey was administered and the input provided. 

Given the challenging financial situation, the Institute was not able to introduce 

sabbaticals. 

Faculty professional development garnered a recommendation from the Evaluation 

Committee and a plan of action has been approved to address this important set of 

activities. 


9




Increase academic and administrative capacity 

Performance 

The following governance structures were introduced. The Terms of Reference for 

each is provided in the Organization Review Appendix 6.2.2: 

• Academic Council 

• Department Curriculum Committees (and Sequence Committees) 

• Program Advisory Committees 

• President’s Council 

Key campus administrative staff comprise the Campus Operations Committee, which 

manages the term/academic calendar, breaks down barriers and focusses on 

student success and retention. 

Integrate online education into program delivery 

Ad hoc committees comprised of faculty were struck to make recommendations 

about the following practices: 

• Examination/Evaluation Practices 

• Faculty Policies 

• Instructor Surveys 

Approximately 40% of RCC’s faculty use the MOODLE system to support course 

delivery. 

Consistent with the mission and expertise of the parent institution, Yorkville 

University, all three of the 2008 Applications for Consent and Consent Renewal 

include details about the Institute’s aspirations to deliver courses using online 

methodologies, whether for online/distance delivery, hybrid * delivery or to 

supplement on campus delivery (See Part A, Appendices 7.1 and 7.2) 

* Hybrid delivery means students are on-campus for their labs. 


10



Appendix 4: Organization Self Study 

RCC Institute of Technology conducted a Self-Study beginning in September 2007 and 

delivered the report to the Evaluation Committee on May 1, 2008. The Self Study 

examined all aspects of the delivery of the degree programs. And in that the Institute 

received Ministerial Consent before the introduction of the Organization Self-Study, it 

incorporated organization elements into the Self-Study. 

This implementation of an amalgamated program and organization self-study is 

consistent with the size of the Institute and the fact that the delivery of its degree 

programs constituted the majority of its programmatic and organization energies. 

See Appendix A: RCC Self Study 


11


Self-Study Report 

Prepared for the Self-Study Evaluation Committee: 

Dr. Mark Waldron (Chair) 

Dr. Bill Smyth 

Dr. Bob Dony 

Shri Ramsarran 

Karim Sukhiani 

May 1, 2008

Introduction 

In October of 2004, RCC Institute of Technology received Ministerial Consent to deliver two (2) 

degree programs—a Bachelor of Technology (Electronics Engineering Technology) and a Bachelor 

of Technology (Computer Information Systems). 

As part of the prescribed renewal process, the Institute is to conduct a Self-Study of these 

degree programs in the context of PEQAB’s program evaluation standards. 1 To that effect, RCC 

initiated a Self-Study process in October 2007 as a follow-up to the Annual Program Review 

procedures initiated in January 2007. Faculty, students, alumni and employers participated in the 

self-study. 

In March 2008, the composition of the Self-Study Evaluation Committee was confirmed. The 

Committee conducted its first site visit at the RCC campus on April 9, 2008. 

This Self-Study Report summarizes the activities, observations and recommended changes that 

the self-study realized. Its purposes are three-fold: 

1. To demonstrate that RCC’s academic and administrative policies and practices conform to 

PEQAB’s program evaluation standards. 

2. To identify program strengths as well as any performance gaps in policies and/or 

practices. 

3. To forward recommendations that strengthen the quality and feasibility of RCC’s degree 

programs. 

The Self Study Report is organized to describe and analyze current practices: 

I. The Bachelor of Technology (Electronics Engineering Technology) Program 

A. Curriculum 

B. Delivery 

C. Student Evaluation 

D. Recommendations 

II. 

The Bachelor of Technology (Computer Information Systems) program 

A. Degree Standards and Program Outcomes 

B. Delivery 


D. Program Futures 

E. Recommendations 

1 RCC’s consent was achieved before the introduction of Institutional Self-Study; hence the limited scope of 

this Self-Study. 

1

III. 

The Role of General Education in the Degree Programs 

A. Description of General Education 

B. Student and Graduate Perception 

C. Conclusions and Recommendations 

IV. 

Resources, Policies and Practices 

A. Student Learning 

B. Faculty Growth and Development 

C. Currency 

D. Admissions, Grading and Promotion 

E. Performance and Opportunities 

1. Student Recruitment 

2. Placement 

3. Student Leadership 

V. Conclusions and Recommendations 

Appendix A: Proposed Program of Study: Bachelor of Business Information Systems 

Appendix B: Referenced Files and Locations 2 

2 All referenced files and documentation are available to the Evaluation Committee although the Secure 

Online Resources and documentation in the On-Campus Resource Room are only available on campus. 

2

Part I: The Bachelor of Technology (Electronics Engineering Technology) Program 

The Bachelor of Technology (Electronics Engineering Technology) program (EET) is designed to 

prepare graduates for careers in an electronics engineering environment. Graduates are able to 

complete lab experiments in electronics using advanced test equipment; they know how to 

interpret test results and to use them to improve products or processes. 

The technical courses are organized in sequences that start with strong fundamentals and build 

on previously acquired knowledge and applications. Senior courses emphasize applications within 

the scope of lab work and focused projects. The general education component ensures that life 

skills and cultural awareness are fostered through a combination of communications, humanities, 

and social science courses. Graduates are able to construct technology that meets a social need 

and to promote an original design through well developed communication and team skills. 

A. BT (EET) Curriculum 

1. Degree Standards 

Methodology 

As part of the Self-Study, all Electronics faculty were asked to assess their courses and specify 

the extent to which they address the degree standards within each of their courses. The Degree 

Standards Matrix Overview provides an overview of this analysis. (Online Resources/E-1) 

The Task Force reviewed a sample of assignments from across the technical courses that 

required writing and research/enquiry (On-campus Resources Room/G.1) 

In addition, the Self-Study Steering Committee (SSSC) conducted a focus group of graduating 

students (On-campus Resources Room/E.1), administered a questionnaire to graduates (Secure 

Online Resources/S-1) and interviewed graduate students about their perceptions of their 

achievements vis-à-vis the degree standards (On-Campus Resources Room/E.2). As part of the 

Student Satisfaction Questionnaire, current students were also questioned about their satisfaction 

with the curriculum as it addresses specific aspects of the degree standards (Online Resources/ 

E-2). 

Findings 

The faculty’s analysis of their courses against the degree standards descriptors concludes that 

learning activities designed to address the standards are introduced in courses across the 

curriculum. Some courses are devoted entirely to these standards. The capstone courses 

demonstrate the achievement of these degree standards. 

Specifically, 

Depth and breadth of knowledge is addressed in all technical courses. To ensure depth 

and breadth of content, programs are updated regularly to meet academic and industry 

needs. To achieve appropriate breadth, a balance between theory and practice is 

consistent with an applied degree requirement. 

The course sequence progresses students from one level to the next so that they are 

enabled to build on previously acquired knowledge. Sequences begin with understanding 

basic fundamentals, add to these with advanced applications, analysis and problem solving, 

and culminate in synthesis and decision-making. Both depth and breadth are evaluated on 

3

an on-going basis with specific capstone courses at critical checkpoints serving as key 

evaluation criteria. 

 

 

 

Knowledge of Methodologies is introduced gradually through the curriculum. Students’ 

competencies with these methodologies are integral in developing student’s autonomy in 

problem solving. Laboratory work in the most advanced courses is designed to instill and 

measure this ability. 

Application of Knowledge is an integral part of all technical courses. Specific problem 

solving assignments as well as hands-on labs are required to demonstrate students’ abilities 

to apply the course content. 

Communication Skills are introduced through specific courses that teach the fundamental 

structures and formats. They are practiced and fine tuned in other courses through 

laboratory work and research assignments. They are demonstrated further through the 

oral and written presentation of the senior technical project. This technical project and its 

assessment methodologies reflect the level of professionalism reached. 

The analysis of the incidents of writing and enquiry in the program questions the 

development of these communications and research competencies. While some faculty 

require writing that involves description, application, evaluation and synthesis, the majority 

of writing assignments in the early semesters are related to lab applications: description 

and primary research. Furthermore, the program has not adopted a standard for lab 

assignments nor a grading rubric that fosters and supports the development of advanced 

writing and enquiry. 

Graduates Input 

Graduates were positive about the program and their achievement of the degree standards. 

Those responding to the Graduate Survey gave the highest level of agreement to how the RCC 

degree program contributed to these competencies: 

Problem solving 73% Agreement 3 

Critical thinking 

76% Agreement 

Adaptability 

76% Agreement 

Researching/Analyzing 65% Agreement 

Written and presentation skills 65% Agreement 

Continuous learning 

68% Agreement 

Those graduates who are enrolled in the Masters of Engineering program at Lakehead University 

gave themselves As and Bs in all aspects of the degree standards. They were positive about the 

RCC program and how it prepared them for graduate school, awarding an average score of 3.96 

out of 5 and citing the following strengths of the RCC program: 

Application of knowledge 

Overall depth of knowledge, especially in the basics 

Critical thinking and problem-solving skills 

3 The questionnaire used a 5-point scale to measure agreement. 73% of the respondents answered with a 

4 or 5 on this question. 

4

Student Input 

Those students participating in the graduating students focus group were more critical. They 

scored their achievement of the degree standards using a 4-point scale 4 : 

Depth and Breadth of Knowledge 3.0 

Knowledge of Methodologies 2.0 

Application of Knowledge 2.6 

Communication Skills 3.7 

Awareness of Limits of Knowledge 3.0 

Professional Capacity/Autonomy 2.6 

These ‘grades’ are lower than those provided by the 2007 graduating students’ focus group 

although there is a consistency in the ranking. (Last year, Application of Knowledge received the 

lowest score; Knowledge of Methodologies received the second lowest score.) The graduating 

students recommended a review of the lab assignments in the senior terms to ensure that 

knowledge of methodologies and the applications of the theory are strengthened. They also 

suggested the introduction of consistent lab report formats and grading rubrics. 

Current students were asked to rate their satisfaction with four characteristics of their program as 

they relate to the degree standards. Here are the results from the 2008 administration of the 

SSQ: 

Electronics Engineering Students Satisfaction/Curriculum 

Satisfied 5 Dissatisfied 

Develops your communication skill 61% 11% 

Develops your critical thinking skills 55% 11% 

Develops your research skills using the methodologies 40% 26% 

of your future profession 

Provides a comprehensive understanding of 70% 9% 

the principles in the field of study 

Provides a depth of study… you are able to critically 53% 12% 

evaluate issues and approaches 

While these satisfaction scores are lower than last year’s scores, the rankings are the same. It 

appears that students want more opportunities to develop their critical thinking and their 

research skills using the methodologies of the discipline. 

4 Students were asked to ‘grade’ their achievement of the standards. These composite GPAs are based on 

A=4; B=3; C=2; D=1 and F=0. Example: 4As + 3Bs + 2Cs = (4*4) +(3*3) +(2*2) = 29/9 = 3.2 

5 Throughout the report, the satisfied percentages refers to the percentage of students who rated their level 

of satisfaction as either a 4 or 5 in a 5-point scale. Dissatisfied percentages are those who rated their level 

at either a 1 or 2. 

5

2. Program Outcomes 

Methodology 

The Task Force synthesized input from sequence committee meetings and Program Advisory 

Committee meetings (Online Resources/E-3). In addition, and given the opportunity of the 

Consent Renewal process, the Task Force looked at trends in the employment market and in the 

competitive postsecondary marketplace. 

Students provided input both through the Graduating Students Focus Group and the 

comprehensive questions in the Student Satisfaction Questionnaire. 

Findings 

The Task Force’ analysis is provided in Course/Sequence Analysis Table (Online Resources/E-4.) 

The general consensus is that the courses and sequences are achieving the program outcomes. 

Students, too, are satisfied that the program provides the skills and abilities for their chosen 

career. 72% are satisfied while 8% are not satisfied. (Last year’s input was 87% and 2%, 

lending credence to a perception that this year’s graduating class, which has been notoriously 

negative, has skewed the numbers.) 

The Graduating Students Focus group provided detailed input about each of the sequences. 

these suggestions more or less align with the Task Force analysis. Here is a summary of the 

findings organized by sequence: 

1. The Electronics Fundamentals sequence is solid. 

2. The Digital Sequence: 

The sequence does not deliver the stated programming outcomes. The curriculum in the 

CMP231 course should be reviewed and the programming outcomes developed 

throughout the sequence. 

 

 

There is some unnecessary redundancy and questionable sequencing. 

The sequence should include higher end technology (ARM) and have a more distinct and 

rigorous capstone course. 

3. The Communications Sequence: 

The Networking course NET210 needs to be better integrated into the sequence. 

Course titles need to change to better reflect the content of the course. 

The sequence needs an overall review, especially the labs in the higher end courses. 

4. Other courses (signal processing, control systems, physics) need to integrate more effectively 

with the primary sequences (Embedded Systems and Communications). The graduating students 

also commented on the need to integrate the physics, current industry practices, motor control 

and fuzzy logic more effectively. 

6

B. Program Delivery 

1. Current Program Delivery 

General Practices 

The Bachelor of Technology (Electronics Engineering Technology) program is delivered as a 

prescribed set of courses over 8 semesters of study to a cohort of students. Each semester is 15 

weeks; Week 15 is Final Examination Week. 

Courses are delivered in a traditional classroom mode. All technical courses include scheduled 

lab hours. Lab assignments are integrated into the classroom delivery in the following ways: 

 

 

 

The professor teaching the course is responsible for designing and delivering the 

laboratory component of the course. All senior courses (semester 4 through 8 courses) 

integrate lab work into classroom delivery in this manner. 

In the junior courses (semesters 1 though 3), lab instructors work closely with the 

professor of record to ensure that the classroom content is progressing with the pace of 

the labs. The labs for these junior courses are reviewed and developed by a team that 

includes the E-Lab Manager, the faculty, the sequence leaders and the program Chair. 

Course grades integrate classroom based assessments and projects with lab-based 

assessments and project. 

Faculty Assignments and Responsibilities 

Full-time Electronics Engineering faculty are assigned 3 classes/sections a term. As part of this 

assignment, the faculty member is responsible for the delivery of the course, including the 

development of the labs and the supervision and support of students during scheduled lab time. 

Additional responsibilities include: 

On-going research to stay current the field. Faculty are responsible for consistent 

updating of their courses given the learning outcomes and enabling objectives. 

 

 

Participation in the sequence and curriculum committees. 

Secondary assignments in the Electronics Lab. RCC policy is to maintain a student: 

faculty ratio of no more than 20:1 in the lab. Should additional lab supervision/learning 

support be required, a professor may be assigned. 

At the end of each term, under the direction of the Program Chair, each sequence leader leads a 

review of the delivery of the courses within the sequence. All faculty teaching in the sequence 

are expected to participate in this review which has three primary purposes: 

To confirm that all course outcomes were covered in the delivery of the course—and to 

make adjustments in the content of the subsequent course if required. 

To review the labs within each course in the sequence and to propose changes. Changes 

that impact capital and/or supplies budgets are forwarded to the Chair and E-lab Manager 

for approval. 

To identify any potential course changes. Those changes that are deemed significant 

would be forwarded to the Program Advisory Committee for its input. 

Student Input 

In policy, each student is asked to complete an Instructor Survey for each course in which they 

are enrolled. These surveys are administered in Weeks 9 to 11 of the term. Students in courses 

7

taught by new faculty are asked to provide feedback in Week 4 and then again at the end of the 

term. 

An ad hoc committee of faculty updated the survey instrument in the Summer 07 Term to better 

reflect best practices within an engineering technology/computing faculty. (Online Resources/I-1) 

The President’s Council, comprised of class representatives, advised the committee throughout its 

deliberations. 

Below are the composite results from the Fall 07 and Winter 08 administration of the survey for 

courses within the Electronics Engineering degree program. (Full data is provided in Secure 

Online Resources S-2) 

Electronics Engineering Technology Courses 

Instructor Surveys/Composite Report 

Statement of Instructor Practice F08 Admin W08 Admin 

Agree Disagree Agree Disagree 

1 The course outline was made available, discussed and 83% 6% 83% 6% 

followed. 

2 The instructor was prepared for each class meeting. 85% 8% 88% 6% 

3 The instructor was punctual for class and lab sessions. 83% 9% 83% 8% 

4 The instructor created a positive learning environment… 79% 9% 85% 6% 

5 The learning activities were organized to integrate 80% 7% 85% 6% 

theory and applications 

6 The instructor’s presentation of the subject matter was 75% 10% 79% 8% 

interesting and relevant 

7 The learning materials, including textbook(s), helped 75% 10% 66% 13% 

you to achieve the learning outcomes 

8 The directions for all assignments, projects, labs, 

81% 9% 80% 9% 

quizzes, tests and exams were clearly stated. 

9 The instructor interacted well with the class—both with 79% 11% 83% 8% 

groups and with you as an individual 

10 The instructor was available to help you 80% 9% 79% 8% 

11 The instructor provided timely feedback on your 

73% 11% 73% 11% 

academic progress in the course 

12 The instructor consistently and fairly implemented the 

grading scheme presented in the course cover page. 

81% 8% 82% 6% 

Faculty receive the results when grades are finalized (Week 3 of the following term). Results of 

the Instructor Surveys constitute major input into each faculty members’ annual performance 

review. As a matter of course, Chairs follow-up with faculty who receive unsatisfactory Instructor 

Surveys. 

In addition, and as part of the Annual Program Review, the Institute administers a Student 

Satisfaction Questionnaire to students in their 2 nd , 5 th and 8 th semester of study. (This captures 

the large September cohorts; the methodology also captures the satisfaction of cohorts as they 

progress through their studies.) 

8

Several questions in the survey ask for students to rate their satisfaction with elements of 

program delivery. These questions and the level of satisfaction are provided: 

_______________________________________________________________________________ 

Electronics Engineering Students Satisfaction/Delivery 

Satisfied Dissatisfied 

Professors’ presentation of the subject matter 59% 14% 

Feedback about your progress 55% 23% 

Quality of classroom learning 62% 16% 

Quality of lab learning 62% 24% 

Course materials (texts, handouts, etc) 57% 15% 

These satisfaction rates are lower than the composite results from the Instructor Surveys. 

Nevertheless, the level of satisfaction with these elements remains consistent over the two years 

that we have administered the questionnaire (at about 60 to 65%). Here are some interesting 

trends: 

Students in semester 2 rate these elements higher than those in semester 5 who rate 

these same elements higher than those in semester 8. 

The level of dissatisfaction is highest in the quality of lab learning. Over 60% of the 

semester 8 students who completed the survey are dissatisfied with this aspect of the 

program’s delivery. 

2. New Initiatives 

Consistent with the Mission of the parent University, Yorkville University, RCC is studying the 

feasibility of delivering Electronics Engineering Technology courses using a blended model of 

online and on-campus delivery. 

Online Delivery Study Team 

The Institute mandated a study team to investigate the feasibility of the project. Laurie Harrison, 

Director of Instructional Technology, Ontario Institute for Studies in Education at the University 

of Toronto (OISE/UT) provides external consulting services. To date, Ms Harrison has provided 

the following resources/advice: 

i. Information and models about best practices in online education in engineering. 

ii. An assessment of Yorkville University’s current and upgraded MOODLE platform and 

its capabilities and limitations in engineering education 

iii. A literature review of online education standards and benchmarks as well as an 

assessment of current YU practices vis-à-vis these benchmarks and standards. 6 

iv. An assessment of a proposed course template and delivery model. 

In addition, Mr. Walter Lee, Yorkville University’s Director of Admissions and Community 

Outreach and a member of the study team has gauged the interest within the employer 

6 Our understanding is the PEQAB will adopt the Middle States Commission’s Interregional Guidelines for 

Electronically Offered Degree and Certificate Programs. 

9

community. To date, there seems to be more interest in technicians upgrading to technologist 

credentials than technologists upgrading to a degree credential. To further explore this market, 

we are working with Mr. Sam DiGiandomenico, Registrar of OACETT to develop a partnered 

program whereby technicians would achieve their technologist diploma by taking the required 

courses through RCC’s blended delivery. 

Proposed Delivery Model 

The current treatment for this project, which includes a proposed hybrid delivery model, is 

provided in the Online Resources/E-5). 

Of note is the introduction of a course template that provides a structure in which all course 

materials, including labs, assignments, readings and due dates are provided. Such a structure 

addresses some of the performance gaps with respect to on-campus delivery, including the 

quality of materials and a renewed focus on labs and projects as applications of knowledge. 


1. Description of Student Evaluation Practices 

Students are apprised of the evaluation practices in each course at the beginning of the term 

when they receive the course outline. Faculty are required to provide a term-based cover page 

that includes 

The professor’s contact information including posted office hours. 

 

 

The textbook and any additional resources 

The evaluation scheme for the course, including a breakdown of the percentages for each 

element of the evaluation scheme. 

Some faculty also include a topical outline, which may provide all dates for assignments and 

tests. 

In practice, all technical courses are to include a final examination, which may be 2 or 3 hours 

long and is ‘sat’ in a traditional examination setting. All Electronics Engineering faculty also 

administer a mid-term exam that covers the material covered to date. 

Grades are assigned to all marked assignments and tests according to the published rubric that 

describes each of the grades (A+ to U) and/or that follows a marking scheme. RCC uses a 4- 

point system to compute term and cumulative grade point averages: 

Percentage Range Grade Points 

90% - 100% A+ 4 

80% - 89% A 4 

70% - 79% B 3 

60% - 69% C 2 

50% - 59% D 1 

Under 50% F 0 

In practice, students receive feedback on all graded assignments within a week of their 

submission. In policy all students receive Academic Progress Reports by the end of Week 4, 

Week 9 and Week 13. Faculty are also directed to identify any at-risk students who are advised 

by both the course professor and Student Services. Student Services makes arrangements to 

provide tutoring and other support as required. 

10

Students who fail a course may be eligible for a Re-write Examination and/or an extension to 

complete lab work and/or outstanding assignments. The prescribed practices associated with 

these policies are provided in On-line Resources (I-2). 

Students must maintain a Cumulative GPA of 2.0 to remain in good standing; those below that 

threshold are on probation. 

2. Assessment of Student Evaluation Practices 

Methodology 

The Institute uses the following tests to assess how well these policies and practices measure 

student achievement vis-à-vis the degree standards and the program outcomes: 

 

 

 

 

 

Senior projects are assessed using three different rubrics— (On-Campus Resources/E.3) 

• The formal presentation is assessed by a team of Electronics Engineering faculty. 

• The project is assessed by a technical committee during Showcase 

• The project is assessed by Industry Judges during Showcase. 

Grades in the LAW311 course are analyzed against the results from the OACETT 

examiners. 7 

All grade changes, whether based on re-write examinations and/or extensions, must be 

approved by the Program Chair after final progression. 

As part of the Self-Study 

• Faculty analyzed the student evaluation (graded assignments, labs and projects, as 

well as examinations) for each capstone course in each technical sequence. (Online 

Resources/E-1) 

• The Documentation Task Force developed Graduate Tables, which tracked all 

graduates grades in capstone courses. The Electronics and the General Education Task 

Forces analyzed the BT(EET) data. (Secure Online Resources/S-3). 

• The Documentation Task Force developed Grades Distribution Table that tracked 

grades in all courses over the last four semesters (Online Resources/E-6). 

Students are asked about professors’ student evaluation practices in the Instructor Surveys. 

Findings 

Current practices seem to work: 

Given the somewhat different criteria, the results from all assessments of the Senior 

Projects align. The ‘best’ projects receive the highest scores and the students who 

contribute to those projects receive the highest grades. 

 

Results from the OACETT Professional Practices examinations align, with some exceptions, 

to the grades the students receive in the LAW311 course (Secure Online Resources/S-5). 

7 In partnership with the Ontario Association of Certified Engineering Technicians and Technologists 

(OACETT), RCC students co-sit their LAW311 final examination with the Professional Practices Examination 

for their Certified Engineering Technologist (CET) designation. 

11

With some exceptions, students who receive a passing grade through extensions and/or rewrite 

examinations are successful in the next course in the sequence, suggesting that they 

have achieved the necessary pre-requisites to continue their studies. 

There are, however, some performance gaps with respect to these re-write policies and the 

use of the I designator. The rules about incomplete grades and the opportunity to 

complete additional assignments and labs are not administered uniformly, despite termbased 

calendars and a Week 12 Faculty Meeting to review these procedures. (An example 

of the term-based calendar is provided in the Online Resources/I-3). 

 

An analysis of the current course cover sheets for the Electronics courses indicates this 

range of practice: 

• Final Examinations: 25% to 40% of the Final Grade 

• Lab Assignments: 10% to 30% of the Final Grade 8 

• Other Tests/Quizzes 20% to 45% 

The grading schemes do not seem to reflect the pre-eminence of applications of knowledge 

in the design and delivery of the courses 

 

 

The Grade Distribution Table indicates that the Senior Project courses have the highest GPA 

while Math courses have the lowest. The trend seems to be followed in all terms with some 

small variations. 

About 10% of students scored a GPA of 3.5 and above. This is consistent with the normal 

distribution of grades and also is in line with expectations of student performance in an 

institution of higher learning. 

D. Recommendations 

1. The Bachelor of Technology (Electronics Engineering Technology) program has two 

strong sequences—Embedded Systems and Communications. The Institute should 

investigate the feasibility of developing majors in each of these sequences; this study 

would include the marketing benefits 

Part of this investigation would be to assess the need for curriculum and resources 

upgrades. Additionally: 

a. Review and improve the programming curriculum from CMP231 throughout the 

digital sequence. 

b. Review and position the signal processing, control systems and physics courses 

to integrate more effectively with these two sequences. The Math curriculum 

integration is a good model. 

2. Review and update all labs and applied projects in the program to focus on 

methodologies, research, writing and the development of higher order cognitive skills 

(critical thinking, problem-solving, analysis and synthesis.) 

8 Some, but not all professors state that student must pass the Lab section of the course to pass the course. 

12

3. Standardize grading practices in the technical courses to further develop the degree 

standards: 

a. All lab reports to follow a standard lab report format and be graded against a 

standardized lab rubric. 

b. All technical courses to have a final examination that covers the entire course. 

c. Grading guidelines to reflect the pre-eminence of labs, projects and applications. 

4. Proceed with the development of the online/on-campus hybrid model of delivery. As a 

first step, require that all courses use a standardized course template and be posted on 

MOODLE. 

a. To encourage research, independence and critical thinking, all courses must have 

a textbook as well as references to additional resources. 

b. Include an application to provide courses in this hybrid manner as part of the 

degree Consent Renewal Application. 

13

Part II: Bachelor of Technology (Computer Information Systems) Program 

The Bachelor of Technology (Computer Information Systems) program (CIS) delivers an 

applications-oriented approach to developing computerized solutions for business processes. Its 

scope covers the full spectrum of activities involved in analyzing business problems, designing 

appropriate solutions, and constructing and implementing a finished project that satisfies the 

needs of its users. The learning process incorporates various industry standard practices, 

technologies and tools so that graduates are able to access entry-level information systems 

career tracks. 

A. Curriculum 

1. Degree Standards and Program Outcomes 

Methodology 

From the outset, the CIS Task Force was influenced by the realities of student recruitment 

numbers, which have been decreasing since the first intake in September 2005. Consequently, 

the analysis of the curriculum was in the context of seeking solutions and was informed by both 

prior and concurrent advice and research, including: 

 

 

 

Meetings of the Program Advisory Committee and follow-up interviews with members of the 

committee 

Industry research conducted by Mr. Walter Lee, Director of Admissions and Outreach, 

Yorkville University 

Competitive research that examined similar degree programs in colleges and universities 

The Task Force summarized these investigations in a paper Special Marketing Challenges with 

Current Program of Study (Online Resources/C-1). 

An emerging consensus is that the program is strong, yet is perceived to be too technical and 

develops those skills that are being outsourced (programming, database administration). A 

proposed modification was to focus more on business/systems analysis, thereby opening up a 

new and large market of high school students who are interested in business studies. 

Within this context, faculty reviewed their delivery and the curriculum against the degree 

standards and the program outcomes (Online Resources/C-2). The Task Force synthesized this 

input and presented it as findings. 

Graduates and graduating students provided input through a Graduates Survey (Secure Online 

Resources S-1) and a focus group interview with seven randomly selected members of the April 

2008 graduating class (On-campus Resource Room/C.1). 

The Student Satisfaction Questionnaire, administered to students in their 2 nd , 5 th and 8 th 

semesters, provided additional input about students’ perceptions of the curriculum (Online 

Resources/C-3) 

14

Findings 

Faculty Analysis: Evidence of graduates meeting the degree standards is demonstrated in the 

final capstone course of the program – the Senior Project course. This course requires students 

working in project teams under a ‘group-elected’ leader to engage in a complete systems 

development life cycle process geared toward gathering business systems information/data, 

analyzing requirements, creating specifications, and programming/testing cost-effective solutions 

for implementation. 

Specific degree standards are addressed throughout the curriculum: 

 

 

 

Depth and Breadth of Knowledge: Throughout the program students are required to 

demonstrate knowledge in hardware and software components, design principles, and 

implementation strategies that are practical, well thought out, and cost-effective. Students 

apply various systems development skills using technologies currently utilized by industry. 

Knowledge of Methodologies: The program requires students to engage in various 

collaborative processes to resolve problematic situations, each with its own set of unique 

characteristics. Their participation in this context allows them to develop and demonstrate 

their problem-solving skills. 

Application of Knowledge: Through independent research activities, the program 

encourages students to apply principles and practices that are appropriate for implementing 

different technological solutions. Students are expected to rationalize and justify courses of 

action based on their own design principles and to submit these for open scrutiny by their 

peers, academic faculty, industry judges, and sponsoring clients. 

The blend of practical hands-on work drives the theory. Almost all technical courses have a 

two to one ratio of laboratory work to theory. This allocation of lab/theory time allows 

students to design, develop, and test systems solutions in line with systems development 

standards/practices and performance expectations. 

The technical sequences also develop the program outcomes: 

 

 

 

 

Programming: Students are able to create web-based business applications for enterpriselevel 

solutions with emphasis on object-oriented programming techniques. 

Database: Students are able to design (using several design methodologies such as 

Entity/Relationship diagrams, data normalization procedures, Use Case modeling diagrams) 

and implement industry standard relational approaches (SQL-based query formats). 

Networking Technology: Students gain the technical skills required to install and configure 

networking platforms from small to enterprise-level web-based architectures. 

Writing and Communications: This sequence, which is supported throughout the 

curriculum, develops students’ facility with research methodologies and documentation 

standards based on industry protocols and practices. 

15

Graduates and graduating students: Those graduates who completed the survey agreed that the 

program contributed to the development of key competencies: 

Problem solving: 83% 

Critical thinking 83% 

Decision making 83% 

Researching/Analyzing 75% 

The graduating students were even more positive: Here is their composite grade using a 4-point 

scale of their achievement of the degree standards: 

Depth and Breadth of Knowledge: 3.0 

Knowledge of Methodologies 3.3 

Application of Knowledge 3.3 

Communication Skills 4.0 

Awareness of Limits of Knowledge 4.0 

Professional Capacity/Autonomy 4.0 

These ‘grades’ are somewhat higher than those awarded by the 2007 Graduating Student Focus 

group; however the ranking is the same. 

This same focus group confirmed that the program sequences delivered the curriculum as 

described in the program outcomes. Their strongest recommendation was to increase the use of 

object-oriented libraries and methodologies and to reduce the number of programming 

languages. 

Student Input: The Student Satisfaction Questionnaire seeks student input about their 

satisfaction (or dissatisfaction) with specific elements of the curriculum as it prepares them for a 

career and as it addresses the degree standards. Here are the results from students in the CIS 

program: 

Computer Information Systems Students Satisfaction/Curriculum 

Satisfied Dissatisfied 

Provides the skills and abilities for your chosen career 70% 4% 

Develops your communication skill 78% 7% 

Develops your critical thinking skills 44% 11% 

Develops your research skills using the methodologies 67% 0% 

of your future profession 

Provides a comprehensive understanding of 70% 4% 

the principles in the field of study 

Provides a depth of study… you are able to critically 63% 11% 

evaluate issues and approaches 

16

The level of satisfaction with critical thinking skills is lower this year although the level of 

dissatisfaction has improved (50%/20%). The level of satisfaction with research and with an 

understanding of the principles in the field has improved dramatically 9 . 

B. Program Delivery 

1. Current Program Delivery 

General Practices 

The Bachelor of Technology (Computer Information Systems) program is delivered as a 

prescribed set of courses over 8 semesters of study to a cohort of students. Each semester is 15 

weeks; Week 15 is Final Examination Week. 

Courses are delivered in two ways: 

Traditional classroom delivery. The Math and Business sequences (along with the General 

Education courses) are delivered in a traditional classroom setting. 

 

Classroom + Lab delivery. Typically, the technical courses are delivered in both a 

classroom and one of the three computer labs. 

Since consent the faculty have modified delivery of some technical courses that contain a 

major hands-on practicum. This modification accommodates a “teaching of concepts 

through hands-on work” – a pedagogy that works well for faculty and students. It 

involved changing the lecture/lab hours from two hours of lab/four hours of lecture to 

four hours of lab/two hours of lecture. Each technical course in the curriculum was 

carefully evaluated and the re-allocation of lab/classroom hours was implemented where 

it was deemed to have a positive impact. The assessment to-date, based on students’ 

feedback, indicates that our delivery has been strengthened through this change. These 

courses are delivered in one of the two Lecture/Labs. 

Regardless of the delivery, the professor teaching the course is responsible for designing and 

delivering the lab component of the course. Course grades integrate classroom-based 

assessments and projects with lab-based assessments and projects. 

Faculty Assignments and Responsibilities 

As part of an assignment, the faculty member is responsible for the delivery of the course, 

including the development of the labs and the supervision and support of students during 

scheduled lab time. 

Additional responsibilities are the same as those cited for the Electronics faculty (page 7). 

Faculty Practices 

To achieve degree outcomes, faculty use a variety of delivery methods such as research and 

critical thinking sessions, discussions of technical specifications, technical conventions and 

standards, and industry benchmarks and best practices. 

9 2007 Results: Research skills: 36% satisfied; 22% dissatisfied. 

Understanding of the field: 50% satisfied; 14% dissatisfied. 

17

Student Input 

Below are the composite results from the Fall 07 and Winter 08 administration of the Instructor 

Surveys for courses in the Computer Information Systems program. 

Instructor Survey/Composite Results 

Bachelor of Technology (CIS) Courses 

Statement of Instructor Practice F08 Admin W08 Admin 


1 The course outline was made available, discussed and 85% 6% 87% 8% 

followed 

2 The instructor was prepared for each class meeting 83% 9% 84% 7% 

3 The instructor was punctual for class and lab sessions 76% 10% 78% 11% 

4 The instructor created a positive learning environment… 77% 8% 84% 8% 

5 The learning activities were organized to integrate 76% 9% 85% 7% 

theory and applications 

6 The instructor’s presentation of the subject matter was 74% 12% 75% 11% 

interesting and relevant 

7 The learning materials, including textbook(s), helped 58% 15% 72% 7% 

you to achieve the learning outcomes 

8 The directions for all assignments, projects, labs, 

76% 11% 79% 13% 

quizzes, tests and exams were clearly stated. 

9 The instructor interacted well with the class—both with 84% 6% 78% 14% 

groups and with you as an individual 

10 The instructor was available to help you 85% 6% 77% 12% 

11 The instructor provided timely feedback on your 

61% 17% 71% 16% 

academic progress in the course 

12 The instructor consistently and fairly implemented the 

grading scheme presented in the course cover page. 

78% 2% 86% 7% 

Three questions within the Student Satisfaction Questionnaire ask for students to rate their 

satisfaction with elements of program delivery. Specifically: 

Satisfied 

Dissatisfied 

• Professors’ presentation of subject matter 54% 4% 

• Quality of Classroom Delivery 70% 7% 

• Quality of Lab Learning 67% 11% 

• Course Materials 59% 15% 

The level of satisfaction with each of these elements of delivery has improved this year compared 

to last year. We also note that the two surveys align with respect to student input about the 

quality of course materials. 

18

2. New Delivery Initiatives 

In March 2008, RCC received consent to deliver the BT(CIS) program at a satellite campus 

(Online Resources/C-4). Currently, the Program Chair is finalizing the details of a part-time 

program of study for graduates of 3-year college programs in computer analyst/computer 

technology. A treatment of this delivery, including admission requirements, delivery and bridging 

requirements are provided in Online Resources (C-5). 

This delivery of the BT(CIS) program is consistent with the mission of the parent company 

Yorkville University with its focus on accessible education for working adults. Also, and as a 

transition to online delivery of the program, each of the courses will be posted on the RCC Online 

Campus following a best-practices course template that will provide all learning materials and 

activities, including projects and labs. This focus on learning materials addresses students’ 

primary area of dissatisfaction with the quality of course materials. 

As has been described previously in this report, RCC Institute of Technology intends to request 

consent to provide degree courses online. These online courses will follow best practices models 

and adhere to the Middle States Commission’s Interregional Guidelines for Electronically Offered 

Degree and Certificate Programs. The Yonge Street Campus online initiative is a reasoned first 

step in offering courses online. 


Student evaluation policies and practices are the same as those described for the Bachelor or 

Technology (EET) program on page 10 of this Report. 

Methodology 

The Task Force used a Competency Evaluation Form to review the program competencies as 

evidenced by graduates. This completed tool is available in the Online Resources/C-6. 

Evaluation strategies as outlined in the course cover sheets were reviewed. These were 

supplemented by interviews and discussions. 

In addition the Task Force referenced two tables prepared for the Self-Study: 

1. The Graduate Table which provides data about each BT(CIS) graduate, from admissions 

to placement (Secure Online Resources/S-4) 

2. The CIS Grades Distribution Table which provides a construct of ‘average’ grades in each 

course over the last four terms. These courses are arranged in sequences. (Online 

Resources/C-7). 

These tables were used to assess sequence outcomes in the context of student progress and as 

part of the solution seeking exercise. 

Senior project assessment data are also maintained. These include score sheets used by industry 

and technical judges when assessing Senior Projects at Showcase (On-Campus Resource Room). 

Findings 

1. Based on a set of objective criteria statements, the CIS program delivers its learning outcomes 

at the Bachelor of Technology degree level. 

2. Assessment practices, while course-based, are designed to measure learning outcomes in 

several key skills and knowledge areas of the program. Most faculty grade students’ work based 

19

on a defined rubric. Assessment is standardized around hands-on laboratory exercises, research 

assignments, case studies, quizzes, exams, and project completions where a comprehensive 

approach is desired. 

3. Assessment criteria may involve evaluating students’ ability to reason and critically 

substantiate a conclusion, provide evidences of written work such as computer programs and 

documentation, carry out a correct, time-controlled installation and configuration of a 

hardware/software implementation, as well as a demonstrated ability to debug and troubleshoot 

a problematic situation. 

4. An analysis of the Grades Distribution Table shows that each sequence predictably moves 

toward improved performance as weaker students are weeded out. Here are Task Force’s 

findings about each of the sequences, with recommendations: 

 

The programming sequence, consisting of five courses, is an anomaly. Although these 

courses are structured in a sequence, each a pre-requisite to the next course, the students’ 

grades do not improve. The GPA construct is consistently lower than in any of the other 

sequences. This same pattern is evident in the Math courses and in WEB430, which is 

primarily a programming course. 

These relatively low grades are attributed to the math and logic skills required for success 

and to the redundancies in the programming courses. The Task Force concludes that 

teaching several languages shifts the student’s focus from understanding any one language 

in depth. 

Recommendations are to 

1) Research and identify two foundation programming languages and teach only 

them with options for choice in a course such as “Alternative Current 

Technologies” 

2) Select textbooks that allow the students to move through self paced tutorials; 

provide additional support materials. 

 

 

The Database sequence is introduced in the fourth term when the students have already 

established a commitment to their studies and continue to build on skills introduced in the 

lower sequence. Student average is consistently increasing from 2.89 average in the 

introductory to 3.92 in the last of the sequence courses. This set of courses is considered 

well structured should stay in the program as is. 

The System Development courses integrate business knowledge and information 

technology and engage students in analytical and problem solving skills. Cumulative results 

show a steady improvement in grades. 

Recommendations are to 

1) To ensure that critical skills are front-loaded in the sequence, redesign SYS 110 

to be more business focused. Move critical thinking and algorithms to the 

beginning of the programming sequence (PGRM110). 

2) Combine SYS 230 and 240 into one course with more focus on object-oriented 

analysis and design while ensuring continuity and eliminating any redundancies 

in skill development. 

 

The Networking sequence is also characterized by a predictable improvement in student 

performance. 

20

The capstone courses (SYS450 and SYS460) which are intended to demonstrate decisionmaking, 

critical thinking, and research and analysis have the highest GPA in the program. 

With and average of 3.5, the grades demonstrate mastery in the program. Because the 

students are expected to work in teams, it should be expected that they work within their 

strongest skill and allocate the tasks accordingly. While an understanding of the whole 

project is mandatory, the integrated effort of the group should be recognized. 

D. Program Futures 

As a synthesis of the findings and as a response to the perceived need to adjust the program to 

attract more students from a larger pool of high school students interested in careers in business, 

the CIS Task Force presents these recommendations: 

1. Redesign the Plan of Study to include more business courses that can be integrated with 

the technology courses in the program. (A proposed Plan of Study is attached as 

Appendix A.) 

2. Rename/re-brand the program as Bachelor of Business Information Systems. The optics 

of the “business” focus is considered stronger that “Computers” in the eyes of today’s 

degree seekers. This also will re-emphasize the fact that the program is really a business 

and technology program as depicted in the names of key courses such as Business 

Programming I and Business Programming II. 

3. Create working relationships with industry partners that need business graduates with 

strong information systems knowledge and skills. 

4. Establish membership credentials for students in industry-recognized organizations such 

as Canadian Information Processing Society (CIPS) and Institute of Electrical and 

Electronics Engineers (IEEE) 

5. Work closely with VP Ken Withers and the High School Registrars who must speak the 

language of business and technology as interdependent disciplines that drive the BIS 

program. Encourage the HS program to deliver product knowledge or information 

sessions to other student populations such as those in “business” classes rather than only 

to “physics” classes and engineering bound students. 

6. Confront the competition head-on. In order to compete successful; expand marketing 

efforts through on-line ads, newsprint that focuses on business/technology, radio, and TV 

spots. 

21

E. Recommendations 

1. Develop the Consent Renewal Application to achieve approval of the proposed program 

changes: 

Change the name of the program to Bachelor of Business Information Systems 

Change the curriculum to include more business and business analysis 

2. Include a request to offer the program online as part of the Consent Renewal 

Application. 

3. Provide high quality online resources to address students’ dissatisfaction with the quality 

of learning materials. 

Develop an online course template based on best practices 

Support faculty as they implement the template. 

22

Part III. The Role of General Education in the Degree Programs 

A. Description of the General Education Program 

The General Education or breadth courses in the Bachelor of Technology programs are 

categorized into thee groups, each with specific purposes. (Course outlines are available in the 

Online Resources/G-1.) 

1. The English/Communications sequence prepares students to apply research methodologies, 

write academic papers following MLA and APA guidelines, prepare and make presentations and 

write business correspondence and formal technical reports. There are three courses in the 

sequence: 

ENGL130: Research and Composition 

SPCH230: Presentation Skills 

ENGL230: Professional Writing 

2. The ‘Electives’ Series introduces disciplines and content outside the student’s major field of 

study. Courses have been designed and are delivered to address the degree standards: 

PSYC110: Psychology 

ECON210: Principles of Economics 

HIST210: Contemporary History 

These business courses from the Bachelor of Technology (CIS) are also available to Electronics 

students to fulfill their general education elective credits 10 : 

BUSN110: Introduction to Business and Technology 

ACCT220: Essentials of Accounting 

3. The senior courses have specific objectives that address the degree standards and the 

assessment of the degree standards: 

CARD410: Career Development: This 7 th semester course prepares students for job 

search and career professional development. Students prepare a resume, cover letters 

and participate in mock interviews. 

 

 

LAW311: Law and Ethics: This course introduces the legal principles applicable to the 

business environment in Canada. In partnership with the Ontario Association of Certified 

Engineering Technicians and Technologists (OACETT), the final examination serves as the 

student’s Professional Practices Examination. This 3 rd party grading also provides a direct 

assessment of graduates’ achievement of the degree standards. These grades are 

available on the Secure Online Resources 

HUMN410: Technology, Society and Culture: This course incorporates the critical thinking, 

research and communication skills developed throughout the curriculum. Students are 

expected to apply individual initiative to assess a variety of contemporary topics related to 

technology, society and ethics. 

10 Making these elective courses for BT(EET) students was a suggestion of the 2007 Graduating Students 

Focus Group. This proposal was subsequently discussed and recommended by Academic Council. 

23

The method of delivery for these courses varies from course to course and includes lab 

applications (ENGL130), case studies (LAW311) and seminar style discussions (HUMN410). 

All general education courses have been designed to incorporate varying degrees of research and 

analysis. This was confirmed in the findings of the Task Force that collected information about 

the incidents of writing and research in each of the general education courses. 

One of the unstated goals of the general education program is to integrate general education 

competencies into students’ technical/core studies. This integration is successful in the 3 rd Term 

Project: The first three semesters prepare students with the technical tools to access basic 

knowledge of concepts and to communicate their understanding of those concepts. In the third 

term, they apply this knowledge and methodology in their field (Electronics or Computer 

Information Systems). 

In the Electronics program, for example, the 3 rd Term Project is a cross curricular assignment 

that requires research in a technical area chosen by the team; topic areas have included fibre 

optics, sensors in electronics, energy sources. Relying on this secondary research, the students 

are expected to build an application within the primary research scope and demonstrate its 

functionality. A formal report is the final product of this team endeavour and a peer reviewed 

oral presentation completes the process. 

B. Students’ and Graduates’ Perception of General Education Courses 

Methodology 

Two questions within the curriculum section of the Student Satisfaction Questionnaire are 

directed at the mandate of the breadth/general education courses: 

• Develops your communication skills 

• Develops your critical thinking skills 

Additionally, graduating students are queried about the purposes and delivery of the general 

education courses in both the review of the program outcomes and as they evaluate their 

achievement of the degree standards. 

As part of the Graduates Survey, the Self-Study team questioned RCC degree graduates about 

the contribution of their degree studies to the development of the following competencies. While 

all courses contribute to the development of these competencies, the mandate of general 

education courses attaches most directly to these competencies: 

• Critical thinking 

• Research and analysis 

• Writing and presentation skills 

• Awareness of social issues 

24

Findings 

Student Satisfaction Questionnaire: Students are less than satisfied with how the curriculum 

develops their communication skills and their critical thinking skills. Here are the results from all 

students in the degree programs: 

Degree Students Satisfaction with General Education 

March 08 March 07 


The program develops your communication skills 65% 10% 67% 8% 

The program develops your critical thinking skills 57% 11% 63% 12% 

This input is more negative and contrary to the input from graduating students and graduates. 

Graduating Students Focus Group: In the four focus groups already referenced in the Self-Study, 

there is overwhelming support for the Career Development course. Students cite their 

preparation for job search, the usefulness of the mock interviews and their general confidence in 

achieving a position. 

As already reported, these groups gave high praise and awarded high grades to the 

communication sequence. 

On the other hand, students, especially in the electronics program were dissatisfied with the 

general education ‘electives’. Some cited the fact that the history course was similar to what 

they took in high school. While they were supportive of the fact of the general education 

electives, they would prefer more choice. 

They were appreciative of the opportunity to achieve their CET professional practices 

examination through the LAW311 course. 

Graduate Questionnaire: Graduates were by and large satisfied with how their program 

developed the ‘general education’ competencies. Here are the results of that survey: 

Degree Graduates and General Education 

Average 

Rating 

1 – 5 Scale 

Extent of 

Contribution 

(% who rated 

4 & 5) 

Little 

Contribution 

(% who rated 

1 & 2) 

Critical thinking 4.0 78% 8% 

Research and analysis 3.94 67% 10% 

Writing and presentation skills 3.86 67% 10% 

Awareness of social issues 3.29 49% 25% 

_______________________________________________________________________________ 

25

C. Conclusions and Recommendations 

The General Education Task Force posits these conclusions about the general education program: 

1. The capstone courses achieve their objectives. Furthermore, the grades in LAW311 and 

in the OACETT professional practice course align with few exceptions, providing direct 

assessment of the graduates’ competencies in writing, problem-solving and critical 

thinking. 

2. The Third Term Project is an excellent example of how general education outcomes can 

be integrated into students’ core technical subjects. 

3. Courses in the ‘elective stream’ are not consistent in how they introduce the ‘breadth’ 

discipline and its methodologies. Nor are the cognitive expectations of the research, 

critical thinking and writing assignments clearly expressed and implemented. Nor has 

the Institute been able to provide choice. 

4. The Institute suffers from the lack of a clear statement about the purposes and the 

position of the general education courses in the degree programs. 

These recommendations should be considered in strengthening the general education: 

1. RCC should develop a Statement about General Education in the Degree Programs. This 

statement should clearly state the purposes of the general education program and the 

expectations on the part of all professors to support and develop general education 

outcomes. 

2. As a corollary, technical faculty should be encouraged to collaborate with general 

education professors to replicate the 3 rd Term Project wherever feasible in the 

curriculum. 

3. The Institute is encouraged to develop its elective stream, including introducing new 

courses taught by ‘visiting professors’. Each course in the stream should be developed to 

introduce a discipline and its methodologies, to further develop students’ critical thinking, 

research and analysis, writing and presentation skills and awareness of social issues. 

4. The Humanities capstone course should be reviewed and adjusted to align with and 

further develop the general education competencies developed through the elective 

stream. 

26

Part IV. Resources, Policies and Practices 

A. Student Learning and Support 

1. Description of Student Learning and Support Services 

Library 

The Library circulation and catalog functions are fully automated using Destiny software. Destiny 

provides the following information about the library: 

Active student patrons: 212 (Most are Electronic Engineering students) 

Active faculty patrons: 22 

Book holdings: 15,784 

Journal holdings: 18 

The Library subscribes to additional e-resources to aid graduating students in finding jobs— 

the Eluta database and Canada Employment Weekly database from Mediacorp. 

The RCC Library also subscribes to e-resources that directly support the degree programs: 

Two databases of e-books from Books24x7 that added 7,462 e-books to the Library 

collection. 

o IT PRO that added 1,462 books for the CIS program 

o Engineering PRO that added 6,000 books for the Electronics Engineering 

Technology program. 

Since December 2007, there have been 38 new users on the system among faculty 

and students. These users have conducted 446 sessions spending a total of 5334 

minutes using e-books. 

The Library subscribes to two e-journal databases from Ebsco, the Canadian Reference Centre 

and Computers and Applied Sciences Complete. From January through March 2008, the number 

of searches performed by students on these databases has increased from 10 in January when 

the databases were new, to 135 in February and 147 in March. Patrons have progressed from 

using 16 full text articles or abstracts in January to 223 and 145 articles or abstracts in February 

and March respectively (Online Resources/I-4). 

Academic Monitoring 

Student Services provides two elements of academic monitoring: 

1. Attendance Tracking: All absences are recorded in the SIS attendance module. Any student 

who is not on campus for three consecutive days is called to determine whether there is a 

problem. In the event of illness, arrangements are made to get notes/homework to the 

student. 

2. Academic At-Risk Report: Faculty provide Academic Progress Reports to students by the 

Friday of Weeks 4, 9 and 13. In addition to speaking with and developing a plan for any atrisk 

student, the professor notifies Student Services. Student Services follows-up, focussing 

on those students who are on probation. 

27

Interventions include assigning a tutor, monitoring attendance on a class-by-class basis, 

providing support for time management, financial counselling, etc. 

Peer Tutoring 

Students who maintain a CGPA of 3.5 may apply for a peer tutoring position. Applicants must 

have a recommendation from a professor and receive training in tutoring basics and 

administration. The Chair of General Education supervises the tutoring program and provides the 

tutoring training. 

In any particular term, as many as 15 students will serve as tutors, providing up to 400 hours of 

tutoring to small groups and individuals. Follow-up analysis indicates that tutoring is successful 

in retaining students and improving their academic standing. 

Details about the tutoring program are available in the Online Resources (I-5) 

Extra Labs 

In policy, students are encouraged to use lab stations (electronics and computing) that are 

available at any time during the day. 

In addition, the campus is open four (4) Saturday mornings each term to provide an opportunity 

for students to complete lab assignments. The Electronics Lab is fully staffed on the Extra Lab 

Saturdays, providing instruction and approving lab assignments (in the junior terms). 

Study Groups 

First year students are assigned to a Study Group; these groups become part of the instructional 

strategies in the first semester of studies. 

In 3 rd term, project groups are formed and these students work through a cross-curriculum 

project that involves 2 classes (in Electronics) and 3 classes in the Computer program. 

2. Student Satisfaction with the Learning Resources and Practices 

The Student Satisfaction Questionnaire asks students to indicate whether they use a resource, 

and if they do use it to indicate the importance of that resource and their satisfaction with it. 

28

Here are the satisfaction results for the last two years as they relate to support for student 

learning: 

Degree Students’ Satisfaction with Services to Support Learning 

Resource 2008 Survey 2007 Survey 

Usage Satisfied Dissatisfied Usage Satisfied Dissatisfied 

Library 67% 60% 9% 77% 56% 15% 

Peer Tutoring 27% 57% 11% 38% 70% 9% 

Extra Labs 65% 60% 15% 87% 74% 15% 

Academic Advising 43% 63% 7% 50% 56% 12% 

3. Conclusions 

The Library/learning resources usage is increasing. The introduction of new online resources 

may be encouraging more research and enquiry. 

Peer tutoring provides an additional and important means to support student learning. Both 

the tutees and the tutors gain from this program. 

B. Faculty Growth and Development 

1. Faculty Responsibilities 

In 2005, Academic Council recommended a new faculty policy on Faculty Ranks (FP300). This 

proposal was developed by an ad hoc committee of faculty that was charged with finding a 

schema that respected the traditions of both the RCC instructors and the DeVry professors. 

The Governing Board supported the policy that was enacted by the President in September 2005 

(Online Resources/I-6). The implementation placed all existing full-time faculty into a new rank. 

Each rank attached specific responsibilities as per the following table: 

29

_______________________________________________________________________________ 

Faculty Responsibilities by Rank 

Responsibilities 

Professor 

Associate 

Professor 

Assistant 

Professor 

Senior 

Instructor 

Instructor 

Curriculum 

development 

and review 

Course development X X X 

Lab development X X X X 

Member/Curriculum 

Committee 

X X X 

Instruction X X X X X 

Student Interaction X X X X X 

Administrative X X X X X 

Professional Leading X X 

development Participating X X X X X 

Leadership Sequence Leader X X 

Service X X X X X 

_______________________________________________________________________________ 

The policy also included this statement about service to the Institute: 

“All members of the RCC faculty are expected to contribute to the Institute community 

through voluntary service. This service can take many forms, including but not limited to the 

following activities: 

A. Participation in Institute Governance (Governing Board, Academic Council) 

B. Leadership of Student Activities and Clubs 

C. Membership on duly appointed ad hoc committees 

D. Participation in student recruitment, career services, advisory committees and other 

outreach activities.” 

2. Support for Professional Development 

Faculty growth and development are supported through budget allocations and administrative 

practices. Here are some of the ways this support has happened: 

• Financial support for faculty to attend workshops and conferences 

• Tuition reimbursement for Ph.D. and Masters programs 

• Annual fees for professional memberships (Professional Engineers, IEEE) 

• Schedules that allow additional professional and academic activities and endeavours 

• Institute Days have been devoted to particular aspects of teaching and learning: 

o Making classes more engaging (October 2005) 

o Learning centred teaching (October 2006) 

o Program Review/Self-Study Priorities (October 2007) 

30

3. Faculty Professional Activities and Objectives 

As part of the annual program review, the Institute surveys faculty to determine the extent and 

nature of their professional development activities in the previous year (Secure Online 

Resources/S-7). 

Here are the results from these surveys; this includes full-time faculty (18 at this time.) 

_______________________________________________________________________________ 

Faculty P.D. Participation by Activities 

N=18 N=17 

2008 2007 

1 Professional Societies/Organizations 44% 59% 

2 Post-graduate studies 17% 18% 

3 Conference(s) 17% 6% 

4 Workshops/Training Seminars 28% 35% 

5 Independent research projects 72% 71% 

6 In-house committees/project teams 67% 65% 

7 Other 28% 18% 

Faculty Objectives of P.D. Activities 

2008 2007 

1 To stay current in my field 94% 94% 

2 To improve my teaching methodologies 83% 82% 

3 To learn how to use technology more effectively 61% 53% 

4 To increase my credentials 28% 35% 

5 To develop a course/course unit and/or lab 61% 88% 

6 To develop leadership skills 33% 29% 

7 Other 22% 6% 

4. Faculty Recommendations 

Faculty were asked to make three recommendations that would impact their professional 

contributions and improve RCC’s programs. 

 

 

The largest number of recommendations (15) was directed at activities to improve 

courses, including research on software and new technologies, researching and writing 

new labs and revising courses entirely. 

A significant number of recommendations (14) involved faculty participation in activities 

that linked them to industry. Examples include tradeshows and workshops; industry 

sabbaticals and activities designed to update professional experience, including online 

learning and inviting industry speakers to visit the campus. 

31

Another set of recommendations (9) addressed RCC’s professional development 

structures, including access to funding, improved communications about PD 

opportunities and internal P.D. activities geared to teaching methodologies. 

C. Adequacy and Currency of Resources 

1. Analysis of Resources 

The Self-Study Steering Committee appointed Dr. Ahmad Ibrahim as a Task Force of One to 

analyze the hardware and software required to support the degree programs. The data tables 

referenced in the analysis are provided in Online Resources (I-7). 

Software resources 

The data indicate that free resources, available through the Internet, are extensively used. They 

represent a large percentage of the software listed. 

The computer labs do not have specialized computer systems or business-oriented professional 

software. They do feature some relatively recent (2000 – 2005) Microsoft products. 

The electronics lab makes good use of some free software. The fundamental, industry-standard 

software used for analysis, design, and implantation (MultiSim, MATLAB, and LabView) is not 

current. Standard practice in this sector is that the manufacturer usually requires a new (and 

costly) purchase rather than version updating. 

Hardware resources 

Data presented in the Online Resource tables indicate that all the laboratories are well equipped 

to meet the current needs of the students. 

The Electronics Lab requires immediate attention. Some resources, including standard 

equipment, are still usable but are approaching obsolescence. 

2. Conclusions and Recommendations 

The school has sufficient resources to deliver excellent programs at this time. 

Immediate action is needed to keep the resources current and to strengthen them to achieve the 

academic goals envisioned. Delays will bring about additional costs in the future. 

A fine tuning of software and hardware acquisition and updating policies is required for costeffectiveness. 

The policy for software acquisition and updating needs revisions to make it more 

efficient in meeting the current and future teaching objectives of the school. 

32

D. Admissions, Grading and Promotion 

1. Description of the Admissions Process 

Prospective students learn about RCC through referrals, high school presentations and 

advertising. All enquiries are directed to the RCC web page and the application form that is 

available online. 

Applicants are contacted by the Admissions Office and/or a Registrar who provides information 

about the Institute and the programs of study. The Registrar also qualifies the student through a 

one-on-one interview. Most often high school students are interviewed in their home and always 

with their parent(s). 

Students who meet the admissions requirements, or who are enrolled in courses to meet the 

requirements and who wish to attend the Institute sign an enrolment agreement. The Registrar 

must also address specific regulatory requirements and receive a signed transcript request form. 

An electronic copy of the Enrolment Agreement is available in the On-Campus Resources (I.1). 

When the Admissions Office receives a complete enrolment agreement, the file is started. Once 

the file has the required documentation, it is forwarded to the Admissions Committee (or 

designate) who reviews the file and approves the application. An acceptance letter is then sent 

to the student. 

Official transcripts must be received before registration day. Each is audited to confirm the basis 

of admission: 

• High School students: 6 12U or 12M courses) and 65% 

• Mature students: Age (21) and evidence of successful postsecondary studies or 

evidence that they can be successful. 

Those students who do not meet the degree admissions requirements are counselled into the 

diploma program. 

The student’s file is audited a second time to confirm that all information is in place. 

2. Analysis of the Admissions Practices 

As part of the Self-Study, the Documentation Task Force completed the following reviews: 

 

 

The files of all degree students were reviewed to ensure that the Admissions information 

was complete. (The summary spreadsheet is available in Secure Online Resources/S-6) 

Files were organized according to the basis of admission: 

o High school students: Transcripts were checked to confirm that students had the 

correct U/M courses and had achieved an average of at least 65%. 

o Mature students: Files were check to confirm age (21) and evidence of prior 

studies to forecast success in a degree program. 

The files of all internal transfers (diploma to degree) were reviewed to ensure that these 

students had a CGPA of 3.0 when they transferred. 11 

11 Diploma students may apply to transfer at the completion of their second semester of studies. They must 

have a 3.0 when they transfer at the end of their first study term (end of 3 rd semester). 

33

The Task Force also tracked the success of internal transfer students as a means to validate the 

policies and practices associated with internal transfers. Here are the summary tables for each 

degree program: 

_______________________________________________________________________________ 

Summary Table: BT (Electronics Engineering Technology) 12 

Total Population since Consent 

Total Students Graduates Withdrawals Currently Enrolled 

298 95 32% 81 27% 122 41% 

Total Population since Consent by Admissions Category 

Graduates Withdrawals Currently Enrolled 

High School 137 13 10% 45 33% 79 58% 

Mature 61 19 31% 21 34% 21 34% 

Transfers 100 63 63% 15 15% 22 22% 

Commentary 

The number of transfers is artificially high. Those students who started the diploma program in 

May 2004 and September 2004 and who qualified as degree students, transferred into the 

degree program at the beginning of their second study term. These students have been 

classified as Transfers even though many of them would have qualified as high school admits. 

The current enrolment provides a more accurate picture of the breakdown of students by 

Admissions categories. 

Summary Table: BT (Computer Information Systems) Admissions 

Total Population since Consent 

Total Students Graduates Withdrawals Currently Enrolled 

96 22 23% 27 28% 47 49% 

Total Population since Consent by Admissions Category 

Graduates Withdrawals Currently Enrolled 

High School 62 4 7% 20 32% 38 61% 

Mature 12 1 8% 6 50% 5 42% 

Transfers 22 17 77% 1 4% 4 18% 

12 How to read this table: There have been 298 students who registered in the program since consent. Of 

that total, 95 have graduated, 87 have dropped out and 122 are currently enrolled. 

34

The Task Force also constructed Graduate Tables, which listed all the degree graduates in each 

program from admissions to placement. The Table allows the Task Force to track the academic 

progress and grades of those students who transferred from the diploma to the degree 

programs. The evidence is consistent with the Summary Tables. Those who transfer are just as 

likely to be successful as those who achieve admission directly into the degree program. 

3. Grades and Promotion Practices 

The Institute’s Student Information System identifies all students who do not achieve a 

cumulative GPA of less than 2.0. In the first term, the student is placed on probation with 

specific terms as set out by the program Chair. Should the student not achieve a good standing 

CGPA in the subsequent term, s/he is dismissed with the right of appeal. It is very unusual for a 

student to remain enrolled if s/he has not been able to achieve good standing in the semester 

after a successful appeal. 

Our review of the files confirms that these policies are implemented with appropriate rigour, 

tempered by appropriate compassion. 

The Institute’s Academic Integrity polices and practices are fully implemented with a particular 

emphasis on Final Examination Week. All students are informed about the Examination Policies. 

A copy of the most current posting is provided in the Online Resources (I-8). The President also 

distributes Proctoring Guidelines to all faculty each term (Online Resources I-9). 


The admissions, grading and promotion policies and practices provide an appropriate balance of 

access and integrity. 

The Institute has appropriate practices in place to assess the appropriateness of the admissions, 

grading and promotion policies and their implementation. 

35

E. Performance and Opportunities 

1. Student Recruitment 

The student recruitment/admissions process was explained on page 31 of this report. A 

summary of the Applications to Starts metrics for each of the programs is provided below: 

Electronics Engineering Technology 

Student Recruitment Numbers 

Diploma 

Degree 

May 07 Sept 07 Jan 08 Totals Prior Year 

Applications 11 73 12 96 131 

Enrolments 4 50 6 60 62 

Starts 4 34 5 43 35 

Applications 21 197 10 228 262 


Starts 5 44 5 54 50 

Totals 

Applications 32 270 22 324 393 -21% 

Enrolments 9 123 11 143 164 -15% 

Starts 9 58 10 77 85 -10% 

Key Metrics: 07/08 06/07 

Applications to Enrolments 44% 42% 

Enrolments to Starts 54% 52% 

Applications to Starts 24% 22% 

36

______________________________________________________________________________ 

Computer Information Systems 

Student Recruitment Numbers 

Diploma 

Degree 

May 07 Sept 07 Jan 08 Totals Prior Year 



Starts 4 10 14 8 



Starts 1 10 11 21 

Totals 

Applications 15 113 8 136 153 -13% 

Enrolments 6 33 2 41 41 0% 

Starts 5 20 0 25 29 -16% 

Key Metrics: 07/08 06/07 

Applications to Enrolments 30% 26% 

Enrolments to Starts 61% 71% 

Applications to Starts 18% 19% 

2. Graduate Placement 

In addition to the course work (CARD410), all graduates receive career services, which include 


 

 

 

 

 

 

 

 

 

On-campus posting service 

Access to over 5000 employer database contacts 

Job clipping service of high technology opportunities advertised in major newspapers 

across Canada 

Participation in high-tech shows 

Free FAX, computer use and job application mailing services 

Career Workshops 

E-mail job search advice and job search coaching 

Employer presentations and site tours 

On-campus interviews 

Career Services tracks graduates for 6 months after graduation and publishes placement 

information at that time. Here is the most current data: 

37

_______________________________________________________________________________ 

Employment Statistics for Degree Graduates 

Bachelor of Technology 

(Electronics Engineering 

Technology) 

Bachelor of Technology 

(Computer Information 

Systems) 

Students who actively pursued and gained employment 

within 180 days of program completion 

90.4% 90.0% 

Number of Graduates 86 21 

Number available for employment and further studies 81 20 

Number available for employment 73 20 

Number continuing their education 8 0 

Number who obtained full-time employment 66 18 

Number who obtained full-time career-related employment 66 

(Includes Graduates to August 2007) 

18 

3. Student Leadership 

Programs are in place to support and encourage student leadership. All programs include 

assessment of student performance (Online Resources/I-10). Here are the programs along with 

the numbers of participants as of the end of the Winter 08 term: 

Student Employees 

Facilities Crew 5 

Lab and I.T. Support 4 

Library and Reception 5 

Faculty Assistants 9 

Peer Tutors 8 

Student Ambassadors 30 

Details of the Student Ambassadors program, along with the Training Manual are available in 

Online Resources (I-11) 

38

Class representatives (13) meet as President’s Council three times a term. The President attends 

all meetings. The mandate of President’s Council is 

1. To increase student participation, especially in providing feedback and suggesting 

ways to make RCC a better institution. 

2. To increase student awareness of campus initiatives and changes that impact the 

student body. 

3. To serve as a liaison between the student body and senior administration. 

Students also participate as voting members on Academic Council and as non-voting members of 

the RCC Governing Board. 


The Bachelor of Technology (Electronics Engineering Technology) program has built a solid 

market by providing an alternate and more applications-oriented bachelors degree program in 

the discipline of electronics engineering. 

The Bachelor of Technology (Computer Information Systems) program has not achieved this 

same market acceptance; hence the recommendations of the Task Force to change the program 

to attract high school students who are interested in business studies and to provide alternate 

deliveries to attract working adults. 

RCC’s graduate placement in both the degree programs is exemplary; furthermore graduates 

perceive the degree as being important in achieving promotions and career mobility. 

The Institute provides leadership opportunities for student participation in governance and 

operations. 

39

V. Conclusions and Recommendations 

General Conclusions 

1. RCC Institute of Technology has the academic and administrative practices in place to meet 

PEQAB’s program review standards 13 . 

2. The two Bachelor of Technology programs meet the degree standards and the program 

outcomes. These outcomes are best demonstrated in the Technical Senior Project and in the 

general education capstone courses. 

3. There are adequate resources and programs available to support the degree programs, their 

students and the faculty. At the same time, there is a general recognition that the resources 

and support require attention in the context of any changes that are introduced to program 

curriculum and/or delivery. 

Recommendations 

Curriculum 

1. Restructure the BT (Electronics Engineering Technology) as a core program with two majors: 

Embedded Systems and Communications. Focus resources and energies on these aspects of 

the program: 

a. Programming within the Digital (Embedded Systems) sequence 

b. Alignment of the physics, controls systems and signal processing courses within 

the new program structure 

c. Increased opportunities for students to focus on applications, methodologies, 

research, writing and the development of higher order cognitive skills. 

2. Modify the BT (CIS) program as a Bachelor of Business Information Systems program and 

according to the proposed program of study (Appendix A). 

3. Develop the general education ‘electives’ stream to include new courses where appropriate. 

Each course in the stream should consistently 

a. Introduce a discipline and its methodologies 

b. Further develop students’ critical thinking, research and analysis, writing and 

presentation skills 

c. Foster an awareness of social issues. 

In concert with these course standards, adjust the Humanities capstone course (Technology, 

Society and Culture) to align with and further develop the general education competencies 

developed through the elective stream. 

13 “Benchmarks for assessing program evaluation” Handbook for Private Organizations, Postsecondary 

Education Quality Assessment Board. February 2006. p 33. 

40

Delivery 

1. Proceed with the development of online delivery methodologies and best practices. 

2. Develop and implement online course templates for all categories of courses. Use these 

templates to standardize and improve the curriculum materials and learning support: 

a. Electronics Engineering courses that have a lab component 

b. Computer Information Systems courses, with a priority on those courses that will 

be delivered at the Yonge Street Campus 

c. Program courses that do not have a lab component (Math, Business) 

d. General Education courses 

3. Continue to partner with OACETT to develop a hybrid delivery of Electronics Engineering 

courses. 

4. Include an application to provide degree courses and degree programs online as part of the 

Consent Renewal Application. 

5. Encourage and support cross-curricular projects such as the 3 rd Term Project. 

Student Evaluation 

1. Standardize grading practices in technical courses to develop the degree standards and 

underscore the pre-eminence of applications. 

2. As a corollary, establish a developmental sequence of lab assignments; implement a standard 

lab report format as well as grading rubrics. 

Institutional Practices 

1. Develop, promote and implement a Statement about General Education in the Degree 

Programs. 

2. Promote and encourage the use of the Library’s resources to both faculty and students; build 

goals and metrics to measure the success of this promotion. 

3. Re-fresh the Faculty Professional Development Committee; support faculty 

recommendations: 

a. Resource course development, especially in the context of the previous 

recommendations 

b. Encourage ways and means for faculty and students to connect directly with 

industry. 

4. Develop and implement resource renewal practices consistent with curriculum and delivery 

changes. 

41

Appendix A: Proposed Bachelor of Business Information Systems Program of Study 

42

Appendix B: Referenced Files and Their Locations 

Online Resources 

E-1. Electronics Engineering Degree Standards Matrix Overview 

E-2A Electronics SSQ Results 2008 

E-2B Electronics SSQ Results 2007 

E-3. Electronics Engineering Program Advisory Committee Records 

E-4. Electronics Engineering Faculty Course Sequence Analysis 

E-5. Technician Upgrade Project Treatment 

E-6. Electronics Engineering Grades Distribution Table 

C-1. Challenges Paper 

C-2. CIS Task Force Curriculum Analysis 

C-3A Computer SSQ Results 2008 

C-3B Computer SSQ Results 2007 

C-4. Letter from the Minister approving the Satellite Campus 

C-5. Treatment of the BT(CIS) Degree Completion Program 

C-6. CIS Competency Evaluation Form 

C-7. CIS Grades Distribution Table 

G-1. General Education Course Outlines 

I-1. Record of the ad hoc Committee on Instructor Surveys 

I-2. Prescribed practices for Rewrites and I grades. 

I-3. Start of Term/End of Term Schedule of Activities 

I-4. Library Data 

I-5. Peer Tutoring Data 

I-6. Governing Board Record. June 2005. 

I-7. Resource Analysis 

I-8. Examination Policies Posting to All Students 

I-9. Proctoring Guidelines 

I-10. Student Employees Memo 

I-11. Student Ambassadors Handbook 

Secure Online Resources (Not available from an off-campus computer) 

S-1. Graduate Questionnaire Data 

S-2A Instructor Surveys Composite Data/Fall 07 

S-2B. Instructor Surveys Composite Data/Winter 08 

S-3. BT (EET) Graduate Table 

S-4. BT (CIS) Graduate Table 

S-5 OACETT Examination Results 

S-6. Degree Admissions Summary Spreadsheet 

S-7. Faculty Professional Development Questionnaire Results 

On-Campus Resource Room 

G.1. Incidents of Writing and Research Study 

E.1. BT (EET) Graduating Students Focus Groups (2007) (2008) 

E.2. Interview Notes: Lakehead Masters Students/April 2008 

E.3 Electronics Senior Projects Assessments 

C.1. BT (CIS) Graduating Students Focus Groups (2007) (2008) 

C.2 Computer Information Systems Senior Projects Assessments 

I.1 Degree Programs Enrolment Agreement 

43



Appendix 5: See Appendix 2: Report of the Evaluation Committee 


12


Program Review 

Program Review Team 

Dr. Mark Waldron, Chair 

Dr. Bill Smyth 

Dr. Bob Dony 

Shri Ramsarran 

Karim Sukhiani 

May 30, 2008 

1

Table of Contents 

1. Introduction Page 5 

2. Objectives Page 5 

3. The Program Review Team Page 6 

4. The Program Review Process Page 6 

5. The Interview Schedule Page 7 

6. The Findings Page 7 

7. Recommendations Page 9 

8. Summary and conclusions Page 10 

9. Appendix Page 11 

2

EXECUTIVE SUMMARY 

In October, 2004, RCC Institute of Technology received government 

consent to deliver two degree programs: a Bachelor of Technology 

(Electronic Engineering Technology) and a Bachelor of Technology 

(Computer Information Systems). After nearly four years of offering the two 

degree programs, it was time to review the two programs with reference 

to the PEQAB's program evaluation standards. Beginning in March, 2008, 

this program review commenced and was completed in June, 2008 with 

the delivery of this Program Review report. 

The program review team consisted of five individuals: Dr. Mark Waldron, 

Review Team Chair, Professor Emeritus, University of Guelph; Dr. Bob Dony, 

Associate Professor, University of Guelph; Dr. Bill Smyth, Professor Emeritus, 

McMaster University; Professor Shri Ramsarran, Chair of Computer 

Information Systems, RCC; and Professor Karim Sukhiani, Chair of 

Electronics Engineering Programs, RCC. The first on-site visit of the team 

was April 9 th where the review team met with the RCC senior 

administration group to review the history of the two programs and to 

discuss the process and resources needed to complete the evaluation. 

They also had the opportunity to view the 'Technology Showcase' where 

all the graduating students demonstrated their Senior Projects. On May 

1 st , RCC provided the team a very comprehensive, in-depth Self-Study 

Report with accompanying on-line resources. A second on-site visit was 

conducted on May 20 th where several members of the RCC faculty, staff 

and student community were interviewed according to a list provided by 

the internal program review committee. Following these interviews, the 

review team held discussions concerning the nature of the two programs, 

a strength/weakness/opportunities/threats/problems discussion was 

facilitated and several recommendations were proposed. 

After a comprehensive review of all the above inputs, the program review 

team unanimously concluded that, in applying the PEQAB's ten standards, 

the two degree programs met all the standards at a very acceptable 

level. To further strengthen the programs, the team also recommends the 

following: 

1. The 'computer information systems' nomenclature associated with 

the B. Tech. degree be changed to B.BIS. (Bachelor of Business 

Information Systems). 

2. Two specialization streams be associated with the B. Tech program 

and that these two streams be listed as 'Embedded Systems' and 

'Communication'. 

3

3. A strategic plan including a mission statement, goals and objectives 

be developed for the General Education program. 

4. The RCC name and identity be enhanced and used in student 

recruitment and marketing efforts as a means of providing wider 

knowledge of the RCC Degree Programs availability. 

5. A strategic plan be developed in relationship to the up-dating of 

laboratory equipment, computers and software with an annual 

budget allocation being attributed to this modernization. 

6. A specific policy be developed for encouraging the professional 

development of faculty and instructors. 

7. If there is progress in developing on-line learning opportunities, it 

must be accomplished in a very well planned, carefully organized 

and detailed manner with ample opportunity for practical, applied 

laboratory learning opportunities. 

4

RCC Institute of Technology – Program Review. 

1. Introduction: 

In October, 2004, RCC Institute of Technology received government 

consent to deliver two degree programs: a Bachelor of Technology 

(Electronic Engineering Technology) and a Bachelor of Technology 

(Computer Information Systems). After nearly four years of offering the two 

degree programs, it was time to review the two programs with reference 

to the PEQAB’s program evaluation standards. Beginning in March, 2008, 

this program review commenced and was completed in May, 2008. 

The RCC Institute of Technology has over 75 years of service in the 

technological area of post-secondary education in Ontario. As the 

longest standing private technological training institute in Ontario, it has a 

large number of graduates and a very devoted faculty that, in recent 

years, has faced a number of challenges. It has absorbed the former 

DeVry Institute of Ontario programs and operations and most recently has 

become an affiliate of Yorkville University. It also operates in a very 

competitive marketplace but has prided itself on quality instruction, high 

level job placement, committed faculty, practical and applied learning 

opportunities and a committed community of enthusiastic learners. 

One of the most significant recent changes for RCC has been the 

introduction of two degree programs that supplement and complement 

various diploma programs. The Ministerial approval of these two new 

degree programs was a major step in the on-going development of the 

College. With the completion of nearly four years of operating the degree 

programs, it is important to review their operation in terms of the PEQAB 

guidelines. 

2. Objectives: 

The objectives of this review were as follows: 

1. to demonstrate that RCC’s academic and administrative 

policies and practices conform to PEQAB’s program 

evaluation standards; 

2. to identify the strengths, weaknesses, opportunities and 

threats/problems associated with the two degree programs; 

and 

3. to propose recommendations that might strengthen the 

quality and operations of the two degree programs. 

5

3. The Program Review Team: 

The program review team consisted of five individuals: 

1. Dr. Bob Dony, Professor, School of Engineering, College of 

Physical and Engineering Science, University of Guelph, 

Guelph, Ontario; 

2. Dr. Bill Smyth, Professor Emeritus, Faculty of Engineering, 

McMaster University, Hamilton, Ontario; 

3. Dr. Mark Waldron, Professor Emeritus, School of Environment 

Design and Rural Development, University of Guelph, Guelph, 

Ontario; 

and representing RCC 

4. Professor Shri Ramsarran, Chair, Computer Information 

Systems,[hereafter referred to as CIS] and 

5. Professor Karim Sukhiani, Chair, Electronics Engineering 

Programs [hereafter referred to as EEP]. 

4. The Program Review Process: 

The Program Review Team was named in March, 2008 with its first 

on-site meeting on April 9, 2008. Prior to this date, an internal self study 

team had been named to conduct a self study process focusing on the 

two degree programs. 

At the April 9 th meeting, the program review team met with the 

RCC senior administration group to review the history of the two programs 

and to discuss the process and resources need to complete the 

evaluation. On this same date, the Program Review Team had the 

opportunity to visit a ‘Technology Showcase’, a program in which student 

groups presented an exhibition of various projects that demonstrated their 

ability to apply theory to practical demonstrations of useful technological 

inventions. These were “capstone” projects that demonstrated the 

accomplishments of graduating students, drawing on many aspects of 

what they had learned during their time at RCC. This provided the Review 

Team with an excellent opportunity to witness the actual presentations 

and to assess the communication and presentation skills of the student 

participants. 

Prior to the second on-site meeting of the Review Team on May 20, 

2008, the self study process was completed and a comprehensive report 

was provided to the Team members. This was accomplished by April 30 th 

which gave adequate time for study by the Team members. At this 

second meeting, several members of the RCC faculty, staff and student 

community were interviewed according to a list provided by the Program 

Review Committee. 

6

Following these interviews, the Team held discussions concerning 

the nature of the two programs, a 

strength/weakness/opportunities/threats/problems discussion was 

facilitated and several recommendations were proposed. On the basis of 

these many inputs, a draft report was written and circulated to the Review 

Team. A final report was then presented to the RCC President. 

5. The Interview Schedule: 

The following RCC faculty, staff and students were interviewed: 

1. Abeer Islam, student in the B.Tech. (CIS) program; 

2. Dr. Rob Pajkowski, Professor, Computer Information Systems; 

3. Prof. Ross Bigelow, Associate Professsor, Computer 

Information Systems; 

4. James Robinson, student in the B. Tech. (EET) program; 

5. Dr. Ahmad Ibrahim, Professor, Electronic Engineering 

Technology 

6. Professor Michelle Pretzer, Chair, General Education; 

7. Susan Waller, Librarian; 

8. Nahreen Dikho, student in the B. Tech. (EET) program; 

9. Sherisse Da Silva, Director, Student Services; 

10. Greg Nichol, Director, Student Accounts; 

11. Jon Hunter, Registrar; and 

12. Ken Withers, RCC Vice-President (Student Recruitment). 

6. The Findings: 

The initial impression of the Program Review Team was that RCC 

was a well managed, cohesive community of dedicated faculty and staff 

working with an enthusiastic, energetic group of students who were eager 

for the applied, hands-on, face-to-face, user friendly learning 

opportunities being provided by the College. The over 75 year tradition of 

excellence in education at RCC lives on despite the many recent 

changes in programs and ownership. The challenges of operating a postsecondary 

institute in a very competitive market environment are being 

met by the excellent leadership of the senior management and 

instructional team. With the enthusiasm of the total community, there is 

ample opportunity for growth in student numbers to exceed 800 

registrations. 

In applying the PEQAB’s ten standards, it was found that the two 

degree programs met all the standards at a very acceptable level. (See 

Appendix A for a list of the standards). 

7

In terms of the strengths of the two programs, it was found that: 

• There was a excellent emphasis on one-to-one instruction, peer 

tutoring and excellent access to laboratories; 

• There was an ‘open door’ type policy in terms of access to 

faculty and the College President; 

• An excellent job placement program led to 90 % placement 

within six months of graduation; 

• The curriculum is very well organized, in a logical, sequential 

manner with an emphasis on the practical applied aspects of 

technology and with particular reference to the needs of 

business and industry; 

• There is a very high level of faculty retention and commitment; 

• There is a very comprehensive and detailed admission process, 

including visits to the homes of applicants for discussions with 

them and often also with their parents; 

• There is excellent library and resource materials support; 

• The two programs both met the PEQAB’s objectives of subject 

matter breadth. 

In terms of weaknesses, it was found that: 

• There was a lack of choices in terms of the availability of 

general education courses; 

• More information could be provided concerning certification 

in various external designations; 

• There was no strategic plan with respect to the renewal of 

computers, laboratory equipment and computer software; 

• Concern was expressed that there was possibly too much 

faculty support (hand holding) of some students. This could 

also be considered a strength as the intimate supportive 

atmosphere helps get students going who might otherwise 

flounder; and 

• More attention could be placed on programming language 

sequence with more emphasis being placed on web-based 

technologies. 

In terms of opportunities, it was found that: 

• There are facilities and room for many more students; 

• There is potential for significantly increased demand for the 

degree courses. 

• There is some potential for the development and delivery of 

on-line course materials, with the new leadership of Yorkville 

University, which could lead to an expanded market for 

mature students; 

8

• Current predictions suggest that there will be an increased 

demand for a Bachelor of Business Information Systems 

degree. This will likely occur in a year or two; and 

• There is an opportunity for more, enhanced articulation 

agreements which could lead to an equitable transfer of 

degree course credits in order to earn degrees from other 

Universities. 

In terms of threats/problems, it was found that: 

• The title of the B.Tech. (CIS) does not seem to be attractive to 

a number of potential students and does not attract 

attention from students more interested in business 

applications; 

• The low enrolment could pose a threat to potentially fewer 

financial resources for equipment modernization which is 

imperative in today’s business climate. 

7. Recommendations: 

The following recommendations are proposed for consideration to 

improve the two degree programs: 

Recommendation 1: 

It is recommended that the ‘computer 

information systems’ nomenclature associated with the B. Tech degree be 

changed to a Bachelor of Business Information Systems degree. 


It is recommended that two specialization 

streams be associated with the B. Tech (Electronics Engineering 

Technology) program and that these two streams be listed as ‘Embedded 

Systems’ and ‘Communication’. 


It is recommended that a strategic plan 

including a mission statement, goals and objectives be developed for the 

General Education program. The addition of two business type courses 

may enhance the choices for students but may detract from the 

importance of contemporary history and law and ethics. It is important 

that students maintain the 20 % breadth in choosing general education 

subjects. It is also important that General Education should have a well 

defines role within the B.Tech. programs. 

9


It is recommended that the RCC name 

and identity be enhanced and used in student recruitment and marketing 

efforts as a means of providing wider knowledge of the RCC Degree 

Programs availability. The new role of RCC within the Yorkville University 

context should add to the RCC marketing profile. 


It is recommended that a strategic plan be 

developed in relationship to the up-dating of laboratory equipment, 

computers and software with an annual budget allocation being 

attributed to this modernization. 


It is recommended that a specific policy 

be developed for encouraging the professional development of faculty 

and instructors. The importance of achieving promotion and salary 

increases based on completing professional development activities 

should be encouraged. 


It is recommended that, if there is progress 

in developing on-line learning opportunities, that this be accomplished in 

a very well planned, carefully organized and detailed manner with ample 

opportunity for practical, applied laboratory learning opportunities. 

8. Summary and Conclusions: 

The Program Review Team was very impressed with the RCC 

development of the two new degree programs. The Team would give a 

top rating in terms of meeting all the criteria set down in the PEQAB 

standards. The two degree programs, with some minor changes in 

nomenclature, have the potential to attract an increasing number of 

students which is essential for the on-going health of the programs. 

The Review Team was most impressed with the enthusiasm and 

commitment of the faculty staff and students associated with the two 

degree programs. The provision of quality education and excellent 

support services was found to be in line with the written mission statement 

of the College. An excellent base for the two degree programs has now 

been established and the future for their further refinement and 

development is exciting. 

10

APPENDIX A 

PEQAB SUGGESTED STANDARDS 

1. Degree level: 

• Depth and breadth of knowledge 

• Knowledge of methodologies 

• Application of knowledge 

• Communication skills 

• Awareness of limits of knowledge 

• Professional capacity/autonomy 

2. Admissions, Promotion, Graduation 

3. Program content 

4. Program delivery 

5. Capacity to deliver 

6. Credential recognition 

7. Regulation and accreditation 

8. Program evaluation 

9. Academic freedom and integrity 

10. Student protection. 

11



Appendix 6: See Appendix 3: Plan of Action Responding to the 

Recommendations of the Evaluation Committee 


13



Response to the Recommendations of the Evaluation 

Committee that reviewed the RCC Self-Study 

October 2008


Response to Evaluation Committee Recommendations 

As approved by the RCC Governing Board/October 6, 2008 


It is recommended that the ‘computer information systems’ nomenclature associated with the B. Tech degree be changed to a Bachelor of 

Business Information Systems degree. 


Deliverable/Activities Target Date Responsible Notes 

1 Expand the Program Advisory Committee to increase the business 

perspective, including representatives from business education. 

Done Program Chair 

- Invite Dr. Henryk Sterniczuk, Dean, Faculty of Business Yorkville 

University to review changes and to support the name change. 

2 Develop new program map. Done Program Chair The new program includes 7 new courses and 9 

course modifications. This map and course 

descriptions were reviewed by the expanded 

Advisory Committee on September 24 and will be 

presented to Academic Council in Week 8. 

3 Outsource specific course development to ensure that courses are Oct. 15 Program Chair 

developed by faculty who have the correct credentials 

4. Develop a proposal to expand the business collection in Library 

Resources. 

Oct. 15 Librarian Proposal will be included in PEQAB Application. 

5 Complete PEQAB Application Nov. 15 Program Chair 

6 Request an extension of the BT(CIS) consent until September 2010. Nov. 15 President Last cohort will graduate in April 2010


It is recommended that two specialization streams be associated with the B. Tech (Electronics Engineering Technology) program and that these 

two streams be listed as ‘Embedded Systems’ and ‘Communication’. 

Note the Governing Board Motion/June 2008 Meeting: That administration develops a plan to address this recommendation while remaining 

consistent with RCC’s long-standing tradition of educating generalists. 



1 Strengthen Digital Sequence: replace DIG360 with Intelligent Oct. 31 Program Chair New course will be reviewed by the PAC and 

Embedded Systems (DIG460). 

presented to Academic Council 

Will be included in the PEQAB Part B Application 

for Consent Renewal which is to be completed by 

November 15. 

2 Strengthen the Communications Sequence Aug 2009 Program Chair Sequence Committee will review and make 

modifications over the AY. Any changes will go 

through the regular Curriculum cycle: Curriculum 

Committee, Program Advisory Committee and 

Academic Council


It is recommended that a strategic plan including a mission statement, goals and objectives be developed for the General Education program. The 

addition of two business type courses may enhance the choices for students but may detract from the importance of contemporary history and 

law and ethics. It is important that students maintain the 20 % breadth in choosing general education subjects. It is also important that General 

Education should have a well defines role within the B.Tech. programs. 



1 Appoint General Education Task Force Done Chair/Gen Ed See Mandate (attached) 

2 Develop General Education Mission Statement Done Chair/Gen Ed Will be presented to Academic Council before 

PEQAB submission 

3 Implement strategies to strengthen the General Education Mission 

- Proposal to EET Curriculum Committee to change the positioning 

of the communications sequence in the BTE(EET) program to 

strengthen the integrated term project. 

- Proposal before the degree program curriculum committees to 

designate research and enquiry courses: one technical course in 

each semester from 4 through 7. 

- Proposal before EET Curriculum Committee to introduce 

consistent formats for technical reports and lab reports. 

4 Develop Curriculum Guidelines for 200 level general education 

electives. 

- Assess current courses against the guidelines; should course 

modifications be required, these will be presented to Academic 

Council. 

5 Develop and implement a communications strategy to extol the 

mission and purposes of General Education 

Oct. 15 Chair/Gen Ed 

Oct. 31 Chair/Gen Ed 

On-going Chair/Gen Ed May include presentations to Program Advisory 

Committees, information sessions with Registrars, 

Poster Campaigns.


It is recommended that the RCC name and identity be enhanced and used in student recruitment and marketing efforts as a means of providing 

wider knowledge of the RCC Degree Programs availability. The new role of RCC within the Yorkville University context should add to the RCC 

marketing profile. 

Note: The acquisition of the International Academy of Design and Technology changes the context of the Committee’s recommendation. 


1 Consolidate all Ontario operations in RCC institute of Technology Dec 31 President 

- Merge Yorkville College into RCC. 

- Transfer International Academy of Design and Technology 

programs to RCC 

2 Appoint a Vice President, Marketing and Enrolment Done Vice-Chair of 

the Board 

Walter Lee has been appointed to this position 

with responsibilities across the company (in 

Ontario and New Brunswick) 

3 Develop branding strategy consistent with marketing goals and On-going VP M&E/YU 

regulations requirements 

4 Position RCC Institute of Technology as a division of Yorkville 

University in all materials (Viewbook, website, signage, 

publications…) 

On-going VP M&E/YU


It is recommended that a strategic plan be developed in relationship to the up-dating of laboratory equipment, computers and software with an 

annual budget allocation being attributed to this modernization. 

Note: The acquisition of the International Academy of Design and Technology and the transfer of programs and learning resources from the John 

Street Campus to the RCC/North Campus in Concord will result in a significant upgrade of the Institute’s hardware and software resources. 


1 Re-design/build out the Concord Campus to optimize the use of labs 

and software. 

April 1, 2009 VP Admin/YU 

2 Introduce a consistent capital planning cycle with these principles: Nov 1 President 

- Primacy of program and sequence outcomes 

- Capital allocation methodology based on multiple criteria 

- Evidence-based rationales for each proposed purchase 

- 

3 Implement a term and annual planning process Jan 1 President 

4 Allocate capital on a Faculty basis as part of the annual 

budget/planning cycle 

ASAP


It is recommended that a specific policy be developed for encouraging the professional development of faculty and instructors. The importance of 

achieving promotion and salary increases based on completing professional development activities should be encouraged. 

Note: Current Faculty Policy does encourage faculty professional development. (FP303 [Under Review]/attached) 


1 Rejuvenate the Faculty Professional Development Committee Jan 09 Program Chairs 

- Renew mandate and terms of reference 

- Assign budget 

President 

2 Develop and implement a plan to encourage faculty participation in 

activities that are linked to industry 

3 Complete the review of Faculty Policies mindful of this 

recommendation. 

May 09 President In the Self-Study a significant number of faculty 

(14/18) cited industry-linked activities as 

important to impact their professional 

contributions and to improve RCC’s programs. 

Aug 09 President The Faculty Policies will apply to all faculty 

teaching in on-campus programs.


It is recommended that, if there is progress in developing on-line learning opportunities, that this be accomplished in a very well planned, 

carefully organized and detailed manner with ample opportunity for practical, applied laboratory learning opportunities. 


1 Develop and test MOODLE template for CIS Evening/Weekend 

Delivery 

Done 

President 

Program Chair 

First course of program is complete and ready for 

delivery. Anticipate a January 2009 start. 

2 Include appropriate sections of the PEQAB Applications for consent 

to offer courses and parts of course online. 

- Reference standards and benchmarks as recommended by 

consultant Laurie Harrison (OISE/UT) 

- Reference the Middle States Standards 

- 

3 Using the appropriate template, develop the online part of courses 

for the OACETT partnership (Technician Upgrade Program) 

Nov 15 

TBD 

Program Chair 

President 

Program Chair 

President 

PEQAB will allow no more than 50% of a degree 

program to be delivered online. 

Students would be on-campus on a regular basis 

to complete the labs/work with faculty. We are 

currently waiting for input from partners. 

4 Develop a standard MOODLE template for all RCC courses March 09 President 

5 Develop RCC’s Online Campus as a resource for students and faculty 

. 

6 Achieve 50% of RCC degree courses posted in the MOODLE 

template. 

May 2009 President 

Aug 2009 

Program Chairs 

President 

Build incentives to support this initiative 

Attach: 

1. Proposed Program Map/September 08/Bachelor of Business Information Systems 

2. General Education Task Force Mandate 

3. Proposed General Education Mission Statement 

4. Faculty Policy on Professional Development (FP303/Under Review)

Section 1 - Postsecondary Education Quality Assessment Board

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