bachelor of engineering - power systems engineering power systems engineering...proposed program...

Conestoga College Institute of Technology and Advanced Learning 299 Doon Valley Drive Kitchener, ON N2G 4M4 519.748.5220

Bachelor of Engineering - Power Systems Engineering

Application for Ministerial Consent (Under the Post-secondary Education Choice

And Excellence Act, 2000)

NEW PROGRAM

December 23, 2016

Expert Panel Nominees Conestoga College Institute of Technology and Advanced Learning nominates the following qualified persons to serve on the expert panel. Conestoga has nominated the below persons with reference to the criteria for expert reviewers, as outlined in the Postsecondary Education Quality Assessment Board Handbook for Ontario Colleges, 2016. Name and Contact Information

Current Position Credentials and Designations

Arm’s length for past 7 years

Dr. Marc Rosen [email protected] 905-721-8668 ext. 5726

Professor Department of Automotive, Mechanical and Manufacturing Engineering University of Ontario Institute of Technology

PhD, Mechanical Engineering (University of Toronto) Energy and the environment, Fluid Mechanics, Sustainable and alternative energy technologies, Heat transfer, Modeling and simulation of energy systems, Renewable Energy

Yes

Dr. Ali Palizban [email protected] 604-451-6924

Program Head Department of Electrical and Computer Engineering Technology British Columbia Institute of Technology

PhD, Electrical Engineering (University of New South Wales, Sydney) Micro-grid design and implementation, Power system analisys and design, Smart grid development

Yes

Dr. Francis Dawson [email protected] 416-978-8540

Professor Department of Electrical and Computer Engineering University of Toronto

PhD, Electrical Engineering (University of Toronto) Static power converters, Signal processing in power engineering applications, Energy storage systems, Process modeling

Yes

Bachelor of Engineering - Power Systems Engineering Conestoga College Institute of Technology and Advanced Learning

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Section 1: Introduction 1.1: College and Program Information – Program Team to confirm

Name of Organization:

Conestoga College Institute of Technology and Advanced Learning

URL: www.conestogac.on.ca

Proposed Degree Nomenclature: Bachelor of Engineering – Power Systems Engineering

Location (campus and specific address) where program is to be delivered:

Curriculum incorporated in Conestoga degree programs may be delivered at Conestoga’s North and South campuses. North Campus

• 108 University Avenue East, Waterloo ON N2J 2W2 • 250 Laurelwood Drive, Waterloo ON N2J 0E2

South Campus • 299 Doon Valley Drive, Kitchener ON N2G 4M4 • 850 Fountain Street South, Cambridge ON N3H 0A8

Anticipated Program Start Date:

September 2018

Intake Number:

25 students estimated to be enrolled in 2018/19 academic year with projected increases in subsequent academic years.

For matters pertaining to proposal content, communications from PEQAB, and site visit coordination:

Sacha Burrows, Degree Programs and Academic Pathways Consultant Academic Administration 299 Doon Valley Drive, Kitchener, ON N2G 4M4 Telephone: 519-748-5220 ext. 2344 Email: [email protected]


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http://www.conestogac.on.ca/

mailto:[email protected]

Table of Contents Expert Panel Nominees ...................................................................................................... 2

Section 1: Introduction....................................................................................................... 3 1.1: College and Program Information – Program Team to confirm .......................................... 3 1.3 Executive Summary ............................................................................................................... 7 1.4: Program Abstract ............................................................................................................... 22

Section 2: Program Degree-Level Standard..................................................................... 23 2.1: Degree Level Summary ...................................................................................................... 23

Section 3: Admission, Promotion, and Graduation Standard ........................................ 32 3.1.: Admission Requirements for Direct Entry ........................................................................ 32 3.2: Admission Policies and Procedures for Mature Students ................................................. 34 3.3: Promotion and Graduation Requirements ........................................................................ 35 3.4: Advanced Standing Requirements..................................................................................... 37

Section 4: Program Content Standard ............................................................................. 39 4.1: Program Advisory Committee............................................................................................ 40 4.2: Professional Accreditation ................................................................................................. 42 4.3: Learning Outcomes ............................................................................................................ 45

4.3.1: Program Learning Outcomes .......................................................................... 46

4.3.2 Degree Outcomes ............................................................................................ 54

4.3.3: Breadth Outcomes ........................................................................................ 128

4.4: Course Descriptions ......................................................................................................... 133 4.4.1 Core ................................................................................................................ 133

4.4.2: Non-core - Specified...................................................................................... 142

4.5 Course Schedules .............................................................................................................. 146 4.5.1: Academic Course Schedule 1 ........................................................................ 146

4.5.2: Academic Course Schedule 2 ........................................................................ 152

4.6: Work Experience .............................................................................................................. 158 4.7: Course Outlines ................................................................................................................ 160


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4.7.1: Core ............................................................................................................... 160

4.7.2: Non-core - Specified...................................................................................... 164

4.7.3: Non-core - Elective........................................................................................ 166

4.8: Advanced Standing/ Degree Completion Arrangements ................................................ 168 4.8.1: Pathway Details - Electrical Engineering Technology Diploma .................... 169

4.8.2: Bridging Course Descriptions ........................................................................ 173

4.8.3: Bridging Course Outlines .............................................................................. 175

4.8.4: Gap Analysis – Diploma................................................................................. 176

Section 5: Delivery Method ........................................................................................... 285 5.1: Quality Assurance of Delivery......................................................................................... 285 5.2: Student Feedback ............................................................................................................ 291

Section 6: Capacity to Deliver ........................................................................................ 292 6.1: Learning and Physical Resources ..................................................................................... 296

6.1.1: Library Resources Overview.......................................................................... 296

6.1.2: Computer Resources..................................................................................... 299

6.1.3: Classroom Space ........................................................................................... 300

6.1.4 Equipment, Workstations and Lab Space ...................................................... 302

6.2: Resource Renewal and Upgrading ................................................................................... 304 6.3: Support Services .............................................................................................................. 307 6.4: Faculty .............................................................................................................................. 314

Section 6.4.1: CVs of Degree Program Faculty – Core ............................................ 318

Section 6.4.2: CVs of Degree Program Faculty – Specified Non-core..................... 319

Section 6.4.3: CVs of Degree Program Faculty – Elective Non-core ....................... 320

Section 7: Credential Recognition.................................................................................. 323

Section 8: Regulation and Accreditation ....................................................................... 325 8.1: Current Requirements or Standards ................................................................................ 325


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8.2: Letters of Support ............................................................................................................ 328

Section 9: Nomenclature................................................................................................ 329

Section 10: Program Evaluation..................................................................................... 330

Section 11: Academic Freedom and Integrity ............................................................... 333

Section 12: Student Protection ...................................................................................... 334

Section 13: Economic Need............................................................................................ 335 Figure 1: Employment Growth by Industry ............................................................................ 338 Figure 2: Employment Drivers – Distribution of Growth across Industries, Investment and Provinces (Growth 2011-2020) .............................................................................................. 339 Figure 3: Engineering Employment Growth Expansion by Province (2011-2020)................. 340 Figure 4: Ontario Market Rankings ........................................................................................ 341 Figure 5: Comparison by Profession ...................................................................................... 342

Section 14: Duplication .................................................................................................. 345

Section 15: Optional Material ...................................................................................................... 368 15.1 Program Development Advisory Committee.................................................................. 368

15.1.1 Minutes ........................................................................................................ 368

15.1.2 Letters of Support ........................................................................................ 391

15.2 Degree Development Map..............................................................................................402 15.3 Quality Assurance and Online Learning .......................................................................... 404

15.3.1 Quality Matters Higher Education Rubric .................................................... 404

15.3.2 Course Standards – Criteria Checklist .......................................................... 406

15.3.3 Quality Assurance Project Checklist ............................................................ 411

15.4 Environmental Scan ........................................................................................................ 423 15.5 Library Resources ............................................................................................................ 474

Section 16: Policies ....................................................................................................................... 478

Bachelor of Engineering - Power Systems EngineeringConestoga College Institute of Technology and Advanced Learning

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1.3 Executive Summary Proposed Program Credential: Bachelor of Engineering Proposed Program Name: Power Systems Engineering Anticipated Program Start Date: September 2018 Introduction

The North American electrical and power infrastructure system is in great need of renewal due to the increased requirement for renewable energy resources, local power generation, and the anticipated growth of electric vehicles. Additional engineers are needed to design, commission and control these systems to ensure reliable operation of national, provincial, municipal and industrial power systems. There is a gap in the marketplace between the number of professionals and current number of employment vacancies. As a result, companies are forced to retrain staff, including graduates from related areas of specialization, in order to fill these gaps. To address this market need, Conestoga proposes the delivery of a Canadian Engineering Accreditation Board (CEAB) accredited Bachelor of Engineering - Power Systems Engineering (PSE) degree. Similar to the other degrees offered by the School of Engineering and Information Technology, PSE will have a project-based learning focus. Students will take courses within their chosen engineering discipline and apply that knowledge through a design-based project in each academic semester of the four-year program. These applied projects will allow students to integrate the knowledge they gain throughout their course work with real-world problems designed to address an industry need. Students in PSE will take a variety of non-core courses in the areas of liberal studies and business. This breadth of knowledge allows students to develop their ability to see beyond their field of study and apply a comprehensive understanding of the engineering, business, and social science disciplines to analyze design requirements associated which each semester’s major project. The proposed PSE degree will incorporate three mandatory co-op work terms, similar to existing engineering programs within Conestoga’s School of Engineering and Information Technology. The work terms are strategically located in the second half of the program to satisfy the pre-graduation experience requirements of Professional Engineers Ontario (PEO).

Graduates will be equipped to find employment in the areas of:

• electrical engineering • power engineering • power generation including renewable energy


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• transmission and distribution companies • heavy industries and mining • the design of large power infrastructure systems for large buildings, campuses,

industrial facilities • the design, development, and manufacturing of electrical equipment and vehicle power

systems

Graduates will be eligible to pursue their professional engineering license with Professional Engineers Ontario. Graduates will also be eligible for post-graduate programs offered nationally and internationally on a case-by-case basis similar to comparable university B.Eng. and B.A.Sc. accredited engineering programs. This program will have a diploma-to-degree bridging opportunity for graduates of related three-year Engineering Technology diploma programs. Need for the Degree The proposed PSE program is a new type of engineering specialization that focuses on electrical power systems engineering, and not just electrical power engineering. Graduates of this degree program will be eligible to enter into the following national occupation categories (NOC):

• electrical and electronics engineers • professional engineers • engineering managers • power engineers • utility managers

Engineers Canada has provided an engineering job growth forecast (year 2011 to 2020) which shows growth in Ontario. Energy production and transmission careers are strong sources of employment in Canada and the main drivers of this industry are centred around electricity projects that add to the province’s capacity to generate, transmit and distribute power. This industry is expected to expand even further as renewable energy projects, such as wind and solar, are developed.

This study also reveals that many of the engineers in the power systems engineering sector are close to their retirement age and a new generation of engineers will be needed to fill this shortage.

In addition, the Engineers Canada market study clearly highlights an engineering education-job mismatch (skills gap). One of the main reasons for the skills gap is the demand for job-ready graduates with sufficient practical and soft skills ready to be applied in a workplace on day one. Due to their focus on wider theoretical applications, current engineering programs are less


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equipped than Conestoga to devote this kind of attention to skills development. Engineers Canada has suggested that post-secondary programs adapt to meet these specialized needs and Conestoga intends to meet this demand.

The knowledge and training utilized within traditional engineering disciplines do not necessarily meet the skills requirement for positions emerging in the power systems industry. This skills gap puts pressure on employers, especially small and medium enterprises (SMEs), who often can’t afford to hire many engineers to cover multi-disciplinary requirements. As a result, they often look for an engineer with a wide range of skills who can cover a more comprehensive set of responsibilities.

The current post-secondary environment is not equipped to meet this need in a timely manner. Universities are focusing on traditional professional engineering training while newer, skills-focused training is being left undone. It is left to colleges such as Conestoga to develop new programs that can respond to industry needs and produce graduates who have the skills and expertise required to contribute to the profession.

The skills gap is expected to amplify in coming years as electrical power generation, distribution and consumption practices continue to make room for green energy. As we have seen in other jurisdictions, green energy includes more geographically distributed, heterogeneous renewable energy sources; widely varying plant capacity (from a few hundred kilowatts to hundreds of megawatts); fluctuations in generated power depending on weather condition and/or season; and variations in power quality. Geographically distributed generation and power quality variation have prompted a movement to smart-grid technologies. This requires a new set of skills that are not currently being developed at any program in Ontario.

Traditional electrical engineering programs will not be able to provide the level of focused skills training that is required in this new landscape of power generation. The dual forces of broadening and flattening that are impacting the industry are also creating a need for engineers who are not only experts in electrical engineering but also experts in other engineering, science, environmental and societal disciplines that influence power systems. To our best knowledge, the proposed PSE program is the only program in Ontario designed to produce this type of job-ready graduate.

About Conestoga / Capacity to Deliver Established in 1967, Conestoga has evolved to become one of Canada's leading polytechnic institutes. Conestoga initially offered 17 full-time programs to 188 students in technology, business and applied arts at the Doon campus. Today, Conestoga provides a full range of


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education and training programs, from short courses through four-year degrees, as well as research leading to the commercialization of innovation for southern Ontario. Conestoga offers more than 180 diplomas, degrees and apprenticeship programs, as well as 95 part-time continuing education programs at locations across southern Ontario including Kitchener, Waterloo, Cambridge, Guelph, Stratford, Ingersoll and Brantford. The largest expansion in the history of the college began in 2009. With the support of federal, provincial and regional governments, industry partners, alumni and friends of the college, Conestoga has recently completed a number of new major infrastructure projects to serve the needs of students, industries, and the community. These projects include:

• the Cowan Health Sciences Centre at the Doon campus in Kitchener provides Conestoga students with the most realistic and advanced applied learning environment for health skills training in Ontario

• a new campus in Cambridge that is home to the School of Engineering and Information Technology as well as the Craig Richardson Institute for Food Processing Technology

• two new centres for the Waterloo campus that provide advanced skills training featuring Ontario’s most innovative internal and external training environments - the Roofing Training Centre and the HRAC (Heating, Refrigeration & Air Conditioning) Training Centre

• a Skills Training Centre in Ingersoll that provides training for workers in the electrical utilities powerline field as well as energy and skilled trades programs that complement the industry

• a Motive Power Skills Training Centre in Guelph that provides advanced training for new century technicians in the areas of truck and coach, automobiles, engines, recreational vehicles and heavy equipment.

Conestoga is one of the fastest growing colleges in Ontario, with an enrolment increase of 54% in the last eight years, which is more than twice the provincial average. Despite rapid growth, Conestoga continues to be a leader among Ontario’s colleges for the quality of its programs and graduates. Conestoga’s graduation rate, graduate employment rate and graduate satisfaction remain well above the provincial average. Conestoga’s closely linked relationship with business, industry and the community has helped to develop programs that reflect current and future career directions, relevant both to student needs and to economic development. Conestoga has two CEAB (Canadian Engineering Accreditation Board) accredited degrees and is renowned to be the only college in Ontario and one of two across Canada to do so. In 2015-16,


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the Canadian Engineering Accreditation Board (CEAB) extended full accreditation for Conestoga’s Bachelor of Engineering – Mechanical Systems Engineering degree to 2019, the maximum possible extension. Conestoga degrees outside of the School of Engineering are also recognized or accredited by professional bodies - most recently, in 2015, the Bachelor of Environmental Public Health (Honours) received accreditation from the Canadian Institute of Public Health Inspectors. Conestoga currently delivers thirteen four-year Bachelor degree programs: School of Business & Hospitality • Bachelor of Business Administration (Honours) - International Business Management • Bachelor of Business Administration - Accounting, Audit and Information Technology

School of Engineering & Information Technology • Bachelor of Applied Technology (Honours) - Architecture - Project and Facility

Management • Bachelor of Engineering - Electronic Systems Engineering • Bachelor of Engineering - Mechanical Systems Engineering • Bachelor of Interior Design (Honours)

School of Health & Life Sciences and Community Services • Bachelor of Applied Health Information Science (Honours) • Bachelor of Community and Criminal Justice • Bachelor of Early Learning Program Development (Honours) • Bachelor of Environmental Public Health (Honours) • Bachelor of Science in Nursing (in collaboration with McMaster University)

School of Media and Design • Bachelor of Design (Honours) • Bachelor of Public Relations (Honours)

Over the years, Conestoga has developed well-informed procedures and approaches to degree level education, concentrating on Bachelor’s degree programs that meet specific needs of students, employers, professional associations, and the community. In the School of Engineering, a large emphasis has been put on developing programs with a Project-Based Learning (PBL) focus, giving students a real-world experience during their studies.


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About the Degree PSE is one of several new degrees specified within Conestoga’s Strategic Mandate. It fits within the growth area of Advanced Manufacturing (Engineering) and contributes to the current needs of industry both locally and internationally. Conestoga has a strong foundation on which to build the PSE degree. The complementary Mechanical, Electronic Systems Engineering and Architecture – Project and Facility Management degrees have informed development and delivery strategies for the PSE program. Further, Conestoga is also only one of two colleges in Canada that offers engineering degrees that lead directly to professional licensure. Conestoga is confident that the School of Engineering and Information Technology will successfully deliver and sustain the proposed Bachelor of Engineering – Power Systems Engineering program. PSE will have a starting capacity of 30 students but is expected to grow to 45 within its first 6 years. The program will contribute to Conestoga’s strategic priority of increased student mobility through diploma-to-degree pathways with affinity Ontario College Advanced Diploma programs. Additionally, the Mechanical Systems Engineering degree is currently oversubscribed, and alternative offers into the PSE program could provide a viable option for prospective students. Due to Power Systems Engineering being a field that is increasingly growing in demand, it is expected that a key enrolment stream into the program will be otherwise university-bound students who wish to receive more specialized training from a career-focused program. While Conestoga College has a number of experienced and qualified faculty currently available to teach into the program, additional faculty hires will be necessary. For detailed staffing projections and Conestoga’s PSE hiring plan, see Section 6.4. Program Development Conestoga’s School of Engineering and Information Technology currently delivers four degree programs, two of which are CEAB accredited engineering degrees. The proposed PSE degree will build the capacity of the School of Engineering by offering a third professionally recognized degree. Students in the new PSE program will take a core set of engineering courses alongside the existing Mechanical Systems Engineering and Electronic Systems Engineering programs. Fundamental core courses such as physics, chemistry, mathematics, natural sciences and thermodynamics will be common among the various engineering degree programs. A suite of courses specific to power systems engineering - such as electronics, control systems, electrical


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machines and transformers, power systems, switch gear and protection, programmable logic controllers, smart grid and energy systems – will also be introduced. For further information about program design, please refer to Sections 2.1 and 4. The PSE program delivery will feature both individual and group projects designed to include specific course learning outcomes from a variety of subject areas. Theoretical concepts will be delivered through lectures prior to application by the student to the yearly project. Students understand the purpose and relevance of the theory and the prompt application reinforces and improves the retention of the knowledge. Group projects throughout the program will provide opportunities for the development and improvement of problem solving skills, group dynamics expertise, and the ability to communicate effectively. Communications courses will be taught by communications experts and focus on the technical communications necessary for the profession of engineering. Projects in each semester of the program are firmly grounded in the problem-based and project-based learning methodologies requiring the students to develop, communicate and justify possible solutions to the initial problem definition. A brief description of each semester is given below: Semester 1: Learn basic electrical engineering practice and skills with the help of mathematics, physics. Semester 2: Gain foundation for investigation and research on electrical and electronics engineering with the help of mathematics, physics. Semester 3: Learn foundation of engineering design and implementation of power generation, conversion and quality control machines using the phenomena associated with electrical engineering. Semester 4: Design, research, control, analyze and simulate power generation, transmission and distribution accessories using the phenomena associated with electronics engineering and computer programming. Semester 5: Design and control of power electronic converters which are essential to meet the unique challenges posed by renewable energy systems for grid connection and for optimal performance. Semester 6: Apply critical thinking to investigate different aspects of power systems such as generation, protection and control, smart grid, metering, substation design, electric vehicles etc.


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Semester 7: Choose themes to research and design a large-scale power systems project in consultation with the supervisor. Themes should normally be chosen among the themes learned in the previous semesters (power generation, transmission and distribution). Semester 8: Work in teams to implement and test the large-scale power systems project chosen in semester 7. Complementary Domains Business & Economics In order to apply their expertise as effectively as possible, it is necessary for students to understand the institutions and dynamics of the marketplace, the overall context of business decision-making, and the processes of creating new ventures and new products. As working professionals, they will help shape managerial decisions by integrating technical and market constraints in light of an increasingly complex and competitive environment. The domain learning outcomes are: • Apply the basic principles of micro and macroeconomics to business issues and situations • Interpret key economic and business data, including financial statements • Develop cost/benefit analyses for new products and processes, with particular focus on

technological innovations • Demonstrate an understanding of the key challenges and rewards of entrepreneurship,

both within organizations and in independent ventures • Demonstrate effective use of oral and written arguments that integrate technical and

business concerns and issues, for both internal and external audiences Complementary Studies The complementary studies, which include liberal arts, are intended to build the student’s capacity to think critically and creatively while being able to communicate clearly. This domain is also intended to acquaint students with the major dynamic forces shaping the modern world, such as science and technology, modern communications and global economic environments. The domain learning outcomes are: • Communicate effectively, using oral presentations, written reports and graphics • Develop and defend cases or arguments, with an appropriate use of evidence • Recognize the need for and an ability to engage in lifelong learning • Demonstrate knowledge of the major social, economic, ideological, cultural, and

technological forces shaping contemporary society • Demonstrate knowledge of leadership styles and skills in a variety of historical and

contemporary settings


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• Practice appropriate professional, ethical and legal approaches in resolving ethical dilemmas in engineering

• Demonstrate sensitivity to moral, ethical and cultural issues as a responsible citizen and a practicing professional

Co-op The Conestoga co-op office is staffed by 23 highly-trained individuals; having a database of more than 3,000 employers and managing 1,940 student placements each academic year. The PSE program will have three mandatory paid, full-time co-op work-term opportunities (of which a minimum of two are mandatory for bridging students depending on the entry point within the program design). The co-op experience provides students with approved engineering-related work experience, increasing the student’s understanding of real-life employer expectations. The co-op work terms are designed to enhance a student’s attitudinal, practical, and academic skills required to gain employment and enhance self-marketing within the industry. Co-op work terms also provide an opportunity for the students to practice their understanding of engineering theories and apply their skills to solve problems encountered in the workplace. Prior to a students’ first work-term, they are required to take a co-op and career preparation course CDEV71050. Students must compete for co-op positions by searching the online Career Hub website and/or individual job search boards. Students apply for positions by submitting résumés and cover letters followed by an interview with the employer. Students are evaluated based on responses to online survey questions at different stages throughout the work-term, employer evaluations and an engineering work-term report which is based on the ‘Pre-graduation Experience Record Guide’ published by Professional Engineers Ontario. Although, work-terms are managed by the Co-operative education department, the final engineering report is evaluated by technical faculty who teach within the program. Program Design The PSE program consists of 150 course credits with 48 courses, including six full courses per semester. Total course credit hours are 2499. The CEAB accreditation analysis has estimated the number of Accreditation Units (AUs) to be 2087 which is comparable to similar accredited engineering degrees throughout the post-secondary system. Slightly increased hours are required to ensure compliance with the PEQAB 20% non-core requirement (see “About the Degree / Program Development”, page 13, and the Section 4.5: Course Schedules). The program design includes:


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• 3 co-op work term opportunities • 2 Non-core Interdisciplinary Elective courses • 9 Non-core Specified courses including one writing communications course • 8 Project courses (one occurring each semester) • 29 Vocational courses

The curriculum has been designed with project-based learning as a framework. Students will use a systems-based approach to solve real-world engineering design problems by integrating and applying knowledge within both core and non-core course streams. A system-wide approach to problem solving will allow students to react to wider industry challenges rather than focusing on a specific part. The critical thinking required during the engineering design process will require the conceptualization, application, analysis, synthesis, and evaluation of information as well as the use of knowledge, experience and creativity to guide students to solutions that solve the problem at hand. This curriculum allows PSE students to develop a strong foundational knowledge in engineering with a focus on power systems control and protection, improving upon and deepening this knowledge each semester. Non-core specified and interdisciplinary breadth courses are intentionally woven through the program to expose students to perspectives that deepen understanding. The non-core curriculum contributes to the achievement of:

• the development of critical thinking, quantitative reasoning, written and oral communication skills;

• more than introductory knowledge in the humanities, sciences, social sciences, global cultures and/or technologies;

• knowledge of society and culture, and skills relevant to civic engagement; and • more than introductory knowledge of disciplines outside the core field of study.

The proposed program reflects the School of Engineering and Information Technology’s goal to provide post-secondary educational programs that prepare students to become successful and productive members of the engineering profession. We challenge our students to develop the skills to analyze, formulate and solve engineering problems and have an aptitude for lifelong learning. We offer interesting and challenging programs leading to exciting careers in fields of emerging and applied technology. Through co-operative education, in-school learning is enhanced by providing excellent and relevant experiences during the program of study, leading to careers with leading national and international companies.


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Graduates will develop a comprehensive understanding of power systems design working collaboratively in multidisciplinary teams as engineering professionals who will contribute to the field of power systems engineering. Power systems and fundamental electrical and electronic engineering concepts are intentionally integrated throughout the program through project-based learning courses within each semester. The project courses will focus on student led design projects with supporting lectures. The project courses will also draw on the learning experiences of the specified non-core courses. There will be a progression of academic rigor and independence throughout the PSE program with the expectation that students will emerge as graduate engineers ready to begin the process of engineering licensure and fulfill future requirements of life-long learning mandated by the profession. Throughout the program, students will be introduced to professional development opportunities and associations. The importance of further studies, life-long learning, and taking responsibility for personal and professional growth and development will be emphasized. Students will participate in three 420 hour co-op work terms allowing them to graduate with up to one year of work experience that they may use towards the four-year work experience requirement for their professional engineering license in the province of Ontario. One year is the maximum pre-graduation experience that Professional Engineers Ontario will allow. All three co-op work terms are strategically located after the mid-point of the program ensuring their eligibility toward the PEO pre-graduation work experience. Bridging students will require a minimum of two co-op work terms. This accommodates later points of entry into the program and maximizes the amount of advanced standing. Students will be able to select from a wide variety of opportunities in public and consulting, private sector businesses. Conestoga’s Co-op and Career Services provide resources to assist the students in finding and securing work term placement, including the delivery of a career development course. The Co-op and Career Services department builds upon existing employer relations and the excellent reputation that Conestoga co-op students have, to develop future placements. Credential Recognition and Nomenclature The credential of Bachelor of Engineering is well recognized in North America and world-wide. Within Canada the two most common credentials for graduating engineers are B.A.Sc. and B.Eng. Both are considered by industry and the professional associations to be generally equivalent. According to the Professional Engineers Act of Ontario (R.S.O. 1990 Chapter P.28)


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the practice of engineering “means any act of planning, designing, composing, evaluating, advising, reporting, directing or supervising that requires the application of engineering principles and concerns the safeguarding of life, health, property, economic interests, the public welfare or the environment, or the managing of any such act”. Conestoga’s program has been strategically designed to meet accreditation criteria of the Canadian Engineering Accreditation Board including the AU (Accreditation Unit) requirements in and the following graduate attribute outcomes: Accreditation units (AU) are monitored in mathematics, natural science, complementary studies, engineering science and engineering design. Each 50-minute lecture is defined as 1 AU and each 50-minute laboratory or tutorial is 0.5 AU. Each category has a minimum number of AUs required to meet the minimum standard as follows: • The entire program must include a minimum of 1,950 AU • Mathematics: Minimum 195 AU • Natural sciences: Minimum 195 AU • Mathematics and natural sciences combined: Minimum 420 AU • Engineering science: Minimum 225 AU • Engineering design: Minimum 225 AU • Engineering science and engineering design combined: Minimum 900 AU • Complementary Studies: Minimum 225 AU • Laboratory experience and safety procedures instruction

Each institution must demonstrate that graduates possess the following 14 attributes: a knowledge base for engineering; problem analysis; investigation; design; use of engineering tools; individual and team work; communication skills; professionalism; impact of engineering on society and the environment; ethics and equity; economics and project management; life-long learning. Marketing of the PSE program will occur through both new and existing channels. Marketing to prospective students will proceed similar to other degree programs within the School of Engineering and with alternate offers being presented to applicants to the Mechanical and Electronic Systems Engineering programs once these programs have reached capacity. Job recruitment will begin with existing co-op employers in utilities and engineering firms for programs such as the Electrical Engineering Technology program. Members of the Program Development Advisory Committee have provided letters of support for the design of the


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program and are expected to be future co-op and graduate employers. Additionally, the college continues to market degree programs at all possible opportunities. Finally, recognition of Conestoga’s engineering degree graduates by other educational institutes for advanced studies is established. CEAB accredited degree students are eligible to apply for M.Eng and MASc programs as well as PhD programs across Canada. This degree will also be recognized in the US and abroad. Conestoga has ensured that the PSE program meets degree-level standards and CEAB accreditation requirements by benchmarking the program against Conestoga’s existing engineering degrees. The courses have been developed by faculty members and subject matter experts who are familiar with degree-level study in the field, and the program has been reviewed by the Program Development Advisory Committee. The program credential, Bachelor of Engineering, and program name, Power Systems Engineering, satisfies the Board’s Nomenclature Standard for the following reasons:

• Bachelor of Engineering is a credential which is recognized across Canada to be a degree which will be recognized by the Canadian Engineering Accreditation Board as meeting their accreditation standards. All new engineering programs may seek accreditation during the year preceding the graduation of the first cohort of students within the program. It is Conestoga’s intention to seek CEAB accreditation at the earliest opportunity and in keeping with CEAB practice.

• The nomenclature accurately reflects the degree level of education and clearly states the degree’s intent and the discipline of study. The courses will be taught at a level of academic rigor commensurate with degree level study as per the Ontario Qualifications Framework.

• The program name, Power Systems Engineering, specifically describes the nature of the undergraduate degree. Power Systems is well recognized terminology within the engineering field and refers to aspects of electrical, electronics and mechanical systems. The Power Systems Engineering nomenclature also refers to the practice of treating the engineering solution as a system including social, environmental and economic aspects which will be incorporated into the PSE degree curriculum and delivery methods.

• The development of the nomenclature involved input from stakeholders, including faculty, the Program Development Advisory Committee and academic and industry supporters.


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This program name and credential will greatly assist graduates of the degree in pursuing career opportunities and to pursue further studies at the graduate level upon graduation due to the national and global recognition as an engineering degree. It will aid Conestoga in describing the program to potential co-op employers and to students who are interested in this area as a career choice. Program Outcomes and Support Upon graduation from the program, students will be equipped with the qualities and transferable skills necessary to pursue a variety of engineering careers, including: electrical power engineer, electrical power systems engineer, electrical power test engineer, power generation engineer, instrumentation engineer, distribution field engineer, and utility manager.

Students will be eligible to enter the licensing process to become a Professional Engineer with the P.Eng. designation. The licensing of Professional Engineers is the sole responsibility of the provincial association, Professional Engineers Ontario. Other, similar bodies exist in each province and territory of Canada. Mobility across Canada for Professional Engineers is possible through existing agreements. For more information visit www.peo.on.ca. Currently, Conestoga has articulation agreements and exchange programs with more than 50 institutions worldwide and this number continues to grow. It is fundamentally important, to both Conestoga and to the current and future graduates of the Bachelor of Engineering programs, that the credential be recognized as a foundation for further study at the post-graduate level. Most professional engineering schools accept students into graduate studies on an individual basis and therefore articulation agreements between institutions are unnecessary. Several students from the existing engineering degree programs at Conestoga have been accepted for graduate studies programs both within Canada and abroad. Conclusion The academic environmental scan reveals that traditional university engineering programs currently available appear to be less focused on producing electrical power systems engineers. Instead, for the last 20 years, Electrical Engineering programs have been focusing on the field of computer science and engineering rather than power systems engineering. To illustrate this evolution, many of the program names have been changed to Electrical and Computer Engineering.


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http://www.peo.on.ca/

In recent years, there have been initiatives taken by educational institutions, industries and utilities to focus on renewable energy initiatives, energy efficiency and smart-grid technologies that must continue to be developed. However, these recent initiatives appear to be insufficient when the current and projected future skills gap is analyzed. A clear gap still exists in engineering education in this field of study. Traditional electrical engineering programs as well as these new programs will not be able to provide the whole package of skills that the new-generation power systems require. Systems engineers are needed who are not only experts in electrical engineering but also well versed in other engineering, science, environmental and societal aspects related to the electrical power system. To our best knowledge, the proposed PSE program is the only program in Ontario that will produce this type of job-ready graduate. The anticipated start date for the Bachelor of Engineering – Power Systems Engineering is September 2018.


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1.4: Program Abstract The Power Systems Engineering (PSE) program is a four-year Bachelor degree designed to meet the demand for engineers in the rapidly evolving electrical power sector. This program provides a study of electrical power engineering, trans-disciplinary engineering of renewable energy generation, and smart-grid and energy conservation technologies. The program provides a solid foundation in mathematics, science and engineering theory, and gradually builds practical and engineering design skills as well as a full spectrum of employability skills through its project-based learning approach and co-operative education.

This program adopts the project-based learning approach to develop practical and trans-disciplinary design skills – an approach that has been implemented in Conestoga’s other degree programs, and well received by students, graduates, and industry.

It is expected that graduates will be eligible for licensing as Professional Engineers, as the program will follow the established process of applying for accreditation with the Canadian Engineering Accreditation Board (CEAB).

The curriculum focuses on the design, development and integration of power generation systems, transmission and distribution networks, and complex electrical machines. Engineering topics include electrical theory; power electronics; electrical machines such as motors, generators and transformers; switch-gear and protection; and renewable energy systems. Electrical safety and the growing importance of environmental and societal factors in relation to renewable energy are also included. The breadth of study includes business, project management, group dynamics, communication skills and technical writing.

The program will consist of eight academic semesters and three co-op work terms, in keeping with similar previously established bachelor of engineering programs at Conestoga. All academic delivery will occur at the Cambridge Campus, as the program will have a strong affinity with existing engineering degree programs as well as the Electrical Engineering Technology and Energy Systems Engineering Technology programs. Courses will be delivered using conventional classroom as well as lab-based environments to provide solid knowledge of theory, and experience with hands-on application.


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Section 2: Program Degree-Level Standard 2.1: Degree Level Summary Graduates of the Bachelor of Engineering – Power Systems Engineering (PSE) program will acquire the professional skills to be an engineer within the power systems protection and energy management fields. The curriculum has been designed with input from our industry and academic partners to meet the degree level standards and comply with Canadian Engineering Accreditation Board requirements. The degree is comprised of:

• A project-based learning, systems-based thinking approach to engineering design and problem solving. Students will approach problems holistically and provide engineering solutions in the framework of an engineering project in each academic term of the program.

• Project courses that will incorporate integration of learning across varied subject matter, and increasing complexity of project work to ensure a developed understanding of the major fields in the discipline.

• Engineering courses that build upon mathematics, science and earlier engineering fundamentals, increasing in difficulty throughout the program as is evidenced by required prerequisites.

• A focus on critical and creative thinking that will require students to: properly conceptualize problems; define associated requirements and constraints; research appropriate solutions; apply engineering problem solving methodology; create an engineering solution; and reflect, optimize and document the process and final recommendations.

• Co-operative learning terms that will offer authentic learning opportunities in which students will apply knowledge and skills in the real work environment

Depth and Breadth of Knowledge Engineering disciplines will build upon the fundamentals of electrical and electronic principles and use sufficiently advanced mathematical concepts to solve engineering problems and create engineering designs. Power Systems Engineers design, control and monitor many different systems in the field of electric power generation transmission and distribution. The courses will include a mix of lectures, labs, and active learning experiences designed to enhance and deepen understanding. Core areas for power systems engineering include:

• Electric Power Generation • Electric Power Transmission and Distribution


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• Electric Machines and Controls • Project Courses • Technical Electives

Twenty percent of the PSE program is comprised of non-core courses which contribute to the breadth and depth of knowledge and skills acquired by students. There are two liberal studies electives, in year three and four of the program, and several specified non-core courses. Specified non-core courses for the PSE degree reside within the following domains:

• Business and Economics • Liberal Studies


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Domains Table – in PSE Degree Program

Power Systems Engineering Program

Principal Engineering Domains Non-Core

Power Generation Power

Transmission and Distribution

Electric Machines and Controls

Business & Economics

Liberal Studies Co-op

Thermodynamics Power System Analysis

DC Motors and Transformers

Business Foundations Group Dynamics Co-op Work Term I

MECH73115 PSYS 7XXXX PSYS 7XXXX BUS72060 LIBS71500 COOP72xxx Tech Elective-

Power Electronics Solutions for

Power Systems

Data Communications

and Networks

AC Motors and Generators

Project Management,

Methods

Co-Op and Career

Development

Co-op Work Term II

PSYS7XXXX PSYS 7XXXX PSYS 7XXXX MGMT72000 CDEV1050 COOP73xxx

Renewable Energy Power

Transmission and Distribution

Sensors, Actuators and

Instrumentations

Economics for Engineers

Science, Technology &

Society

Co-op Work Term III

PSYS 7XXXX PSYS 7XXXX PSYS 7XXXX ECON74000 LIBS70405 COOP74xxx

Power Plant and Economy

Switchgear and Protection for

Power Systems

Power and Industrial

Electronics

Law, Ethics & Professional

Practice PSYS 7XXXX PSYS 7XXXX PSYS 7XXXX LIBS74600

Control Systems Introduction to Natural Sciences

PSYS 7XXXX SCIE71000

Tech Elective-

Electric Vehicles Control

Liberal Studies 1 LIBS7xxxx

Liberal Studies 2 LIBS7xxxx

Power Systems Engineering - Integrated Projects Year 1 Project, Year 2 Project, Year 3 Project, Year 4 Project

Engineering Fundamentals

• Engineering Mathematics: Math I, Math II, Math III and Probability and Statistics

• Natural Science: Physics I, Physics II, Physics III, Chemistry, Selected Topics in Science

• Basic Engineering Courses: Basics of Electrical and Magnetic Circuits, AC Circuits, Electronic Foundations, Engineering

Drawing, Programming Principles, Digital Systems, and Signal & Systems;


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The required knowledge and capabilities of students are grounded through a project-based learning model. In this model, traditional courses and a project course are delivered side-by-side in each semester, combining theoretical learning with practical applications and allowing students to integrate ideas across engineering disciplines. It is important to note that many project activities are supported by courses previously completed or concurrently taken by the students. Often, certain course topics are delivered in a just-in-time method to facilitate project deliverables. Acquired knowledge from core power systems and fundamental engineering courses, and specified non-core courses will be used to complete the project. Additionally, project deliverables and activities will be used as subjects of discussion in other courses within the curriculum, linking the theory courses and the projects even more closely. Students will also be expected to perform significant self-learning and research tasks under the guidance of the academic team. The curriculum is designed to increase the student’s depth and breadth of knowledge by continually building upon previous learning. Students will gain foundational knowledge to support the investigation and research on electrical and electronics engineering with the help of mathematics, physics and chemistry. Professional engineering ethics will be introduced in the Foundation Module course and the engineering design process will be introduced in the project course. Non-core courses will contribute skills in project-based learning, career development, teamwork and leadership skills, and communication skills. As many courses as possible will be integrated into the project-based learning environment where the students will design a variety of electrical power systems. In year two students will learn foundation of engineering design and implementation of power generation, conversion and quality control machines using the phenomena associated with electrical engineering. Students will design, research, control, analyze and simulate power generation, transmission and distribution accessories using the phenomena associated with electronics engineering and computer programming. Non-core courses such as project management and business foundations will round out the students’ learning and prepare them for their first co-operative work term. In year three, students will design and control electronic converters which are essential to meet the unique challenges posed by renewable energy systems for grid connection and for optimal performance. Students will also apply critical thinking to investigate different aspects of power systems such as generation, protection and control, smart grid, metering, substation design, electric vehicles etc. Two liberal studies interdisciplinary electives will round out the delivery and provide a broad understanding of societal context and technology outside the power systems discipline.


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The final year of the program, students will choose themes for research and design of a large-scale power systems project in consultation with the supervisor. Themes should normally be chosen among the themes learned in the previous semesters (power generation, transmission and distribution). Students will work in teams to implement and test the large-scale power systems project chosen in semester 7. Knowledge and understanding will be acquired through multiple modes such as lectures, tutorials, projects, guest speakers and engagement with industry partners. Knowledge and understanding will be analyzed, applied, synthesized and deepened through project-based and co-operative learning that is intentionally woven throughout the program. All of the courses are designed to build upon previous learning, and demand increasing academic rigor. Senior level courses such as power systems, switch gear protection, power plant and economy, and modelling, build upon intermediate courses and require students to utilize critical and creative thinking skills and high levels of mathematics. The capstone projects will involve significant design skills, research ability, problem solving and analysis and will require students to manage their projects while working both individually and within a team. General education courses, or interdisciplinary studies, are critical in the development of an individual who is conscious of the diversity, complexity and richness of the human experience and results in a citizen who contributes positively to the society in which they live and work. Engineers in particular, according to the Professional Engineers Act of Ontario, hold the duty to safeguard life, health, property, economic interests, the public welfare of public safety and the environment and hold this duty paramount. In addition, general education strengthens a student’s generic skills, such as critical analysis, problem solving, and communication, in the context of an exploration of topics that are outside of the main discipline of study. Conestoga’s interdisciplinary curriculum contributes to the achievement of:

• the development of critical thinking, quantitative reasoning, written and oral communication skills;

• a more than introductory knowledge in the humanities, sciences, social sciences, global cultures and/or science & mathematics;

• knowledge of society and culture, and skills relevant to civic engagement; and • a more than introductory knowledge of a discipline outside the core field(s) of study.

The non-core courses cover a wide range of subject areas including history, sociology, sciences and languages, and increase in complexity and depth of knowledge between introductory and


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advanced levels of study. A breadth of choice is assured in order to meet the individual needs of the students and provides the student with a comprehensive understanding of the world in which they live and an opportunity for personal growth and awareness. Students in the PSE program will take a total of eleven non-core courses of which two are designated as electives. Of these non-core courses, students will be required to take a minimum of two at an advanced level of study in order to graduate as per Conestoga’s requirements. The majority of breadth courses have been previously assessed against the standards and benchmarks of baccalaureate degree level study and have been approved by PEQAB/MAESD. Please see sections 4.4 Course Descriptions and 4.7 Course Outlines for more details. Conceptual & Methodological Awareness/Research and Scholarship The program of study and methods of assessment in the proposed Power Systems Engineering program ensure that students develop an understanding of the research methods, data assessment and critical thinking appropriate for the engineering profession. The program is designed to offer students significant opportunities to evaluate the appropriateness of different methods of solving a problem, to think critically and creatively, and develop engineering designs that meet stakeholder needs while taking into account the larger global, societal and economic welfare. Project courses challenge students to critically think through existing engineering problems using a systems approach and evidence based research. Students are required to consider different design approaches and to validate their final solution and conclusions based on appropriate and substantiated analysis. Students will evaluate the effectiveness of their solutions and give regard to the associated limitations as well as the limitations and assumptions inherent to the process itself. Project results will be presented in written, graphic and verbal formats with critical review given. These outcomes occur in the project courses in each semester as well as the specified core and non-core courses delivered concurrently. Conestoga expects degree faculty to be involved in professional currency and scholarship. Faculty scholarly initiatives will also involve students in applied research. Communication Skills Both written and verbal communication skills are important for success in the engineering field. The program design includes Scientific and Technical Communication, providing students with the opportunity to develop in their communication capabilities. In addition, many courses have


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some form of written requirement (reports, essays, papers, etc.) and oral requirement (presentations, team meetings). The size and complexity of these communication requirements increases with each year of the program as students are challenged to describe, interpret, and synthesize their ideas through professional means. The PSE degree incorporates significant group work throughout. Specifically, the course Group Dynamics, delivered in the last two weeks of August preceding Semester 1 of the program, offers students communication skills and knowledge to be effective members of a team, both as leaders and as contributors. Students gain an appreciation for the inter-professional and collaborative approaches to problem solving, and through self-reflection contribute in their areas of strength and seek out help in their areas of weakness. Students refine their interpersonal skills through interaction with peers, faculty and professional community, and learn to tailor their level of communication to an intended audience that may or may not be within the discipline. The position of this course is critical to the success of the students in the project courses in semesters 1 and 2 as well courses later in the program. Within the PSE program, there will be a balance of individual and group work to ensure that all students develop appropriate problem-solving, design and teamwork skills. Application of Knowledge Students apply learning and develop analytical techniques through laboratory and project-based courses. Individual and group projects and assignments in many courses require the application of various subject specific knowledge and research. Students challenged to present arguments or problems, discuss alternative solutions, recommend final solutions, defend findings and recommend areas for future work and improvement. Courses offered in the program present students with significant opportunity to review, present, and critically evaluate information. Core PSE concepts and engineering fundamentals will be integrated through project-based learning within each semester, which anchors learning experiences to support scaffolding and deepen understanding. The project courses focus on the application engineering knowledge to the design of a building system within the built environment. In co-op work terms, students apply the knowledge and skills learned in the classroom within an actual workplace setting. Students will work as junior or assistant engineers, incorporating the theoretical and applied knowledge gained from their academic terms to the professional community. Additionally, students will apply and gain new essential skills and an appreciation


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for the complexity of the paid work place. Upon completion of their co-op work term, students will reflect on their engineering work experience through an engineering report modelled on the PEO Work Experience Report and evaluated by faculty members. Professional Capacity and Autonomy In addition to including a broad range of capabilities required for success as an engineering professional, the proposed degree is designed to develop strong generic employability skills. Transferable skills and qualities necessary for further study, employment and industry/community involvement have been threaded throughout the courses in the PSE program, and are supported by the Professional Development Advisory Committee members. Students will graduate with capabilities including:

• Written skills, enhanced through written assignments and projects • Excellent verbal interpersonal communication skills honed through presentations, group

projects and interaction with professionals. • Critical thinking and problem-solving skills • Independent work, managing complex situations, and working within teams. • Teamwork skills developed throughout the program as students engage in group

projects. • Ability to analyze situations, assess information, and make evidence informed decisions. • Researching, interpreting, synthesizing and evaluating material is developed throughout

the program. • Time management and project management skills, developed through assignments and

group projects. • Economic and financial sustainability are practiced in engineering decision making

throughout the program. • Appreciation of sustainability and environmental issues are conveyed across the entire

curriculum.

Awareness of Limits of Their Knowledge The PSE program is designed to convey an appreciation for the rapidly changing field of Power Systems Engineering and the assumptions and limitations of engineering design and analysis techniques. Changes in technology and improvement of engineering models are introduced that can have a profound influence on engineering results. Students develop independent learning skills to allow them to keep abreast of these changes and be able to identify limitations in the engineering solutions as well as their own limitations as an engineer.


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Working as an engineer requires a high level of professional practice and cooperation with interdisciplinary teams. Students will be fully aware of their limits with respect to knowledge and experience and will learn how to collaborate and cooperate with other professions. Working as a Power Systems Engineer also requires a strong knowledge of legislative standards and guidelines. Students will be aware of their legal authority and duties and with limitations as outlined in the appropriate legislation.

There will be a progression of academic rigor and independence throughout the PSE program with the expectation that students will emerge with the capacity and the desire for further professional growth and development. Throughout the program, students will be introduced to professional development opportunities and associations. The importance of further studies, life-long learning, and taking responsibility for personal and professional growth and development will be emphasized.


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Section 3: Admission, Promotion, and Graduation Standard The Bachelor of Engineering – Power Systems Engineering admission, promotion and graduation requirements are consistent with the post-secondary character of degree-granting organizations, are appropriate to the learning outcome goals of the program, and meet the Board’s benchmarks. All policies and procedures related to Admissions, Transfer Credit, Promotion, and Graduation are included in the electronic “Policies” file.

3.1.: Admission Requirements for Direct Entry Requirements for admission to the PSE program for direct entry applicants are outlined in the table, below. Admissions Requirements for Direct Entry

Academic • Ontario Secondary School Diploma (OSSD), or equivalent, or 19 years of age or older

• A minimum of six (6) Grade 12 courses with a minimum cumulative average of 65%, including four (5) required U level courses and one (1) additional U or M level courses (Higher averages are often required for admission due to competition for available spaces in the program).

• The following Grade 12 U courses are required: o English (ENG4U) o Chemistry (SCH4U) o Physics (SPH4U) o Calculus and Vectors (MCV4U)

• One (1) Grade 12 Mathematics course from the following: o Advanced Functions (MHF4U) or, o Mathematics of Data Management (MDM4U)

• One (1) other Grade 12 U or M course

Related work and volunteer experience

• N/A

Other Requirements

i.e. Portfolio, First Aid/CPR, plus language requirements such as IELTS and TOEFL

• Applicants possessing degrees/diplomas from institutions where the language of instruction was not English will be required to provide test scores as evidence of their English language proficiency. Test scores, if required, would be a minimum of TOEFL iBT 88; IELTS 6.5 with no bands less than 6.0; CAEL 70 with no sub-test band scores less than 60; PTE Academic 58; Conestoga English Language Test (CELT) Band 6; or equivalent scores in other recognized standard tests of English.

• We offer a language program for students whose English language skills are below the standard required for admission but all other admission criteria have been met. An applicant will be eligible for


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Admissions Requirements for Direct Entry

admission to the degree program after completion of level 4 of the General Arts and Science - English Language Studies (ELS) program with an overall grade average of 80% and no grade less than 75%. Placement in the ELS program is determined by scores on an in-house English language test or TOEFL or IELTS.

• Applicants with previous post-secondary education will be assessed on an individual basis in accordance with college and PEQAB guidelines/policies for advanced standing. Graduates of related diploma programs should contact the program coordinator for further information regarding advanced standing in the degree program.


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3.2: Admission Policies and Procedures for Mature Students All policies and procedures relating to Admissions, Transfer Credit, Promotion, and Graduation are included in the electronic “Policies” file.

Conestoga notes and follows the benchmark established by PEQAB:

“Mature students” have demonstrated academic abilities equivalent to those of Ontario high school graduates, verified by successful completion of courses at the postsecondary level or an entrance examination. (“Mature students” are applicants who have not achieved the Ontario Secondary School Diploma [OSSD] or its equivalent, who are at least 19 years of age on or before the commencement of the program in which they intend to enroll.”


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3.3: Promotion and Graduation Requirements All policies and procedures relating to Admissions, Transfer Credit, Promotion, and Graduation are included in the electronic “Policies” file.


Program Requirements

Level of Achievement

Promotion Graduation

Non-core Courses C (60%) All passed

Core Courses C (60%) All passed

Work-integrated Learning e.g. Co-op work term Pass All passed

Other (please indicate)

Overall achievement 65% (2.5 GPA) 65% (2.5 GPA)

Promotion and graduation requirements are consistent with the learning outcome goals of the program and the degree-level standard, and include: 1. appropriate policies governing academic remediation, sanctions, and suspension for

students who do not meet minimum achievement requirements (see Baccalaureate Degree Promotion and Graduation Policy);

2. a grading system that is easily understandable, meaningful and convertible to students, other post-secondary institutions, and potential employers, whether expressed as letter grades, percentages or grade points;

3. minimum average acceptable achievement for each individual course (across all course disciplines, including the breadth and discipline-related requirements) for progression in the program not lower than the level typically designated by 60%.

4. minimum overall achievement for clear progression of each semester in the program and graduation from the program i.e. a program average above 65% (2.5 GPA); less than 3 cumulative failed or missing courses; and a lack of academic offences, code of conduct or professionalism violations.

5. regardless of the grading scheme used (letter grade, grade point average, and/or percentage), and as appropriate to the introductory, medial, or terminal stages of the program, acceptable performance corresponds to student work demonstrating the degree level standard such as:

• knowledge and/or critical understanding of:


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the principal assumptions, methods and applications of the discipline/field of practice,

the main fields within the discipline and the discipline’s relationship and interaction with other disciplines;

• an ability to: interpret and to critically evaluate new material relevant to the discipline/field of

practice; devise and sustain arguments, and/or to solve discipline-related problems using

the methods of the discipline/field of practice; review, present, and critically evaluate design ideas based on appropriate

research and experimentation; frame appropriate questions to solve an engineering problem or research

question; communicate clearly and effectively;

• an appreciation of the uncertainty, ambiguity and limits of the students’ knowledge and/or of knowledge itself, and how this might influence analyses and interpretations based on that knowledge.


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3.4: Advanced Standing Requirements Degree pathways are clearly articulated through a detailed gap analysis. Focusing on the academic integrity of the degree program, the analysis ensures that the degree level standard and program learning outcomes continue to be met by students admitted with advanced standing. The pathways are developed with the program chair, coordinator, and/or faculty with the subject matter expertise to determine comparability of the program content, perform thorough gap analysis, and create bridging modules, where necessary. For the PSE degree, Conestoga will invite students to apply for advanced standing after completing previously mapped, affinity diplomas. The details of a given pathway, including admission requirements, will be used by Conestoga’s admissions office, reporting to the Registrar, to process advanced standing applications. As with all degree pathways, the admissions officers confirm that applications are received from eligible students coming from post-secondary institutions with approved pathways. The advanced standing applications are then assessed by the degree program coordinator based on academic performance. In the case where an existing advanced standing pathway is not outlined, consideration will be given to the development of a new pathway that fulfills standards as outlined by the Postsecondary Education Quality Assessment Board (PEQAB). This will be a collaborative process that involves all key stakeholders. Credits awarded will be monitored to avoid giving credit twice for the same learning. This collaborative pathway design model ensures that the admissions officers responsible for processing pathway applications conduct assessments based on parameters previously defined by subject matter and curriculum experts from the program area. The professional development opportunities and academic/professional backgrounds of the program coordinators and faculty who evaluate curriculum appropriateness and validity is outlined in further detail in Section 6. All policies and procedures relating to Admissions, Transfer Credit, Promotion, and Graduation are included in the electronic “Policies” file. The PSE program intends to attract graduates from various college advanced diploma programs. Please see Section 4.8 Advanced Standing for the proposed pathway and mapping of courses. Entrance Requirements for Diploma to Degree Bridging are:

• Completion of a three-year diploma program in Electrical Engineering Technology, with a 75% - 3.5 GPA.

• A University or College Level Calculus course (including differential and integral calculus) with a grade of 75% - 3.5 GPA.


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It is Conestoga’s intention to provide a one semester bridge option, utilizing a pathway design that facilitates degree completion in two to three years from applicable three year advanced diplomas. A bridge will be determined based on the gaps identified as part of the comprehensive analysis previously described. Based on existing engineering pathways at Conestoga, the bridge will focus on mathematics and natural sciences with some power systems engineering or electro-mechanical engineering courses as appropriate. Upon successful completion of the bridge, students will enter into either year two or three of the PSE program. Entry into year three of the program is the most efficient pathway allowable under the CEAB accreditation rules, and therefore will not be exceeded. The bridge option design given in Section 4.8 is preliminary and will require the submission of full course outlines and other course materials prior to finalization during the first bridging year of 2020-21. Conestoga seeks consent to recruit with advanced standing into the PSE program based on capacity to effectively establish degree completion arrangements through detailed gap analyses that demonstrate the academic integrity of the degree program, and that the degree level standard and degree program learning outcomes are met. Gap analyses for other similar college programs will be completed as needed and the record of these analyses will be kept for reference and continuity. Additionally, all applicants with previous post-secondary education will be assessed on a case by case basis in accordance with College and PEQAB guidelines and policies for advanced standing.


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Section 4: Program Content Standard The PSE program was designed through consultation with electrical power engineering professionals (representing both public and private sector) and academic partners through the Program Development Advisory Committee. The PSE degree has a unique conceptual framework, program themes, and program learning outcomes that have been strategically translated into a program curriculum framework. The PSE program consists of 150 course credits with 48 courses, including three co-op work terms. Graduates will be eligible to enter the certification process to become a professional engineer with the designation of P.Eng. This credential is granted by Professional Engineers Ontario (PEO).


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4.1: Program Advisory Committee

As new programs are being developed, Conestoga’s appointed advisory committee is called a Program Development Advisory Committee (PDAC). The PSE program was designed based on consultation with power systems industry professionals representing both public and private sector, and academic partners through the PDAC. Upon approval of the program the PDAC becomes a Program Advisory Committee (PAC). Conestoga’s PDAC includes experts external to the college, employers and representatives from related power systems associations and societies. The PDAC members have been instrumental in the development of the program design, ensuring its currency and relevance to the field of practice and will support the program as represented in this submission. The PSE degree has a unique conceptual framework, program themes, and program learning outcomes that have been strategically included into the program curriculum framework.

PDAC Membership List

Name Occupation/ Job Title Related Credentials

Professional Affiliations

Employer/ Organization

Kankar Bhattacharya

Professor, Department of Electrical & Computer Engineering

PhD, P.Eng Senior Member IEEE, Member CIGRE

University of Waterloo

Dave Buck Senior Project Manager Engineering Services,

Partner

P.Eng.,

F.E.C.

PEO – Member

APEGA – Member

OSPE – Member

IEEE – Grand River Chapter Executive

WalterFedy

Greig Cameron Vice President Engineering

P.Eng., M.Sc., M.Eng.

IEEE (member) Kitchener-Wilmot Hydro

Allen Chan Industrial Account Manager

Union Gas

Ehab El-Saadany Professor, Canada Research Chair in Smart Distribution Systems

PhD, PEng, SMIEEE

University of Waterloo


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Name Occupation/ Job Title Related Credentials

Professional Affiliations

Employer/ Organization

Matthew Irvine Sales Manager P.Eng PEO – Grand River Chapter Chair

Eden Energy

Mike McClements

Executive Dean (ret.), Conestoga College School of Engineering

MBA, B.A.Sc. (Mech Eng), P.Eng

Conestoga College

Mike Moore Project Manager – Protection & Control Systems

CET, PMP EPTCON

Ted Olechna Director Codes and Standards Support, Chief Engineer

P.Eng PEO – Professional Engineer of Ontario

Electrical Safety Authority

Andrew Rees Project Manager Electrical Technologist

OACETT Associate Member

Stantec

Jose Ribon Electrical Engineering

Power, Canada East

P.Eng PEO – Professional Engineer of Ontario

Stantec

Derek Satnik Managing Director and Chief Innovation Officer

P.Eng., LEED(r) AP

Mindscape Innovations

The minutes from Program Development Advisory Committee meetings have been provided in Section 15.1.1. They include record of the PDAC motion to support the proposed program, and confirm that the program meets the requirements of the power systems engineering field. To further support the program proposal, PDAC members have provided letters of support confirming their endorsement of the PSE program, as can be found in Section 15.1.2.


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4.2: Professional Accreditation In Canada, professional engineering is governed by provincial statutes such as the Professional Engineers Act of Ontario. In Ontario, Professional Engineers Ontario (PEO) is the association that is responsible for the licensing and discipline of engineers and companies providing engineering services. See www.peo.on.ca for details.

PEO is committed to ensuring a high standard of fairness and innovation in all its operational processes and strategic activities. The principal object of the association is to regulate the practice of professional engineering and to govern its members in order that the public interest is served and protected. It protects the public by ensuring all professional engineers have met the rigorous qualifications for licensing and that only properly qualified individuals practise engineering. As part of its mandate, PEO also establishes, maintains and develops:

• standards of knowledge and skill; • standards of practice for the profession; • standards of professional ethics; and • public awareness of its role.

As a license holder in the province, Ontario professional engineers are part of a community of more than 80,000 professionals committed to enhancing the quality of life, safety and well-being of all Ontarians. (http://peo.on.ca/index.php/ci_id/2057/la_id/1.htm) To be granted a license to practice professional engineering in Ontario, an applicant must:

• be at least 18 years old; • be of good character; • meet PEO's stipulated academic or licensure (hold an undergraduate engineering degree

from a Canadian Engineering Accreditation board (CEAB)-accredited program, or possess equivalent qualifications), and, if required, successfully complete any technical examinations

• fulfill the engineering work experience requirements (demonstrate at least 48 months of verifiable, acceptable engineering experience, at least 12 months of which must be acquired in a Canadian jurisdiction under a licensed professional engineer); and

• successfully complete PEO’s Professional Practice Examination. Applicants are not required to be a Canadian citizen or landed immigrant, making it easier for those from outside of Canada to apply for and obtain a license. Applicants may also register for PEO's IT program, which provides guidance and assistance to engineering graduates as they


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http://www.peo.on.ca/

http://peo.on.ca/index.php/ci_id/2057/la_id/1.htm

acquire the 48 months of acceptable engineering work experience, including annual reviews of experience to ensure that an applicant is on track for licensing. If a person already holds a P.Eng. license from another Canadian engineering association/order, a national mobility agreement between all the provinces and territories allows movement between provinces and territories without having to repeat the entire licensing process.

In Canada engineering programs are accredited by the Canadian Engineering Accreditation Board, a committee which exist Engineers Canada. Engineers Canada is the national organization of the provincial and territorial associations that regulate the practice of engineering in Canada and license the country's 270,000 members of the engineering profession. Engineers Canada exists to support the provincial and territorial engineering regulatory bodies. See http://www.engineerscanada.ca for more information about Engineers Canada.

What is the role of Engineers Canada in accreditation?

Engineers Canada, through the Canadian Engineering Accreditation Board, accredits undergraduate engineering programs at Canadian higher education institutions. Conestoga has two such programs: Mechanical Systems Engineering, first accredited in 2010, and Electronic Systems Engineering, recently accredited in 2013. Conestoga intends to apply to CEAB accreditation in the third year of delivering the PSE. Accredited undergraduate engineering programs provide the education necessary for licensure as a professional engineer in Canada. They also provide quality assurance for engineering programs.

Accreditation by CEAB ensures that upon graduation, Conestoga PSE students will be able to pursue P.Eng. licensing. The inclusion of three co-op work term opportunities also means that students will be able to use their co-op placement to fulfill up to 12 months pre-graduation experience to contribute towards the 48 month requirement for practical experience. The acceptance of the co-op placement is at the discretion of PEO and evaluated separately for each graduate engineer. The Bachelor of Engineering – Power Systems Engineering degree has been strategically designed to meet CEAB and PEO requirements, including:

• meeting the 12 CEAB graduate attributes • meeting the minimum AU (Accreditation units) for mathematics, natural science,

complementary studies, engineering science and engineering design • modern laboratory facilities


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http://www.engineerscanada.ca/

• modern teaching facilities • 12 months pre-graduate experience in a related industrial setting

Iron Ring The following information is summarized from www.ironring.ca. The ceremony for the Obligation of Canadian Engineers dates back to 1922, when The Ritual of the Calling of an Engineer was commissioned from Rudyard Kipling by the Engineering Institute of Canada. Instituted with the goal of directing newly qualified Canadian engineers toward a consciousness of their profession and its social significance, it also aims to solidify the responsibilities of more experienced engineers in welcoming and supporting their newer counterparts when entering the profession. The Obligation Ceremony is not connected to any other engineering organization nor to any educational institution, although many of them support the idea of the Obligation and may participate in the administration of the Ceremonies. There are twenty five camps across Canada which perform Obligation ceremonies for the Seven Wardens and ‘ring’ many new engineers each and every year. An Obligation ceremony is currently performed each June at Conestoga with participation from graduating students and new engineers from the surrounding community. PSE graduating students will be able to participate in the ceremony and obtain their iron ring.


44

http://www.ironring.ca/

4.3: Learning Outcomes The PSE program has a total of 2499 hours and 150 credits, similar with the majority of B. Eng. engineering degrees. Individual courses have 45 and 60 hours of contact time, ensuring the appropriate coverage of the required topics while maintaining a manageable workload for the students.


45

4.3.1: Program Learning Outcomes The following chart maps the program learning outcomes and shows the courses that contribute to these outcomes. Each course has its own set of course learning outcomes that are included in the full course outlines.

PSE Program Learning Outcomes Course, Course Segments or Workplace Requirements That Contribute to This Outcome

1. Solve engineering problems related to electric power systems by applying advanced principles of mathematics, natural sciences and engineering.

MATH71620 MATH I (ESE)

PHYS71105 Physics I - (ESE)

PSYS7XXXX Basic Electrical and Magnetic Circuits

MATH 71630 Math II (ESE)

PHYS71165 Physics II (ESE)

ELCN71100 Electronic Foundations (ESE)

PSYS7XXXX AC Circuits

CHEM72000 Chemistry (MSE)

MATH 7XXXX Math III (PSE)

EECE71425 Digital Systems (ESE)

PSYS7XXXX AC Motors and Generators

PSYS7XXXX Sensors Actuators and Instrumentation

MATH73050 Probability and Statistics (ESE)

PSYS7XXXX Power and Industrial Electronics

PSYS7XXXX Signals and Systems

PHYS7XXXX Selected Topics in Science

PSYS7XXXX Control Systems

PSYS7XXXX Power Transmission and Distribution


46


PSYS7XXXX Data Communications & Computer Networks

MECH73115 Thermodynamics

2. Identify, formulate, analyze and solve complex engineering problems in electric power systems to reach substantiated conclusions.









PROG71985 Programming Principles (ESE)

PSYS7XXXX DC Motors and Transformers







PSYS7XXXX Power Systems Analysis




47






3. Develop specifications based on determined requirements for electric power systems.

PSYS7XXXX Engineering Project V

PSYS7XXXX Engineering Project VI

PSYS7XXXX Switch Gear and Protection for Power systems

PSYS7XXXX Engineering Project VII (Capstone Project I)

PSYS7XXXX Power Plant and Economy

PSYS7XXXX Engineering Project VIII (Capstone Project II)

4. Investigate power system problems using appropriate methods that include research, practical experimentation, simulations, engineering analysis and information synthesis in order to reach valid conclusions.

PSYS7XXXX Engineering Project I (Introduction to Engineering Projects)

PSYS7XXXX Engineering Project II

PSYS7XXXX Engineering Project III

PSYS7XXXX Engineering Project IV


PSYS7XXXX Tech Elective (Power Electronic Solution for Power Systems)


PSYS7XXXX Renewable Energy




PSYS7XXXX Tech Elective (Electric Vehicles and Control)


48



5. Evaluate, verify and validate electric power engineering systems against specifications and requirements.







6. Design new solutions in the field of power systems engineering using appropriate engineering design method and process, considering health and safety risks, applicable standards, economic, environmental, cultural and societal aspects, in order to meet stakeholder requirements.

FND7XXXX Foundation module
















49


7. Create, select, adapt, and extend appropriate techniques, resources, and modern engineering tools for analysis, design, development and evaluation of electric power systems, and effectively apply them to solve power systems engineering problems.



PSYS7XXXX Engineering Drawing





















50




8. Work independently and in diverse teams using leadership, interpersonal, group dynamics and conflict resolution skills to provide flexible and adaptable solutions.

SOC 71500 Group dynamics




Co-op Work Terms I, II, and III

9. Communicate complex engineering and non-technical concepts using a variety of communication techniques that include oral presentations, technical reports, design documentation and instructions.

ENGL 71200 Scientific and Technical Communication








10. Interpret professional, ethical, and legal codes of practice for professional engineers in order to be in compliance with industrial, labour and environmental legislation, and to protect the public and public interest.

SOC71045 Science Technology and Society


LAW74600 Law, Ethics and Professional Practice


11. Apply stewardship of society, environment, law, and health & safety effectively to engineering design and process development



51


activities. LAW74600 Law, Ethics and Professional Practice


12. Apply professional ethics, accountability and equity to maintain fairness and demonstrate values and respect diversity across global settings and societal contexts.






13. Effectively incorporate economics and business practices including project, resource, risk and change management into the practice of engineering research and development.


MGMT72000 Project Management and Methods

BUS72060 Business Foundation


ECON74000 Economics for Engineers



14. Identify and address professional development needs independently, to maintain technical and professional currency and competence, and to contribute to the advancement of knowledge.

CDEV71050 Co-op and Career Development







52


15. Apply social, economic and environmental concepts and values to develop critical thinking, quantitative reasoning and to increase the knowledge of humanities, sciences, social sciences and global cultures.





SCIE71000 Introduction to Natural Sciences


16. Develop an appreciation of the concepts and values required to enhance the quality of life for self and others in the home, workplace and the local and global community through an exploration of selected areas of aesthetics, civic life, culture, personal development, society, work or science and technology.









53

4.3.2 Degree Outcomes Below is the mapping of the Bachelor of Engineering – Power Systems Engineering program outcomes to the degree-level standards. The map also includes graduate attributes as defined by the Canadian Engineering Accreditation Board (CEAB). Degree Level Standards

Degree Level Learning Outcome Benchmarks

Graduate Attributes

Program Outcomes Course Titles, Course Segments or Work term Requirements That Contribute to This Outcome

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, where appropriate, from an interdisciplinary

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;

A KNOWLEDGE BASE FOR ENGINEERING


MATH71620 Math I (ESE)
















54

Degree Level Standards


Graduate Attributes


perspective, and how the fields may intersect with fields in related disciplines; c. A developed ability to: i. gather, review, evaluate and interpret information; 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;






INVESTIGATION 5. Evaluate, verify and validate electric power engineering systems against specifications and requirements.







DESIGN 6. Design new solutions in the field of power systems engineering using appropriate engineering design method and process, considering health and safety risks, applicable standards,






55



Graduate Attributes


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

economic, environmental, cultural and societal aspects, in order to meet stakeholder requirements.












USE OF ENGINEERING TOOLS

7. Create, select, adapt, and extend appropriate techniques, resources, and modern engineering tools for analysis, design, development and evaluation of electric power systems, and effectively apply them to solve power systems





ELCN71100 Electronic Foundations


56



Graduate Attributes


engineering problems. (ESE)


















57



Graduate Attributes





PROFESSIONALISM






ETHICS AND EQUITY






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









58



Graduate Attributes


disciplines; ELCN71100 Electronic Foundations (ESE)


MATH 72300 Math III (ESE)



MATH 7XXXX Math IV (PSE)













59



Graduate Attributes



DESIGN 6. Design new solutions in the field of power systems engineering using appropriate engineering design method and process, considering health and safety risks, applicable standards, economic, environmental, cultural and societal aspects, in order to meet stakeholder requirements.

















60



Graduate Attributes


PROFESSIONALISM






IMPACT OF ENGINEERING ON SOCIETY AND THE ENVIRONMENT

11. Apply stewardship of society, environment, law, and health & safety effectively to engineering design and process development activities.




ETHICS AND EQUITY






A developed ability to:

· gather, review, evaluate and interpret information;

PROBLEM ANALYSIS








61



Graduate Attributes




















62



Graduate Attributes



INVESTIGATION 4. Investigate power system problems using appropriate methods that include research, practical experimentation, simulations, engineering analysis and information synthesis in order to reach valid conclusions.














INVESTIGATION 5. Evaluate, verify and validate electric power engineering systems against



63



Graduate Attributes


specifications and requirements.




















64



Graduate Attributes














PROFESSIONALISM







65



Graduate Attributes


· compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline;

PROBLEM ANALYSIS





















66



Graduate Attributes





PROBLEM ANALYSIS















PSYS7XXXX Sensors Actuators and


67



Graduate Attributes


Instrumentation



















68



Graduate Attributes




















69



Graduate Attributes




PROFESSIONALISM











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









70



Graduate Attributes









ECONOMICS AND PROJECT MANAGEMENT









Developed critical thinking and analytical skills inside and

PROBLEM ANALYSIS

2. Identify, formulate, analyze and solve complex




71



Graduate Attributes


outside the discipline; engineering problems in electric power systems to reach substantiated conclusions.


















PHYS7XXXX Selected Topics in


72



Graduate Attributes


Science




















73



Graduate Attributes




















74



Graduate Attributes



PROFESSIONALISM























75



Graduate Attributes




















76



Graduate Attributes



PROBLEM ANALYSIS


















77



Graduate Attributes




















78



Graduate Attributes






PROFESSIONALISM











ETHICS AND EQUITY

12. Apply professional ethics, accountability and equity to maintain fairness and demonstrate values and respect diversity across global settings and societal





79



Graduate Attributes


contexts. PSYS7XXXX Engineering Project VIII (Capstone Project II)










Conceptual & Methodological Awareness/Research and Scholarship

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

· evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques;

PROBLEM ANALYSIS












80



Graduate Attributes
















PROBLEM ANALYSIS





81



Graduate Attributes

















PSYS7XXXX Tech Elective (Electric


82



Graduate Attributes


Vehicles and Control)



PSYS7XXXX Tech Elective(Power Electronic Solution for Power Systems)













PSYS7XXXX Sensors Actuators and


83



Graduate Attributes


Instrumentation



















84



Graduate Attributes


















PSYS7XXXX Engineering Project VIII (Capstone Project


85



Graduate Attributes


II)

PROFESSIONALISM






ETHICS AND EQUITY






· devise and sustain arguments or solve problems using these methods;

PROBLEM ANALYSIS











86



Graduate Attributes

















PROBLEM ANALYSIS

3. Develop specifications based on determined




87



Graduate Attributes


requirements for electric power systems.

















88



Graduate Attributes




PSYS7XXXX Tech Elective(Power Electronic Solution for Power Systems)















89



Graduate Attributes




















90



Graduate Attributes



















91



Graduate Attributes


ETHICS AND EQUITY






· describe and comment upon particular aspects of current research or equivalent advanced scholarship.














92



Graduate Attributes












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

PROBLEM ANALYSIS







DESIGN 6. Design new solutions in FND7XXXX Foundation module


93



Graduate Attributes


the field of power systems engineering using appropriate engineering design method and process, considering health and safety risks, applicable standards, economic, environmental, cultural and societal aspects, in order to meet stakeholder requirements.















INDIVIDUAL AND TEAM

8. Work independently and in diverse teams using




94



Graduate Attributes


WORK leadership, interpersonal, group dynamics and conflict resolution skills to provide flexible and adaptable solutions.



COMMUNITCATION SKILLS









Application of Knowledge

The ability to review, present and critically evaluate quantitative and qualitative information

· develop lines of argument;

PROBLEM ANALYSIS









95



Graduate Attributes


to: PSYS7XXXX AC Circuits




MATH 7XXXX Math Ii (PSE)














96



Graduate Attributes



PROBLEM ANALYSIS













DESIGN 6. Design new solutions in the field of power systems engineering using appropriate engineering design method and process,




97



Graduate Attributes


considering health and safety risks, applicable standards, economic, environmental, cultural and societal aspects, in order to meet stakeholder requirements.




















98



Graduate Attributes


ETHICS AND EQUITY






· make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study;

PROBLEM ANALYSIS














99



Graduate Attributes















DESIGN 6. Design new solutions in the field of power systems engineering using



100



Graduate Attributes


appropriate engineering design method and process, considering health and safety risks, applicable standards, economic, environmental, cultural and societal aspects, in order to meet stakeholder requirements.















USE OF ENGINEERING

7. Create, select, adapt, and extend appropriate



101



Graduate Attributes


TOOLS techniques, resources, and modern engineering tools for analysis, design, development and evaluation of electric power systems, and effectively apply them to solve power systems engineering problems.



















102



Graduate Attributes








PROFESSIONALISM











ETHICS AND EQUITY

12. Apply professional ethics, accountability and equity to maintain fairness


PSYS7XXXX Engineering Project VII


103



Graduate Attributes


and demonstrate values and respect diversity across global settings and societal contexts.

(Capstone Project I)



· apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline;

PROBLEM ANALYSIS
















MATH73050 Probability and


104



Graduate Attributes


Statistics (ESE)

















105



Graduate Attributes

















106



Graduate Attributes



















107



Graduate Attributes





















108



Graduate Attributes










PROFESSIONALISM







13. Effectively incorporate economics and business practices including project, resource, risk and change management into the practice of engineering




ECON74000 Economics for


109



Graduate Attributes


research and development. Engineers




· where appropriate, use this knowledge in the creative process;

PROBLEM ANALYSIS














110



Graduate Attributes




















111



Graduate Attributes




















112



Graduate Attributes













The ability to use a basic range of established techniques to:

· initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information;

PROBLEM ANALYSIS











113



Graduate Attributes




MATH 7XXXX Math IV (PSE)















114



Graduate Attributes
















7. Create, select, adapt, and extend appropriate techniques, resources, and modern engineering tools for



PSYS7XXXX Engineering Project I


115



Graduate Attributes


analysis, design, development and evaluation of electric power systems, and effectively apply them to solve power systems engineering problems.

(Introduction to Engineering Projects)


















116



Graduate Attributes







· propose solutions;













117



Graduate Attributes







· frame appropriate questions for the purpose of solving a problem;

PROBLEM ANALYSIS















118



Graduate Attributes













· solve a problem or create a new work;









119



Graduate Attributes




















120



Graduate Attributes



0 0

PROBLEM ANALYSIS


















121



Graduate Attributes










Foundation module

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



FND7XXXX Basic Electrical and Magnetic Circuits



PSYS7XXXX Electronic Foundations (ESE)

ELCN71100 AC Circuits

PSYS7XXXX Programming Principles (ESE)

PROG71985 DC Motors and Transformers


122



Graduate Attributes


PSYS7XXXX Digital Systems (ESE)

EECE71425 AC Motors and Generators













PSYS7XXXX Thermodynamics

MECH73115 Engineering Project VIII (Capstone Project II)


123



Graduate Attributes


PSYS7XXXX SOC 71500 Group dynamics

Professional Capacity and Autonomy

The qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring:

· the exercise of initiative, personal responsibility and accountability in both personal and group contexts;

INDIVIDUAL AND TEAM WORK






· working reflectively with others;

INDIVIDUAL AND TEAM WORK






· decision-making in complex contexts;








124



Graduate Attributes












INVESTIGATION 4. Investigate power system problems using appropriate methods that include research, practical experimentation, simulations, engineering analysis and information synthesis in order to reach







125



Graduate Attributes


valid conclusions. PSYS7XXXX Engineering Project VI







CDEVXXXX Co-op and Career Development

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;

LIFE-LONG LEARNING


CDEV71050 Engineering Project VI




PSYS7XXXX Science Technology and Society


126



Graduate Attributes


Behaviour consistent with academic integrity and social responsibility.

ETHICS AND EQUITY


SOC71045 Law, Ethics and Professional Practice

LAW74600 Engineering Project VII (Capstone Project I)


PSYS7XXXX Co-op and Career Development

Awareness of Limits of Their Knowledge

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

LIFE-LONG LEARNING


CDEV71050 Engineering Project VI





127

4.3.3: Breadth Outcomes General education is critical in the development of individuals that are conscious of the diversity and richness of the human experience. In addition, general education strengthens a student’s generic skills, such as critical thinking, problem solving andcommunication, in the context of topics that are outside of the main discipline of study. Conestoga’s non-core breadth curriculum contributes to the achievement of:

• the development of critical thinking, quantitative reasoning, written and oral communication skills; • higher than introductory knowledge in the humanities, sciences, social sciences, global cultures and/or mathematics; • knowledge of society and culture, and skills relevant to civic engagement; and • higher than introductory knowledge of the distinctive assumptions and modes of analysis of a discipline outside the core

field(s) of study. Students in the PSE program will take a total of twelve non-core courses of which nine are specified courses within the program design and two courses are designated as electives. Of these twelve non-core courses, students will be required to take a minimum of two at an advanced level of study in order to graduate as per Conestoga’s requirements. In order to be designated as an advanced level breadth course, the course must include the following criteria:

a) Include higher order learning outcomes b) Build on previous knowledge (an advanced level breadth course may have a pre-requisite course assigned to it) c) Assign more sophisticated assessments with higher expectations d) Use primary sources

The non-core courses included in the PSE program have been previously assessed against the standards and benchmarks of baccalaureate degree level study and have been approved by PEQAB and the Ministry.


128

Program Content Standard Benchmarks

Program Breadth Outcome

Program Outcomes Non-core Courses That Contribute to This Outcome

The curriculum (core and non-core) contributes to the achievement of

a) critical thinking, quantitative reasoning, written and oral communication skills;

The non-core curriculum contributes to the achievement of the development of critical thinking and quantitative reasoning;




SCIE71000

MGMT72000

BUS72060

LAW74600

SOC71500

Introduction to Natural Sciences

Project Management and Methods

Business Foundation

Law, Ethics and Professional Practice (MSE)

Group Dynamics


ENGL 71200

SCIE71000

BUS72060

LAW74600

SOC71500

Scientific and Technical Communication


Business Foundation


Group Dynamics

The non-core curriculum contributes to the achievement of the development of written and oral communication skills.


ENGL 71200

MGMT72000

BUS72060

ECON74000

LAW74600


Project Management and Methods

Business Foundation

Economics for Engineers (MSE)



129




b) knowledge of society and culture and skills relevant to civic engagement

The non-core curriculum contributes to the achievement of the development of the knowledge of society and culture;




SCIE71000

SOC71500


Group Dynamics


ENGL 71200

SOC71045

LAW74600

SOC71500


Science Technology and Society


Group Dynamics

The non-core curriculum contributes to the achievement of the development of skills relevant to civic engagement.


ENGL 71200

SOC71045

LAW74600

SOC71500


Science Technology and Society


Group Dynamics


130




The non-core curriculum provides

a) knowledge in at least two of the following

i) humanities, 15. Apply social, economic and environmental concepts and values to develop critical thinking, quantitative reasoning and to increase the knowledge of humanities, sciences, social sciences and global cultures.

ii) sciences, 15. Apply social, economic and environmental concepts and values to develop critical thinking, quantitative reasoning and to increase the knowledge of humanities, sciences, social sciences and global cultures.

SCIE71000


iii) social sciences, 15. Apply social, economic and environmental concepts and values to develop critical thinking, quantitative reasoning and to increase the knowledge of humanities, sciences, social sciences and global cultures.



SOC71500 Group Dynamics

iv) global cultures and/or



131




v) mathematics 15. Apply social, economic and environmental concepts and values to develop critical thinking, quantitative reasoning and to increase the knowledge of humanities, sciences, social sciences and global cultures.

The non-core curriculum provides

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




SCIE71000

LAW74600




132

4.4: Course Descriptions 4.4.1 Core The Bachelor of Engineering - Power Systems Engineering program design includes the following core courses:

1. Three (3) co-op work terms a. Year 2, Level 5 b. Year 3, Level 8 c. Year 4, Level 9

2. 8 project courses, occurring (one each semester) 3. 30 specialization courses

In the case of the co-op work terms, course descriptions provided appear identical, however there are different expectation levels between terms. This will be most visible in the program specific report prepared by students and assessed by PSE faculty. 11 of the core courses have been previously assessed against the Standards and Benchmarks of baccalaureate degree level study and approved by PEQAB/ MAESD. New courses have been indicated in the table below.

TERM

Year

and

Se

mes

ter

Ref N

o

Cour

se T

itle

&

Code

Core

or N

on-

core

New

1

Year

1 ,

Se

mes

ter 1

3 MATH I (ESE) MATH71620

Topics covered in this course include: functions, trigonometric functions, graphing, limits and continuity, linear systems of equations and matrices, matrix algebra, determinants, vector geometry and arithmetic, differentiation, derivative formulae, differentiation rules, applications of derivatives, complex numbers.

4 Physics I - (ESE) PHYS71105

This course covers fundamental principles of physics relating to electricity, magnetism and light. The concepts of measurement precision and accuracy, and the correct application of units of measurement and significant digits in calculations is emphasized.

6

Basic Electrical and Magnetic

Circuits PSYS7XXXX

This course introduces the basic electrical components, circuits and network theorems. Topics include: electrical power sources, passive circuit elements and DC circuit analysis using different network theorems and computer aided tools. Topics also include: magnetic properties such as flux, fields, permeability reluctance and magnetic circuit analysis.

X

7 Engineering This course is designed to provide an overall introduction X


133

TERM

Year

and

Se

mes

ter

Ref N

o

Cour

se T

itle

&

Code

Core

or N

on-

core

New

Drawing PSYS7XXXX

to industry standard CAD (computer aided design) tool for 2D engineering drawing application. Drawings include orthographic and isometric views.

8

Engineering Project I

(Introduction to Engineering

Projects)PSYS7XXXX

This project course is designed to introduce basic engineering practice, simple design, analysis, technical drawings and skills required in the industry/utilities. Topics in this course include: practical experience working with control devices such as switches, relays, and circuit breaker panels. Students will solder, assemble, install, test, troubleshoot and repair electrical wiring and practice general safety. Students will also practice some newly learnt soft skills and topics of mathematics and science as well.

X

2

Year

1,

Sem

este

r 2

9 Math II (ESE) MATH 71630

Topics covered in this course include: anti-derivatives, definite integration, indefinite integration, techniques of integration, integration of polynomials, integration by parts, trigonometric substitution, partial fractions, applications of integration, numerical integration, sequences and series, power series, periodic series, and properties of matrices.

10 Physics II (ESE) PHYS71165

This course extends the content covered in Physics I to include principles of alternating current, and introduces fundamental principles of mechanics.

12 Electronic

Foundations (ESE) ELCN71100

This course introduces basic electronic devices and circuits. Topics include: device characteristics and modeling; principles of device operations and their applications in building electronic circuits; and analysis of a variety of basic practical circuits.

13 AC Circuits PSYS7XXXX

This course introduces the analysis of both AC single phase and poly phase circuits. Topics include: application of network theorems and computer aided tools on single phase and poly phase circuits to analyze and solve problems. This course also introduces two-port network.

X

14 Engineering

Project II PSYS7XXXX

This project course is designed to gain foundation of investigation and research. Topics include: research and investigation on analog sensors and appropriate signal conditioning circuits for digital real time output. The project deliverables will include development of real life application and its implementation, verification and validation.

X

OFF


134

TERM

Year

and

Se

mes

ter

Ref N

o

Cour

se T

itle

&

Code

Core

or N

on-

core

New

3

Year

2,

Sem

este

r 1

16 Chemistry (MSE) CHEM72000

This course provides students with the opportunity to perform a number of chemistry experiments increasing their practical knowledge, investigation skills, chemical processes in industrial settings and safety awareness. Topics covered may include: chemical reactions, acids and bases, Newton's Law of Cooling, reduction and oxidation, polymerization and synthesis of acetylene.

17 Programming

Principles (ESE) PROG71985

This course introduces software design and implementation using the C language. Topics include: algorithm design, modular code design, programming style, functions, arrays, pointers strings, data structures, and file I/O. An emphasis will be placed on proper design to produce maintainable software.

20 DC Motors and Transformers

PSYS7XXXX

This course introduces principles of operation of electromagnetic machines such as transformers, motors and generators. Students will learn constructional features and operational characteristics of transformers, dc motors and dc generators. In addition, students will learn practical operation, basic controls and safety of these machines.

X

21 Engineering

Project III PSYS7XXXX

This project course is designed to gain engineering design skills and implementation practices. Topics include: different phases of engineering product development life cycle that involves hardware and software components. Students will design and develop an authentic software controlled electrical system using high voltage relays and software controlled low voltage electronic control device. In addition, students will practice some newly learnt soft skills and topics of mathematics and science as well.

X

4

Year

2,

Sem

este

r 2

22 Math III (PSE) MATH 7XXXX

This course covers numerical methods to solve electrical power engineering problems. Topics include: solving linear and nonlinear equations using numerical methods, curve fitting, numerical differentiation, numerical integration and solutions for ordinary and partial differential equations.

X

23 Digital Systems (ESE) EECE71425

An introduction to digital logic concepts, circuits and microprocessor systems. Starting with the design, construction and troubleshooting of combinational and sequential logic circuits, the course progresses to the architecture, capabilities and programming of microprocessors. Various computational and control problems are solved using a combination of hardware and software solutions.


135

TERM

Year

and

Se

mes

ter

Ref N

o

Cour

se T

itle

&

Code

Core

or N

on-

core

New

24 AC Motors and

Generators PSYS7XXXX

This course introduces the operating characteristics and control of single and three phase AC motors. Topics include: rotating magnetic field, equivalent circuit, vector diagram, torque-speed characteristics, motor torque, no-load test, blocked rotor test, starting, braking, speed control, synchronization, V-curve and application as AC generators. Students will learn practical operation and safety of these machines. This course also covers a survey of a variety of special motors.

X

25

Sensors Actuators and

Instrumentation PSYS7XXXX

This course introduces various types of monitoring and control devices used in the electrical industry. Topics include: typical sensors and actuators and their electrical-signal characteristics, pneumatic and hydraulics and piping and instrumentation drawing (P&ID) system. This course also covers industry standard programmable logic controller (PLC’s). Students will use computer aided tools to study PLC controllers for any process operation.

X

26 Engineering

Project IV PSYS7XXXX

This project course is to design, analyze and simulate a complex real time authentic application for industrial process control. Topics include: analog/digital sensors, actuators, pneumatics and PLC programming including industry standard HMI tool (Human Machine Interface tools). Students will practice some newly learnt soft skills and topics of mathematics and science as well.

X

5

Yea

r 2,

Sem

este

r 3

Co-op Work Term

I

The first co-op work term will provide students with college-approved work experience within a power systems engineering environment. Through this course students will be provided an opportunity to: build skills (physical and procedural skills including accuracy, precision, and efficiency); assist in the acquisition of knowledge in and application of knowledge gained in the academic setting (concepts and terminology in a discipline or field of study); develop critical, creative, and dialogical thinking (improved thinking and reasoning processes); cultivate problem solving and decision-making abilities (mental strategies for finding solutions and making choices); explore attitudes, feelings, and perspectives (awareness of attitudes, biases, and other perspectives, ability to collaborate); practice professional judgment (sound judgment and appropriate professional action in complex, context-dependent situations); and reflect on experience (self-discovery and personal growth from real-world experience).

X

6

Year

3,

Sem

este

r 1

28 Probability and Statistics (ESE)

MATH 73050

The study of the mathematics of probability and statistics. Examples are formulated from various Engineering, scientific and other disciplines.


136

TERM

Year

and

Se

mes

ter

Ref N

o

Cour

se T

itle

&

Code

Core

or N

on-

core

New

29

Power and Industrial

Electronics PSYS7XXXX

This course covers power semiconductor switches and triggering devices, and their applications. Topics include: a variety of diodes, transistors and thyristors as power switching devices and their applications in power electronic circuits; and basics of power converters, inverters and motor drives. Students will learn about practical operations and safety aspects of these devices.

X

30 Power Systems

Analysis PSYS7XXXX

This course introduces power system analysis. Topics include: network representations, load flow studies, symmetrical components and symmetrical and unsymmetrical faults in power systems. This course also introduces power system stability problems. Students will apply engineering principles and use computer aided tools to solve power system problems.

X

31 Signals and

Systems PSYS7XXXX

This course introduces mathematical modeling of analog and digital linear time- invariant (LTI) systems, and time & transform domain signal processing in these systems. Topics include: representation of time-signal and its spectrum; transfer function and impulse response of LTI systems; application of Fourier, Laplace and Z-transform, and convolution mathematics as well as computer-aided design (CAD) tools for solving signal processing problems; basics of analog and digital filters and their applications; and basics of modulated signals.

X

32 Engineering

Project V PSYS7XXXX

The purpose of this project course is to design, analyze, simulate and develop real time systems. Topics include: design, analysis and simulation of complex AC/DC motor drives and also design and implementation of power electronic converters. Students will practice safety aspects of high voltage systems design.

X

7

Year

3,

Sem

este

r 2 34

Selected Topics in Science

PHYS7XXXX

This course covers a number of selected topics of natural science that will extend students knowledge in science. Topics and contents are expected to be revised and updated in every cycle of delivery, if need, in order to cover the most relevant topics and contents. Students will learn theory and practical applications of each topic and be able to perform scientific analysis using the acquired knowledge.

X

35 Control Systems PSYS7XXXX

This course covers analysis and design of feedback controllers for dynamic physical systems using analytical & graphical methods and computer aided design (CAD) tools. Topics include: mathematical modeling of dynamic electrical and electromechanical systems; stability,

X


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transient and steady-state error analysis; and feedback control system analysis and design.

36

Power Transmission and

Distribution PSYS7XXXX

This course introduces electric power transmission and distribution systems. Topics include: electrical and mechanical characteristics of transmission lines, cables and insulators, cable testing, effect of capacitance on transmission lines, detailed substation arrangements, smart metering techniques and its use for third party (public and private) access to data (green button) and ground resistance measurements. Students will learn practical design of a distribution substation.

X

37 Engineering

Project VI PSYS7XXXX

This project course is to apply critical thinking to investigate different aspects of power systems. Topics include: investigation of distribution substations, smart grids, centralized as well as distributed renewable generation. Students will investigate technical, social, environmental and economic aspects of power systems, identify limitations & suggest improvements, write report and present their findings.

X

8

Yea

r 3,

Sem

este

r 3

Co-op Work Term

II

The second co-op work term will provide students with college-approved work experience within a power systems engineering environment. Through this course students will be provided an opportunity to: build skills (physical and procedural skills including accuracy, precision, and efficiency); assist in the acquisition of knowledge in and application of knowledge gained in the academic setting (concepts and terminology in a discipline or field of study); develop critical, creative, and dialogical thinking (improved thinking and reasoning processes); cultivate problem solving and decision-making abilities (mental strategies for finding solutions and making choices); explore attitudes, feelings, and perspectives (awareness of attitudes, biases, and other perspectives, ability to collaborate); practice professional judgment (sound judgment and appropriate professional action in complex, context-dependent situations); and reflect on experience (self-discovery and personal growth from real-world experience).

X

9

Year

4,

Sem

este

r 1

Co-op Work Term

III

The third co-op work term will provide students with college-approved work experience within a power systems engineering environment. Through this course students will be provided an opportunity to: build skills (physical and

X


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procedural skills including accuracy, precision, and efficiency); assist in the acquisition of knowledge in and application of knowledge gained in the academic setting (concepts and terminology in a discipline or field of study); develop critical, creative, and dialogical thinking (improved thinking and reasoning processes); cultivate problem solving and decision-making abilities (mental strategies for finding solutions and making choices); explore attitudes, feelings, and perspectives (awareness of attitudes, biases, and other perspectives, ability to collaborate); practice professional judgment (sound judgment and appropriate professional action in complex, context-dependent situations); and reflect on experience (self-discovery and personal growth from real-world experience).

10

Year

4,

Sem

este

r 2

40

Data Communications

& Computer Networks

PSYS7XXXX

This course covers data communication and networking technologies & protocols for modern electrical power systems & smart-grid. Students will learn the technologies first and then investigate real-world problems, and design solutions. Topics include: relevant wire, wireless and fiber-optic communication technologies; wide, local and personal area data networks, and internet & internet of things (IoT), network security, big data & cloud computing, and network-analysis using computer-aided tools.

X

41 Renewable

Energy PSYS7XXXX

This course covers a variety of renewable energy systems including photovoltaics, wind turbines, hydro systems, and a variety of energy storage systems. Topics include: energy generation and conversion; stability and power quality issues and their solutions for reliable operation; and social and environmental impacts.

X

42

Switch Gear and Protection for

Power systems PSYS7XXXX

This course covers switchgear and protection in power systems. Topics include: circuit breakers, arc extinction, recovery voltage and other transient phenomena, protective relaying, electromechanical, static and numerical relays and supervisory control and data acquisition (SCADA) for power system protection and smart grid applications. Students will investigate, design and develop specifications for power systems protection.

X

43

Engineering Project VII

(Capstone Project I) PSYS7XXXX

This course is the first half of a two semester pairing of project courses that will incorporate the research, investigation, design, implementation, testing of power systems project that integrates the technical knowledge and skills learned in previous and the current semesters. Key program learning outcomes such as critical thinking,

X


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research, problem solving, the use of appropriate tools, communications, and project management skills are emphasized as a capstone project is selected, researched, documented and designed. The implementation, formal testing of the solution will take place in the follow on course. Students will be encouraged to consider entrepreneurial project ideas, or alternatively, work with an industry partner on authentic industry-driven project.

11

Year

4,

Sem

este

r 3

45 Thermodynamics MECH73115

Topics in this course include: the fundamental elements of classical macroscopic thermodynamics and heat transfer; basic concepts; properties of pure substances; laws of thermodynamics; flow and non-flow thermodynamic processes; mixtures of gases; power cycles; refrigeration cycles; thermodynamics of Gas Flow; combustion processes; heat transfer: conduction, convection, and radiation.

46 Power Plant and

Economy PSYS7XXXX

This course covers engineering, energy management and economic aspects of standard power plants, renewable energy farms and co-generating stations. Topics include: boiler, condensers, nuclear reactors, variable load problems, load duration curve, different factors affecting power generation and usage, load forecasting, load shearing, power plant economics and understand the demographic, tariff and energy conservation using third party data at an actionable level.

X

47 Tech Elective PSYS7XXXX

Electric Vehicles and Controls This course covers modern hybrid electric vehicles (HEV) technologies and control systems. Topics include: current and state-of-the-art HEV powertrain architectures, transmission systems, motors & generators, power electronics and battery technologies. Control of power flows in hybrid vehicles in different operating conditions is also included. Students will investigate and evaluate practical systems, and write and present technical reports. Power Electronic Solutions for Power Systems This course extends previously acquired knowledge on power electronics to analyze modern power converters, switching power supplies, and electronic controllers for electrical power systems. Students will research on real-world electrical power control and conversion problems and design solutions. Students will also perform case

X


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studies on existing power electronic systems.

48

Engineering Project VIII

(Capstone Project II) PSYS7XXXX

This course is the second half of a two semester pairing of project courses that will incorporate the research, investigation, design, implementation and testing of a large scale power systems project that integrates the technical knowledge and skills learned in previous and the current semesters. The project deliverables will include team based implementation, formal testing of the solution, which exercise key program learning outcomes such as project management, critical thinking, research and communications.

X


141

4.4.2: Non-core - Specified Course descriptions for specified non-core courses within the Bachelor of Engineering - Power Systems Engineering have been provided in order by reference number, as shown in the course schedules sections 4.5.1 and 4.5.2, and in the table below Course outlines not yet reviewed by PEQAB have been indicated.

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1 Foundation module FND7XXXX

The Foundation Module is a 2-week preparatory session designed to provide students with the required fundamental skills to be successful within the Bachelor of Power Systems Engineering. This module provides the first exposure to Project Based Learning, and to learning through alternatives to traditional teaching practices.

X

2 Group dynamics SOC 71500

This course will focus on comprehensive theoretical understanding of group process, personal skill development and application through intensive team work. These skills are of critical importance in both professional and social settings. Through guided exploration and application of theoretical paradigms and practical strategies, students will achieve the necessary skills to succeed in and lead effective teams. The course consists in an intensive experiential approach - learning by doing - enabling participants to become effective, practiced team members with experience applying skills necessary for leadership, analysis and evaluation, problem solving, and conflict management. Individual and team activities enhance participants' skills to work with a variety of personalities in diverse situations, and to effectively assume various professional roles within a team.

5 Introduction to

Natural Sciences SCIE71000

This course examines several areas in the natural sciences including astronomy, earth sciences and biology. In the astronomy section, students acquire a basic understanding of the universe, its origins and composition, and the inter-relationships between galaxies, stars and planets, including those in our own solar system. Cosmology and current ideas regarding space and time are also discussed. In the geology section of the course, students acquire a basic understanding of various geological principles, techniques used in the study of geology and the economic benefits that can be derived from knowledge of geology. In the biology section, students explore basic concepts of various sub-disciplines of biology, thereby gaining an understanding of the nature of life and its complex interactions with the biotic and abiotic


142

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environments. Throughout the course, students develop critical thinking and analytical reasoning skills. Students also assess the impact of current research in the Natural Sciences on contemporary society. Practical laboratory and field exercises reinforce the lecture material.

2

Year

1,

Sem

este

r 2

11

Scientific and Technical

Communication ENGL 71200

Documents that are written for scientific or technical purposes are written in a very precise and specific way that does not permit variations in interpretation. This course will prepare students to communicate scientific and technical information concisely and accurately using appropriate formats and graphic support. Students will study technical communication theory/ practice and apply the knowledge to creating, critiquing, and presenting technical documents. An oral presentation will emphasize the clear and concise communication of technical details and the use of appropriate visual support for technical information.

OFF

3

Year

2,

Sem

este

r 1

15 Science Technology

and Society SOC71045

This theme-based course aims to provide an understanding of the historical, social, economic and political context within which scientific and technological advancement takes place. Innovation is a social product, often an expression of current ideas or a response to a social need. Conversely, technological and scientific innovation can transform the structure of society, its value system, and institutions. Through a series of lectures and student-centered activities, this course will assess the impact, benefits, consequences and implications of the inter-relationship between science, technology and society.

18 Co-op and Career

Preparation CDEV71050

This mandatory course prepares degree-level students for job searching for their co-op work terms and for post-graduate careers. Students will reflect on their skills, attitudes, and expectations and evaluate and interpret available opportunities in the workplace. Self-marketing techniques using resumes, cover letters, cold-calls, and interviewing will be learned and students will learn the expectations, rules, and regulations that apply in the workplace with regards to social, organizational, ethical, and safety issues while developing an awareness of self-reflective practice that will be required during co-op work term reporting.

19 Project

Management and Methods

Management of large scale projects is both a science and art. Engineering projects are typically complex, are comprised of many tasks/components and involve a cross-section of


143

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MGMT72000 different functional teams. In industry, one of the biggest challenges is to ensure product development or implementation is on time and within the original project parameters. One key success factor for managers is to be able to organize, lead and manage multiple tasks simultaneously. This course is designed to provide the student with an overview of the structure, functions and operations of projects. A significant emphasis will be on problem solving and teamwork skills while also providing practical training on the software tools and project planning processes/techniques. Key topics include goal setting, identifying dependency relationships, outlining resources required, concurrent activity management, decision theory, monitoring and controlling of progress to result in the successful completion of projects. Overall, this course helps prepare students how best to work as a productive member of a team.

4

Year

2,

Sem

este

r 2

- - There are no non-core courses in this semester. Please see Section 4.4.1.

5

Yea

r 2,

Sem

este

r 3

Co-op Term Please see Section 4.4.1.

6

Year

3,

Sem

este

r 1

27 Liberal Studies

Elective #1 LIBS7XXXX

Please see Section 4.7.3 for non-core elective course outlines.

7

Year

3,

Se

mes

ter 2

33 Business Foundation BUS72060

This course introduces the fundamentals of business organizations, the basics of time value of money, financial and cost accounting, and process and operations management. This background will be coupled with two equally important areas of business which are marketing and management in order to produce a well-balanced business foundation learning outcome for engineers.

8

Yea

r 3,

Sem

este

r 3



144

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9

Year

4,

Sem

este

r 1


10

Year

4,

Sem

este

r 2

38 Economics for

Engineers (MSE) ECON74000

Engineering Economics is a requirement of the Canadian Engineering Accreditation Board. Marketing and price determination. Project cash flows. Assessment of alternative investments/equipment/projects and determination of output decisions. Depreciation of equipment. Factors affecting decisions: Taxation, Inflation. Assessment and management of uncertainties and risk.

39 Law, Ethics and

Professional Practice (MSE) LAW74600

In this course students will study the role of law in society, the Canadian legal system, law of torts, contract law, protection of intellectual property, forms of business organizations such as sole proprietorships, partnerships and corporations, foundations of ethical reasoning, engineering Codes of Ethics, professional engineering Acts, ethical dilemmas encountered in the engineering profession, ethical issues related to the protection of the environment, risks associated with engineering activities, protection of public interests, regulation of the engineering profession in Canada, and disciplinary powers delegated by the governments to engineering associations.

11

Year

4

Se

mes

ter 3

44 Liberal Studies

Elective #2 LIBS7XXXX

Please see Section 4.7.3 for non-core elective course outlines.


145

4.5.2: Academic Course Schedule 2 The academic course schedule provided in the following table is identical to Academic Course Schedule 1, with the exception that it does not identify the names of instructors.

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1

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Se

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1 Foundation module FND7XXXX 45 PhD (Electrical and Computer

Engineering)

2 Group dynamics SOC 71500 42 M.Ed. (Curriculum Design)

3 MATH I (ESE) MATH71620 60 PhD

4 Physics I - (ESE) PHYS71105 60 PhD (Electrical Engineering)

5 Introduction to Natural Sciences SCIE71000 60 MSc or Phd

6 Basic Electrical and Magnetic Circuits PSYS7XXXX 60

PhD (Electrical and Computer Engineering)

7 Engineering Drawing PSYS7XXXX 45 PhD in Electrical and Computer

Engineering

8 Engineering Project I (Introduction to Engineering Projects)PSYS7XXXX 45

PhD in Electrical and Computer Engineering

2

Year

1,

Sem

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r 2 9 Math II (ESE) MATH 71630 60 MATH71620 PhD

10 Physics II (ESE) PHYS71165 60 PHYS71105 PhD

11 Scientific and Technical Communication ENGL 71200 42 PhD


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12 Electronic Foundations (ESE) ELCN71100 60 PHYS71105 PhD in Electrical and Computer Engineering

13 AC Circuits PSYS7XXXX 60

Basic Electrical and Magnetic

Circuits


14 Engineering Project II PSYS7XXXX 45

Engineering Project I

(Introduction to Engineering

Projects)


OFF

3

Year

2,

Se

mes

ter 1

15 Science Technology and Society SOC71045 42 PhD 16 Chemistry (MSE) CHEM72000 60 PhD

17 Programming Principles (ESE) PROG71985 60 MSc(T) (Electrical

Engineering/Teaching), P.Eng

18 Co-op and Career Preparation CDEV71050 16 19 Project Management and Methods

MGMT72000 56 MBA

20 DC Motors and Transformers PSYS7XXXX 60 AC Circuits PhD in Electrical and Computer Engineering

21 Engineering Project III PSYS7XXXX 45 Engineering

Project II PhD in Electrical and Computer

Engineering


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4

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2,

Sem

este

r 2

22 Math III (PSE) MATH 7XXXX 75 MATH 71630 PhD

23 Digital Systems (ESE) EECE71425 60 MSc(T) (Electrical

Engineering/Teaching), P.Eng

24 AC Motors and Generators PSYS7XXXX 60 DC Motors and Transformers


25 Sensors Actuators and Instrumentation PSYS7XXXX 60 AC Circuits M.Sc, P.Eng

26 Engineering Project IV PSYS7XXXX 45 Engineering

Project III PhD in Electrical and Computer

Engineering

5

Yea

r 2,

Sem

este

r 3

Co-op Term

6

Year

3,

Sem

este

r 1

27 Liberal Studies Elective #1 LIBS7XXXX 42 28 Probability and Statistics (ESE) MATH 73050 60 MATH72300 MASc (system Design Engineering),

P.Eng

29 Power and Industrial Electronics PSYS7XXXX 60

ELCN71100, AC Motors and Generators

M.Sc

30 Power Systems Analysis PSYS7XXXX 45 AC Circuits PhD in Electrical and Computer Engineering

31 Signals and Systems PSYS7XXXX 45 MATH72300 PhD

32 Engineering Project V PSYS7XXXX 60 Engineering

Project IV M.Sc


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and

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Stud

y (E

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7

Year

3,

Se

mes

ter 2

33 Business Foundation BUS72060 42 PhD

34 Selected Topics in Science PHYS7XXXX 60 MATH72300 M.Sc

35 Control Systems PSYS7XXXX 45

ELCN71100, Power and Industrial

Electronics

M.Sc

36 Power Transmission and Distribution PSYS7XXXX 45

Power Systems Analysis


37 Engineering Project VI PSYS7XXXX 60 Engineering

Project V M.Sc, P.Eng

8

Yea

r 3,

Sem

este

r 3

Co-op Term

9

Year

4,

Sem

este

r 1

Co-op Term

10

Year

4,

Sem

este

r 2

38 Economics for Engineers (MSE) ECON74000 45 J.D., MBA

39 Law, Ethics and Professional Practice (MSE) LAW74600 45 P. Eng. PhD


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and

Di

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Stud

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x. P

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40 Data Communications & Computer Networks PSYS7XXXX 45

Signals and Systems

PSYS7XXXX


41 Renewable Energy PSYS7XXXX 45

Power Systems Analysis, AC Motors and Generators

M.Sc, P.Eng

42 Switch Gear and Protection for Power systems PSYS7XXXX 60

Power Systems Analysis M.Sc

43 Engineering Project VII (Capstone Project I) PSYS7XXXX 60

Engineering Project VI M.Sc P.Eng

11

Year

4,

Sem

este

r 3

44 Liberal Studies Elective #2 LIBS7XXXX 42

45 Thermodynamics MECH73115 60

MATH1570 or MATH2300 or

MATH71570 or MATH72300, CHEM72000

P. Eng. PhD

46 Power Plant and Economy PSYS7XXXX 45 Power System

Analysis P.Eng

47 Tech Elective PSYS7XXXX 45

AC Motors and Generators, Power and Industrial

Electronics

PhD

48 Engineering Project VIII (Capstone Project II) PSYS7XXXX 60

Engineering Project VII M.Sc, P.Eng


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Subtotal of Hours per Category 1980 519

Total Program Hours 2499

Percentage of Program hours offered in Non-Core courses

21 Recommended a minimum of 20%

Percentage of Program hours offered in Core courses 79 Recommended a maximum of 80%


157

4.6: Work Experience Work experience will be incorporated into the PSE program in the form of co-op work placements. In all Conestoga degrees, these placements are appropriate to the field of the program, have articulated learning outcomes, as demonstrated within course outlines, are supervised by both a college representative and a co-op employer, and amounts to no less than 420 hours of work appropriate to achieving the learning outcomes. The PSE program will incorporate three co-op work terms, as shown in the following table:

Academic Year Fall (September) Winter (January) Spring (May)

Year 1 Semester 1 Semester 2 Break

Year 2 Semester 3 Semester 4 CO-OP Work Term I

Year 3 Semester 6 Semester 7 CO-OP Work Term II

Year 4 CO-OP Work Term III Semester 10 Semester 11

All policies and procedures relating to co-op are included in the electronic “Policies” file. Conestoga’s co-op department is staffed by 16 highly trained individuals; having a database of more than 30,000 employers and managing more than 1600 student work terms each academic year. The co-op department will appoint an Employer Relations Consultant and Co-op Advisor to assist the PSE degree program. This individual will build upon the college's existing relationships with Professional Development Advisory Committee members, current diploma program supporters, and employers, in order to develop suitable co-op work term/s for students. Furthermore, the Consultant will proactively source and foster relationships with employers within the related fields who are new to Conestoga's co-op services to identify comprehensive work term opportunities. The Co-op Advisor will liaise with faculty and members of the College community in order to co-ordinate job development efforts. Prior to a student’s first work term, they are required to take a co-op and career preparation course. Students must also compete for co-op positions by conducting an individual job search via the online MyCareer portal. The Co-op Advisor will advise and assist students in securing a co-op work term through job search support and pre-employment training. Feedback regarding the student’s progress is collected through an on-line survey approximately 4-6


158

weeks after the start of the work term. The Employer Relations Consultant and the Co-op Advisor will meet with the student and/or employer in person when appropriate. At the end of the work term, the employer provides a formal written evaluation of the student’s work. Students in the PSE program will have three mandatory co-op work terms during the four-year degree program, each amounting to 420 hours of work. The first work term student is expected to be available no earlier than 2020; therefore, it is premature to obtain a firm commitment from work term placement at this time. Nevertheless, we have obtained letters of support that are included in Section 15.1.2. Students may be engaged in various co-op experiences in private consulting firms and the utilities. The types of work they may be involved with include drafting, analysing, programming and troubleshooting.

Primary goals of the co-op work term are to situate students in real life work environments and connect work experience to classroom experience and program outcomes. A course outline for each co-op work term can be found in Section 4.7.1.


159

4.7: Course Outlines 4.7.1: Core The core course outlines are provided in order by reference number, as shown in the course schedules sections 4.5.1 and 4.5.2, and in the table below. They have been submitted electronically as a separate, searchable .pdf file. Co-op work term outlines are provided within this section.

Course outlines provided in this section that have previously been reviewed by PEQAB reflect the standard format used at Conestoga.

Course outlines not yet reviewed by PEQAB are indicated in the table, below. For courses that have not previously been reviewed, outline templates used for internal development have been provided. These templates reflect additional information, as outlined in the PEQAB Submission Guidelines for Ontario Colleges, 2016.

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New

1

Year

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3 MATH I (ESE) MATH71620 Core 4 Physics I - (ESE) PHYS71105 Core 6 Basic Electrical and Magnetic Circuits

PSYS7XXXX Core X

7 Engineering Drawing PSYS7XXXX Core X

8 Engineering Project I (Introduction to Engineering Projects)PSYS7XXXX Core X

2

Year

1,

Sem

este

r 2

9 Math II (ESE) MATH 71630 Core MATH71620

10 Physics II (ESE) PHYS71165 Core PHYS71105

12 Electronic Foundations (ESE) ELCN71100 Core PHYS71105

13 AC Circuits PSYS7XXXX Core Basic Electrical and Magnetic Circuits X


160

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Prer

equi

site

s an

d

Co

-req

uisi

tes

New

14 Engineering Project II PSYS7XXXX Core Engineering Project I

(Introduction to Engineering Projects)

X

OFF

3

Year

2,

Se

mes

ter 1

16 Chemistry (MSE) CHEM72000 Core

17 Programming Principles (ESE) PROG71985 Core

20 DC Motors and Transformers PSYS7XXXX Core AC Circuits X

21 Engineering Project III PSYS7XXXX Core Engineering Project II X

4

Year

2,

Sem

este

r 2

22 Math III (PSE) MATH 7XXXX Core MATH 71630 X

23 Digital Systems (ESE) EECE71425 Core

24 AC Motors and Generators PSYS7XXXX Core DC Motors and Transformers X

25 Sensors Actuators and Instrumentation PSYS7XXXX Core AC Circuits X

26 Engineering Project IV PSYS7XXXX Core Engineering Project III X

5

Yea

r 2,

Sem

este

r 3

Co-op Term

6

Year

3,

Sem

este

r 1

28 Probability and Statistics (ESE) MATH 73050 Core MATH72300 29 Power and Industrial Electronics PSYS7XXXX Core ELCN71100, AC Motors

and Generators X

30 Power Systems Analysis PSYS7XXXX Core AC Circuits X

31 Signals and Systems PSYS7XXXX Core MATH72300 X

32 Engineering Project V PSYS7XXXX Core Engineering Project IV X


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TERM

Year

and

Se

mes

ter

Ref N

o

Cour

se T

itle

&

Code

Core

or N

on-

core

Cour

se

Prer

equi

site

s an

d

Co

-req

uisi

tes

New

7

Year

3,

Se

mes

ter 2

34 Selected Topics in Science PHYS7XXXX Core MATH72300 X

35 Control Systems PSYS7XXXX Core ELCN71100, Power and Industrial Electronics X

36 Power Transmission and Distribution PSYS7XXXX Core Power Systems

Analysis X

37 Engineering Project VI PSYS7XXXX Core Engineering Project V X

8

Yea

r 3,

Sem

este

r 3

Co-op Term

9

Year

4,

Sem

este

r 1

Co-op Term

10

Year

4,

Sem

este

r 2

40 Data Communications & Computer Networks PSYS7XXXX Core Signals and Systems

PSYS7XXXX X

41 Renewable Energy PSYS7XXXX Core Power Systems

Analysis, AC Motors and Generators

X

42 Switch Gear and Protection for Power systems PSYS7XXXX Core Power Systems

Analysis X

43 Engineering Project VII (Capstone Project I) PSYS7XXXX Core Engineering Project VI X

11

Year

4

Se

mes

ter 3

45 Thermodynamics MECH73115 Core

MATH1570 or MATH2300 or

MATH71570 or MATH72300,


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TERM

Year

and

Se

mes

ter

Ref N

o

Cour

se T

itle

&

Code

Core

or N

on-

core

Cour

se

Prer

equi

site

s an

d

Co

-req

uisi

tes

New

CHEM72000

46 Power Plant and Economy PSYS7XXXX Core Power System Analysis X

47 Tech Elective PSYS7XXXX Core AC Motors and

Generators, Power and Industrial Electronics

X

48 Engineering Project VIII (Capstone Project II) PSYS7XXXX Core Engineering Project VII X


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4.7.2: Non-core - Specified Outlines for the non-core courses specified in the PSE program design are provided in order by reference number, as shown in the course schedules sections 4.5.1 and 4.5.2, and in the table below. They have been submitted electronically as a separate, searchable .pdf file.



TERM

Year

and

Se

mes

ter

Ref N

o

Cour

se T

itle

&

Code

Core

or N

on-

core

Cour

se

Prer

equi

site

s an

d

Co

-req

uisi

tes

New

1

Year

1 ,

Se

mes

ter 1

1 Foundation module FND7XXXX Non-core X

2 Group dynamics SOC 71500 Non-core

5 Introduction to Natural Sciences SCIE71000 Non-core

2

Year

1,

Sem

este

r 2

11 Scientific and Technical Communication ENGL 71200

Non-core

OFF

3

Year

2,

Se

mes

ter 1

15 Science Technology and Society SOC71045 Non-core

18 Co-op and Career Preparation CDEV71050 Non-Core

19 Project Management and Methods MGMT72000

Non-core


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TERM

Year

and

Se

mes

ter

Ref N

o

Cour

se T

itle

&

Code

Core

or N

on-

core

Cour

se

Prer

equi

site

s an

d

Co

-req

uisi

tes

New

4

Year

2,

Sem

este

r 2

- - -

5

Yea

r 2,

Sem

este

r 3

Co-op Term

6

Year

3,

Sem

este

r 1

27 Liberal Studies Elective #1 LIBS7XXXX Non-core

7 7

Year

3,

Se

mes

ter 2

33 Business Foundation BUS72060 Non-core

8

Yea

r 3,

Sem

este

r 3

Co-op Term

9

Year

4,

Sem

este

r 1

Co-op Term

10

Year

4,

Sem

este

r 2

38 Economics for Engineers (MSE) ECON74000 Non-core

39 Law, Ethics and Professional Practice (MSE) LAW74600

Non-core

11

Year

4

Se

mes

ter 3

44 Liberal Studies Elective #2 LIBS7XXXX Non-core


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4.7.3: Non-core - Elective General education, or liberal studies, is critical in the development of an individual who is conscious of the diversity, complexity and richness of the human experience and results in a citizen who contributes positively to the society in which they live and work. In addition, general education strengthens a student’s generic skills, such as critical analysis, problem solving, and communication, in the context of an exploration of topics that are outside of the main discipline of study. Conestoga has a significant number of humanities, social science, science, global cultures, mathematics, and business courses offered as non-core program-required courses and/or as student–selected breadth electives. A breadth of choice is assured in order to meet the individual needs of the students. The non-core courses increase in complexity and depth of knowledge between introductory and advanced levels of study. Conestoga requires all students to successfully complete a minimum of one advanced breadth courses in order to graduate. In order to be designated as an advanced level breadth course, the course must include the following criteria:

a) Include higher order learning outcomes b) Build on previous knowledge c) Assign more sophisticated assessments with higher expectations d) Use primary sources

The PSE degree program has a breadth requirement that includes coherent and substantive non-core offerings, both as required and as elective courses. This non-core curriculum contributes to the development of critical thinking, quantitative and/or qualitative reasoning, written and oral communication skills, and knowledge of society and culture, and skills relevant to civic engagement. The elective non-core courses being offered within this degree program have been previously assessed against the standards and benchmarks of baccalaureate degree level study and have been approved by the Postsecondary Education Quality Assessment Board (PEQAB) and the Ministry of Advanced Education and Skills Development (AESD).


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Included in this submission are 8 new course outlines to expand Coenstoga’s non-core offerings. These include:

• Postmodern Identity in Popular Culture: Avatars, Humans, and Vampires • Archaeology • Cyberpsychology: The Self and Others in a Wired World • First Nations Experience • Science Fiction • Thinking Through Zombies • World Literature: Birth of the Modern • Classical Mythology

Elective non-core course outlines have been provided electronically as a separate .pdf file.


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4.8: Advanced Standing/ Degree Completion Arrangements Based on an assessment of learning outcomes, Conestoga proposes advanced standing pathways into the Bachelor of Power Systems Engineering for diploma and degree graduates of the following programs:

1. Electrical Engineering Technology, Ontario College Diploma, Conestoga College ITAL Conestoga has provided a completed pathway design for the Electrical Engineering Technology diploma (EET) in Section 4.8.1. The EET program has been proposed because it is a high affinity program that could be immediately used to recruit into the PSE program, upon consent to deliver. Conestoga requests consent to continue to build pathways to support student mobility into the PSE program in accordance with Conestoga’s policies and procedures, and the standards outlined by the Postsecondary Education Quality Assessment Board (PEQAB) to facilitate increased advanced standing recruitment opportunities over the period of consent. Conestoga’s process to determine the eligibility for admission with advanced standing included:

1. Conducting a gap analysis between the knowledge, skills and abilities articulated in the learning outcomes of each program and the requisite knowledge, skills and abilities expected of students at an identified entry point into the degree program in consultation with subject matter experts, a Curriculum Consultant, and the Degree Program Consultant;

2. developing a bridge course to address identified gaps for each identified program, as appropriate;

3. determining a minimum GPA and other relevant eligibility standards for students seeking admission to PSE via the pathways; and,

4. identifying the courses/credits for which transfer credit will be granted to students entering the degree program via the pathway, as well as the remaining credits/courses to be completed at Conestoga.

The analyses and resulting pathways and bridging details are included on the following pages. Gap analyses for other, similar college and university programs will be completed as needed throughout the lifespan of the program, and the record of analysis will be kept for quality assurance and records purposes. Further, graduates of other postsecondary programs may be eligible for transfer credit and advanced standing including course exemptions of credit for prior learning, and will be evaluated on a case-by-case basis. Conestoga policies and procedures pertaining to bridging requirements, advanced standing, credit, and credential recognition have been previously assessed by PEQAB, and were found to meet PEQAB requirements.


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4.8.1: Pathway Details - Electrical Engineering Technology Diploma

Conestoga proposes bridging opportunity for 3 Year Electrical Engineering Technology (Advanced) Diploma Program into Power Systems Engineering program. The proposed Electrical Engineering Technology to PSE pathway is reflected in the table, below. The course description and outline for the bridge course (sections 4.8.2 and 4.8.3) and the detailed gap analysis demonstrating that the degree level standard and all program learning outcome standards of the degree program are met (section 4.8.4) can be found on the following pages.

PATHWAY DETAILS PSE PATHWAY

Title of Pathway: Use Official Program/Credential Titles

From: Electrical Engineering Technology

To: Bachelor of Engineering - Power Systems Engineering

Pathway Type: Degree Completion, Certificate to Diploma, etc.

Degree Completion

List other postsecondary institution/s involved in the creation of the pathway:

None

Approving Party Name(s): Calin Stoicoiu

Agreement Approval: Date of Approval: Pending PEQAB/Ministry consent

Pathway Implementation: Date the pathway is put into effect: Pending PEQAB/Ministry consent

Expiry Date:

Expiry is four (4) years from implementation. In order to maintain currency, it is a requirement to review the mapping for this pathway the year before expiry.

Program designs for which this pathway is eligible:

Year/s or version/s: Pending PEQAB/Ministry consent

If the mapping of learning outcomes was done for a specific year/version of a program design, are earlier years/versions eligible under this pathway? If yes, please list the eligible year/s and version/s: 2016 forward

Terms for renewal or cancellation:

All Conestoga pathways will have a default review date of three years from the date of implementation. Pathways may have a shorter review date if substantive curriculum changes are made to either the sending or receiving program. Students enrolled in the receiving institution at the


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time of any change or notice of termination will be given the opportunity to complete their studies based on the terms of the transfer pathway in effect at the time of their enrollment.

Contact Procedure:

Program Website: Pending PEQAB/Ministry consent

Program Coordinator – Imam (Bobby) Al-wazedi

Email: [email protected]

Eligibility for the Pathway: (Follow the example in the Appendix. Include when the bridge will be offered)

Students must have a 75% (GPA 3.0) average in their diploma (recommendations regarding upgrading available upon request) to be bridged into the PSE program. Moreover students must have a university/college level calculus course including differential and integral calculus (e.g. MATH2130 offered at Conestoga during the May – August semester or MATH2080 offered by Continuing Education, Technical Calculus I offered online by Ontario Learn)

Applicant must have graduated from the program at the sending institution:

Yes or No (if no, explain)

Yes

Minimum program GPA or % required to be eligible for this pathway:

X.XX GPA or XX%

75%

Minimum GPA or % required in specific courses

Ex: English GPA 3.0 or 75%

3.0

Total number of courses in the Conestoga program design, not including Co-op:

48

Co-op opportunities in the Conestoga program design:

Total number of Co-op opportunities in the program: 3

Number of Co-ops required for graduation from the full program: 3

Number of Co-ops to be completed by advanced standing students: 2


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http://ww2.ontariolearn.ca/


Total number of program courses for which credit will be granted:

21

Transfer Credits Granted: (Follow the example in the Appendix. List course exceptions if applicable.)

Transfer credit will be granted for the following courses: 1. Foundation module FND7XXXX 2. Group dynamics SOC 71500 3. MATH I (ESE) MATH71620 4. Basic Electrical and Magnetic Circuits PSYS7XXXX 5. Engineering Drawing PSYS7XXXX 6. Engineering Project I (Introduction to Engineering

Projects)PSYS7XXXX 7. Math II (ESE) MATH 71630 8. Scientific and Technical Communication ENGL 71200 9. Electronic Foundations (ESE) ELCN71100 10. AC Circuits PSYS7XXXX 11. Engineering Project II PSYS7XXXX 12. Programming Principles (ESE) PROG71985 13. Co-op and Career Development CDEV71050 14. DC Motors and Transformers PSYS7XXXX 15. Engineering Project III PSYS7XXXX 16. Digital Systems (ESE) EECE71425 17. AC Motors and Generators PSYS7XXXX 18. Sensors Actuators and Instrumentation PSYS7XXXX 19. Engineering Project IV PSYS7XXXX 20. Power Systems Analysis PSYS7XXXX 21. Power Transmission and Distribution PSYS7XXXX

Total number of program courses that must be completed at Conestoga in order to graduate:

48 courses and 2 co-op work terms

Program Completion Requirements:

(Follow the example in the Appendix. List course exceptions if applicable.)

Students admitted to the Bachelor of Power systems Engineering via this pathway will enter into year three following completion of a bridge that includes the following courses:

1. Physics Bridge for PSE 2. Math Bridge for PSE 3. Science Technology and Society 4. Project Management and Methods 5. Chemistry


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6. Introduction to Natural sciences As the students will have a lighter load in level 6, they can pick up Science Technology and Society course in that level. This will reduce their work load in the bridging semester. In order to graduate from the Bachelor of Power systems Engineering program, advanced standing students must successfully complete:

1. The bridging program 2. Years 3 and 4 3. 2 co-op work terms

Anticipated time to complete the credential if enrolled full-time:

Number of academic semesters: 1 bridging term, 4 academic semesters and 2 co-op work terms Number of years: 2 years

List of eligible institutions and their programs

Use Official Program Titles

Not yet determined.


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4.8.2: Bridging Course Descriptions

Course Code and Title

Course Description New


This theme-based course aims to provide an understanding of the historical, social, economic and political context within which scientific and technological advancement takes place. Innovation is a social product, often an expression of current ideas or a response to a social need. Conversely, technological and scientific innovation can transform the structure of society, its value system, and institutions. Through a series of lectures and student-centered activities, this course will assess the impact, benefits, consequences and implications of the inter-relationship between science, technology and society.


Management of large scale projects is both a science and art. Engineering projects are typically complex, are comprised of many tasks/components and involve a cross-section of different functional teams. In industry, one of the biggest challenges is to ensure product development or implementation is on time and within the original project parameters. One key success factor for managers is to be able to organize, lead and manage multiple tasks simultaneously. This course is designed to provide the student with an overview of the structure, functions and operations of projects. A significant emphasis will be on problem solving and teamwork skills while also providing practical training on the software tools and project planning processes/techniques. Key topics include goal setting, identifying dependency relationships, outlining resources required, concurrent activity management, decision theory, monitoring and controlling of progress to result in the successful completion of projects. Overall, this course helps prepare students how best to work as a productive member of a team.

CHEM72000 Chemistry

This course provides students with the opportunity to perform a number of chemistry experiments increasing their practical knowledge, investigation skills, chemical processes in industrial settings and safety awareness. Topics covered may include: chemical reactions, acids and bases, Newton's Law of Cooling, reduction and oxidation, polymerization and synthesis of acetylene.

SCIE71000 Introduction to Natural Sciences

This course examines several areas in the natural sciences including astronomy, earth sciences and biology. In the astronomy section, students acquire a basic understanding of the universe, its origins and composition, and the inter-relationships between galaxies, stars and planets, including those in our own solar system. Cosmology and current ideas regarding space and time are also


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Course Code and Title

Course Description New

discussed. In the geology section of the course, students acquire a basic understanding of various geological principles, techniques used in the study of geology and the economic benefits that can be derived from knowledge of geology. In the biology section, students explore basic concepts of various sub-disciplines of biology, thereby gaining an understanding of the nature of life and its complex interactions with the biotic and abiotic environments. Throughout the course, students develop critical thinking and analytical reasoning skills. Students also assess the impact of current research in the Natural Sciences on contemporary society. Practical laboratory and field exercises reinforce the lecture material.

PHYS7XXXX Physics Bridge for PSE

This course covers fundamental principles of physics relating to fluid and waves. This course also introduces fundamental principles of mechanics.

MATH7XXXX Math Bridge for PSE

Major areas of study are differential equations, a continuation of linear algebra, and an introduction to multivariable analysis. Topics include: solutions to ordinary differential equations of first and higher orders, vector spaces, linear transforms, linear systems, multivariable functions, partial derivitives, gradient vectors, and line integrals. This course also covers numerical methods to solve electrical power engineering problems. Topics include: solving linear and nonlinear equations using numerical methods, curve fitting, numerical differentiation, numerical integration and solutions for ordinary and partial differential equations.


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4.8.3: Bridging Course Outlines The bridging course outlines are provided in as shown in section 4.8.2 and in the table below. They have been submitted electronically as a separate, searchable .pdf file. The PSE program intends to incorporate degree level courses identical to those used in the standard PSE design into the advanced standing bridge.



Course Code and Title Core or Non-core New

SOC71045 Science Technology and Society Non-core MGMT72000 Project Management and Methods Non-core CHEM72000 Chemistry Core SCIE71000 Introduction to Natural Sciences Non-core PHYS7XXXX Physics Bridge for PSE Core X


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4.8.4: Gap Analysis – Diploma The below table reflects an outcomes-based gap analysis of the Electrical Engineering Technology (0928C) diploma program at Conestoga College ITAL. The table reflects mapping of the diploma program learning outcomes to the degree program learning outcomes and the degree level standards. Gaps in both knowledge and skills are outlined, and appropriate courses to address the gaps have been listed. The analysis below provided the foundation for the pathway as detailed in section 4.8.1, and informed the recommended bridge course outlines in section 4.8.3.

Degree Level Learning Outcome Gap Analysis


Program Outcomes Significantly Coverd/Partly Covered / Not Covered

Conestoga Electrical Engineering Technology (0928) Outcomes

Gap in Knowledge and Skills and Remediation of Gap

DEPTH AND BREADTH OF KNOWLEDGE

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;


Partly Covered

2. Analyze and solve complex technical problems related to electrical systems by applying mathematics and science principles.

There is some overlap in mathematics and sciences between the Advanced Diploma and the Degree. However, there are significant gaps in the area of natural sciences - Physics and Chemistry.


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Significantly covered

3. Design, use, verify, and maintain instrumentation equipment and systems.

While evaluation and verification against specifications is well covered in the Advanced Diploma program, the electric power engineering systems validation component is missing. Any gaps related to validation will be remedied in subsequent semesters (6-10). Remediation: PHYS71105 Physics I - Physics Bridge PSE PHYS71165 Physics II - Physics Bridge PSE MATH72300 Math III - Math Bridge PSE CHEM72000 -Chemistry Bridge PSE

4. Design, assemble, test, modify, maintain and commission electrical equipment and systems to fulfill requirements and specifications under the supervision of a qualified person. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified


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person.



6. Design, assemble, analyze, and troubleshoot electrical and electronic circuits, components, equipment and systems under the supervision of a qualified person.

The Advanced Diploma curriculum covers the process of design for solutions that respond to health and safety, standards and economic concerns. Environmental and societal and cultural aspects are missing. Any gaps related to validation will be remedied in subsequent semesters (6-10).

7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person. 9. Create, conduct and recommend modifications to quality assurance procedures under the supervision of a qualified person. 12. Apply and monitor health and safety standards and best practices to workplaces. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding


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requirements for a variety of applications under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.



1. Analyze, interpret, and produce electrical and electronics drawings, technical reports including other related documents and graphics.

The Advanced Diploma covers topics relating to the selection and adaptation of engineering resources and tools used in the power systems field of practice. Any gaps related to engineering tools for analysis design and evaluation of power systems will be remedied in subsequent semesters (6-10).

5. Commission and troubleshoot static and rotating electrical machines and associated control systems under the supervision of a qualified person. 8. Use computer skills and tools to solve a range of electrical related problems. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of


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applications under the supervision of a qualified person.

15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.


Partly Covered 13. Perform and monitor tasks in accordance with relevant legislation, policies, procedures, standards, regulations, and ethical principles.

There is some overlap in in the area of ethical codes of practice between the Advanced Diploma and the Degree. However, there are significant gaps in this subject and no coverage for the area of professional code of practice for professional engineers. There is no coverage in the Advaanced Diploma program for the ethical and legal codes of practice for engineers. Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load


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Group Dynamics -Done in the Technology program MGMT72000 Project Management and Methods - Bridge PSYS7XXXX Engineering Project IV - Semester IV ECON74000 Economics for Engineers - Semester VII LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII

12. Apply professional ethics, accountability and equity to maintain fairness and demonstrate values and respect diversity


There is some overlap in in the area of professional ethics, accountability and equity between the Advanced Diploma and the Degree. However, there are significant


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across global settings and societal contexts.

gaps in this subject and no coverage for the area of diversity across global settings and societal contexts. Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII

A developed understanding of many of the major fields in a discipline, including, where appropriate, from

1. Solve engineering problems related to electric power systems by applying advanced principles of mathematics, natural

Partly Covered 2. Analyze and solve complex technical problems related to electrical systems by applying mathematics and science principles.

There is some overlap in mathematics and sciences between the Advanced Diploma and the Degree. However, there are significant gaps in the area of natural


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an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines;

sciences and engineering.

sciences - Physics and Chemistry. Remediation: PHYS71105 Physics I - Physics Bridge PSE PHYS71165 Physics II - Physics Bridge PSE MATH72300 Math III - Math Bridge PSE CHEM72000 -Chemistry Bridge PSE

6. Design new solutions in the field of power systems engineering using appropriate engineering design method and process, considering health and safety risks, applicable standards, economic, environmental, cultural and societal aspects, in order to meet stakeholder




7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person.


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requirements. 9. Create, conduct and recommend modifications to quality assurance procedures under the supervision of a qualified person.

12. Apply and monitor health and safety standards and best practices to workplaces.

14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.


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There is some overlap in in the area of ethical codes of practice between the Advanced Diploma and the Degree. However, there are significant gaps in this subject and no coverage for the area of professional code of practice for professional engineers. There is no coverage in the Advanced Diploma program for the ethical and legal codes of practice for engineers. Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program MGMT72000 Project Management and Methods - Bridge PSYS7XXXX Engineering Project IV - Semester IV ECON74000 Economics for


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Engineers - Semester VII LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII


Partly Covered 12. Apply and monitor health and safety standards and best practices to workplaces.

Any gaps related to stewardship, law and society will be remedied in subsequent semesters (6-10). Remediation: LAW74600 Law, Ethics and Professional Practice - Semester VII

12. Apply professional ethics, accountability and equity to maintain fairness and demonstrate values


There is some overlap in in the area of professional ethics, accountability and equity between the Advanced Diploma and the Degree.


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and respect diversity across global settings and societal contexts.

However, there are significant gaps in this subject and no coverage for the area of diversity across global settings and societal contexts. Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII


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A developed ability to: gather, review, evaluate and interpret information; compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline;



The Advanced Diploma covers in part the process of solving engineering problems for substantiated solutions. Any gaps related to formulation of complex engineering problems will be remedied in subsequent semesters (6-10).



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Partly Covered 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person.

While the advanced diploma curriculum provides students with extensive opportunities to investigate power system problems using appropriate methods, research and practical experimentation at complex level is missing. These gaps will be remedied in subsequent semesters (6-10).





While evaluation and verification against specifications is well covered in the Advanced Diploma program, the electric power engineering systems validation component is missing. Any gaps related to validation will be remedied in subsequent semesters (6-10).

4. Design, assemble, test, modify, maintain and commission electrical equipment and systems to fulfill requirements and specifications under the supervision of a qualified person.


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14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.

7. Create, select, adapt, and extend appropriate techniques, resources, and modern

Partly Covered 1. Analyze, interpret, and produce electrical and electronics drawings, technical reports including other related documents and graphics.

The Advanced Diploma covers topics relating to the selection and adaptation of engineering resources and tools used in the power systems field of practice.


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engineering tools for analysis, design, development and evaluation of electric power systems, and effectively apply them to solve power systems engineering problems.

5. Commission and troubleshoot static and rotating electrical machines and associated control systems under the supervision of a qualified person.

Any gaps related to engineering tools for analysis design and evaluation of power systmes will be remedied in subsequent semesters (6-10).

8. Use computer skills and tools to solve a range of electrical related problems.


10. Interpret professional, ethical, and legal codes of practice for


There is some overlap in in the area of ethical codes of practice between the Advanced Diploma and the Degree.


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professional engineers in order to be in compliance with industrial, labour and environmental legislation, and to protect the public and public interest.

However, there are significant gaps in this subject and no coverage for the area of professional code of practice for professional engineers. There is no coverage in the Advanced Diploma program for the ethical and legal codes of practice for engineers. Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program MGMT72000 Project Management and Methods - Bridge PSYS7XXXX Engineering Project IV - Semester IV ECON74000 Economics for Engineers - Semester VII LAW74600 Law, Ethics and Professional Practice - Semester VII


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PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII

compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline;








The development of specification is not covered explicitly in the Advanced Diploma program. Students will have the opportunity to close


193







this gap though courses in Semesters 6-10

16. Select and recommend electrical equipment, systems and components to fulfill the requirements and specifications under the supervision of a qualified person.

6. Design new solutions in the field of power systems engineering using appropriate engineering design method and process, considering health and safety risks, applicable standards, economic, environmental, cultural



The Advanced Diploma covers topics relating to the selection and adaptation of engineering resources and tools used in the power systems field of practice. Any gaps related to engineering tools for analysis design and evaluation of power systmes will be remedied in subsequent semesters (6-10).



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and societal aspects, in order to meet stakeholder requirements.

9. Create, conduct and recommend modifications to quality assurance procedures under the supervision of a qualified person. 12. Apply and monitor health and safety standards and best practices to workplaces. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.

7. Create, select, adapt, and extend appropriate techniques, resources,


The Advanced Diploma covers topics relating to the selection and adaptation of engineering resources and tools used in the


195






and modern engineering tools for analysis, design, development and evaluation of electric power systems, and effectively apply them to solve power systems engineering problems.

power systems field of practice. Any gaps related to engineering tools for analysis design and evaluation of power systmes will be remedied in subsequent semesters (6-10).

5. Commission and troubleshoot static and rotating electrical machines and associated control systems under the supervision of a qualified person. 8. Use computer skills and tools to solve a range of electrical related problems.



196








There is some overlap in in the area of ethical codes of practice between the Advanced Diploma and the Degree. However, there are significant gaps in this subject and no coverage for the area of professional code of practice for professional engineers. There is no coverage in the Advanced Diploma program for the ethical and legal codes of practice for engineers. Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program MGMT72000 Project Management and Methods - Bridge PSYS7XXXX Engineering Project IV - Semester IV ECON74000 Economics for


197






Engineers - Semester VII LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII



Any gaps related to stewardship, law and society will be remedied in subsequent semesters (6-10). Remediation: LAW74600 Law, Ethics and Professional Practice - Semester VII


198






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





199








Partly Covered 17. Apply project management principles to contribute to the planning, implementation, and evaluation of projects.

Gaps relating to risk and change management as they relate to engineering research will be remedied in subsequent semesters (6-10).

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


Partly Covered 2. Analyze and solve complex technical problems related to electrical systems by applying mathematics and science principles. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.



200









While evaluation and verification against specifications is well covered in the Advanced Diploma program, the electric power engineering systems validation component is missing. Any gaps related to validation will be remedied in subsequent semesters (6-10).

4. Design, assemble, test, modify, maintain and commission electrical equipment and systems to fulfill requirements and specifications under the supervision of a qualified person. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person.


201











8. Use computer skills and tools to solve a range of electrical related problems.


202









There is some overlap in in the area of ethical codes of practice between the Advanced Diploma and the Degree. However, there are significant gaps in this subject and no coverage for the area of professional code of practice for professional engineers. There is no coverage in the Advaanced Diploma program for the ethical and legal codes of practice for engineers.


203






Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program MGMT72000 Project Management and Methods - Bridge PSYS7XXXX Engineering Project IV - Semester IV ECON74000 Economics for Engineers - Semester VII LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII


204








Gaps relating to risk and change management as they relate to engineering research will be remedied in subsequent semesters (6-10). Remediation: MGMT72000 Project Management and Methods




There is some overlap in mathematics and sciences between the Advanced Diploma and the Degree. However, there are significant gaps in the area of natural sciences - Physics and Chemistry. Remediation: PHYS71105 Physics I - Physics Bridge PSE PHYS71165 Physics II - Physics Bridge PSE MATH72300 Math III - Math Bridge PSE CHEM72000 -Chemistry Bridge PSE


205









The development of specification is not covered explicitly in the Advanced Diploma program. Students will have the opportunity to close this gap though courses in Semesters 6-10

4. Design, assemble, test, modify, maintain and commission electrical equipment and systems to fulfill requirements and specifications under the supervision of a qualified person. 16. Select and recommend electrical equipment, systems and components to fulfill the requirements and specifications under the supervision of a qualified person.


206










207







6. Design new solutions in the field of power systems engineering using appropriate engineering design



No Gaps


208






method and process, considering health and safety risks, applicable standards, economic, environmental, cultural and societal aspects, in order to meet stakeholder requirements.


9. Create, conduct and recommend modifications to quality assurance procedures under the supervision of a qualified person.

11. Design, install, test, commission and troubleshoot communication systems under the supervision of a qualified person.

12. Apply and monitor health and safety standards and best practices to workplaces.


209









There is some overlap in in the area of ethical codes of practice between the Advanced Diploma and the Degree. However, there are significant gaps in this subject and no coverage for the area of professional code of practice for professional engineers. There is no coverage in the Advaanced Diploma program for the ethical and legal codes of practice for engineers.


210






Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program MGMT72000 Project Management and Methods - Bridge PSYS7XXXX Engineering Project IV - Semester IV ECON74000 Economics for Engineers - Semester VII LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII


211








Any gaps related to stewardship, law and society will be remedied in subsequent semesters (6-10). Remediation: MGMT72000 Project Management and Methods - Bridge


Partly Covered

13. Perform and monitor tasks in accordance with relevant legislation, policies, procedures, standards, regulations, and ethical principles.

There is some overlap in in the area of professional ethics, accountrability and equity between the Advanced Diploma and the Degree. However, there are significant gaps in this subject and no coverage for the area of diversity across global settings and societal contexts. Remediation: There is some overlap in in the area of professional ethics, accountrability and equity between the Advanced Diploma and the Degree.


212






However, there are significant gaps in this subject and no coverage for the area of diversity across global settings and societal contexts.


Partly Covered

17. Apply project management principles to contribute to the planning, implementation, and evaluation of projects.



213


Program Outcomes Significantly Covered / Partly Covered / Not Covered



Conceptual & Methodological Awareness/Research and Scholarship An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: · evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques;



The Advanced Diploma covers in part the process of solving engineering problems for substantiated solutions. Any gaps related to formulation of complex engineering problems will be remedied in subsequent semesters (6-10). 15. Design, commission,

test and troubleshoot electrical power systems under the supervision of a qualified person.


214





Conceptual & Methodological Awareness/Research and Scholarship 3. Develop

specifications based on determined requirements for electric power systems.

Significantly covered 1. Analyze, interpret, and produce electrical and electronics drawings, technical reports including other related documents and graphics.

The development of specification is not covered explicitly in the Advanced Diploma program. Students will have the opportunity to close this gap though courses in Semesters 6-10 4. Design, assemble, test,

modify, maintain and commission electrical equipment and systems to fulfill requirements and specifications under the supervision of a qualified person. 16. Select and recommend electrical equipment, systems and components to fulfill the requirements and specifications under the supervision of a qualified person.


215





Conceptual & Methodological Awareness/Research and Scholarship 4. Investigate power

system problems using appropriate methods that include research, practical experimentation, simulations, engineering analysis and information synthesis in order to reach valid conclusions.





Significantly covered 3. Design, use, verify, and maintain instrumentation equipment and systems.

While evaluation and verification against specifications is well covered in the Advanced Diploma program, the electric power engineering systems validation component is missing. Any gaps related to

4. Design, assemble, test, modify, maintain and commission electrical equipment and systems to fulfill requirements and


216





Conceptual & Methodological Awareness/Research and Scholarship specifications under the supervision of a qualified person.

validation will be remedied in subsequent semesters (6-10).

14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.


217





Conceptual & Methodological Awareness/Research and Scholarship 6. Design new solutions

in the field of power systems engineering using appropriate engineering design method and process, considering health and safety risks, applicable standards, economic, environmental, cultural and societal aspects, in order to meet stakeholder requirements.

Significantly covered 6. Design, assemble, analyze, and troubleshoot electrical and electronic circuits, components, equipment and systems under the supervision of a qualified person.


7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person. 9. Create, conduct and recommend modifications to quality assurance procedures under the supervision of a qualified person. 12. Apply and monitor health and safety standards and best practices to workplaces.


218





Conceptual & Methodological Awareness/Research and Scholarship 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.



The Advanced Diploma covers topics relating to the selection and adaptation of engineering resources and tools used in the power systems field of practice. Any gaps related to engineering tools for analysis design and evaluation of power systmes will be remedied in subsequent semesters

5. Commission and troubleshoot static and rotating electrical machines and associated control systems under the


219





Conceptual & Methodological Awareness/Research and Scholarship supervision of a qualified person.

(6-10).

8. Use computer skills and tools to solve a range of electrical related problems. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.


220





Conceptual & Methodological Awareness/Research and Scholarship 10. Interpret

professional, ethical, and legal codes of practice for professional engineers in order to be in compliance with industrial, labour and environmental legislation, and to protect the public and public interest.


There is some overlap in in the area of ethical codes of practice between the Advanced Diploma and the Degree. However, there are significant gaps in this subject and no coverage for the area of professional code of practice for professional engineers. There is no coverage in the Advaanced Diploma program for the ethical and legal codes of practice for engineers. Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program MGMT72000 Project Management and Methods - Bridge PSYS7XXXX Engineering


221





Conceptual & Methodological Awareness/Research and Scholarship Project IV - Semester IV ECON74000 Economics for Engineers - Semester VII LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII



There is some overlap in in the area of professional ethics, accountrability and equity between the Advanced Diploma and the Degree. However, there are significant gaps in this subject and no coverage for the area of diversity across global settings and societal contexts. Remediation:


222





Conceptual & Methodological Awareness/Research and Scholarship SOC71045 Science Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII

· devise and sustain arguments or solve problems using these methods;



The Advanced Diploma covers in part the process of solving engineering problems for substantiated solutions. Any gaps related to formulation of complex


223





Conceptual & Methodological Awareness/Research and Scholarship 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.

engineering problems will be remedied in subsequent semesters (6-10).




modify, maintain and commission electrical equipment and systems to fulfill requirements and specifications under the supervision of a qualified person. 16. Select and recommend electrical equipment, systems and components to fulfill the requirements and specifications under


224





Conceptual & Methodological Awareness/Research and Scholarship the supervision of a qualified person.





5. Evaluate, verify and validate electric power engineering systems against specifications and


While evaluation and verification against specifications is well covered in the Advanced


225





Conceptual & Methodological Awareness/Research and Scholarship requirements.


Diploma program, the electric power engineering systems validation component is missing. Any gaps related to validation will be remedied in subsequent semesters (6-10).

14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person.


226









7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person. 9. Create, conduct and recommend modifications to quality assurance procedures under the supervision of a qualified


227





Conceptual & Methodological Awareness/Research and Scholarship person.

12. Apply and monitor health and safety standards and best practices to workplaces. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.


228





Conceptual & Methodological Awareness/Research and Scholarship 7. Create, select, adapt,

and extend appropriate techniques, resources, and modern engineering tools for analysis, design, development and evaluation of electric power systems, and effectively apply them to solve power systems engineering problems.



5. Commission and troubleshoot static and rotating electrical machines and associated control systems under the supervision of a qualified person. 8. Use computer skills and tools to solve a range of electrical related problems. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified


229





Conceptual & Methodological Awareness/Research and Scholarship person.




There is some overlap in in the area of professional ethics, accountrability and equity between the Advanced Diploma and the Degree. However, there are significant gaps in this subject and no coverage for the area of diversity across global settings and societal contexts. Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load


230





Conceptual & Methodological Awareness/Research and Scholarship Group Dynamics -Done in the Technology program LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII

· describe and comment upon particular aspects of current research or equivalent advanced scholarship.



While the advanced diploma curriculum provides students with extensive opportunities to investigate power system problems using appropriate methods, research and practical experimentation at


231






complex level is missing. These gaps will be remedied in subsequent semesters (6-10).





232





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






233





Communication Skills 16. Select and recommend electrical equipment, systems and components to fulfill the requirements and specifications under the supervision of a qualified person.






234





Communication Skills 9. Create, conduct and recommend modifications to quality assurance procedures under the supervision of a qualified person. 12. Apply and monitor health and safety standards and best practices to workplaces. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person.

8. Work independently and in diverse teams using leadership, interpersonal, group dynamics and conflict resolution skills to

Not covered Not covered This outcome is addressed informally in the Diploma program, however the students will have the opportunity to close this


235





Communication Skills provide flexible and adaptable solutions.

gap through the Bridging courses.


Significantly covered 10. Prepare reports and maintain records and documentation systems.

The complexity of information communicated to stakeholders in the degree level courses is at a higher level than in the Advanced Diploma program. The gaps will be remedied through project work in subsequent semesters (6-10).


236





Application of Knowledge The ability to review, present and critically evaluate quantitative and qualitative information to: · develop lines of argument;








4. Design, assemble, test, modify, maintain and commission electrical equipment and systems to


237





Application of Knowledge fulfill requirements and specifications under the supervision of a qualified person. 16. Select and recommend electrical equipment, systems and components to fulfill the requirements and specifications under the supervision of a qualified person.



While evaluation and verification against specifications is well covered in the Advanced Diploma program, the electric power engineering systems validation component is missing. Any gaps related to validation will be remedied in subsequent

4. Design, assemble, test, modify, maintain and commission electrical equipment and systems to fulfill requirements and specifications under the supervision of a qualified person. 14. Configure installation


238





Application of Knowledge and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person.

semesters (6-10).

7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.

6. Design new solutions in the field of power systems engineering using appropriate engineering

Significantly covered 6. Design, assemble, analyze, and troubleshoot electrical and electronic circuits, components, equipment and systems

The Advanced Diploma curriculum covers the process of design for solutions that respond to


239





Application of Knowledge design method and process, considering health and safety risks, applicable standards, economic, environmental, cultural and societal aspects, in order to meet stakeholder requirements.

under the supervision of a qualified person.

health and safety, standards and economic concerns. Environmental and societal and cultural aspects are missing. Any gaps related to validation will be remedied in subsequent semesters (6-10).



240





Application of Knowledge 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.


partly Covered 12. Apply and monitor health and safety standards and best practices to workplaces.

Any gaps related to stewardship, law and society will be remedied in subsequent semesters (6-10).

12. Apply professional ethics, accountability and equity to maintain fairness and demonstrate values

Partly Covered 13. Perform and monitor tasks in accordance with relevant legislation, policies, procedures, standards, regulations,

There is some overlap in in the area of professional ethics, accountrability and equity between the


241





Application of Knowledge and respect diversity across global settings and societal contexts.

and ethical principles.

Advanced Diploma and the Degree. However, there are significant gaps in this subject and no coverage for the area of diversity across global settings and societal contexts. Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII


242





Application of Knowledge · make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study;




4. Design, assemble, test, modify, maintain and commission electrical equipment and systems to fulfill requirements and specifications under the supervision of a qualified person. 16. Select and recommend electrical equipment, systems and components to fulfill the requirements and specifications under the supervision of a qualified person.


243





Application of Knowledge 4. Investigate power







While evaluation and verification against specifications is well covered in the Advanced Diploma program, the electric power engineering systems validation component is missing.

4. Design, assemble, test, modify, maintain and commission electrical equipment and systems to fulfill requirements and specifications under the


244





Application of Knowledge supervision of a qualified person.

Any gaps related to validation will be remedied in subsequent semesters (6-10).

14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person.

7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.


245





Application of Knowledge 6. Design new solutions






246





Application of Knowledge 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person.






247





Application of Knowledge 8. Use computer skills and tools to solve a range of electrical related problems. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.

10. Interpret professional, ethical, and legal codes of practice for professional engineers in order to be in compliance with industrial, labour and


There is some overlap in in the area of ethical codes of practice between the Advanced Diploma and the Degree. However, there are significant gaps in this


248





Application of Knowledge environmental legislation, and to protect the public and public interest.

subject and no coverage for the area of professional code of practice for professional engineers. There is no coverage in the Advaanced Diploma program for the ethical and legal codes of practice for engineers. Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program MGMT72000 Project Management and Methods - Bridge PSYS7XXXX Engineering Project IV - Semester IV ECON74000 Economics for Engineers - Semester VII LAW74600 Law, Ethics and


249





Application of Knowledge Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII



Any gaps related to stewardship, law and society will be remedied in subsequent semesters (6-10).



There is some overlap in in the area of professional ethics, accountrability and equity between the Advanced Diploma and the Degree. However, there are significant gaps in this subject and no coverage for the area of diversity across global settings and societal contexts.


250





Application of Knowledge Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII

· apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline;



The Advanced Diploma covers in part the process of solving engineering problems for substantiated solutions. Any gaps related to formulation of complex


251





Application of Knowledge 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.

engineering problems will be remedied in subsequent semesters (6-10).





5. Evaluate, verify and validate electric power engineering systems

Significantly covered 3. Design, use, verify, and maintain instrumentation equipment and systems. 4. Design, assemble, test,

While evaluation and verification against specifications is well covered in the Advanced


252





Application of Knowledge against specifications and requirements.

modify, maintain and commission electrical equipment and systems to fulfill requirements and specifications under the supervision of a qualified person.

Diploma program, the electric power engineering systems validation component is missing. Any gaps related to validation will be remedied in subsequent semesters (6-10).

14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person.


253









7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person. 9. Create, conduct and recommend modifications to quality assurance procedures under the supervision of a qualified


254





Application of Knowledge person.

12. Apply and monitor health and safety standards and best practices to workplaces. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.


255





Application of Knowledge 7. Create, select, adapt,

and extend appropriate techniques, resources, and modern engineering tools for analysis, design, development and evaluation of electric power systems, and effectively apply them to solve power systems engineering problems.

partly Covered 1. Analyze, interpret, and produce electrical and electronics drawings, technical reports including other related documents and graphics.


5. Commission and troubleshoot static and rotating electrical machines and associated control systems under the supervision of a qualified person. 8. Use computer skills and tools to solve a range of electrical related problems. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified


256





Application of Knowledge person.




There is some overlap in in the area of ethical codes of practice between the Advanced Diploma and the Degree. However, there are significant gaps in this subject and no coverage for the area of professional code of practice for professional engineers. There is no coverage in the Advaanced Diploma program for the ethical and legal codes of practice for engineers. Remediation: SOC71045 Science


257





Application of Knowledge Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program MGMT72000 Project Management and Methods - Bridge PSYS7XXXX Engineering Project IV - Semester IV ECON74000 Economics for Engineers - Semester VII LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII

13. Effectively incorporate economics and business practices

Partly Covered 17. Apply project management principles to contribute to the planning, implementation, and

Gaps relating to risk and change management as they relate to engineering research will be remedied


258





Application of Knowledge including project, resource, risk and change management into the practice of engineering research and development.

evaluation of projects.

in subsequent semesters (6-10).

· where appropriate, use this knowledge in the creative process;




modify, maintain and commission electrical equipment and systems to fulfill requirements and specifications under the supervision of a qualified person. 16. Select and recommend electrical equipment, systems and components to fulfill the requirements


259





Application of Knowledge and specifications under the supervision of a qualified person.




7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person. 9. Create, conduct and recommend modifications to quality assurance procedures under the supervision of a qualified person.


260





Application of Knowledge 12. Apply and monitor health and safety standards and best practices to workplaces. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person.

7. Create, select, adapt, and extend appropriate techniques, resources, and modern engineering tools for analysis, design, development and evaluation of electric power systems, and effectively apply them to solve power systems


The Advanced Diploma covers topics relating to the selection and adaptation of engineering resources and tools used in the power systems field of practice. Any gaps related to engineering tools for analysis design and evaluation of power systmes will be remedied in subsequent semesters

5. Commission and troubleshoot static and rotating electrical machines and associated control systems under the


261





Application of Knowledge engineering problems. supervision of a qualified

person.

(6-10).


13. Effectively incorporate economics and business practices

Partly Covered 17. Apply project management principles to contribute to the planning,

Gaps relating to risk and change management as they relate to engineering


262





Application of Knowledge including project, resource, risk and change management into the practice of engineering research and development.

implementation, and evaluation of projects.

research will be remedied in subsequent semesters (6-10).

The ability to use a basic range of established techniques to: · initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information;






263





Application of Knowledge 4. Investigate power





7. Create, select, adapt, and extend appropriate techniques, resources, and modern engineering tools for analysis, design, development and evaluation of electric power systems, and effectively apply them to


The Advanced Diploma covers topics relating to the selection and adaptation of engineering resources and tools used in the power systems field of practice. Any gaps related to engineering tools for analysis design and evaluation of power

5. Commission and troubleshoot static and rotating electrical


264





Application of Knowledge solve power systems engineering problems.

machines and associated control systems under the supervision of a qualified person.

systmes will be remedied in subsequent semesters (6-10).



265





Application of Knowledge · propose solutions; 6. Design new solutions






266





Application of Knowledge 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person.

· frame appropriate questions for the purpose of solving a problem;





· solve a problem or create a new work;

7. Create, select, adapt, and extend appropriate techniques, resources, and modern engineering tools

Significantly Covered 1. Analyze, interpret, and produce electrical and electronics drawings, technical reports including other related documents

The Advanced Diploma covers topics relating to the selection and adaptation of engineering resources and tools used


267





Application of Knowledge for analysis, design, development and evaluation of electric power systems, and effectively apply them to solve power systems engineering problems.

and graphics.

in the power systems field of practice. Any gaps related to engineering tools for analysis design and evaluation of power systmes, including research tools, will be remedied in subsequent semesters (6-10).

5. Commission and troubleshoot static and rotating electrical machines and associated control systems under the supervision of a qualified person. 8. Use computer skills and tools to solve a range of electrical related problems. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person.


268







Partly Covered 2. Analyze and solve complex technical problems related to electrical systems by applying mathematics and science principles. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.


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

7. Create, select, adapt, and extend appropriate techniques, resources, and modern engineering tools for analysis, design, development and


The Advanced Diploma covers topics relating to the selection and adaptation of engineering resources and tools used in the power systems field of practice. Any gaps


269





Application of Knowledge evaluation of electric power systems, and effectively apply them to solve power systems engineering problems.


related to engineering tools for analysis design and evaluation of power systmes, including research tools, will be remedied in subsequent semesters (6-10).



270





Professional Capacity and Autonomy The qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: · the exercise of initiative, personal responsibility and accountability in both personal and group contexts;


Not covered Not covered This outcome is addressed informally in the Diploma program, however the students will have the opportunity to close this gap through the Bridging courses. Remediation: Group Dynamics -Done in the Technology program Plus MGMT72000 Project Management and Methods – Bridge

· working effectively with others;


Not covered Not covered This outcome is addressed informally in the Diploma program, however the students will have the opportunity to close this gap through the Bridging courses. Remediation: Group Dynamics -Done in the Technology program plus


271





Professional Capacity and Autonomy MGMT72000 Project Management and Methods – Bridge

· decision-making in complex contexts;




7. Design, install, analyze, assemble and troubleshoot control systems under the supervision of a qualified person. 9. Create, conduct and recommend modifications to quality assurance procedures under the supervision of a qualified person.


272





Professional Capacity and Autonomy 12. Apply and monitor health and safety standards and best practices to workplaces. 14. Configure installation and apply electrical cabling requirements and system grounding and bonding requirements for a variety of applications under the supervision of a qualified person. 15. Design, commission, test and troubleshoot electrical power systems under the supervision of a qualified person.


273





Professional Capacity and Autonomy 4. Investigate power





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;


Not covered Not covered Gaps relating to prodessional development pathways and the process of professional currency will be covered in subsequent semesters.


274





Professional Capacity and Autonomy Behaviour consistent with academic integrity and social responsibility.



There is some overlap in in the area of professional ethics, accountrability and equity between the Advanced Diploma and the Degree. However, there are significant gaps in this subject and no coverage for the area of diversity across global settings and societal contexts. Remediation: SOC71045 Science Technology and Society -Semester-6 as they have light load Group Dynamics -Done in the Technology program LAW74600 Law, Ethics and Professional Practice - Semester VII PSYS7XXXX Engineering Project VII (Capstone Project I) - Semester VII PSYS7XXXX Engineering Project VIII (Capstone Project II) - Semester VIII


275





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


Not Covered Not covered Gaps relating to prodessional development pathways and the process of professional currency will be covered in subsequent semesters.


276

Breadth Outcome Gap Analysis Program Content Standard Benchmarks



Conestoga Electrical Technology (0928) Outcomes


The curriculum (core and non-core) contributes to the achievement of a) critical thinking, quantitative reasoning, written and oral communication skills;

The non-core curriculum contributes to the achievement of the development of critical thinking and quantitative reasoning;


Not covered Not Covered The level of development for Critical Thinking Skills, Quantitative Reasoning and the knowledge of humanities, social sciences and the humanities will be enhanced through the subsequent semesters.


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Not Covered This outcome will be fulfilled through the choice of breadth courses in the program in subsequent semesters

The non-core curriculum contributes to the achievement of the development of written and oral communication skills.



10. Prepare reports and maintain records and documentation systems.

The complexity of information communicated to stakeholders in the degree level courses is at a higher level than in the Advanced Diploma program. The gaps will be remedied through project work in


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subsequent semesters (6-10).

b) knowledge of society and culture and skills relevant to civic engagement

The non-core curriculum contributes to the achievement of the development of the knowledge of society and culture;


Not covered Not Covered The level of development for Critical Thinking Skills, Quantitative Reasoning and the knowledge of humanities, social sciences and the humanities will be enhanced through the subsequent semesters.

16. Develop an appreciation of the concepts and values required to enhance the quality of life for self and others in the home, workplace and the local and global community through an exploration of selected areas

Not Covered This outcome will be fulfilled through the choice of breadth courses in the program in subsequent semesters


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of aesthetics, civic life, culture, personal development, society, work or science and technology.

The non-core curriculum contributes to the achievement of the development of skills relevant to civic engagement.


Not Covered Not Covered This outcome will be fulfilled through the choice of breadth courses in the program in subsequent semesters


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The non-core curriculum provides: a) knowledge in at least two of the following:

The non-core curriculum provides knowledge in the humanities


Not Covered Not Covered The level of development for Critical Thinking Skills, Quantitative Reasoning and the knowledge of humanities, social sciences and the humanities will be enhanced through the subsequent semesters.

The non-core curriculum provides knowledge in the sciences


Not Covered Not Covered The level of development for Critical Thinking Skills, Quantitative Reasoning and the knowledge of humanities, social sciences and the humanities will be enhanced through the subsequent


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semesters.

The non-core curriculum provides knowledge in the social sciences



The non-core curriculum provides knowledge in global cultures


Not Covered Not Covered The level of development for Critical Thinking Skills, Quantitative Reasoning and the knowledge of humanities, social sciences and the humanities will be


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enhanced through the subsequent semesters.

The non-core curriculum provides knowledge in mathematics




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




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Section 5: Delivery Method Conestoga’s Bachelor of Power Systems Engineering degree delivery methods support the achievement of the expected and actual learning outcomes and meet the benchmarks for program delivery. 5.1: Quality Assurance of Delivery Conestoga recognizes that degree program development and degree program review, revision, and renewal are central to the function of meeting community, employer, government, and student needs. Therefore, the process of developing and reviewing degree programs is subject to an intentional approach that takes into account all administrative areas and operational functions of the institution that are affected by and contribute to degree program design and delivery. Degree program development and review is conducted within a context of internal and external scrutiny, and follows a well-defined path from initial discussion to final implementation. Degree Program Development New program ideas require approval of at the conceptual stage via an in-depth degree approval package at the proposal stage. The degree approval package includes an environmental scan containing both academic and labour market assessments. The package outlines, but is not limited to, the following program delivery considerations:

• program rationale, • program description, • delivery method, • contribution to institutional enrolment growth, • financial plan • competitive analysis • admission requirements • human and physical resources • teaching resources • information technology requirements and support services, • student services and resources • proposed learning outcomes • proposed course schedule and course descriptions


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Approval to proceed with the program concept is required from two committees: The Program Planning and Review Committee (PPRC) and Academic Forum (AF). These committees review the viability of the degree program and assess Conestoga’s capacity to deliver the program based on the degree approval package and supporting documentation. PPRC membership includes the Vice-President, Academic Administration; Chief Financial Officer; Director, Co-op and Career Services; Associate Registrars; Curriculum Consultants; Manager, Academic Scheduling and Space Planning; Director, Marketing; Manager, Institutional Research and Planning; Executive Dean, Access, Online and Flexible Learning; Academic Administrator; and the Degree Programs and Academic Pathways Consultant. AF membership includes the Vice President, Academic Administration; the Vice President, Applied Research and International Education; the Vice President, Student Affairs; the Chief Administrative Officer and General Counsel; the executive deans and deans of the academic schools; the Associate Vice President, Marketing, Enrolment Management and Registrar; and the Degree Programs and Academic Pathways Consultant. Conestoga’s Online Learning Centre (OLC) supports the development and delivery of online, hybrid, or classroom enhanced courses and programs at Conestoga. The Executive Dean, Access, Online and Flexible Learning provides leadership to the OLC regarding Conestoga’s institutional strategy for online learning, while the OLC provides expertise related to online delivery of newly proposed courses and programs. The Executive Dean, Access, Online and Flexible Learning sits on both the PPRC and AF committees, ensuring that program development teams are aware of opportunities, considerations and risks associated with online course and/or program development. If approval to develop a program is provided by the PPRC and AF, Conestoga’s Degree Programs and Academic Pathways Consultant, a Curriculum Consultant, and appropriate representatives from departments across the institution are engaged to ensure curriculum design and delivery, pedagogy, and educational processes reflect best practices and meet internal policy and external regulatory requirements. In the event a program will be partially or fully delivered online, a representative from the Online Learning Centre will be an integral part of the program development team. Likewise, the co-op department and the School of Liberal Studies will support the development of co-op and breadth program elements, respectively.


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Conestoga’s degree development map, as found in Section 15.2, provides an overview to degree development at Conestoga. Degree development at Conestoga takes, on average, three years from identifying a program concept to delivering the program. In 2015, Conestoga’s degree development process was highlighted within the New Program Approval Practices: A summary of current typologies at Ontario colleges and universities (Duklas, 2015), a report intended to identify best practices, funded by the Ontario Council for Articulation and Transfer. Course Development The development and delivery of courses are the responsibility of the program chair and coordinator. Conestoga’s Academic Administration department ensures that the courses are delivered per the conditions of consent outlined by the Ministry of Advanced Education and Skills Development (MAESD), and in accordance with PEQAB standards and benchmarks. Course outlines and course learning outcomes are reviewed with curriculum consultants prior to delivery. Additionally, the development of fully online and hybrid courses are further supported by e-learning developers and instructional designers from the Online Learning Centre. Curriculum Review After Conestoga receives consent to deliver the program, an annual review cycle will be initiated. Academic program review is conducted by the school with support from Academic Administration, including the Degree Programs and Academic Pathways Consultant, program review and curricular consultants, and the Office of Institutional Research and Planning. The co-op and career services department, the Library Resources Centre (LRC), the Registrar’s Office, the marketing department, the OLC, the information technology department and other service areas are also consulted, as necessary. The process has been outlined in more detail in Section 10: Program Evaluation. Each degree program conducts Program Advisory Committee (PAC) meetings a minimum of twice per year. Members of the PAC include former members of the Program Development Advisory Committee (PDAC), other academics and industry representatives, student representatives, faculty, and co-op representatives. PAC members advise on various aspects of the program and recommend strategies to meet future employer and labour market needs.


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Student feedback is also incorporated into the curriculum review processes. Please see Section 5.2 for more detail on student feedback mechanisms. Breadth Curriculum Support and Resources The Chair of the School of Liberal Studies is instrumental in the planning and delivery of breadth courses. Degree program chairs consult with the Chair of the School of Liberal Studies to confirm core courses that are appropriate as breadth to students enrolled in other degrees. These courses are delivered as scheduled within the core degree programs and are available to a limited number of students in the other degrees, based on capacity. Members of the academic administration department support the implementation of breadth offerings on the Student Information System (SIS) and the Student Portal. The SIS and Student Portal systems, along with the Registrar’s Office, marketing staff, degree program chairs, degree program coordinators and faculty, communicate breadth requirements, menu of courses, scheduling, and selection procedures to the degree students. Degree program coordinators and faculty members act as advisors. Degree program requirements, including breadth requirements and all associated policies and procedures are communicated to students via the Student Portal, Conestoga’s website, and program handbooks. Student acknowledgement of awareness of policies and procedures is captured in the Student Portal. All degree students have access to student supports and resources, including but not limited to: student study areas, open access computer labs, equipment, and student support services. For more information on the supports and resources provided to students, please see the Section 6: Capacity to Deliver. Classroom Enhanced, Hybrid, and Online Delivery Support and Resources As has been previously outlined, Conestoga conducts sustained, evidenced-based and participatory inquiry to determine whether courses and programs are achieving intended learning outcomes. In addition to the program and course development and revision processes described above, Conestoga’s Online Learning Centre (OLC) provides additional resources when developing a course or program for hybrid or online delivery.


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Conestoga, with guidance from the OLC, ensures that hybrid and online courses meet standards from the Quality Matters Higher Education Rubric (please see section 15.3.1 or www.qualitymatters.org). The rubric requires that:

• the delivery method is appropriate to course content and design, • faculty and students have the necessary resources – including technological

resources and minimum technical skills – to promote effective learning, • the learning activities and technologies provide opportunity for interaction and

support active learning. The Quality Matters standards and rubric further support Conestoga in meeting PEQAB program delivery, capacity to deliver, program evaluation and student protection standards and benchmarks related to online delivery. The OLC support the development of online and hybrid courses with a team of experts in the areas of instructional design, online learning development, faculty training and support, learning management system administration and support, and quality assurance. The OLC works with the academic schools and faculty to ensure courses are developed according to course criteria that align with Quality Matters standards and Conestoga policy (see Course Standards – Criteria checklist, Section 15.3.2). They deliver a variety of courses, training sessions, and an online learning boot camp that teach:

• navigation of the eConestoga learning management system, • instructional design models for development of strong online content, • the development of courses within eConestoga.

These experts are also available to all Conestoga staff through scheduled consultation times and upon request. The OLC maintains an internal quality assurance project checklist which provides a standard set of minimum requirements for the development of online and hybrid courses. The checklist ensures alignment with the Quality Matters standards, and utilized by quality assurance personnel within the OLC. For more information, please see Section 15.3.3. The PSE courses, as outlined in Section 4, are currently developed for traditional, classroom delivery. However, Conestoga may update courses to include hybrid or online course delivery where appropriate over the period of consent. The delivery methods of all Conestoga courses are appropriate to course content and design, and are reviewed during annual program reflections to ensure continued quality and effectiveness.


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http://www.qualitymatters.org/

Policies and procedures pertaining to the quality assurance of delivery are included in the electronic “Policies” file


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5.2: Student Feedback Conestoga recognizes that student feedback is crucial to the successful offering of academic programs. Student feedback is considered in any proposed revisions to curricula. Mechanisms are provided for students to regularly and openly provide opinions, comments, and advice on the offering and revision of these programs. An important route for students to provide feedback is daily interaction with faculty during class. Another is through student involvement on subcommittees dealing with a variety of issues including Student rights and responsibilities and the student code of conduct. In addition, formal mechanisms are in place to collect and utilize student feedback such as the Student Appraisal of Teaching (SAT) which allows direct feedback from students on teaching for a particular course. Completion of the SAT form gives teachers and academic managers valuable information to use for improving teaching at Conestoga. Key Performance Indicators are conducted on an annual basis for the Ministry, and results are made public. This information provides feedback on student satisfaction regarding programs, courses, facilities, and services such as the library, and student services. Students also have the opportunity to participate as resource persons on Program Advisory Committees (PACs). Policies and procedures, pertaining to mechanisms and processes for student feedback regarding program delivery, are included in the electronic “Policies” file.


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Section 6: Capacity to Deliver Conestoga’s history of degree education speaks to its capacity to deliver. Conestoga currently delivers thirteen degrees in the areas of business, engineering, technology, design, human services, applied health, nursing, and communications. Beginning in 2001, Conestoga signed a collaborative agreement with McMaster University and Mohawk College and started delivering the Bachelor of Science in Nursing program in 2002. Receiving MTCU approval in 2002 to offer their own baccalaureate degrees, Conestoga started with delivery of the Bachelor of Engineering (Mechanical Systems Engineering) and the Bachelor of Applied Technology (Honours) – Architecture (Project and Facility Management) programs. The Bachelor of Engineering – Electronic Systems Engineering rolled out in 2004 and was followed by the Bachelor of Applied Health Information Science (Honours) in 2005 and the Bachelor of Business Administration (Honours) – International Business Management in 2006. Since then, Conestoga has added degree programs in accounting (Bachelor of Business Administration – Accounting, Audit and Information Technology, 2010), human services (Bachelor of Community and Criminal Justice, 2010; Bachelor of Early Learning Program Development (Honours), 2014; and the Bachelor of Environmental Public Health (Honours), 2015), communications (Bachelor of Public Relations (Honours), 2011), and design (Bachelor of Interior Design (Honours), 2011; Bachelor of Design (Honours), 2014). The first graduating class from Conestoga degree programs occurred in 2007. Graduates have been successful in their careers and at graduate school. Conestoga’s graduates have gone on to Master’s programs such as University of Waterloo (MASc in Mechanical Engineering), University of Calgary (Master of Environmental Design), McMaster University (MBA at DeGroote School of Business), Lawrence Technical University, Michigan (Dual Master’s in Architecture and MBA), Carnegie Mellon University, Pennsylvania (M.Eng. in Mechanical Engineering), and University of New Brunswick (MSc in Biomedical/Medical Engineering). A graduate of the Bachelor of Engineering (Mechanical Systems Engineering) program is pursuing his PhD in Biomedical Engineering at the University of New Brunswick. Conestoga has a proven track record of continuous improvement and success. Our students consistently achieve top honours in local, provincial and international competitions. Our graduate employment and graduate satisfaction rates are among the highest of all Ontario’s colleges. Our employer satisfaction rating has exceeded 90 per cent every year


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since the provincial Key Performance Indicators survey was initiated. OSAP loan default rates for Conestoga graduates are consistently among the very lowest in the province. Conestoga's applied research capabilities provide invaluable opportunities for student learning and helps area businesses and community services grow, innovate and improve their productivity. In 2003, Conestoga was one of the founding members of Polytechnics Canada – the voice of leading research-intensive, publicly funded colleges and institutes of technology in Canada. Research and Conestoga has become part of the institution’s polytechnic advantage – providing a high quality, career-focused education for students. Applied research, research ethics review and institutional research are the three primary sources of research within Conestoga. Through these venues, Conestoga promotes, develops and participates in research activities that engage students, faculty, businesses and industry, community organizations, and other postsecondary institutions. At Conestoga, research opportunities range from capstone to independent projects. Conestoga is Tri-Council approved, eligible for funding from NSERC, SSHRC and CIHR, and the first college in Canada to host a CIHR Industrial Research Chair for Colleges (as of 2012). In 2013-14, Conestoga received support from NSERC for $2.3 million over five years for the establishment of a new Centre of Smart Manufacturing (CSM) at Conestoga to accelerate innovation and support the region’s manufacturing sector. In 2015-16, more than 100 faculty and 1,000 students were engaged in applied research through capstone, in-class and independent projects. For 2015-16, Conestoga received approval for a SSHRC funded project in the first granting opportunity provided for colleges. As of September 1, 2016, Conestoga is host to the NSERC Industrial Research Chair for Colleges in Advanced Recycling Technologies for Waste Electrical and Electronic Equipment. This proposed PSE program contributes to the mission, vision, values and strategic priorities outlined in the Conestoga’s 2014-2017 Strategic Plan. The proposed degree, Bachelor of Engineering – Power Systems Engineering (PSE), is consistent with Conestoga’s mission to champion innovation in education and research; to serve community needs and priorities; and to inspire individuals to achieve their potential. The degree is also in alignment with Conestoga’s approved strategic mandate within the area of Advanced Manufacturing (Engineering). The degree aligns with Conestoga’s strategic plan in that the program will maintain a high level of academic excellence through its use of information technology, partnerships with the community, and a curriculum that


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meets the needs of employers for well-educated, technically competent and highly skilled graduates. Conestoga’s vision is to be recognized for excellence in polytechnic education. Building on our strengths, we will provide a full range of programming from preparatory to apprenticeship to diploma, degree and advanced credentials. Our vision includes a college based pre-university component and interconnected pathways to promote greater access and student success. The addition of the PSE program would add synergy to an existing engineering cluster of programs. The link to existing mechanical and electronic systems engineering degrees and also to the existing architecture - project and facility management degree and will enhance inter-relationships between existing programs. The inclusion of the PSE program at Conestoga will increase the awareness of engineering degrees delivered by the college system and will provide much needed career-ready graduates to related local industry. There are a number of programs currently offered or proposed by Conestoga that could be beneficial to PSE professionals. For example, a certificate in occupational health and safety is a natural complement as is the proposed graduate certificate in environmental building sciences which is currently awaiting Ministry approval. Additionally, Conestoga’s proposed Bachelor of Engineering – Building Systems Engineering degree program offers a number of courses around building systems and built environments.

This proposed PSE program also contributes to the values and strategic priorities, as outlined below. Values:

Access – Education and training opportunities for individuals across the communities we serve. Quality – Excellence in the design and delivery of programs and services. Community – We are committed to our community as an academic leader, responsible employer, partner and corporate citizen. Respect – A welcoming environment that promotes fairness, individual rights and dignity. Innovation – Creative solutions to meet the needs of our students, partners and community.


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Strategic Priorities:

1. Capacity - We will meet the needs of students, our community and Canada’s changing workplace though:

• Increased opportunities for students though a comprehensive range of programs, including career focused degrees

• New and expanded partnerships for research, innovation and regional program delivery

• Enhanced recognition of polytechnic education as a driver for success and prosperity.

2. Quality – We will demonstrate excellence and continuous improvement to promote student success and satisfaction though:

• Work-integrated, technology-enabled learning for student success • Ongoing quality assurance for program excellence • Continued transformation of learning spaces, recreation facilities and

services 3. Sustainability – We will support our institutional goals and ensure our

sustainability through: • Expansion of partnership and development opportunities • Exploration of new initiatives for additional revenue generation • Optimization of program hours, space utilization, scheduling and staffing

Conestoga has developed well thought out procedures and approaches to degree level education to support capacity to deliver degrees, concentrating on bachelor’s degree programs that meet specific needs of students, employers, professional associations, and the community.


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6.1: Learning and Physical Resources 6.1.1: Library Resources Overview Services The Library Resource Centre (LRC) plays an integral role for students and faculty in the process of teaching and learning, in applied research, and in the support and delivery of curriculum. The services offered by the Library Resource Centre at Doon campus include:

• Reference and research assistance • Orientation to library resources • Information literacy training in both basic research principles and resources

targeted to specific fields of study • Interlibrary loan and document delivery service • Course reserve readings

The LRC is staffed by qualified Librarians and Library Technicians. A Program Liaison provides research help, designs library instructional sessions in consultation with faculty, and produces a newsletter with news and updates relevant to the program. The Manager of Information Literacy and Resources, and the Manager of Client Services and Operations provide leadership and implement service standards. Participation in the askON virtual reference service provides students with access to help from other college library staff when the LRC is closed. A Copyright Coordinator is available to respond to copyright and fair dealing inquiries from faculty members and students and to deliver instructional workshops. Further, program-specific online research help guides are developed by library staff and feature recommended resources and research tips. Online Resources The vast majority of the Library’s learning and information resources are now available online, including 260, 000 e-books, 22 000 streamed video resources, and 150 electronic databases. The library subscribes to the following online databases that contain scholarly journals related to the field of study. A description of the database and sample of relevant publications is given below. Title Content Notable Titles Energy and Power Source This collection provides

information relevant to many areas integral to the energy and power industries, including renewable

· Electric Machines and Power Systems · IET Generation, Transmission & Distribution · IET Power Electronics


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Title Content Notable Titles energies. Hundreds of key energy-focused industry and market reports are also included.

· International journal of emerging electric power systems · Journal of Power Technologies · Power Engineering

IEEE All-Society Periodicals Package (ASPP) & E-Books

Provides access to the Institute of Electrical and Electronics Engineers (IEEE) core collection of engineering, electronics, and computer science periodicals and e-books.

· IEEE Transactions on Power Delivery · IEEE Transactions on Power Systems · IEEE Proceedings - Generation, Transmission and Distribution

ABI/ Inform Trade and Industry

Business magazines, newspapers and scholarly journals with a trade and industry focus. Various reports for companies, countries, and industries in energy and power systems can be retrieved.

· Canada Power Report · Energy Business Journal · Energy Processing Canada · Transmission and Distribution World

ProQuest Advanced Technologies

Scholarly journals and trade magazines on topics in computer and information technology, telecommunications, electronics, lasers and solid-state materials and devices.

· International Journal on Electrical & Power Engineering

ProQuest Science Journals Provides access to more than 960 full-text science and engineering journals from a variety of publishers. Includes materials covering occupational health and safety, as well as environmental design and construction.

· Electric Light & Power · Energy, Sustainability and Society · Energy Systems · International Journal of Energy Research · Smart Grid and Renewable Energy

Building Green Suite A sustainable construction and design portal which consists of primers, in-depth articles, case studies,

· Environmental Building News – Energy Efficiency · BuildingGreen Case Studies


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Title Content Notable Titles product assessments and more. Intended for building industry professionals, including facility managers, this resource features in-depth information relating to LEED Guidelines.

The library subscribes to specialized database resources which will assist research in the degree program. Title Content ASTM Standards American Society for Testing and Materials

(ASTM) (basic/active) provides access to +12,000 active technical standards for materials, products, systems, and services.

Ontario Electrical Safety Code The Ontario Electrical Safety Code 25th Edition/2012 contains the complete text of the Canadian Electrical Code and the Ontario amendments to that Code.

On-site Resources The library collects physical resources to complement our online collection. The physical collection currently includes 23,000 books, 250 periodical subscriptions and 1,200 audio-visual media items (e.g. DVDs). The Library provides free access to the physical resource collections of all Ontario colleges through a collaborative direct borrowing agreement, and also offers an interlibrary loan service in order to obtain resources unavailable through the college system. See Section 15.5 for a copy of the Direct Borrowing Agreement. Online and On-Site Library Resources by Subject See Section 15.5 for a count of relevant books and media resources categorized by subject area, as well as a list of scholarly journals and professional magazines applicable to the program.


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6.1.2: Computer Resources The College will continue to provide open access computer labs that are available for all Conestoga students. Wireless access and approximately 80 desktop computers are available in the Doon Library Resource Centre (LRC) and 30 in the Cambridge Library. There are 3081 computers installed for student use across all of Conestoga’s campuses. The Cambridge campus has 2 open access labs for all students to use and 57 open access computers available throughout the campus in student lounges and corridor alcoves. There are 5 computer teaching labs at the Cambridge campus with 175 computers. Wireless internet access and access to an appropriate level of on-line technical resources is provided across the campuses. Cambridge Computer Resources:

Room # Lab Info Number of Computers Available to Students

A1109 LRC (Library Resource Centre) 30

A1408 Teaching Computer Lab 35

A2103 Open Access Computer Lab 25




A2201 Student Quiet Lounge 10

2nd Floor Alcoves 12

A3203 Teaching Computer Lab (dual monitors) 30

A3301 Student Lounge 10

3rd Floor Alcoves 12

Total 268


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6.1.3: Classroom Space Conestoga’s School of Engineering and Information Technology at the Cambridge Campus is designed for an interactive learning environment. Wireless internet access and access to an appropriate level of on-line technical resources is provided. There is enough classrooms and lab space available to accommodate the anticipated enrollment in the Bachelor of Engineering – Power Systems Engineering program.

Year Number of Students (cumulative) – including bridge

Number of Classrooms (include seating capacity in brackets)

Location of Classrooms

Doon or Cambridge Campus

Other (specify)

1 25 1 (30) Cambridge




NOTE: Co-op Work Terms begin following 2nd year.


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The Cambridge campus includes the following teaching areas: Room

NumberDesignation

Seating Capacity

A1203 Lecture Theatre 171A1303 Classroom 44A1326 Large Classroom 77A1340 Mechanics of Materials Lab 24A1408 Computer Lab 35

A1507-B Machine Shop 21A1510 Fluid Power Lab 20A1520 Concrete & Soils Lab 24A2101 Classroom 40

A2102/04 Classroom 36A2103 Open Access Computer Lab 24A2107 Classroom 60A2110 Classroom 48A2111 Open Access Computer Lab 24A2113 Classroom 24A2117 Computer Lab 40A2118 Classroom 36A2119 Computer Lab 32A2123 Computer Lab 32A2124 Classroom 60A2125 Classroom 32A2129 Classroom 24A2131 Classroom 34A2138 AC/DC Motor Lab 16A2140 Elec. Eng Tech Workshop Area 8A2150 Elec Eng Tech Lab 3 Repair and Projects 40A2152 Elec Eng Tech PLC Alternative Energy Fuel Cell Lab 16A2158 Classroom 35A2160 Process Control Lab 32A3107 Classroom 42A3109 Classroom 42A3111 Classroom 36A3113 Classroom 36A3114 Classroom 30A3119 Classroom 44A3121 Classroom 36A3129 Classroom 48A3203 Arch CAD Computer Lab 30


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6.1.4 Equipment, Workstations and Lab Space Conestoga has labs and lab equipment already existing for use in the Bachelor of Engineering – Power Systems Engineering program, as illustrated in the table, below. In addition, the PSE program has incorporated activities within the curriculum design that will require new equipment, as follows:

• PSYS7XXX – Basic Electrical and Electronics lab Room A3103 • PSYS7XXX – Power systems lab/Grid Modernization lab Room A3119

Existing Lab Space and Equipment: Lab Name Campus Room Capacity Major Equipment Course Associated

Electronics Lab Cambridge A2152 16 • Oscilloscope • Function

Generator • DC power supply

• Basic Electrical and Magnetic Circuits

• AC Circuits • Electronic

Foundations • Digital Systems • Power and

Industrial Electronics

Transformer Lab

Cambridge A2150 40 • Control transformers 600VA 120V/240V

• High power load

• DC Motors and Transformers

Motor Lab Cambridge A2138 16 • DC Motors 1 kW • AC Motors

(Induction type squirrel cage) 1kW

• DC Motors and Transformers

• AC Motors and Generators

PLC Cambridge A2148 A2160 A2152

16 32 16

• Siemens and Allan Bradly PLC

• Instrumentation equipment

• Sensors Actuators and Instrumentation

Renewable Energy

Cambridge A1214 16 • Wind turbines • solar trainers • geo thermal • solar thermal • fuel cells • HVAC trainer • PLCs

• Renewable Energy

Research, Collaboration and Study Space:


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The table below describes space and seating capacity of Conestoga’s two libraries. Feature Doon Campus Cambridge Campus Square footage 27, 000 ft2 3, 200 ft2 Seating capacity 550 78 Quiet study seating 103 4 Meeting rooms (bookable) 10 2 Weekly hours of operation 74.5 hours 45.5 hours Afterhours access 122 seats All seats, study space and

meeting rooms The Cambridge Campus Library opened in 2011. This library specializes in engineering and information technology resources. It contains 28 computer workstations, plug-in areas, as well as printing and scanning capabilities. An extensive renovation of the Doon Campus Library was completed in Fall 2015, which includes 80 computers, numerous plug-ins (including USB plug-ins for charging), printing, photocopying and scanning. The new Library’s meeting rooms are equipped with wireless connectivity to video displays for group work or the practice of presentations, and a 32-seat learning lab is also available in the library for workshops or bookings by other student service areas.


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6.2: Resource Renewal and Upgrading

The year 2015-16 marked significant progress for Conestoga in the achievement of the institutional vision of leadership in polytechnic education. Enrolment in full-time programs continued to grow, reaching almost 11,600. That total represents enrolment growth of 54% in the last eight years, the highest rate of any Ontario college and more than twice the provincial average. In 2015-16, Conestoga continued to expand opportunities and facilitate access to programming for all perspective students. Language training and upgrading programs, the establishment of additional pathways between programs, and enhanced services to support student success provide new opportunities for individuals from diverse backgrounds to access programming and achieve their potential. Almost a dozen new full and part-time programs were launched in this period to meet the changing needs of students and the community. A number of new projects initiated in 2014-15 enhanced our student and client experience and contribute to learning. The new Welcome Centre and the Doon campus, completed in 2014, provides more centralized access to academic and career advising and other college services. Beginning on February 22, 2016, students gained access to an expanded 35,000 square foot fitness and recreation centre, developed in partnership with Conestoga Students Incorporated (CSI) following a student survey to determine student needs and expectations for health and wellness facilities. The grand opening event for Conestoga’s expanded Library Resource Centre took place in December, 2015. The new library was designed for the needs of modern students. Enhancements include the installation of a multitude of plug-in outlets, greatly improved wireless network access, and integrated wireless technology for connecting to video displays in meeting rooms. The library space itself has been redesigned to maximize the functionality of both its quiet study and collaborative work spaces. Resources purchased for other Conestoga programs (e.g. Electrical Engineering Technology, Energy Systems Engineering Technology) are also of benefit to PSE students and will be available for their use. The library is in a good position to provide students in the PSE degree program with access to appropriate online databases and periodicals, but recommends the following budget enhancements, which will bring Conestoga’s Library collection in the applicable


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subject areas in line with other colleges and /or universities that offer similar undergraduate programs. Resources First Year Upgrade

Costs Ongoing Maintenance Costs (per year)

Notes

Books and E-Books $3,000.00 $1,500.00 Database Subscriptions

— — Well covered by current subscriptions

Standards — $1,500.00 Standards purchased by request, based on topics of interest to student projects

Serials Subscriptions — — Well covered by current subscriptions

Conestoga continues to develop new labs, resources and opportunities for students and partners in applied research. Established centres of expertise for students, faculty and community partners at Conestoga include the Institute for Care of Seniors, Centre for Entrepreneurship and the Centre for Smart Manufacturing. Conestoga is committed to further development of centres of innovation and excellence in areas such as healthy communities and food innovation. In applied research, Conestoga has continued to develop new labs, new resources and new opportunities for students and partners. A highlight from 2014-15 was the support received from Canada’s Natural Sciences and Engineering Research Council, which will invest $2.3 million over the next five years for the establishment of a new Centre for Smart Manufacturing (CSM) at Conestoga to accelerate innovation and support the region’s manufacturing sector. Students in the PSE program will learn in some of the province’s newest and most innovative learning environments equipped with state-of-the-art technology. Conestoga’s Cambridge campus opened in August, 2011. The 260,000 square foot facility is home to Conestoga’s School of Engineering Technology and Trades as well as its Institute of Food Processing Technology. The facility incorporates some of the most advanced technologies, processes and health and safety standards from top processing plants around the world. The building was funded by a Government of Canada investment of $38.1 million through the Knowledge Infrastructure Program (KIP) and a contribution of $34.2 million from the provincial government. In addition, the Region of Waterloo provided $1.7 million for roadwork infrastructure to support the new campus,


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strategically located on Highway 401 at Fountain Street, directly across from Conestoga’s Doon campus. This facility has a significant amount of space dedicated to Engineering programs, including teaching labs ranging from 1500 sq. ft. to 2016 sq. ft. and applied research labs. Additionally, the Cambridge campus provides open computer labs, a library resource centre, food services, and lockers. For more information on the equipment and laboratory space applicable to the PSE program throughout these various sites, please refer to Section 6.1: Learning and Physical Resources. Annually, Conestoga spends approximately:

• $2.6 million on capital investment, with approximately $1.3 million dedicated to instructional capital.

• $500,000 - $1 million on renewal and maintenance (facilities renewal) • $2.5 million on information technology infrastructure, including computers,

licenses, and hardware and software renewal


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6.3: Support Services The PSE program has full access to all Conestoga services that support student learning and success. Descriptions of these services are provided in the table below: Support Service Brief Description of Service

Aboriginal Services Be-Dah-Bin Gamik (Place of New Beginning) provides a direct link to resources, including cultural and academic support, to overcome issues and barriers faced by Aboriginal post-secondary students. Aboriginal Services has three main goals: 1. Ensure Aboriginal student success 2. Create a relationship between the Aboriginal community and the college 3. Provide support to Conestoga College in understanding of Aboriginal people and issues It is a warm, welcoming and comfortable environment that assists students with a smooth transition to college life by providing ongoing student support. The service includes social and cultural events and activities, traditiona counselling services, and Elders-in-Residence programs and the Aboriginal Student Association.

Accessibility Services for Students with Disabilities

Accessibility Services allow students to pursue their college education in a way which respects their dignity, encourages independence in their academic pursuits, and promotes full participation in the college community. Accessibility Services provides services to all students registered at the college who have a documented disability (learning disability, deaf/hard of hearing, blind/visually impaired, medical problem, mobility impairment, mental illness, head injury, attention deficit disorder, etc.). Documentation can be in the form of a medical report, psychological/psycho-educational assessment, IPRC, IEP or other educational reports. Accessibility Services has an Adaptive Technology Computer Lab, where training is offered on adaptive technology. Students with disabilities can then use these specialized software programs for their course work and exams.

Alumni Services Conestoga’s partnership with a number of local and national businesses entitles graduates of the college to discounts on things like credit cards, auto insurance and admission to premier attractions. Career Advising Alumni who graduated from Conestoga within the last year are


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Support Service Brief Description of Service

eligible to meet with a Career Advisor for a one-on-one appointment to explore career paths and develop a job-search plan. Virtual Advising appointments are also available. Alumni who graduated from Conestoga more than one year ago, and are interested in returning, may contact the Conestoga Career Centre for assistance with career and educational planning.

Bookstore The Bookstore exists to excel at providing the right products that aid students in their academic success, to enhance the student experience, and to positively contribute to Conestoga College. The Bookstore is a student source for textbooks, course materials, and school supplies. In addition, it carries a wide range of Conestoga College crested clothing and giftware. Conestoga’s Bookstore has made it even easier to get a personalized booklist via the Bookstore website and driven by the Conestoga Student Portal; where, once a student is logged in, they will be able to see a personalized booklist corresponding with courses in which they are enrolled

Career Services and Advising

Career Advisors assist students, graduates and Alumnae in the development of meaningful career and educational goals. Employment Advisors assist co-op and other students with all aspects of their job search including resume development, interview preparation, and more. Over 3,000 employment opportunities are posted annually on the career services job posting site. Current students, recent grads, or Alumni can access MyCareer for up-to-date career and employment information including upcoming workshops, resources, FAQ’s, articulation agreements and job postings.

Centre for Entrepreneurship (C4E)

The Centre for Entrepreneurship (C4E) endeavors to foster a culture of innovation and entrepreneurship across Conestoga College and the communities it serves. C4E supports the ongoing education of and exploration of entrepreneurship as an opportunity for students through a variety of programs, workshops and events at Conestoga. It provides expert resources to help start and grow businesses through four key service areas: BMO Small Business Centre Great-West Life Enterprise Hotel RBC Ventures Lab Scotiabank International Business Office

Co-operative Education

All co-op students take a comprehensive career development course that prepares them for employment, assistance with resumes, cover


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http://www.conestogac.on.ca/caa/careercentre/

http://www.conestogac.on.ca/caa/careercentre/


letters and mock interviews as required for work term recruitment. Co-op Advisors provide personal assistance to co-op students and employers. Employment Officers facilitate the student application and selection process, including advertising job openings, providing on-line mailing applications and arranging interview schedules. Employer Relations Consultants work directly with employers to develop co-op job opportunities related to students’ fields of study. Co-op students have the use of office equipment to support their co-op job search needs. Current students, recent grads, or Alumni can access MyCareer for up-to-date co-op information as well.

Conestoga Students Inc.

Conestoga Students Inc. (CSI) is the official student union voice representing the full-time, fee-paying students at Conestoga. CSI has three core competencies: Services, Representation and Activities. Full-time, fee-paying students are both members and clients. CSI offers services such as the Self-Serve Area (copiers, movie tickets, phone cards etc.), Health Plan, Massage Therapy, Student Clubs, Student Housing info, etc.

Counselling Services Individual Counseling - Professionally trained counselors provide individual counseling services for a wide range of personal, academic, career, and financial concerns. Counselors also provide students with information about and referrals to community resources. Counselors provide workshops and groups on a variety of topics e.g. public speaking anxiety, test anxiety, self-esteem, stress, relaxation, suicide prevention. Online Support Groups (e.g. mature students, gay/ lesbian/ bi-sexual/ transgender students) are accessible through the Student Services website.

Early Childhood Education Child Care Centres

Conestoga College operates five child care centres throughout Waterloo Region, one on Doon Campus and four at public elementary schools. The centres operate as an integral part of the Early Childhood Education Program and reflect the philosophy taught to the Early Childhood Education students. The centres are staffed by Early Childhood Educators who are graduates of college and/or university level programs. In addition, student teachers from Conestoga’s Early Childhood Education Program participate under the direct supervision of staff and faculty. The child care centres are open to college students, college employees and members of the local community.

Early Childhood Conestoga operates an Early Childhood Education Professional


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Education Professional Resource Centre

Resource Centre located at Doon Campus. Initiated through community partnership with Regional funding, the facility supports on-going professional learning and development of individuals involved in the field of early learning and care. The Centre includes an abundance of curriculum resources, books, journals, and articles related to the early learning and care, and offers monthly workshops and networking opportunities for educators.

Financial Aid and Student Awards

Financial planning is an integral part of your postsecondary studies. Once students have made the decision to attend Conestoga they have to plan for the financial resources they will need to be successful. The Financial Aid and Student Awards Office provides options to finance the education of our students.

First Generation Student Services

A first generation student is a student whose parents/guardians have not attended postsecondary education (college, university or an apprenticeship program). The First Generation Student Initiative assists first generation students to determine the best ways that Conestoga’s services as well as other activities and events can help them transition to, overcome the demands of, and successfully graduate college. Programs/services for first generation students include individualized advice through email, phone, one-on-one, enhanced academic and career services, and special support service orientation in order to help them be successful in their studies.

Health Services Conestoga College Health Services provides quality health care and health education in a friendly and professional manner. Services are available to all full-time students of Conestoga College. Health Services includes a medical clinic with a wide range of services from a family physician, chiropractic services, and annual flu clinics for students and staff.

International Student Advising

The International Student Advisor provides advocacy and advice to international students for diverse problems including visa renewals and related issues. The International Education Office also organizes activities to integrate international students to the campus and to Canadian culture.

IT Service Desk The IT Service Desk provides students and employees of Conestoga with technical assistance. Service areas include, but are not limited to:

• Computers on campus • Wi-Fi on campus • Student email • VPN - Accessing G: drive from home


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• Wireless Printing • Student Portal • myConestoga • Lab Configuration • Free Software Downloads via On The Hub • MSDNAA (School of Engineering and IT only)

Learning Commons The Learning Commons houses services to enhance student academic success and engagement. Writing Services – These services assist with all writing processes including planning student writing, organizing ideas, fine-tuning sentences, citing and referencing sources, The Math Centre - The Math Centre offers Math Drop-In help to students at the Doon, Guelph, and Waterloo campuses. This is a great resource for students looking for lesson clarification or students seeking support with their math homework and assignments. At the Doon campus, students may also book appointments with the Math Specialist. These appointments are designed for students with more prominent math concerns, as well as students whose needs are not met by Math Drop-In help. Peer Tutoring - Peer tutoring is an academic support service offered to all Conestoga students in courses with a senior year. Tutoring provides students with subject-specific help by academically strong senior students. The role of a peer tutor is to support and help guide students to better understand key concepts within a particular subject. Tutoring provides expertise, experience and encouragement. Peer Conversation Partners - The peer conversation partner service is available to all ESL Conestoga students enrolled in certificate, diploma and degree programs. Peer Conversation Partners matches ESL students with a one-to-one conversation partner. Through conversation with a peer, ESL students can strengthen their English speaking skills, learn more about Canadian culture and Conestoga College, and build friendships. Learning Groups - Learning Groups (LGs) are weekly study groups that are offered to students in difficult first-year courses. With guidance from an experienced student in their program, LGs provide first-year students with an opportunity to work with their classmates to study course content, problem solve, learn new study techniques and prepare for exams. Learning Skills Service - Individual sessions, workshops, and tutorials


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are offered to students on learning styles and on individual study skills such as time management, textbook reading, multiple-choice test taking, preparing for exams, and effective note taking. In addition, study space, private tutor rooms, and use of computers are available. The Learning Commons offers students a variety of job/ volunteer opportunities such as Peer Tutors, Peer Conversation Partners, Peer Supported Learning Group Leaders, Bridges Program, and Computer Assistants.

Library Resource Centre (LRC)

The Library Resource Centre plays an integral role for students and faculty in the process of teaching and learning, in applied research, and in the support and delivery of curriculum. The services offered for students by the Library Resource Centre include:

• Loan of physical library resources • Access to online library resources, anytime, anywhere • Research assistance (in person, or via email, chat, text or

phone) • Information literacy training provided by dedicated program

liaisons in both basic research principles and resources targeted to specific fields of study

Additional support is provided to instructors, including:

• Assistance sourcing and making available course readings and reserves

• Consultation regarding copyright and fair dealing enquiries • Facilitation of the captioning of audio-video materials used in

the classroom For more information on the LRC, please see Section 15.5.

Residence Life & Housing

At Conestoga College Residence, the mission is to provide an environment that supports the educational and social development of our residents. Emphasized is the strong importance of student involvement and engagement on campus and within the community. Student involvement generates greater student retention. Living in residence offers the opportunity to meet people of varied races, ethnicities, classes, sexual orientations, and genders.

Safety and Security Services

Safety and Security Services provides the following services: First Aid, Lost and Found, Personal Safety Education/plans, General


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Information, Emergency Response, Investigations, Self Defense Training, Mobile and Bike patrol, Crime prevention education, Parking - sales, assistance and enforcement, Security at Residence and Events on Campus, Monitoring of CCTV.

Student Life Student Life helps students to make the most of their student experience by providing opportunities to explore leadership, make lasting connections, engage in campus and community life, and to have fun. Student Life works to create a culture within the Conestoga community of respect and celebration with a focus on student success. The goal is to ensure a positive and enriching student experience - a vital & memorable part of a college education.


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6.4: Faculty Conestoga’s vision is to be recognized as a world class institute for polytechnic education, to be a leader in applied learning with evidence-informed change in education and solutions-focused research to support the needs of learners and the community. Conestoga continues to develop a professional currency and scholarly activity framework to support this vision. The framework:

• Fosters a culture of ongoing and shared learning, collaboration, inquiry and strategic development that improves applied learning and enhances practices and products for industry and service delivery

• Is based on the fundamental importance of (i) professional currency as a pre-requisite to excellence in applied learning and (ii) intentional planning and integration of scholarly work with teaching and student learning activities to achieve Conestoga's Polytechnic Advantage; and

• Is sustainable through team work, prioritization of development initiatives and resource implications, and shared accountability and decision-making with faculty.

The proposed framework has four components:

• Professional Currency • Scholarship of Service • Scholarly Activity (based on Boyer’s model) • Scholarship of Leadership

In conjunction with the framework, Conestoga has introduced a phased roll-out of an electronic professional currency and scholarly activity reporting mechanism. Applicable policies and procedures have been approved, and employee training and further information technology system development is currently ongoing. Conestoga has received significant grants related to research projects and facilities related to the School of Engineering including, but not limited to:

• Building systems related research: o the Developing In-Suite Ventilating Air Handler Market Infrastructure

project focuses on developing and testing innovative subsystems that can help define the potential for high-rise ventilating air handlers (HVAH) to become more effective, affordable and efficient. The research project is sponsored by Natural Resources Canada ($195,136)


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o the Built Environment Research and Education Centre (BEREC) project supports infrastructure that will enhance our ability to design “healthy buildings” and more accurately predict the service life of building materials and components. The Centre received $431,000 from the Ontario Innovation Trust (OIT) and an additional $697,000 from private sector partners

• an applied research centre for Mechanical Systems Engineering: funded by a $489,648 grant from the Ontario Innovation Trust (OIT) and an additional $994,856 from private sector partners, the centre houses the infrastructure to support automated assembly line research including product and process design and process control. Researchers can undertake needs analysis, feasibility analysis, tooling development, and analysis and investigation in many more areas.

• projects conducted through partnerships such as the Colleges Ontario Network for Industry Innovation (CONII), which received $3.5 million from the Ontario Ministry of Research and Innovation to support activities to build capacity for industry-led applied research and commercialization.

• The Centre for Smart Manufacturing and other centres of excellence, as previously outlined.

• $1M over five years through NSERC’s Colleges and Community Innovation (CCI) program to support an Industrial Research Chair for Colleges to lead applied research for Advanced Recycling Technologies for Waste Electrical and Electronic Equipment. Through this initiative, Conestoga will develop new solutions aimed at enhancing productivity and sustainability through e-waste recycling. Research activities will result in new products that can be commercialized by local equipment manufacturers, as well as new processes that will generate value and cost savings across a range of manufacturing operations. This research will benefit manufacturing industries and electronic recyclers and result in increased proper e-waste treatment, recycling and landfill diversion rates.

Policies and procedures, pertaining to faculty and research are included in the electronic “Policies” file. Four Year Enrolment and Staffing Projections Conestoga currently delivers thirteen degree programs (including the BSCN partnership with McMaster University) and is actively involved in developing new Bachelor’s degree initiatives. These actions, in conjunction with Conestoga’s solid program design and


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delivery, smaller classes, and applied learning opportunities, continue to attract good applicants to the various degree programs. As a result, Conestoga is confident that PSE students and graduates, they will be natural ambassadors for the program and for the college. And PSE will add substantially to the professional engineering school that is developing within our School of Engineering and Information Technology. Enrolment projections are based upon Conestoga’s experience with engineering degrees and the numbers of advanced standing students seeking degree completion. Conestoga proposes to launch an initial 2018 intake of the Bachelor of Engineering – Power Systems Engineering (PSE) program with a first year intake of 25 students. The 2019-20 cohort intakes of the program will remain at 30 for year 1. In 2020, the first bridging students will complete the bridging courses and enter into year 3 of the program. It is expected that bridging numbers will grow to approximately 10 students per year. Coinciding with the anticipated CEAB accreditation of the program in 2022 and the graduation of the first cohort, the year 1 enrollment numbers will increase to 45 students. Four Year Enrolment Projection

ENROLMENT PROJECTIONS

Students 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24

Year 1 25 30 30 30 45 45

Year 2 0 21 25 25 25 38

Year 3 0 0 22(5) 26(5) 31(10) 31(10)

Year 4 0 0 0 20 24 29

Total 25 51 77(5) 101(5) 125(10) 143(10)

NOTE: Bridging student numbers are in brackets. Enrolment takes into account: - 15% attrition rate between years 1-2, and 2-3 - 5% attrition rate between year 3-4 - Bridging students joining for year 3


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Four Year Staffing Projection

STAFFING REQUIREMENTS – PROJECTED

Year

Cumulative

Enrolment Cumulative

Full-Time Faculty

Equivalents (FTE)

Cumulative Part-Time

Faculty Equivalents

(FTE)

Work Placement

Support

Ratio of Full-Time Students/ Full-Time Faculty Full-

Time Part-Time

2018 25 2 1 .3 12.5

2019 51 3 1.5 .8 17

2020 77 3 2 1 25.6

2021 101 4 3 1.3 25.3

Faculty from the School of Engineering and the School of Liberal Studies will be assigned to courses in the PSE degree program. New faculty will be hired as required. Advertising for the hiring of new faculty includes possible postings in The Record and the Globe & Mail plus online at www.edujobscanada.com , www.academiccareers.com , www.universityaffairs.ca/Default.aspx , www.chronicle.com , www.ontariocollegeemployment.ca , and www.workopolis.com.


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http://www.edujobscanada.com/

http://www.academiccareers.com/

http://www.universityaffairs.ca/Default.aspx

http://www.chronicle.com/

http://www.ontariocollegeemployment.ca/

http://www.workopolis.com/

Section 6.4.1: CVs of Degree Program Faculty – Core Conestoga 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 associated with the submission, review, and final status of the program application.

Below is a list of the proposed core faculty. Faculty CVs have been submitted electronically as a separate, searchable .pdf file.

Faculty Name Highest Academic Qualification Earned and Professional Credentials

Dr. Imam (Bobby) Al-wazedi PhD

Dr. Florin David PhD, PEng

Dr. Monzur Kabir PhD, Peng

Karen Kokkelink MSc, PEng

Nancy Nelson MSc(T), PEng

Dr. Liviu Radulescu PhD, Peng

Peter Roeser MASc, PEng

Dr. James Smith PhD, PEng

Dr. Alex Tugulea PhD

Dr. Scott Zhang PhD


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Section 6.4.2: CVs of Degree Program Faculty – Specified Non-core Conestoga 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 associated with the submission, review, and final status of the program application. Below is a list of the proposed specified non-core faculty. Faculty CVs have been submitted electronically as a separate, searchable .pdf file.


David Barrett MBA

Dr. Anne Charles PhD

Dr. Florin David PhD, PEng

Dr Daniel Guo PhD

Dr. Monzur Kabir PhD, Peng

Bill McAndrew JD, MBA

Barbara Primeau MEd

Dr. Hoa Trinh PhD


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Section 6.4.3: CVs of Degree Program Faculty – Elective Non-core Conestoga 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 associated with the submission, review, and final status of the program application. Below is a list of the elective non-core faculty. Faculty CVs have been submitted electronically as a separate, searchable .pdf file.


John Andrade MIM, PhD in progress

Dr. Tina Avolio PhD

Maria Beltramo MA, TESOL

Dr. Anders Bergstrom PhD

Madison Bettle PhD in progress

Dr. Anna Bortolon PhD, CHRP, CHRM

Dr. Julian Campisi PhD

Dr. Anne Charles PhD (Theory and Policy Studies, Higher Ed) MSc (Politics and Sociology)

Jun-Mian Chen PhD in progress

Dr. Florin David PhD

Dr. John D’Amato PhD

Jed DeCory MA

Dr. Laura Dent PhD

Agnes Dufournaud MEd

Katelan Dunn MA, PhD in progress


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Tyson Eidt DC

Marion Evans MCA

Dr. Leanne Gosse PhD

Dr. Jane Gravill PhD, PMP

Fran Gregory MSc, APR

Miki Grosz MBA, P.Eng

Dr. Daniel Guo PhD

Renee Ha MA

Dr. David Harmes PhD

Renee Hober Rose MA

Heidi Holmes MScN

Amanda Johnstone MA

Henry Kastner MBA

Catherine Kilcoyne M.Arch, OAA

Andrea Learmonth MASc

Dr. Sharon Lee PhD

Dr. Cheng-Chi (Stephen) Lin PhD

Dr. Katie MacDonald PhD

Dr. Lev Marder PhD

Dr. Rick Mitchell EdD

Maureen Murphy-Fricker MA

Dr. Tam Nguyen PhD


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Dr. Amanda Nosko PhD

Dr. Karen Pike PhD

Barb Primeau MEd

Dr. Laura Quirk PhD

Joe Radocchia MES, LLB

Dr. Sunil Rajapaksage PhD

David Sapelak MA, NCIDQ

Dr. Megan Selinger PhD

Agness (Anetta) Simpson MBA, LLB

Robert Sloan MBA

Ryanne Spies MFA, RGD

Dr. Leo Stan PhD

Dr. Oded Tal PhD, PMP, CTran

Dr. Hoa Trinh PhD

Dr. Scott Zhang PhD

Dr. Mark Zlomislic PhD


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Section 7: Credential Recognition Credential recognition for the Bachelor of Engineering – Power Systems Engineering (PSE) will come from different sources, including:

• the existing reputation of Conestoga’s high-quality degrees; • the successful engineering accreditation by the Canadian Engineering

Accreditation Board (CEAB); • the recognition by the Professional Engineers Ontario (PEO) – a professional

licensing association (once students have met academic and experience requirements);

• co-op and graduate success. The PSE program has been designed to meet the accreditation standards of CEAB, a body within Engineers Canada. This Board has been given a mandate to ensure the quality of all professional engineering programs by each provincial or territorial Professional Engineering Association. The degree has been designed to meet the CEAB 12 Graduate Attributes as well as their minimum Accreditation Unit (AU) hour requirements. Accreditation of programs by CEAB occurs during the graduating (4th) year of the first cohort. For PSE, this will be during the 2021/2022 academic cycle. Power Systems Engineering is a rapidly changing field, and very few programs exist in Canada with this specialization. The PSE program will be unique in Ontario. PSE will provide students with a foundation in engineering principles through sophisticated, realistic design projects that will enable students to design, analyze and troubleshoot the engineering problems of the future. Three mandatory co-op work terms will facilitate the application of theory and practical experience learned throughout the program to the work environment. Other features of the PSE program include:

• professionally current curriculum • small class sizes • faculty with current professional and industry experience • lab and project based learning environments • exposure to technology and industrial equipment • diverse and practical co-op opportunities.


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PSE will offer degree completion through bridging programs for eligible three-year Ontario College Advanced Diploma graduates. Bridging courses will remediate any knowledge and skills gaps in mathematics, natural sciences, and power systems or mechanical engineering, depending on the background of the individual. When considering pathways to further education, PSE graduates will have the same access to Master’s programs as accredited university engineering programs. Students in the PSE program will be eligible for newly developed engineering co-op positions in the same companies of many of Conestoga’s existing co-op employers. Many companies that currently employ co-op students and graduates from the Bachelor of Engineering – Electronic Systems Engineering and the Bachelor of Engineering – Mechanical Systems Engineering and affinity diplomas will find PSE students a great resource in their engineering departments. Additionally, new co-op employers will be sought in companies that specialize in power systems.


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Section 9: Nomenclature The Bachelor of Engineering – Power Systems Engineering program meets degree level standards in both subject matter and outcomes. PSE has been benchmarked against other accredited engineering programs most similar to the program (see Section 14: Duplication). The courses have been developed by faculty members and subject matter experts who are familiar with degree level study in the field, and the program has been reviewed by university professors from other institutions, and industry members in the power systems engineering field. The program name, Bachelor of Engineering – Power Systems Engineering (PSE), satisfies the Board’s Nomenclature Standard for the following reasons:

• The degree credential is clearly stated as Bachelor of Engineering which is recognized as a professional engineering degree worldwide.

• Power Systems Engineering is a nomenclature recognized by the relevant industry that describes the subject specialization of the undergraduate degree. The nomenclature will allow graduates to clearly express the nature of the degree to future employers. It will also aid Conestoga in describing the program to co-op placement sites as well as to prospective students.

• The use of “Engineering” in the program nomenclature is a requirement of the Canadian Engineering Accreditation Board for all programs seeking professional engineering accreditation.

• The nomenclature accurately states the degree’s intent and discipline of study. The courses will be taught at a level of academic rigor commensurate with degree level study, as per the Ontario Qualifications Framework.

• The inclusion of “Power Systems Engineering” in the nomenclature emphasizes a critical aspect of the nature of the degree. This is an aspect of the curriculum and method of delivery that differentiates the program from other undergraduate engineering programs, and clearly reflects the subject specialization

• The Bachelor of Engineering – Power Systems Engineering nomenclature does not currently exist in other undergraduate degree programs at the university level. It does not conflict with any existing degree or diploma program.

• The development of the nomenclature involved input from stakeholders, including faculty, the Program Development Advisory Committee, academic, and industry supporters.


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Section 10: Program Evaluation Policies and procedures pertaining to Program Evaluation are included in the electronic “Policies” file. Please also refer to Section 5.1 Quality Assurance of Delivery for details regarding degree development and academic program review. After Conestoga receives consent to deliver the program, a regular review cycle will be initiated. Annual program reflection processes include assessment of curricular content and currency, program design, program delivery, effectiveness of teaching and learning, and program-related resources. The Office of Institutional Research and Planning provides a program statistics report to support annual reflection. Any program changes, beyond the changes permitted during a consent period, must be submitted for consideration by the Minister of Advanced Education and Skills Development. Each degree program conducts Program Advisory Committee (PAC) meetings a minimum of twice per year. Members of the PAC include former members of the Program Development Advisory Committee (PDAC), other academics and industry representatives, student representatives, faculty, and co-op representatives. PAC members advise on various aspects of the program and recommend strategies to meet future employer and labour market needs. More comprehensive review and self-study is undertaken in preparation for Ministerial consent renewal. Program review and self-study include assessments such as:

i. A review of program objectives, including an up-to-date environmental scan ii. Assessment against the degree level standards

iii. Assessment of admissions, promotion and graduation requirements iv. Review of program content, evaluation of currency and relevance v. Review of program outcomes and integration throughout the courses

vi. Assessment of the college’s capacity to deliver overall vii. Review of co-op placements and student/employer satisfaction viii. Review of the graduation and employment outlook ix. Review of credential recognition, accreditation x. Assessment of human and physical resources

Self-study activity is coordinated through the Academic Administration Office whose staff members work with faculty, chairs, students, college resources and services, and


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the Program Advisory Committee (PAC) to gather feedback and prepare the documentation for Ministerial consent renewal. Once the Self-Study documentation is complete, Academic Administration coordinates a degree program evaluation review and site visit. The Program Evaluation Committee is usually chaired by an external program reviewer, and the committee also includes at least one other senior academic selected by the school. Based on their findings, the Program Evaluation Committee creates a recommendation report, and the degree program replies with an action plan response that is brought forward to Academic Forum for review. In cases where the Program Evaluation Committee, Academic Forum and the applicable school find that major changes to the program design and delivery are necessary, the school will create a redesign report. This redesign report will be reviewed by the Program Evaluation Committee and their recommendations will be brought to Academic Forum for approval. Once approved, the proposed redesign of the program and supporting documentation will be included in the renewal submission to the Ministry. The self-study, redesign report (if applicable), the program evaluation committee report, action plan response and documentation reflecting how the degree program meets the degree-level standards and benchmarks are included in the renewal submission to the Ministry and PEQAB, occurring every five to seven years, depending on the consent approval. A map reflecting the degree program review and renewal process is provided, below.


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Section 11: Academic Freedom and Integrity Conestoga has previously submitted materials pertaining to academic freedom and integrity, assessed by an expert panel and the Postsecondary Education Quality Assessment Board (PEQAB). They determined that Conestoga’s academic activity is supported by policies, procedures, and practices that encourage academic honesty and integrity; that Conestoga maintains an atmosphere in which academic freedom exists, and in which students and academic staff are expected to display a high degree of intellectual independence; and that Conestoga meets the Board’s standard and benchmarks for academic freedom and integrity, published in the Handbook for Ontario Colleges. Policies and procedures pertaining to Academic Freedom and Integrity and policies and procedures pertaining to Research are included in the electronic “Policies” file.


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Section 12: Student Protection Conestoga values and upholds integrity and ethical conduct in its relation with students. Policies and procedures pertaining to Student Protection are included in the electronic “Policies” file. The college ensures that its policies and procedures are communicated to students through the following:

• College Policies and Procedures website • Student Guide • Program Handbook • Orientation events

In addition, Conestoga has implemented an electronic capture of Student Acknowledgement regarding awareness of academic policies, procedures, and related program information. A student protection acknowledgement confirmation pop-up appears on the Student Portal after an applicant logs in. A PDF directs applicants to the location of related policies, procedures and program information. Applicants confirm that they have been duly informed by Conestoga and attest to that fact by clicking the acknowledgement box provided in the pop-up. Date and time of the applicant’s acknowledgement are captured in the Student Portal database. Conestoga is able to run reports as necessary. Once the acknowledgement box has been clicked, the applicant may proceed to enter the Student Portal. An email is automatically generated and sent to the applicant confirming their acknowledgement. The Student Protection Information PDF is re-sent within the email for their reference. The Student Protection Acknowledgement confirmation pop-up appears to all applicants and students once per academic year. The material that appeared last academic year has been reviewed by PEQAB and found to meet related benchmarks. For current policies and procedures, see Section 16.


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Section 13: Economic Need Conestoga has identified and confirmed the significant need for graduates with the knowledge and applied skills that will be taught within the Bachelor of Engineering – Power Systems Engineering program. Completion of a labour market study has revealed a shortage of engineers in the power systems engineering sector and projections indicate that this demand will only increase in the future. In addition to existing gaps, many engineers are close to retirement age and qualified replacements will be needed to fill vacant positions. Canada’s power distribution infrastructure is aging, and in need of significant upgrades. The current electrical distribution grid was designed many years ago to accommodate a few large sources of electrical power such as a hydroelectric power plant in Niagara, a large coal fired plant in Nanticoke and large nuclear plants. High-capacity, long-distance transmission lines bring large amounts of power to regional power distribution authorities and are distributed regionally and locally as required. In recent years, much smaller connection lines from regional distributors have been connected to many “distributed generators” (of power) mostly photo voltaic and wind turbines which fall into the feed-in-tariff (FIT) and Micro-FIT category. In recent years, resources have been dedicated to improving energy conservation strategies and developing alternate energy sources. New modes of energy production are renewable, sustainable and are widely available across most regions in Canada, including: photovoltaic, solar, wind, geothermal, biomass, biogas, grey water heat recovery and micro-hydro. This level of variety indicates the paradigm shift in power generation – from large and centralized to small and decentralized. The resulting technical challenges continue to shift toward smaller distributed generators as their power generation characteristics are highly unpredictable and vary with time. At the same time, industrial and residential users of power have a varying load demand which has to be predicted correctly and matched to available generation. There are significant challenges in planning for this variable demand, made all the more complex by the multiple sizes and types of distribution and generators. This complex generation environment requires a re-engineered power grid, known as the “Smart Grid”.


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From as early as 1847, extreme weather has impacted the earth’s telephone, telegraph and the electric-power grid systems. Extreme weather includes power blackouts caused by ice storms, solar radiation storms and geomagnetic storms. In addition, ionospheric disturbances, often associated with geomagnetic storms, can occur independently of other space weather types and create considerable difficulty to communications and global navigation system signals. For example, in March 19891 geomagnetic storms collapsed the Hydro-Quebec power grid in approximately 90 seconds and left 9 million people without power. Newer and stronger energy storage techniques have the potential to overcome these power blackouts. Moreover, to receive weather forecasts, alerts and warnings to civil and commercial user communities, weather prediction centers will need appropriately educated and trained engineers. This proposed PSE program will adequately develop these skills. Labour Market Trends The proposed program is a new type of engineering specialization that focuses on electrical power ‘systems’, and not just electrical power. The closest fit national occupation category (NOC) for this program includes electrical and electronics engineers (NOC2133), other professional engineers (NOC2148), engineering managers (NOC 0211), power engineer (9241), and utility manager (0912). The graduates are expected to find engineering careers in a broad range of engineering fields, such as:

o multiple types of power generation including renewable energy, transmission and distribution companies;

o heavy industries and mining; o power systems design and installation for large buildings, campuses, and

industrial facilities; o electrical equipment and vehicle power system design, development and

manufacturing companies. Job Growth Forecast According to a market study2 sponsored by Engineers Canada, job growth is projected in different industrial categories within Ontario and nationally. More specifically, job

1 Mark H. MacAlester and William Murtagh, “Extreme Space Weather Impact: An Emergency Management Perspective,” Space Weather-The international Journal of Research and Applications, vol . 11, no. 03, pp. 8–14, 2014. 2 “Engineering Labour Market in Canada: Projections to 2020,” Final Report, Engineers Canada, October 2012, http://www.engineerscanada.ca/sites/default/files/w_Engineering_Labour_Market_in_Canada_oct_2012.pdf


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http://www.engineerscanada.ca/sites/default/files/w_Engineering_Labour_Market_in_Canada_oct_2012.pdf

growth specific to engineering disciplines is also on the rise. The following figures and tables reflect the job growth forecast in Ontario and Canada. The line graph below (Figure 1) shows a market study3 sponsored by Engineers Canada which provides labour market growth forecast (year 2011 to 2020) specifically for different industrial categories within Ontario. The graph shows 10% growth in every sector and large growth in the engineering sector, where the graduates of this proposed PSE program may find job opportunities.

3 “Engineering Labour Market in Canada: Projections to 2020,” Final Report, Engineers Canada, October 2012, http://www.engineerscanada.ca/sites/default/files/w_Engineering_Labour_Market_in_Canada_oct_2012.pdf


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Figure 1: Employment Growth by Industry


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Figure 2: Employment Drivers – Distribution of Growth across Industries, Investment and Provinces (Growth 2011-2020) Industry British

Columbia Alberta Saskatchewan Manitoba Ontario Quebec New

Brunswick Nova Scotia

Newfoundland & Labrador

Forestry 19.7 39.5 18.9 31.8 20.6 29.2 10.9 2.9 6.3 Oil & Gas 50.1 28.7 8.4 -15.1 14.1 0 0 64.1 30.9 Mining 42.6 9.5 50.6 28.7 49.2 32.4 75 19.8 23.2 Manufacturing 26 27.3 20.6 24.4 30.6 24.8 18.4 14.3 11.7 Utilities 19.2 27.3 23.7 20.7 21.7 11.7 14.8 11.8 49.7 Construction 17.8 16.1 8.5 14.4 15.1 9.4 5.7 15.2 -9.7 Professional & Managerial

27.8 24.2 13.6 19.6 21.6 15.8 13.8 11.5 7.9

Government Services

5.5 21.5 17.8 17.3 6.8 4.8 5.9 7.8 9

Investment by Industry Primary 34.6 10.9 -3.6 22.5 15.3 -6.7 18.1 -12.4 -5 Manufacturing 29.9 49.8 -1.7 36.3 59.8 48.6 81.2 33.9 -78.9 Utilities 36.2 0.6 -36 36.5 38 -5.2 20.8 42.4 248.4 Transportation & Warehousing

43.5 14.9 5.7 23.7 14.1 33.9 40.3 46.2 24.8

Government Services

-12.6 7.5 5.7 -4.4 -17.9 -5.3 -0.8 3.2 -23.2

Investment by Assest Class Engineering Construction

29.1 1.9 1.4 4.2 7.5 -3.2 5.7 8.7 -1.4

Building Construction

19 31.3 6.7 23.1 12.1 36.5 12.6 32.7 -1.6

Machinery & Equipment

28.1 29.4 1.3 17.7 28.6 18.9 9.8 11.7 -34.8

Source: Prism Economics & Analysis, CS4E | Reference Key: Dark Grey=Strong Growth (exceeds 25%) Light Grey=Weak Growth (below 10%)


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The previous table (Figure 2) provides a labour market growth forecast (year 2011 to 2020) for different industrial categories nationally. The table reflects moderate to strong growth in Ontario in the sector of utilities, manufacturing and mining where the graduates of this proposed PSE program may find job opportunities. The table below (Figure 3) shows a market study4 sponsored by Engineers Canada which provides a national engineering job growth forecast (year 2011 to 2020). The table shows a moderate growth rate in Ontario. Utilities and transportation are a strong source of employment in several provinces. The main drivers are major electricity projects that cover generation, transmission and distribution as well as renewable energy work in wind and solar. Figure 3: Engineering Employment Growth Expansion by Province (2011-2020) Province British

Columbia Alberta Saskatchewan Manitoba Ontario Quebec New

Brunswick Nova Scotia

PEI Newfoundland & Labrador

Demand %

11.8 11.8 8.2 8.3 8.6 2.8 2.3 -0.9 7.6 5.7

Source: Prism Economic & Analysis



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Figure 4 provides the labour market growth forecast (year 2011 to 2020) for different engineering disciplines in Ontario. The forecast, completed by Engineers Canada, depicts moderate growth in the electrical, electronics, and other engineering disciplines. The report indicates the following:

o The graduates in electrical and related areas have been in demand by international employers – local conditions understate market pressures.

o Many engineers residing in Ontario are licensed in another province. This suggests that Ontario consultants are active in the west and these jobs may appear as employment in either province.

Given the aforementioned restrictions to the rankings illustrated in Figure 2, a higher market demand for Ontario engineers in electrical or related areas could be expected. Figure 4: Ontario Market Rankings 2012 2013 2014 2015 2016 2017 2018 2019 2020 Civil Engineers 3 3 3 4 3 4 4 4 3 Mechanical Engineers

3 3 3 3 3 3 3 3 3

Electrical and Electronics Engineers

3 3 3 3 3 3 3 3 3

Chemical Engineers 2 2 2 2 2 2 2 2 2 Industrial and Manufacturing Engineers

4 3 4 4 4 4 4 3 3

Metallurgical and Materials Engineers

2 2 2 3 2 2 2 2 2

Mining Engineers 4 3 4 4 4 4 3 3 3 Geological Engineers

2 2 3 3 3 3 3 3 3

Petroleum Engineers

3 2 3 3 3 3 3 3 3

Aerospace Engineers

4 3 4 3 3 3 3 3 3

Computer Engineers (not software)

3 3 3 4 3 3 3 3 3

Other Professional Engineers

3 3 3 3 3 3 3 3 3


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Graduates of the proposed PSE program may find jobs in other categories as well. For example, a job in a power generating station may be categorized as a mechanical engineer position, however a graduate of this program may be better suited for the position because of his/her system-level skill set. Replacement demand for engineering positions in Ontario The Engineers Canada market study further showed that the average age of civil, electrical and mechanical engineers is 42, 41.9 and 41.9 respectively. Average ages of all other engineers are equal or below 36.5. It is projected that each year, from 2011 to 2020, 2.24% to 2.27% of electrical engineers will permanently retire, and 4.16% to 4.19% will move to limited retirement. This will create demand for recruitment into existing positions over the same period.

Engineering Education - Job Mismatch (Skills Gap) The above labour market growth projections provide only one side of the story. The same market study provided by Engineers Canada also clearly highlights an engineering education-job mismatch: “There is an abundance of young engineering students enrolled in and completing engineering programs but lacking practical skills”. The possible extent of this gap is apparent in the 2006 census results showing only 49% of engineering graduates are employed in engineering and related occupations. A study5 of Ontario Society of Professional Engineers (OSPE) provides a comparison chart (Figure 5) to highlight this mismatch. Figure 5: Comparison by Profession

Percentage of Graduates Professional Graduate

Working in a field not requiring a degree

Working in a field that requires a degree

Working in their field of study

Engineering 32% 38% 30% Law 23% 20% 57% Medicin 17% 14% 68% Teaching 21% 18% 61% Nursing 20% 17% 63% Source: National Household Survey, Statistics Canada, 2011

5 Engineering Employment in Ontario: Research and Analysis, Ontario Society of Professional Engineers, May 2014.


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One of the main reasons for the skills gap is the demand for job-ready graduates with sufficient practical and soft skills and shortage of the supply. An Engineers Canada study6 suggested that post-secondary programs should adapt to meet the specialized needs for employers in order to reduce the skills gap. The skills gap created by the education-job mismatch is worsened with the ongoing evolution of the field of engineering. Traditional engineering disciplines no longer encompass the skills required for relevant positions. This includes the electrical power sector, as presented in the next section. Employers, especially small and medium enterprises (SMEs), often cannot afford to hire many engineers to cover multi-disciplinary requirements. They regularly look for an engineer with multi-disciplinary skills. Existing post-secondary programs are seldom dynamic enough to meet the market demand, and the niche market is not big enough to encourage larger postsecondary institutions to develop new programs. However, with deep ties to industry and intentionally small class sizes, Conestoga may offer a solution to the SMEs to deliver engineering programming relevant to niche markets. Paradigm Shift in Electrical Power Generation, Distribution and Consumption Electrical power generation, distribution and consumption are undergoing a paradigm shift due to the emergence of renewable energy, and peak demand reduction by energy conservation initiatives. Ontario is a leader in Canada in adopting green technologies. The Green Energy and Green Economy Act, 2009 (GEA), MicroFIT program, and Ontario Long-Term Energy Plan (LTEP) are examples of Ontario’s commitment to sustainable energy initiatives. According to a study7 by the Canadian Center for Policy Alternatives, the goal of the Ontario government is to create 50,000 new green jobs. According to Ontario’s Long-Term Energy Plan8 about 20,000 MW of renewable energy will be online, representing about half of Ontario’s installed capacity, by year 2025. Green energy features include:

• more geographically distributed, heterogeneous renewable energy sources, • widely varying plant capacity (from a few hundred kilowatts to hundreds of

megawatts), • fluctuations in generated power depending on weather conditions and/or

seasons and great impact on ‘power quality’ • variations in voltage and current wave shape and supply frequency

6 “Engineering Labour Market in Canada: Projections to 2020,” Final Report, Engineers Canada, October 2012, http://www.engineerscanada.ca/sites/default/files/w_Engineering_Labour_Market_in_Canada_oct_2012.pdf 7 “Cl imate Change and the Canadian Energy Sector”, Canadian Center for Policy Al ternatives, October 2011, http://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2011/10/Climate%20Change%20and%20Energy%20Sector.pdf 8 “Ontario’s Long-Term Energy Plan”, 2013, http://www.energy.gov.on.ca/en/ltep/


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http://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2011/10/Climate%20Change%20and%20Energy%20Sector.pdf


http://www.energy.gov.on.ca/en/ltep/

The changing nature of energy generation and distribution in Ontario has made it necessary to shift from the conventional power grid to the more intelligent and dynamically controllable ‘smart-grid’. With the emergence of the smart-grid, power generation and distribution have become more flexible. For example, bi-directional power distribution has become possible, where a physical plant can be both a power consumer and a power generator. According to Ontario’s Long-Term Energy Plan, the province has adopted a policy called “Conservation First”. Under this policy, the ‘demand-response’ program aims to reduce peak demand using a variety of new and innovative initiatives and technologies. One of the initiatives includes customers being able to download their own detailed energy usage with a simple click of a Green-Button9. It is expected that better consumer awareness of consumption patterns will encourage them to use energy efficient equipment and manage time of use. The province is aiming to use the demand response to meet 10% of peak demand by 2025. Moreover, the plan predicts 16% reduction in forecast gross demand of electricity by year 2032. In addition, the policy is aiming towards improved energy storage technologies, where electric energy is stored in some form at low demands, and supplied at the peak. All the above initiatives come with profound technological challenges and will require new engineering knowledge and skills to meet the demands of the 21st century. The curriculum of the proposed PSE program will study the current state of the energy industry and incorporate relevant theoretical and applied lessons to prepare our graduates for professional success.

9 http://energy.gov/data/green-button


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Section 14: Duplication The proposed Bachelor of Engineering – Power Systems Engineering is designed to meet the demand for engineers in the rapidly evolving electrical power sector. This program provides a study of electrical power engineering, trans-disciplinary engineering of renewable energy generation, smart-grid and energy conservation technologies. The program provides a solid foundation in mathematics, science and engineering theory at the beginning, and gradually builds practical and engineering design skills as well as full spectrum of employability skills through its project-based learning approach and co-operative education. This program adopts the project-based learning approach to develop practical and trans-disciplinary design skills as well as to practice all the graduate attributes specified by CEAB (Canadian Engineering Accreditation Board). The curriculum focuses on the design, development and integration of power generation systems, transmission & distribution networks and complex electrical machines. Engineering topics include electrical theory, power electronics, electrical machines such as motors, generators and transformers, switch-gear & protection and renewable energy systems. Electrical safety and growing importance on environmental and societal factors in relation to renewable energy are also included. The breadth studies include business, project management, group dynamics, communication skill and technical writing. Upon consent to deliver, the PSE program would be the only one of its kind delivered by an Institute of Technology and Advanced Learning in Ontario. The following table provides a summary and analysis of the similarities and differences between Conestoga’s proposed PSE program and other university and collaborative programs of a similar nature in Ontario. Summary of Comparable Programs

Conestoga Program Name and Specialization:

Bachelor of Engineering - Power Systems Engineering Specialization in systems engineering for generation, transmission and distribution of electrical energy including renewable energy.

List of College and University Comparable Programs:

• University of Toronto – Electrical Engineering • Ryerson University - Electrical Engineering • University of Western Ontario – Engineering (specialization in Electrical

Engineering) • University of Waterloo – Electrical Engineering • University of Ontario Institute of Technology – Energy Systems

Engineering • Carleton University – Sustainable and Renewable Energy • McMaster-Mohawk – Bachelor of Technology


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Key Similarities:

• All programs (except 2-year MacMaster-Mohawk B.Tech) offer eight academic terms

• Some programs offer an optional co-op work term(s) • Math, Science, and foundational electrical engineering courses are

comparable • Some offer a few comparable upper-year courses in the field of electrical

power engineering. • All programs have comparable admission requirements (except

MacMaster-Mohawk B.Tech.)

Key Differences:

• The proposed PSE programs is a “Systems Engineering” program, the comparators are not

• The proposed PSE program is centred around project-based learning, the comparators are not

• The proposed PSE program puts significant emphasis on soft skills including business, group dynamics, and communications

• The proposed PSE program is co-op mandatory, whereas most comparators are co-op optional (University of Waterloo is also mandatory)

Overall Rationale for offering/continuing to offer this program:

This degree will be built upon existing strengths at Conestoga College, including: 1. Existing accredited Mechanical Systems and Electronic Systems

Engineering degree programs. Basic science and engineering courses can be shared among programs in order to reduce program delivery costs.

2. The applied learning diploma programs in Ontario college system in electrical engineering technology including renewable energy systems technology, mechanical engineering technology, robotics and automation, and manufacturing engineering technology. Conestoga is one of the largest centres in the Ontario college system for the electrician apprenticeship and has a popular power line technician program. The proposed PSE program can leverage these programs’ lab facilities and resources.

3. Smart Grids require very sophisticated optimization algorithms, based in the latest software applications. Conestoga has the Software Engineering Technology program with sophisticated educational resources which the PSE program can also utilize.

4. Finally, the engineering degree programs at Conestoga have been developed around the concept of project-based learning to provide students with a highly experiential approach. The proposed PSE program will merge into this approach and consistently deliver quality graduates to the workforce.


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To support the above summary of key similarities and differences with comparable programs, Conestoga has included tables reflecting detailed academic details for each institution on the following pages. Conestoga (Proposed)

Institution Name & Location:

Conestoga College, Kitchener, Ontario

Program Name and Specialization:

Bachelor of Engineering: Power Systems Engineering

Program Description:

This four-year Bachelor degree program is designed to meet the demand for engineers in the rapidly evolving electrical power sector. This program provides a study of electrical power engineering, trans-disciplinary engineering of renewable energy generation, smart-grid and energy conservation technologies. The program provides a solid foundation in mathematics, science and engineering theory at the beginning, and gradually builds practical and engineering design skills as well as full spectrum of employability skills through its project-based learning approach and co-operative education. This program adopts the project-based learning approach to develop practical and trans-disciplinary design skills as well as to practice all the graduate attributes specified by CEAB (Canadian Engineering Accreditation Board). The curriculum focuses on the design, development and integration of power generation systems, transmission & distribution networks and complex electrical machines. Engineering topics include electrical theory, power electronics, electrical machines such as motors, generators and transformers, switch-gear & protection and renewable energy systems. Electrical safety and growing importance on environmental and societal factors in relation to renewable energy are also included. The breadth studies include business, project management, group dynamics, communication skill and technical writing.

Career Options: PSE graduates will be well-prepared for a career in a broad range of engineering fields, such as: • power generation, transmission and distribution companies • heavy industry • companies involved in power systems design and development for large

buildings, campuses, and industrial facilities


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• electrical equipment and vehicle power system design, development and manufacturing companies

Common job titles include:

o Power System Engineer o Instrumentation and Controls Engineer o Electric Drive Design Engineer o QA test Engineer o Electro Mechanical Engineer

Emerging job title includes: o Traction Power Engineer o Equipment Power Engineer o Service engineer (Power systems) o Reliability Engineer10 o System Planning Engineer o Test Engineer o Protection and Control Engineer o Operations Engineer o Quality engineer

Enrolment and Retention Numbers:

Initial capacity of 30, growing to 45

Estimated Enrolment Table (numbers include attrition and bridging)

Program Year

2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

1 25 30 30 30 45 45

2 - 21 25 25 25 38

Bridge Intake (incl. in Year 3)

- - 5 5 10 10

3 - - 22 26 31 31

4 - - - 20 24 29

Total 25 51 77 101 115 143

Geographic Draw • Regional,

10https ://mondelez.taleo.net/careersection/mndlz_external_careersite_can/jobdetail.ftl?lang=en&job=1406440


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(Regional, Provincial, International):

• Provincial, • National, • International

Source of Applicants (Secondary School, College Programs, Universities, Work Force):

• Secondary schools, • colleges and universities, • and international students

Co-op Work Terms (Placements or Field Study):

Three four-month work terms, with a minimum of 420 hours each

Accredited/Certified Program:

Canadian Engineering Accreditation Board

Number of Full-time/Part-time Faculty with Terminal Credentials:

Faculty graduated from where?

• Five full-time faculty at full roll-out (5 years) • mix of Masters and Ph.D with industry and research experience • P.Eng. • Domestic or International

Admission Requirements:

(List Subjective Requirements I.e. interviews)

• Ontario Secondary School Diploma (OSSD), or equivalent, OR 19 years of age or older

• A minimum of six (6) Grade 12 courses with a minimum cumulative average of 65%, including five (5) required U level courses and one additional U or M level course

• The following Grade 12 U courses are required: • English (ENG4U) • Chemistry (SCH4U) • Physics (SPH4U) • Calculus and Vectors (MCV4U) or equivalents


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Academic Comparisons - University of Toronto


University of Toronto – Toronto, Ontario http://www.ece.utoronto.ca/undergraduates/programs/


(Diploma/ Advanced Diploma/ Degree/ Post Graduate Certificate)

Electrical Engineering (Program Code: TE) Bachelor of Applied Science Four-year undergraduate engineering degree program


Program Outline The first two years of study provide the essential background in basic science and mathematics and also introduce important Electrical and Computer Engineering concepts, such as circuits, digital systems, electronics, and communication systems. These two years of study are identical for both the Electrical Engineering and Computer Engineering programs. In the third and fourth years, the curriculum allows flexibility in course selection, subject to program and accreditation requirements. There is a broad array of courses in six areas of study that would appeal to their individual strengths and interests. A number of streams or course packages (public profiles) have been developed by the CMC (Curriculum Matters Committee) members to serve as course selection examples. These can be used as inspiration developing more concrete decisions. Students are also free to use one of the public profiles as their template. The example course packages can be found on Magellan, an online program designed to help facilitate the course selection process.

Career Options: Electrical Engineer


Statistics provided by the University of Toronto do not specify enrolment and retention numbers specific to the Electrical Engineering program stream, but shows consistent growth in enrolment to Applied Science and Engineering (of which Electrical Engineering is a subset):

2002-03 Actual

2004-05 Actual

2012-13 Actual

2013-14 Actual

2014-15 Plan

3,848 4,056 4,820 4,899 5,041

Geographic Draw (Regional, Provincial,

Statistics provided by the University of Toronto do not specify geographic draw specific to the Electrical Engineering program stream, but general admission statistics suggest a domestic draw, primarily from the secondary school


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http://www.ece.utoronto.ca/undergraduates/programs/

International): system. Overall international enrolment in 2013-14 was 15.2% (2,414 undergraduate students). In the same year, total international student intake increased by 10.2% in undergraduate admissions. The University of Toronto projects that the proportion of international students in undergraduate programs will increase to 17.5% by 2018-19, and will be driven primarily by higher international intake targets in various areas, including Applied Science and Engineering.

Source of Applicants

Secondary schools, post-secondary institutions, and foreign students. In 2013-14:

• 1.1% of undergraduate students came from studying at an Ontario College of Applied Arts and Technology,

• 6.5% of University of Toronto undergraduate students came from another Canadian university, CEGEP, or non-Ontario College,

• 15.2% were international students.


Unlike other schools which offer traditional co-op placements, at U of T Engineering students have the option of doing a 12 to 16 month long paid work placement, a four-month summer internship, or both.

Accredited/Certified Program (by whom):

This program is accredited by the Canadian Engineering Accreditation Board.


More than 60 faculty members. http://www.ece.utoronto.ca/faculty/directory/



The basic course requirements for all U of T undergraduate Engineering programs are: Grade 12 Physics, Chemistry, English, Advanced Functions and Calculus & Vectors, and one other grade 12 U or M course. Students with less than four years in an English-speaking country at the time of their high school graduation will be asked to provide proof of English proficiency. The average grade of the 2013-14 incoming Engineering class is 91.7% - a higher average than over the previous three years.


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http://www.ece.utoronto.ca/faculty/directory/

Academic Comparisons – Ryerson University


Ryerson University – Toronto, Ontario

http://www.ee.ryerson.ca/


Electrical Engineering (Program code: SEJ)

Four-year undergraduate engineering degree program


The first-year courses of the Electrical Engineering program provide the students with a solid foundation of science and engineering science fundamentals such as mathematics, physics, chemistry, computer science and the theory of electric circuits. The second year of the program introduces discrete mathematics, data structures and engineering algorithms, electrical networks, analog and digital electronic circuits and systems. In the third year of the Electrical Engineering program, the emphasis is shifted to advanced engineering science and engineering subjects such as electromagnetics, communication systems, control systems, signals & systems, microprocessors and advanced electronic circuits. The fourth-year curriculum of the Electrical Engineering at Ryerson University provides students with a broad range of professional elective courses covering instrumentation, analog and digital integrated circuits, radio-frequency integrated circuits, VLSI design, optical and wireless communication systems, multimedia, control systems, power electronics, power systems, and electro-mechanic systems. Students can freely choose these courses based on their interest. Students also have the freedom to choose to be specialized in one of the following options: Energy option, Microsystems option, Multimedia option, and Robotics and Control option where students must take a set of required courses in order to have the chosen option stated in their official transcript. Energy option focuses on electrical power systems and power electronics. Microsystems option focuses sensors and transducers, integrated circuits, and embedded systems. Multimedia option deals with the theory and implementation of signal processing for digital images, audio, audio and multimedia. Robotics and Control option focuses on the design and implementation of modern control systems and its applications in robotics. During this final year of the program, every student must complete a mandatory group-based capstone design project.

Career Options: The graduates of the Electrical Engineering program of Ryerson University are well prepared for an engineer career in a broad range of engineering fields such as instrumentation and controls engineers, integrated circuit design engineers, microelectronic systems design and test engineers, power system engineers, electric drive design engineers, embedded systems design engineers,


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communication systems engineers, and multimedia and digital signal processing engineers.


The Electrical Engineering Program Enrolment statistics are as follows: 2013-14 Years 1-4 (Fall 2013) Full-time Equivalent Students

Number of Students

% with Full-time Load

International Students

606 682 63.5% 42 The following table reflects the most recent retention data available at this time. Percentages show the number of students retained in the same program after year 1.

Fall 2008 Fall 2009 Fall 2010 Fall 2011 75.4 % 74.8 % 80.7% 78.3%

Geographic Draw (Regional, Provincial, International):

Geographical Draw for the Electrical Engineering Program in 2013-14 is as follows:

GTA (incl. Toronto)

Other Ontario

Other Provinces

International Not Available

613 20 3 42 4


Secondary school, postsecondary institutions, and foreign students. Gender and age enrolment statistics in 2013-14 for students in year 1 to 4 are as follows:

Gender Age Male Female 19 or

Younger 20-24 25-29 30 or

Older Mean Age

603 79 205 370 78 29 21.6


No co-op option




More than 40 faculty members


(List Subjective

Grade 12 Physics, Chemistry, English, Advanced Functions and Calculus & Vectors; One other grade 12 U or M course.


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Requirements I.e. interviews)

Students with less than four years in an English-speaking country at the time of their high school graduation will be asked to provide proof of English proficiency.


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Academic Comparisons – Western University


Western University, London Ontario, Canada http://www.eng.uwo.ca/electrical/


Engineering (Major: Electrical Engineering) Program code: EE Four-year undergraduate engineering degree program


Students of this program learn how to harness electrical energy for human benefit. Use of electrical energy is versatile and our program covers a broad range of applications including robots, computers, telecommunications, digital electronics, and electric motors, just to name a few. After the common first year, students pursue the next three years in Electrical Engineering. In fourth year, students may choose from a range of technical electives in the Electrical Engineering Option or they may choose to specialize in one of the following options: Wireless Communication Option Power Systems Option The world is looking to develop sustainable, environmentally friendly and diversified sources of electrical energy. There is also a significant demand in the power generation and distribution industry for renewal and expansion of technical personnel. This option offers students a solid background in design and the operation of conventional power systems, as well as insight into modern and alternative sources of electric power generation. The program offers the only program in Canada with courses in Power System Protection. Biomedical Signals and Systems Option

Career Options: The graduates of the Electrical Engineering program are well prepared for an engineer career in a broad range of engineering fields such as instrumentation and controls engineers, integrated circuit design engineers, microelectronic systems design and test engineers, power system engineers, electric drive design engineers, embedded systems design engineers, communication systems engineers, and multimedia and digital signal processing engineers.


Western University has not provided enrolment and retention numbers specific to the Engineering: Electrical Engineering program, however general enrolment and retention numbers for all engineering programs are as follows:

Enrolment- (Fall 2012) - 1387 Retention rate (2012) - 92%

Geographic Draw (Regional, Provincial,

Data unknown.


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http://www.eng.uwo.ca/electrical/

International):


Secondary School and Universities, and foreign students. Related 2012 enrolment statistics are as follows: Male students: 1126 (Engineering Programs) Female students: 261 (Engineering Programs)


Our Internship and Summer Engineering Co-op programs provide students with opportunities to gain practical experience. The 12-to 16-month internship is available to students following their third year of study. Summer co-ops provide technical work experience during the summer months and are available to qualifying students at each level of undergraduate studies. Engineering students with practical experience are usually the first to secure employment following graduation.


This program is fully accredited by the Canadian Engineering Accreditation Board.






Grade 12 Physics, Chemistry, English, Advanced Functions and Calculus & Vectors; One other grade 12 U or M course. Students with less than four years in an English-speaking country at the time of their high school graduation will be asked to provide proof of English proficiency.


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Academic Comparisons - University of Waterloo


University of Waterloo, Ontario, Canada http://www.eng.uwo.ca/electrical/


Electrical Engineering (Program code: WWF)


Electrical Engineers apply electronic and electromagnetic/optical design principles to design, build, and test analog or digital devices, circuits, and systems - for processing, communication, and storage of information; distribution, conversion, and storage of energy; and process automation or robotics. Application areas include communication, manufacturing, power and energy, health care, computing, security, entertainment, and many others. By their choice of elective courses, students may focus on the following broad domains: Systems for communication, control, or power. Digital hardware, software, and the computer as a component. Electronic, radio-frequency, or optical devices, circuits, and fabrication. The curriculum is designed to teach those fundamental physical and engineering sciences that form the basis of the work of electrical engineers. It consists of prescribed core courses complemented by five technical elective courses, two natural sciences elective courses, and four complementary studies elective courses. The normal recommended program involves a course load (excluding seminars and work reports) of five or six courses per term. Laboratory exercises are compulsory where they form part of a course. Approval from the Department is required for departures from this recommended program. Permission to carry more than the normal load in any one term is at the discretion of the Department and is dependent on both the student's previous term average and their cumulative average. Each cohort is a blend of electrical and computer engineering students and these students share all courses in the first three academic terms. The next three academic terms see two shared core courses, two program-specific courses, and an elective of each student's choice. The last two years see all electrical and computer engineering students merge again to take their chosen technical electives in each student's own personal areas of focus.



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JOB TITLE EMPLOYER

Product Engineer NVIDIA Corporation

Mixed Signal Layout Designer

PMC-Sierra Inc.

Software Quality Assurance. Analyst

ConceptWave Software Inc.

Math/Science Teacher Christian Alliance P.C. Lau Memorial International School

Electrical Staff Engineer Skyworks Solutions Inc.

Product Developer Christie Digital Systems Inc.

Protection & Control Officer Hydro One Inc.

Electrical Engineer PPG Canada Inc.

Asic Layout Engineer Advanced Micro Devices Inc.

Assistant Professor American University of Sharjah


The University of Waterloo has not provided enrolment and retention numbers specific to the Electrical Engineering program, however general enrolment numbers for all engineering programs are as follows:

Enrolment- (Fall 2012) - 6470


Data unknown.


Secondary School and Universities, and foreign students. Related 2012 enrolment statistics are as follows: Male students (2012): 5273 (Engineering programs) Female students (2012): 1189 (Engineering programs)

Co-op Work Terms (Placements or Field

Waterloo offers 6 four-month work term opportunities, with a four-year degree taking 5 calendar years due to the included work terms.


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Study):








Ontario students: 6 Grade 12 U and/or M courses including Advanced Functions (minimum final grade of 70% is required) Calculus and Vectors (minimum final grade of 70% is required) Physics (minimum final grade of 70% is required) Chemistry (minimum final grade of 70% is required) English (ENG4U) (minimum final grade of 70% is required)


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Academic Comparisons – University of Ontario Institute of Technology (UOIT)


University of Ontario Institute of Technology (UOIT), Oshawa, Ontario, Canada Information collected from: http://uoit.ca/programs/energy-systems-and-nuclear-science/energy-systems-engineering.php



Bachelor of Engineering (Honours) Energy Systems Engineering

Four-year undergraduate engineering degree program


Students in the Honours Bachelor of Engineering in Energy Systems Engineering program will learn the skills to design and develop tomorrow’s energy systems. This degree program is the first stand-alone program of its kind in Canada. The program was developed to meet the rapidly increasing demand for graduates with the knowledge and skills required to help Canada and the rest of the world meet the terms of the Kyoto agreement, while ensuring that the growing consumption of energy can be satisfied economically and with minimal impact on the environment. The curriculum provides students with an understanding of the principles and applications of the full range of energy systems and technologies, from traditional fossil-fuelled energy systems to alternative energy technologies. This includes the production, storage, distribution and utilization of energy.

Career Options:

Graduates will be well-prepared to work with systems that involve the generation, transmission or utilization of energy. Career opportunities are increasing for graduates in industry, government and non-government organizations. Graduates may also choose to start their own energy enterprise or pursue graduate studies.

Graduates will find employment and progress to positions of increasing responsibility in a range of technology- based companies and institutions, with a particular emphasis in energy systems and nuclear power related specialties.

Enrolment and Retention Numbers: Students are not currently being admitted to this


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http://uoit.ca/programs/energy-systems-and-nuclear-science/energy-systems-engineering.php


program.

Geographic Draw (Regional, Provincial, International): Data not available


Secondary school and universities, and foreign students.


Optional work placement opportunities will be available. A 12- to 16-month optional internship program is also available for students completing the second or third year of the program.

Accredited/Certified Program (by whom): Not yet accredited



• 11 plus 2 with cross-appointment plus 2 adjunct professors for the faculty of energy systems and nuclear science, which has total 7 different programs.

• Number of faculty members for this program is not yet found

Sources: http://uoit.ca/programs/energy-systems-and-nuclear-science/



Is TOEFL required for everyone or just International Applicants?

Admission is competitive. The specific average or standing required for admission varies from year to year. Students are selected by taking into consideration a wide range of criteria including school marks, distribution of subjects taken, and performance in subjects relevant to the academic program. Possession of the minimum requirements does not guarantee acceptance. Preference will be given to applicants with the best qualifications. Current Ontario secondary school students must complete the Ontario Secondary School Diploma (OSSD) with six 4U or 4M credits including English (ENG4U) with a minimum average of 60 per cent, Advanced Functions (MHF4U), Calculus and Vectors (MCV4U), Chemistry (SCH4U), and Physics (SPH4U). In addition, a combined minimum 70 per cent average in math and science courses is required, with no grade below 60 per cent. All other applicants should refer to Section 4.5 of this calendar for the requirements for their specific category


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http://uoit.ca/programs/energy-systems-and-nuclear-science/


of admission.

Tuition, Incidental and Program Fees:

>$4,500/term, assuming full course load, including incidental fees plus about $700 compulsory ancillary fees and $500 co-op fees

http://uoit.ca/main/current-students/money-matters/tuition-and-fees/index.php

Available Scholarships, Awards, Campus Housing:

Number of awards and scholarships available (detail in http://safa.uoit.ca/scholarships-and-bursaries/index.php)

Both on-campus and off-campus housing


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http://safa.uoit.ca/scholarships-and-bursaries/index.php

Academic Comparisons – Carleton University


Carleton University, Ottawa Canada Information collected from: http://carleton.ca/mae/prospective-students/undergraduate/sustainable-and-renewable-energy/



Sustainable and Renewable Energy (Program code CEK)


Sustainable and Renewable Energy Engineering (SuRE) is a professional discipline concerned with the design, development, implementation, and improvement of the methods and systems used to generate and distribute energy from sustainable and renewable sources. The impact of existing patterns on global climate could well be the limiting factor to how long fossil fuels can continue to serve a significant fraction of society’s energy needs. It makes eminent sense, therefore, to make every effort to conserve non-renewable fuels for use by future generations and to control the global greenhouse effects. This has motivated the search for effective engineering technologies to decrease energy use, enhance the efficiency of energy utilization associated with fossil fuels and to change to renewable sources of energy such as solar, wind, tidal wave, biomass, hydroelectric, and geothermal energy. The SuRE program is designed to educate engineers to have the technical and analytical skills for designing, building, and operating sustainable and reliable energy systems that link generation, distribution, and end use in an environmentally efficient way. Students in the program will learn how to apply quantitative analytical and design skills to solve problems in sustainable energy systems to construct new components and systems for energy applications. The SuRE program includes a combination of course work in mathematics, natural and life sciences, applied engineering science and design, and non-technical


363

http://carleton.ca/mae/prospective-students/undergraduate/sustainable-and-renewable-energy/



elective courses. The program offers two streams: • Stream A: Smart Technologies for Power Generation and

Distribution • Stream B: Efficient Energy Generation and Conversion

Career Options:

As a graduate of this program, a student could find employment in power plant utilities, construction industry, manufacturers of materials and equipment for renewable energy projects, hybrid vehicle design industry, and service industries specializing in enhancing energy efficiency.


Carleton University has not provided enrolment and retention numbers specific to the Sustainable and Renewable Energy program, however general enrolment numbers for all engineering programs are as follows:



Data unknown


Secondary school and universities, foreign students and from work force.


This program offers co-op option, which consists of 3 work-terms in between 3rd year first and second academic terms.

http://carleton.ca/engineering-design/wp-content/uploads/SREE-A-COOP-2014.pdf


Accredited by CEAB (Canadian Engineering Accreditation Board)



More than 50 faculty members including professor emeriti and adjunct professors for mechanical and aerospace engineering department. This program has 4 undergraduate and graduate programs. It is not known how many full-time equivalent faculty members are involved in this program.

Admission Requirements: • OSSD with six Grade 12 courses at the 4U or 4M level (prerequisite courses must be at the 4U level)


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• Grade 12 English 4U is recommended for all degrees • Grade 12 4U/4M credits for co-op work experience will

not be considered as part of the six courses • Students are expected to present a minimum

percentage grade and prerequisite average depending on the program for which they apply. For engineering the minimum cut-off range is 75% to 85%

• Required courses for engineering are: o Advanced Functions o Chemistry o Physics o One credit from Calculus and Vectors, Biology, or

Earth and Space Science *Calculus and Vectors recommended

http://admissions.carleton.ca/apply/requirements/ontario-high-school/


> $5,000 per term (other compulsory expenses except coop fee included)

Coop fee is about $1,000 per term (minimum three co-op terms for co-op option)


• Entrance scholarship for marks 80% or more • a number of ‘prestige scholarships’

http://www.carleton.ca/awards/scholarships/entrance-scholarships-for-new-students/prestige/


365





Academic Comparisons – McMaster University and Mohawk College


McMaster University and Mohawk College, Hamilton, Ontario, Canada Information collected from: http://mybtechdegree.ca/energy.html http://future.mcmaster.ca/programs/btech/#overview



Bachelor of Technology

Energy Engineering Technologies


This is a “diploma to degree” program, which is tailor-made for college graduates wishing to upgrade their education and further their careers. All eligible program entrants receive two years worth of advanced credit from their previously completed college diploma or university degree. A flexible evening and weekend schedule runs for twelve months of the year, giving students the option to work full- time while completing the program. Those not working full-time may take up to six courses per term. This program is for learning power quality, protection, and control, energy management, and renewable energy technologies such as bio-mass, fuel-cells, geothermal, solar, and wind from both technical and managerial points of view. Seventeen core technical courses cover advanced math, electricity and electronics, control theory, thermal fluids, as well as power generation, distribution, quality, protection, and maintenance. Seven management courses complement your studies.

Career Options:

Graduates are ideal candidates for engineering, project management, and supervisory roles that require a technical background. They work in the energy utility industry, for renewable energy integrators, for governmental bodies at all levels, and in the energy product manufacturing industry.


Target annual enrolment – 250 (all streams of the Bachelor of Technology combined, in which Energy Engineering Technologies is a subset)


366

http://mybtechdegree.ca/energy.html

Retention rate - Unknown


Data unknown.


College and workforce with college degree and foreign trained post-secondary graduates.


All students are required to complete 12 months of relevant work experience as part of the program. One four-month work term is completed after the second year of study, and one eight-month term is completed in the third year of study.

Wage rates for most co-ops are between $15 - $22/ hour.

Accredited/Certified Program (by whom): Not Accredited – not an Engineering program



McMaster electrical and computer engineering, the department has 33 full-time faculty members, 17 adjunct members and 8 associate members.

Credentials: Unknown




This program considers students who have completed an advanced level (three-year) technology diploma in related technology field, and obtained a minimum cumulative GPA of 75%. If the cumulative average of between 70 and 74.9%, they can still have chance but requires to discuss the alternate pathway that may be open to for the applicant.

Applicants with educational backgrounds equivalent to those completing advance level college diplomas, including internationally educated applicants, will be considered on an individual basis and are encouraged to apply.

Tuition, Incidental and Program Fees: The cost per three unit course is approximately $709. For six courses per term may cost about $4,000.

http://www.mybtechdegree.ca/technologyFAQ.html#o


Award & scholarship: Not found (probably none)

Housing: On campus and off-campus


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Section 15: Optional Material Relevant information related to the PSE program not included elsewhere in the submission are provided in this section, in alignment with the PEQAB Submission Guidelines for Ontario Colleges, 2016.

15.1 Program Development Advisory Committee

15.1.1 Minutes The minutes of Conestoga’s Bachelor of Engineering – Power Systems Engineering Program Development Advisory Committee have been provided on the following pages. These records include the PDAC motion to support the proposed program, and confirmation that the program meets the requirements of the power systems engineering field.


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MINUTES School: Engineering – Technology - Trades Date: 29 – April, 2015 Program: Power Systems Engineering (BEng.) Start time: 3:00pm PAC Chair: N/A End time: 5:00pm PAC Assistant: Ryan Huckle Location: Grand River Room Program Coordinator: Bobby Al-Wazedi, Monzur Kabir Program Chair: Mitch Wawzonek

Attendance Record

Name Organization Voting Member

(Y/N)

Present Guest Regrets

Kankar Bhattacharya University of Waterloo Y X Dave Buck WalterFedy Y X Greig Cameron Kitchener-Wilmot Hydro Y X Allen Chan Union Gas Y X Ehab El-Saadany University of Waterloo Y X Matt Irvine Eden Energy Y X Mike McClements Conestoga College Y X Mike Moore EPTCON Y X Ted Olechna Electrical Safety Authority Y X Andrew Rees Stantec Y X Jose Ribon Stantec Y X Derek Satnik Mindscape Innovations Y X Mitch Wawzonek Conestoga College N X Bobby Al-Wazedi Conestoga College N X Corrie Playford Conestoga College N X Julia Biedermann Conestoga College N X Ryan Huckle Conestoga College N X Kristine Dawson Conestoga College N X Mihaela Simion Conestoga College N X Monzur Kabir Conestoga College N X Pam Healey Conestoga College N X Sacha Burrows Conestoga College N X Trish Weigel Green Conestoga College N X


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For minutes: Where the voting members are providing advisement on a specific item where a motion needs to be recorded – it shall be noted as a “Motion for Support” Item No.

Item

Responsibility/ Action & Date

1 Welcome and Opening Remarks: Mitch welcomed the members of the PDAC. Everyone participated in a roundtable introduction of names, companies and some of the reasons that brought them to this committee. Mitch gave an extended set of opening remarks to frame the discussion about the program and the general role of the Program Development Advisory Committee. The project has gone through several levels of internal College approval, and we are now in the development committee phase, where the College solicits feedback for the program. Once the PDAC meetings are complete, we will prepare an extensive package to send for internal review, and then after approval to the Ministry. Mitch also provided a background of the history of the degree programs at the College. In 2003, the first degrees were launched at the College after approval was granted by the Ministry of Trades, Colleges and Universities (MTCU). Conestoga was required to create a unique value proposition for the degrees, rather than just copying the model used by the universities. Conestoga makes extensive use of project-based learning models of education, as we find it maps to the reality of the industry, where teams work on a series of projects on inter-disciplinary teams. While this is challenging to develop and coordinate, it has shown to be very success for the students and their employers. Conestoga also delivers a polytechnic education. Enrollment began declining in our degree programs as students because hesitant to trust that a Bachelor of Applied Technology (the degree designation awarded at the time) was sufficient to ensure their career prospects. The College decided at that time to become accredited formally to allow the conferring of the Bachelor of Engineering degree status. We were one of the first two institutes in Canada to achieve this at the college level.

2 Motion of Approval for agenda: The agenda was accepted as presented. Moved – Greig Cameron Seconded – Dave Buck All in favour - Carried


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3 Motion of Approval for the minutes from the meeting held on_N/A__(attached)

4 Business arising from minutes: 4.1 N/A 5 New Business 5.1 Environmental Scan

• Market and Job Predictions • General Trends • Industry Trends • Other College/University Offerings

Bobby, one of the faculty members working on the project, delivered an overview of the Environmental Scan and information about the program. Historically, there would be centralized power generation systems and a core infrastructure to deliver it to the people. Now, renewable energy throws this into crisis. Wind draws power from the grid in order to create power, solar on homes puts power into the grid where it wasn’t built for this purpose and the implementation of electric cars creates issues for the grid. Grids need to change to be smart enough (protection and flexible controls) to handle these changes. Our students will be trained to address these changes, such as designing smart grids and integrating the use of energy conservation measures. The Ontario government is expecting to expand/create 50,000 new green jobs over time, which means there will need to be skills workers to fill that gap. Likewise, Ontario will expect to expand renewable energy-use in the system. Employment is expected to increase from 2011-2020, and each engineering field will increase by 10% in that time. The problem is that the skills gap is creating a training bottleneck. Businesses do not have the resources to retrain workers. Rather, they are looking to hire skills-ready workers. Conestoga College is uniquely positioned to address this need with our existing facilities, labs and resources. We have access to lab systems to handle mechanical, PLC, transformer, and instrumentation systems in addition to our energy systems lab space. In comparison to other institutions (UofT, UWO, UW, and Ryerson), we have a lot in common with their programs and offerings in terms of curriculum structure, co-op, upper-year courses, admissions standards, etc. The key differences is PSE will be in systems engineering and our emphasis on project-based learning. Unlike the other schools, which


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may have a course or two in power systems, we will devote the entire curriculum to the area. PDAC members offered some initial suggestions and feedback about what they envision the program entailing. One suggestion was that energy storage and hydrovehicles will be important topics for the future. Other topics that the program should reflect are geothermal, power quality under sub-stations and transformers, and an emphasis on smart grids for distribution because transmission has been “smart” for a number of years. Smart grids will harmonize the three main levels of power systems.

Program Information • Name • Description • Key Outcomes • Applicant Pool • Course Themes • Accreditations and Credentials • Program Design

As noted above, the current name and credential for the program is Bachelor of Engineering – Power Systems Engineering. The program will work towards accreditation and should receive accreditation validation by the 4th year the program is in operations (in time for the first crop of students to achieve BEng status). The Planned rollout is for Fall 2017. The program intends to have small class sizes to allow for closer learning. Every semester will involve project work. As modelled in the Mechanical Systems Engineering and Electronic Systems Engineering degrees offered at Conestoga, the projects will occur simultaneously with theory and lab work so that the material learned in class gets applied to a project, hopefully to accumulative effect. Care will go into designing adequate projects for students to build upon. The course hours are comparable to those seen in MSE and ESE. PSE’s design must respect requirements set out by the CEAB, Conestoga’s internal policies and PEQAB. These require us to have a 20/80 balance, where 20% of the program must be non-core (non-engineering related) for student breadth. We must also take care that our key outcomes remain in line with accreditation board standards. Accreditation happens upon the graduation of the first batch of students. An accreditation site visit will happen in 2021 and the decision will be made whether we fulfill the requirements. While this is


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an issue for marketing the program (students historically have expressed concern with committing to a program with the Bachelor of Applied Technology (BAT) designation) we already have 2 accredited engineering degrees offered and a planned third starting in 2016 (the Building Systems Engineering degree is expected to begin in Fall 2016, and receive accreditation in 2020). Finally, the information presented in this meeting is expected to remain relatively confidential until the degree has been submitted for Ministry approval. We are not allow to indicate whether the program will be offered to students as an option until we receive approval. For us to hit the Fall 2017 start date, we aim to submit to the MTCU by end of year 2015, then conduct the MTCU site visit in 2016. That will hopefully give us the lead time for hiring, marketing, admissions, etc.

Need for Program in Industry • Current Trends • Future of Industry (midterm: 5-7 years) • Future of Industry (long term: 10-15 years)

The PDAC members weighed-in on the potential developments of the industry and the PSE program’s relation to it. Historically, companies used to have junior training programs, but those have largely been scaled back. Companies now can sometimes require minimum 5-years of experience in engineering because the knowledge-base in the employee is otherwise not there. The program could help address that gap. Co-op helps to give students the opportunity to get internal training. Historically, Conestoga’s students have worked on projects while on a co-op term for educational recognition, and that project was sometimes brought back for additional educational work. There was some back and forth on sub-topics that should be included in the program and to what degree. For instance, there was a lengthy exchange on the merits of learning thermodynamics at this level, and how geothermal practices can help with peak demands and easing strain on grids during high/low periods. A big focus now is in the area of energy recovery and extracting energy from areas we traditionally have lost from the system. Similarly, our graduates should have the diversity of experience to look at a geographic area and make efficient use of the local (natural) resources for power generation and use – adapting what is already


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there, rather than expending resources to change the location to suit traditional power generation/distribution needs. Another issue is aging infrastructure and the need for large-scale upgrading. The industry is looking for rounded workers as project managers as the demands of new technology requires a broader view of the discipline (i.e. the Internet of Things, Cyber Security, Smart Transmission, replacing outdated electromechanical relays, remote connection, etc.). Transmission and distribution is changing, and it requires an understanding of how other fields of engineering operate (i.e. underground cabling and Civil engineering practices to understand structure and load). The transmission system is aging and there is a skills gap in getting these systems replaced. PDAC members agree that the program is looking good at this stage of development and it keeps up with the need of the times. The curriculum, with on-the-job experience, will prepare workers well. At the larger level, smart engineers with design experience are needed. For instance, the ESA has seen a rise in submissions with fundamental errors and gaps in their designs and standards. Therefore, the program also needs to emphasize and give student’s exposure to Standards, Regulations and the like. Student need exposure to working with the code. One item of concern is that at some point, students might experience competition for a limited number of jobs at most companies – can the market support this? One advantage of the program that addresses this is that the curriculum focuses on Power Systems, not general Electrical Engineering. The program goes much deeper into controls and the like than other programs. Couple the emphasis on theory, co-op and hands-on project work, and students will have a strong competition advantage in the market. A further virtue of project learning is that it helps students explore and understand what they want to do career-wise. Hands-on projects started early is a strength of Conestoga. Julia informed the PDAC that all students in the School of Engineering start 2-weeks prior to Labour Day in first year to participate and get exposed to engineering fundamentals and project learning. It gives students a leg-up and prepares them for the group work they will experience over the next 2, 3 or 4 years of their program. Soft skills (such as those that go into project management) are incredibly important for engineers and need to be emphasized in the program.


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One downside of the reality of the industry is that retrofitting and updating the system will probably take longer than 10-years to complete, which means our students will be in demand for some time. Greig gave a pithy summary that when Ontario Hydro maintained the system, we took for granted that they used to handle the entire system and infrastructure. Now we need to keep up with the system, while keeping in mind energy conservation.

6 Other Business 6.1 Next Steps

We aim to have two more meetings to continue soliciting feedback from industry members. At those meetings, we will cover a wide-range of program design choices:

• Co-op • Equipment • Courses (descriptions, outlines, etc.) • Program Outcomes harmonized with accreditation mandates • Curriculum design • Pathways into and out of the program (such as research

backgrounds for students to continue on to graduate work) • Marketing • Industry Letters of Support • Official Motions of Support and Approval

This is shaping up to be an aggressive timeline, but we at the College will work to keep on point so PDAC members can stay informed and give input at every stage.

11 Next Meeting and Adjournment:

PDAC Meeting 2 Tuesday, May 19th, at 3:00pm

Grand River Room (A2205-9), Cambridge Campus

PDAC Meeting 3 Wednesday, June 3rd, at 3:00pm

Grand River Room (A2205-9), Cambridge Campus


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MINUTES

School: Engineering – Technology - Trades Date: 19 – May, 2015 Program: Power Systems Engineering (BEng.) Start time: 3:00pm PAC Chair: N/A End time: 5:00pm PAC Assistant: Ryan Huckle Location: Grand River Room Program Coordinator: Bobby Al-Wazedi, Monzur Kabir Program Chair: Mitch Wawzonek

Attendance Record


(Y/N)


Kankar Bhattacharya University of Waterloo Y X Dave Buck WalterFedy Y X Greig Cameron Kitchener-Wilmot Hydro Y X Allen Chan Union Gas Y X Ehab El-Saadany University of Waterloo Y X Matt Irvine Eden Energy Y X Mike McClements Conestoga College Y X Mike Moore EPTCON Y X Ted Olechna Electrical Safety Authority Y X Andrew Rees Stantec Y X Jose Ribon Stantec Y X Derek Satnik Mindscape Innovations Y X Mitch Wawzonek Conestoga College – Program Chair N X Bobby Al-Wazedi Conestoga College – Faculty N X Corrie Playford Conestoga College – Library Services N X Julia Biedermann Conestoga College – Executive Dean N X Ryan Huckle Conestoga College – Development Assistant N X Kristine Dawson Conestoga College – Co-op Associate Director N X Nadine Janzen Conestoga College – Co-op Services N X Mihaela Simion Conestoga College – Curriculum Consultant N X Monzur Kabir Conestoga College – Faculty N X Pam Healey Conestoga College – Co-op Director N X Sacha Burrows Conestoga College – Degree Programs Consultant N X

For minutes: Where the voting members are providing advisement on a specific item where a motion needs to be recorded – it shall be noted as a “Motion for Support”


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Item No.

Item


1 Welcome and Opening Remarks: Mitch welcomed the PDAC to the meeting. Everyone did a brief introduction of themselves for the benefit of the new members at the table.

2 Motion of Approval for agenda: The agenda was accepted as presented. Moved – Ted Olechna Seconded – Allen Chan All in favour – Carried

3 Motion of Approval for the minutes from the meeting held on_April 29th, 2015__(attached) The Minutes were accepted as presented. Moved – Dave Buck Seconded – Ted Olechna All in favour – Carried

4 Business arising from minutes: 4.1 N/A 5 New Business 5.1 Curriculum Discussion

• Industry Trends Activity • Graduate Attributes • Differentiation

Mihaela lead the PDAC in an exercise to brainstorm curriculum elements that need to be built into the development process. We want to understand what the industry trends point towards in the next 5-10 years and what elements the graduates of our program would need to be successful. Finally, we are interested in identifying what would differentiate our grads from grads from other schools.

5.2 Program Design Updates • Program Learning Outcomes • Project Work

The Postsecondary Education Quality Assessment Board (PEQAB) has some 6 main attributes that are required for accreditation. In addition to the core attributes, students must also fulfil the non-core breadth requirements to make for well-rounded workers. Likewise, the Canadian Engineering Accreditation Board (CEAB) has a set of 12 attributes, some of which are not already captured in PEQAB. To build our Program Learning Outcomes, we started with existing


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Outcomes here at Conestoga College for the Engineering Degree programs, and then consulted the PEQAB and CEAB standards. This analysis generated 16 Program Learning Outcomes. With the brainstorming work of the PDAC, any gaps will be addressed. The PDAC input will inform the second draft of the PLOs, which will then be reflected in the courses we put into the curriculum. Regarding project descriptions and curriculum design, please see handout for an overview from the Faculty Leads. Most of the first three or so semesters will be built to give the foundation information from Electrical and Electronics Engineering. After that point, the students will be dealing with more exclusive Power Systems topics. The PDAC informed Bobby that regarding software, AutoCAD 2D and Visio are commonly used drafting tools that students would gain the most benefit from learning to use. Despite this curriculum map, we will still need greater detail to draft the final design, especially regarding project ideas. However, the projects proposed here are in the spirit of what we want to accomplish. Allen suggested an approach similar to that used in MBA programs – use local industries as case study examples, where students could study a local business/industry and make proposals for improving their energy-use efficiency. Student projects in the first two years will be fairly prescribed, with clearly defined problems and application of existing knowledge. Upper-year student projects are intended to be more open-ended, where the students have greater freedom to explore topics of interested and engage in self-directed learning.

5.3 Co-op Model Discussion Mitch presented several considerations for co-op models for discussion (for an overview, consult document in Appendix D). The Electronics Systems Engineering degree has the benefit of having co-op placements in each semester period, meaning that students in different years are not directly competing with each other, and employers have a steady access to students to hire. The drawback is that all co-op placements are 4 months in length, something that employers find difficult to accommodate because of the student’s learning curve on the job. Mechanical Systems Engineering allows students one opportunity for back-to-back co-op placements between second and third year (either 2 jobs in 8 months, or 1 job for 8 months). The disadvantages


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are that there are no winter co-op placement opportunities for employers, and in the Winter semester, the College requires enough space to accommodate all 4-years of students on campus at the same time. The proposed Power Systems Engineering degree is similar to MSE, but has the double work term come between the 4A and 4B semester, splitting year 4 in half. The goal is to allow the mature students, near the end of their education, to go out and be effective in their co-op placement, hopefully meaning that employers are likely to offer the students jobs for when they graduate. Some feedback for this approach is that co-op is hesitant to endorse this model because it requires students to endure 3 back-to-back-to-back academic terms with no breaks and no opportunities for full time work to earn money. Academic fatigue and economic problems are both serious problems for students when supporting themselves. One PDAC member observed that the 4th-year capstone project will be cut in half, meaning the students will start a project in 4A, then not work on it for 8 months while away on co-op. This could be a problem with losing project momentum. Monzur commented that with other degree projects, students often lose time while they wait for ordered-parts to arrive and approvals to be granted, something that could take months away from the project. By them working, it might mitigate this concern. Co-op questioned whether students are allowed to bring projects back to work on as capstones, as historically there have been confidentiality issues when students work on proprietary technology and information. It can sometimes work, but in some cases it creates a lot of unnecessary problems for the students. Nadine commented that generally the best co-op model is one that doesn’t have students from different years or programs directly competing with each other, which a 3-semester co-op model addresses. Employers prefer longer co-op terms as they don’t like the lost time ramping the student up to work on a project, only to then lose them to school. Some PDAC members share this concern, that shorter co-op terms may hinder employers going for Conestoga students. It was also mentioned that the Power Systems field does have an element of seasonality to it, but only in that physical work happens during warmer months and planning, designing, estimating and proposals are done in the off-season. A concern flagged by the co-op office is whether PSE will be in direct competition with the advanced diploma program. The PSE students will be on a 4-month


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co-op, whereas the advanced diploma students will work for 16-months, making them more attractive in some cases. A final benefit discussed is late co-op opportunities provide the opportunity for employers to “test” the students out as prospective future hires. If the students do well, there is a good chance that employers will hire them on before they finish schooling, making for better competition. However, this must be weighed against the type of industry. Construction-based companies are typically seasonal in their work, meaning work ebbs and flows with the season, whereas manufacturing-based companies have longer-duration projects. Construction companies are fast-paced, but can accommodate co-ops well. Manufacturing, where the project is longer, might not be the best fit for 4-month limited co-op opportunities, either because the work is slower at times, or because the project lasts a lot longer than the co-op opportunity.

5.4 Homework – Equipment Needs Now that the PDAC has been updated on the intended course design, PDAC members are asked to consider what equipment they feel the program will need to facilitate the hands-on experience. While the College’s resources are limited (both space and funds), we want to capture an exhaustive list of recommendations. PDAC members are asked to consider this and bring their recommendations to the next meeting.

PDAC: brainstorm an equipment list the College can consider for the program.


• Update Program Learning Outcomes to reflect Graduate Attributes discussion

• Course Outlines Discussion • Program Marketing • Motions of Support • Letters of Support

In the next meeting, we will discuss the various next steps to move forward on the project. It was recommended that it would be helpful to create a list of conferences and events that the College attends and that Industry members are aware of in the Power Systems field. For instance, Allen commented that he saw Colleges at an Institute of Power Engineering (IPE) conference recently.

College and PDAC: brainstorm conferences and events that we attend related to Power Systems Engineering.



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PDAC Meeting 3

Wednesday, June 3rd, at 3:00pm Grand River Room (A2205-9), Cambridge Campus


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MINUTES

School: Engineering – Technology - Trades Date: 3 – June, 2015 Program: Power Systems Engineering (BEng.) Start time: 3:00pm PAC Chair: N/A End time: 5:00pm PAC Assistant: Ryan Huckle Location: Grand River Room Program Coordinator: Bobby Al-Wazedi, Monzur Kabir Program Chair: Mitch Wawzonek

Attendance Record


(Y/N)


Kankar Bhattacharya University of Waterloo Y X Dave Buck WalterFedy Y X Greig Cameron Kitchener-Wilmot Hydro Y X Allen Chan Union Gas Y X Ehab El-Saadany University of Waterloo Y X Matt Irvine Eden Energy Y X Mike McClements Conestoga College Y X Mike Moore EPTCON Y X Ted Olechna Electrical Safety Authority Y X Andrew Rees Stantec Y X Jose Ribon Stantec Y X Derek Satnik Mindscape Innovations Y X Mitch Wawzonek Conestoga College – Program Chair N X Bobby Al-Wazedi Conestoga College – Faculty N X Corrie Playford Conestoga College – Library Services N X Julia Biedermann Conestoga College – Executive Dean N X Ryan Huckle Conestoga College – Development Assistant N X Kristine Dawson Conestoga College – Co-op Associate Director N X Nadine Janzen Conestoga College – Co-op Services N X Mihaela Simion Conestoga College – Curriculum Consultant N X Monzur Kabir Conestoga College – Faculty N X Pam Healey Conestoga College – Co-op Director N X Sacha Burrows Conestoga College – Degree Programs Consultant N X

For minutes: Where the voting members are providing advisement on a specific item where a motion needs to be recorded – it shall be noted as a “Motion for Support”


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1 Welcome and Opening Remarks: Mitch welcomed the group to the meeting and everyone did a roundtable introduction for the new faces.

2 Motion of Approval for agenda: The agenda was accepted as presented. Moved – Matt Irvine Seconded – Mike Moore All in favour – Carried

3 Motion of Approval for the minutes from the meeting held on_May 19th, 2015__(attached) The Minutes were accepted as presented. Moved – Greig Cameron Seconded – Dave Buck All in favour – Carried

4 Business arising from minutes: 4.1 Equipment Needs

Mitch gave a brief overview of the equipment needs and available equipment currently housed at the College. Among the labs, we propose the creation of a Grid Modernization Lab, which will have a number of the following to facilitate student learning – motor-synchronous generator sets and equipment, wind turbines, either solar farm equipment or access to real data from nearby solar farms, and controls. Mitch and Bobby have met with ABB, who have pledged to help make this lab a reality and will donate equipment towards its creation. The PDAC commented on the inclusion of electromechanical relays, and that the industry is generally moving away from these in favour of more advanced technology. Bobby explained that electromechanical controls are excellent tools for teaching fundamentals to students, regardless if they will commonly use them in the workforce. By mastering electromechanical controls, it provides the foundation for advanced learning. Some additional items we would need to acquire are solid state relays, meters and smart meters, or smart meters that still have the radio in them (as ones the College has acquired are missing the radio components).

Bobby and Monzur: follow-up with:

• Kankar on Schweitzer contact.

• Greig on parts from KW Hydro

• Mike with supplier contacts

• Allen’s co-workers for Burlington office (Union Gas)


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Kankar suggested acquiring relays from a company called Schweitzer Engineering Laboratories that he has experience with. Kankar can connect Bobby with his contact there. Greig is optimistic that Kitchener-Wilmot Hydro can assist with some of the equipment, such as relays and meters. Much of their system has had recent upgrades where old parts had no use post-upgrade. He will look into whether KW Hydro has spare parts still available in the shop. Likewise, Mike has contacts with suppliers that he can contact to see if they are able to assist. Allen suggested that Union Gas’s Burlington Office could be helpful in giving students experience with Co-Gen at their facilities (possible site tours). Bobby envisions a 16 station lab that will allow students to simulate various scenarios like power faults and troubleshooting, and allow students to use numerical relays to help with data collection. Allen asked if pneumatic controls will be integrated into the labs. At the moment, it is not built-in to the design, but Bobby and Monzur will look into whether it can and should be incorporated. We plan to continue to consult with the industry for equipment needs. The College can provide fair market value tax receipts for items donated by companies. As this is a project-based program, we will have a substantial ongoing parts need for students.

5 New Business 5.1 Revised Program Learning Outcomes

Based on the feedback from the last meeting, we have overlaid the suggestions made by the PDAC with the proposed curriculum. Much of the feedback was already built into the course, but any gaps identified will be integrated into the program going forward. For instance, many of the suggestions were captured in existing program learning outcomes and course descriptions, but others will be worked into projects and specific courses. We are very conscious of differentiating ourselves – we do not want to create another electrical engineering degree in the province. We want to create value by offering this program. From this feedback, we have created a set of program learning outcomes that is based on CEAB standards, our Mechanical Systems Engineering and Electronics Systems Engineering programs, and from the PDAC feedback.

5.2 Course Descriptions Bobby gave an overview of the course descriptions. The courses identified in orange are courses that will need to be developed. Non-orange courses are pre-existing courses that will be shared with the other two degree programs.


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https://www.selinc.com/

https://www.selinc.com/

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The following points were discussion items that came up during Bobby’s presentation.

• The topic of a drawing-specific course came up. UW does not offer an “engineering drawing” course. We propose including it in the curriculum to give students breadth. PDAC members wonder if a general engineering drawing course that is non-program specific should be used, or if it should be built into other programs, rather than a standalone course. The students will be using the drawings in their projects, so it is a good idea to include a specific course to help them understand the software and techniques. It is not possible to share it with MSE because the focuses are different. In addition to AutoCAD 2D, PSPICE is another suggested program that students could be exposed to. In our experience, giving students formal exposure to drawing courses positions them better for co-op, where their entry positions will expose them to drawings and schematics.

• Kankar made some brief comments about course sequencing and stacking knowledge basics before getting into advanced topics. He expressed some concern that at this high level of overview, it’s hard to pin down how certain courses will approach certain topics, such as where fundamentals like Faraday’s Law, Coulomb’s Law, electrostatics, etc. Bobby and Monzur share these points, and will work to ensure the topics are properly sequenced when they write the detailed course outlines. They intend to engage industry members and educators during this phase to ensure topics are sequenced in a logical manner that contributes to student success.

• Kankar had comments for Level 6. He observed that the course work might be fairly heavy with the proposed topics and questions if we are devoting enough time to cover all of the proposed materials. One solution proposed is to split Power Systems Analysis into a basic course and an advanced topics elective in a future semester.

• The control systems course in Level 7 is still undecided on how the balance will fall between lecture and lab.

• Instead of Tech Elective #1 at Level 7, Bobby is proposing that course be Power Electronics Solutions for Power Systems.

• Kankar suggested some course content will need to be re-sequenced to facilitate student learning, given the complexity of the material proposed. He suggested the transmission and distribution course be carefully designed so pre-requisite


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knowledge is covered in earlier courses and the topics be delivered to stack knowledge logically.

• By way of background, there are a few constraints on how we sequence courses in the proposal, namely 1.) we have to fit courses in sequence with co-op, so that students have the appropriate pre-requisites before being eligible and heading off on work terms; 2.) To keep costs down, we try to share courses wherever possible, whether courses are shared in the same term, or instructors are contracted over multiple academic terms to deliver a course; and 3.) In order to deliver quality programming, we aim to keep class sizes relatively low.

• A large discussion was spurred on the topic of the best co-op fit. There is no one best co-op model for us to use, and a number of trade-offs occur between different approaches. Matt expressed concern that students will have to go through 4 academic terms in their first 2 years before having a co-op opportunity. In his experience (as a uWaterloo grad) frequent co-op terms are extremely beneficial financially to students because they often secure high paying jobs, compared to summer student jobs. Further, multiple early co-op terms are helpful in students learning both what they want to do when they graduate, and what they do not want to do in the Industry. UW’s engineering co-op model involves 6 co-op opportunities in multiple steams over 5 years. Conestoga, by contrast, runs the program in 4 years, has 3 co-op opportunities, and because of small class-sizes, cannot yet put out the volume of students to run more opportunities. In the Co-op Office’s experience, the current model they employ is the best fit for Conestoga’s programs, and avoids a lot of pitfalls regarding cohorts competing with each other, employers having consistent access to pools of students, and students not being set up for failure with vaguely defined co-op and program requirements. By running the first co-op opportunities later in the program sequencing, our students come to the job with more experience when they hit co-op in 3rd year. The PDAC asked whether the first co-op opportunity could be moved from the end (between 3rd and 4th year) to fall between 1st and 2nd year, or to have all co-op terms during Spring for each cohort. Pam and Nadine pointed out a number of problems with this approach, including 1.) students at lower levels will be in direct competition for the same jobs as upper level students, meaning lower level students will find it harder to secure work unless employers post more jobs for varying levels of experience; 2.) students whose first co-op term is a single 4-month opportunity


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are in direct competition with upper year students going out on 8-month opportunities, making them less desirable for employers; and 3.) forcing employers to only post at one time per year ignores the seasonality of the industry, and makes it harder for the Co-op office to retain employers year-over-year. There will always be a trade-off between a model that has co-op opportunities between each academic term, and a model that has co-op opportunities that run multiple terms. In the former, students are able to earn money more frequently to support studies, and it breaks the terms up better. However, employers prefer longer work terms because they are able to get more productivity out of students after the students are up to speed on the projects.

• The program design is also subject to a number of regulatory requirements at different levels. We are required to abide by internal targets, the MTCU and their arms-reach board PEQAB (Post-secondary Education Quality Assurance Board), as well as CEAB. Once program designs are made, we try to abide by those decisions because otherwise we would need to re-submit our documentation for approval, which takes time to resolve.

• Despite all of the above considerations, Conestoga is fortunate to employ a regimented quality assurance review process, meaning that it can be agile in its development. While we are making a lot of decisions here in the proposal phase, it is still just a proposal, and can be revised at a later date.

• Once the PDAC recommendations are in, the documents will be subjected to an internal review at multiple levels, including the Board of Governors, then the proposal will be sent to the Ministry.

5.3.1 Motion of Support – Credential and Name • Motion of Support for the credential and program name –

“Bachelor of Engineering – Power Systems Engineering.” Some discussion arose over the use of the words “Power Systems.” Conestoga aims to use “Systems” to signal that its program takes a systems approach to the discipline. The worry is “Power Systems” means different things to both different disciplines and different markets. It is not clear if “Power Systems” is a recognized term internationally. Allen suggested we look at the terminology vendors use to see what they call the discipline. Alternate wording suggested was to add the word “Electrical” to the title, such as Electrical Power Systems Engineering. Will this be a problem in the future that the program name is not intuited as an electrical engineering program? This is a question that needs to go to marketing for guidance. An

Mitch: Consult with Marketing on the program name from a marketing perspective.


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additional consideration is PEQAB requires our program names to be both descriptive and differentiated from other programs existing in Ontario, so we must strike a balance between brevity and inclusively descriptive names. The name chosen must be recognizable to both industry employers and incoming students who lack industry knowledge. At this time, we must pass the motion with the name if we want to submit on time. By deferring, we may not be able to deliver the program until the following year. The advantage of passing now is that if the program design is otherwise sound, we can revisit the name in 5-7 years when the program is up for review and renewal; this has happened before with other Conestoga programs. Otherwise, the PDAC was in support of the name. Moved – Mike Ross Seconded – Allen Chan All in Favour – Carried

5.3.2 Motion of Support – Program Learning Outcomes • Motion of Support for the Program Learning Outcomes as

presented to the Committee. There was no further discussion about the Program Learning Outcomes. Moved – Greig Cameron Seconded – Dave Buck All in Favour – Carried

5.3.3 Motion of Support – Co-op • Motion of Support for the co-op model as presented to the

Committee There was no further discussion about the Co-op model. Moved – Greig Cameron Seconded – Matt Irvine All in Favour – Carried

5.3.4 Motion of Support – Program and Curriculum Design • Motion of Support for the presented program and curriculum

designs to the Committee. There was no further discussion about the Program and Curriculum Design. Moved – Kankar Bhattacharya Seconded – Mike Ross


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All in Favour – Carried 5.3.5 Motion of Support – Industry Recommendation

• Motion of Support to agree that the program is designed to maximize graduate potential for employment and promotion in their field, and for further study.

Regarding further study, Conestoga’s degree programs are designed to expose students to research methodology so that they may continue on in their studies at higher levels. The degree credentials BEng and B. Applied Science have no material difference when it comes to continuing on to graduate work as they are both considered honors bachelor programs. Conestoga’s degrees are recognized at other institutions, and the College has articulated agreements to allow students to bridge into other programs or continue their studies elsewhere, including graduate work. Moved – Greig Cameron Seconded – Allen Chan All in Favour – Carried

5.4 Program Marketing Ryan gave a brief overview of the various strategies the Marketing department employs to support new programs, such as brochures, program handbooks, Conestoga’s website, social media, reaching out to guidance counselors, spreading the word at post-grad fairs and events.

5.5 Letters of Support Ryan gave a brief overview of the letters of support needed from the PDAC members. The letters of support are the individual endorsements from the members of the committee to show that they have reviewed the program’s design and recommend the program’s creation. Ryan has a set of guidelines and a sample letter that the PDAC members can use to craft their letter, although the letters should be personalized to each member and their company. The letters can touch on a wide range of elements of the program, from curriculum, design, co-op, industry need (general and specific to the company), the likelihood that the company would avail themselves of co-ops or grads, etc. Deadlines for submission will be included when Ryan sends the guidelines.

Ryan: send letter of support guidelines.

5.6 Skills Matrix and Contact List Once a skills matrix is created, Ryan will send it out to the PDAC members and solicit volunteers to sit on the Program Advisory

Ryan: send a skills matrix and solicit members for inclusion


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Committee when it is created. The role of the Program Advisory Committee will be to help consult on the program curriculum and details, as well as help support the success of its graduates. The PAC will be created once the program receives approval from the Ministry.

on a future Program Advisory Committee.


• Return letters of support by Friday, June 19th. • Submit for internal approval (ACC June 10th and ACASA June

15th). • Submit for Ministry approval.


Update on Submission status in Fall academic term.


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15.1.2 Letters of Support

The agencies, businesses, and academic institutions listed below recognize the importance of the program and its credential, as evidenced by the letters of support provided on the following pages.

1. Union Gas2. Walter Fedy3. Kitchener Wilmont Hydro4. University of Waterloo5. Eden Energy Equipment6. Electrical Power and Transmission Construction7.Electrical Safety Authority


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June 15, 2015 Dr. J.W. Tibbits, President Conestoga College Institute of Technology and Advanced Learning 299 Doon Valley Drive Kitchener, ON N2G 4M4 Dear Dr. Tibbits: RE: Power Systems Engineering Program Letter of Support It was my pleasure to participate on the recent Power Systems Engineering Program Development Advisory Committee. I understand that Conestoga College Institute of Technology and Applied Learning (ITAL) are applying to the Ministry of Training, Colleges and Universities to offer a new Bachelor of Engineering degree in Power Systems Engineering (PSE) based on this program. The curriculum being planned is unique in focus, and will be reinforced by the associated cooperative placement and educational experience component. From the program details obtained through the advisory process, I believe this program will be successful in the market place with a strong demand for new graduates. WalterFedy has been in the consulting engineering business for over 60 years offering electrical engineering services since its inception. Although much of our work includes building services, most projects include coordinating electrical servicing with the applicable supply utilities, and many projects originating with a civil engineering focus, include design of at least a portion of the related utility elements. In the past, WalterFedy has had to develop the necessary knowledge and skills for this specific skill set in house through experience and training by our senior engineers. These engineering design elements are just the need that the PSE program will fill, reducing the extent of internal training required. WalterFedy has supported a cooperative experience component of several Conestoga College degree and diploma programs in past years, and would see this continuing with the PSE program. We would also consider hiring of new graduates based on the need at the time. Once the PSE program is approved, WalterFedy is prepared to provide ongoing support through the program Advisory Committee to review and comment on the applicable portions of the curriculum, to maintain the relevance of the PSE program to our industry. In closing, we look forward to maintain our continued working relationship with Conestoga College ITAL to support your engineering based programs, students and graduates. Please feel free to contact me directly


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should you require additional information, regarding my endorsement of the Power Systems Engineering program initiative. Sincerely, WALTERFEDY David Buck, P.Eng. Engineering Services Partner [email protected] 519.576.2150 Ext. 410 DB:se


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From: Dr. Kankar Bhattacharya, P.Eng., Waterloo, Ontario Professor, 16th June 2015 Department of Electrical & Computer Engineering & Associate Director, Waterloo Institute of Sustainable Energy

To: Dr. J. W. Tibbits, President Conestoga College Institute of Technology and Advanced Learning, 299 Doon Valley Drive Kitchener, ON, N2G 4M4 Dear Dr. Tibbits As a Member of the Program Development Advisory Committee of the Power Systems Engineering Program being developed by Conestoga College, I have been privileged to review the proposed program structure and the curriculum in close detail. In my opinion, the proposed Program is a highly timely endeavour by Conestoga College and very much the need of the hour. With the tremendous changes taking place currently in the power sector worldwide, in Canada, and more specifically in the province of Ontario, and the many challenges being encountered, with rapid penetration of renewable energy sources into power grids, the emerging paradigm of smart grids, there has been a renewed interest in the power industry, utilities and governments to focus on this very critical sector. There is a significant need for trained engineers in this area in the coming years, particularly since, according to various reports, a significant number of power industry professionals are going to retire over the next decade, and there will be need for new, trained graduates. Therefore the proposed Program will be the right option to meet the power industry needs in the coming years, and will be able to fill the gaps in skill sets and knowledge base, with the modern set of courses being designed within this Program. The proposed Program has the right mix of theoretical concepts, practical and experimental work, as well as project based learning; additionally, the Program also facilitates the students to undertake co-op terms which can be highly beneficial to them from multiple standpoints, as evident from the success of such co-op based education at the University of Waterloo. As a faculty member from the Power & Energy Systems Group, Department of Electrical & Computer Engineering, University of Waterloo, and also as the Associate Director (Training) of the Waterloo Institute of Sustainable Energy, I would be happy to bring this program to the notice of the power engineering community at my University, to my faculty colleagues, so that the students


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from this Program can contact them for any research related opportunity. The graduates from this program can also be considered for further studies and research, once they meet the stipulated conditions of the Universities. I strongly support the establishment of the Power Systems Engineering Program at Conestoga College. Sincerely,

Kankar Bhattacharya Professor


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Eden Energy Equipment Limited 600-945A Southgate Dr. Guelph, ON N1L 0B9 800-665-3336 (Phone) 866-329-3336 (Fax)

Distributors since 1981

www.vanee.ca

Email [email protected]

Website www.waterfurnace.ca

Ontario Distributor

www.waterfurnace.ca

June 15, 2015

Dr. J. W. Tibbits, President

Conestoga College

299 Doon Valley Drive

Kitchener, ON N2G 4M4

Dear Dr. Tibbits,

It is my understanding that Conestoga College is applying to the Ministry of Training, Colleges and Universities to

offer a new Bachelor of Engineering Degree in Power Systems Engineering. I believe that there is an industry

need for this program. For the past twelve (12) years of my career, I have been focused on renewable energy system

promotion, optimization, and deployment – most specifically geothermal heat pumps. One of the things that I have

come to realize is that the traditional engineering knowledge silos (i.e. electrical, mechanical, civil, etc.) can at

times get in the way of finding the best solution, especially when dealing with electrical power generation that

involves both conventional and renewable energy sources and how to best optimize their integration together as a

system.

As a graduate of Mechanical Engineering from the University of Waterloo, prior to my involvement in the PSE

PDAC, I was unaware of Conestoga College’s project based learning (PBL) approach. This approach to

engineering education has really resonated with me as it seems to me that the PBL approach addresses what I felt

were some needed areas of improvement at UW. For example, I often felt the academic term work was at times, too

theoretical, and lacking a sufficiently applied approach since engineering is applied science. More specifically, the

renewable energy and power generation industries would hugely benefit from graduates of a program that employs

PBL to power systems engineering. These graduates would better appreciate that most technical systems, and

specifically power systems are in some way multidisciplinary and viewing a problem through a multidisciplinary

lens often is the only way of the finding the best solution for the application.

I look forward to a continued relationship with Conestoga College. Please feel free to contact me directly at

519.841.6899 or [email protected] if you have any questions for me or if you require additional feedback

regarding endorsement of the new Power Systems Engineering degree.

Yours very truly,

Matthew Irvine, P.Eng.

Sales Manager

Eden Energy Equipment Ltd.


399



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July 2, 2015

Dr. J. W. Tibbits, President Conestoga College ITAL 299 Doon Valley Drive Kitchener, ON N2G 4M4 Dear Dr. Tibbits, It is my understanding that Conestoga College ITAL is applying to the Ministry of Training, Colleges and Universities to offer a new Bachelor of Engineering Degree in Power Systems Engineering. I believe that there is a strong economic need for this program and that its participants will possess a unique and in-demand skill set. In addition, I am confident that program graduates will be valuable additions to today’s competitive business environment. The industry is slowly moving away from their reliance on centralized power generation systems and a core infrastructure to deliver it to the people. Renewable energy such as wind, and solar brings issues of resourcing, availability and stability of the energy grid. Grids need to change to be smart enough (protection and flexible controls) to handle these changes. There will be a need for skilled engineers who will be able to address changes, such as designing smart grids and integrating the use of energy conservation measures. In the future, it would be our intention to offer co-op opportunities to Conestoga College students from this new program. We would be in a position to provide 1 co-op work term opportunity. Additionally, as graduates of the program become available, we would be receptive to placing these individuals in our workforce as vacancies occur. In closing, Electrical Safety Authority looks forward to a continued relationship with Conestoga College, its students and graduates. Please feel free to contact me directly at 905-712-5366 or [email protected] should you require additional feedback regarding endorsement of this valuable initiative. Yours Truly

Ted Olechna, P.Eng. Director, Codes and Standards, Chief Engineer [email protected]


401


15.2 Degree Development Map

A development map outlining Conestoga's degree development procedure has been provided on the following pages.


402

Present to Program Planning and Review Committee (PPRC) and Academic Forum (AF) for Approval to Proceed with Development

Develop Postsecondary Education Quality Assessment Board (PEQAB) Submission (ED, Chair, Program Coordinator, Degree Programs Consultant, Faculty, Curriculum Consultant) Submission includes info from the Degree Approval Package Part I and II and the Environmental

Scan, detailing achievement of PEQAB standards such as Capacity to Deliver, Nomenclature, etc.

Postsecondary Education Quality Assessment Board (PEQAB) Quality Assessment Panel (QAP) Site Visit & Report

Academic Administration coordinates the site visit agenda. The School coordinates faculty, student, graduate, Professional Development Advisory Committee (PDAC) attendance at the site visit.

Degree Development

Procedure Map

August 21, 2014 version

From Idea to Delivery = 3 years

on average

Complete the Degree Approval Package Part I and Space Requirements Form (Consult with Library, IT, Facilities Resources, Finance, Co-op, Curriculum Consultant)

Program Description & Delivery Method; Program Rationale; Contribution to College Enrolment Growth; Competition; Admission Requirements; Space Requirements/Teaching Resources; Financial Plan etc.

Complete the Degree Approval Package Part II Include Program Design, Course Descriptions, Program Learning Outcomes, Co-ops, Pathways, etc.

Revise the Degree Approval Package Part I based on recommendations by the PDAC If there are major changes, the Degree Approval Package must go back to DMC/AF

Attach Approval Signature Form (Signatures from Academic Operations, Registrar & Admissions, Finance, Co-op, and Curriculum Planning)

Academic Administration Sends Completed Submission to Ministry of Training, Colleges and Universities (MTCU)

Create a Program Development Advisory Committee (PDAC) and Design the Program Must include representatives from university, college, industry, Co-op Director, Curriculum Consultant and

Degree Programs Consultant (Library, IT, Facilities, other resources as necessary) Minimum 3 meetings: develop program themes, program design and learning outcomes

Meeting Minutes must incl. PDAC recommendations, motions of support

Present to Academic Coordinating Committee (ACC) and Advisory Committee on Academic and Student Affairs (ACASA) for approval

Postsecondary Education Quality Assessment Board (PEQAB) Sends Their Recommendation to Ministry of Training, Colleges and Universities (MTCU)

School & Academic Administration Respond to Quality Assessment Panel (QAP) Report

Preparation to Deliver Chair, IT – Academic Manager, and Academic Admin Office enter degree info into Student Information System

(SIS); Admissions Officer sends info to Ontario College Application Service (OCAS); Records Officer enters program details including Cohorts; Marketing begins: Website, Academic Calendar; Finance: Budget etc.

Create a Program Advisory Committee (PAC) Include representatives from the Professional Development Advisory Committee (PDAC)

Board of Governors (BoG) must approve membership. Hold meetings twice yearly

Program Delivery & Develop Curriculum Curriculum Consultant & Faculty: Course Outlines; Course Packages; D2L course shells

Service Areas: Scheduling; Facilities; Hiring; Financial Aid: OSAP & Scholarships/Awards; Registrar/Advising; Co-op; Finance; Student Services, Library, etc.

Complete an Environmental Scan of the Academic and Labour Markets

Designate a Degree Program Developer (This person could potentially become the Program Coordinator, upon program approval and delivery.)

Ministry of Training, Colleges and Universities (MTCU) Approval MTCU grants program approval.

School submits a request for Program Code & Funding Units to the MTCU Finance Unit. Finance Unit approves Program Code, Funding Units, and Tuition Fee. Marketing of program may begin.

Inform Academic Administration

Academic Administration Submits Proposal to Ministry of Training, Colleges and Universities (MTCU) for Pre-approval

Advisory Committee on Academic and Student Affairs (ACASA) sends the ACASA Summary Form to Board of Governors for final program approval

New Degree Program Concept Conduct research with gov’t, industry, other existing Conestoga PACs, students, etc. to determine viability.


403

15.3 Quality Assurance and Online Learning

15.3.1 Quality Matters Higher Education Rubric

The quality matters higher education rubric can be found on the following pages.


404

Standards from the QM Higher Education Rubric, Fifth Edition

For more information or access to the full QM Rubric visit www.qualitymatters.org or email [email protected]

Standards Points

Course OverviewIntroduction

Learning Objectives(Competencies)

Assessment and Measurement

Instructional Materials

Course Activities and Learner Interaction

Course Technology

Learner Support

Accessibility and Usability

1.1 Instructions make clear how to get started and where to find various course components. 31.2 Learners are introduced to the purpose and structure of the course. 31.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are clearly stated. 21.4 Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided. 21.5 Minimum technology requirements are clearly stated and instructions for use provided. 21.6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated. 11.7 Minimum technical skills expected of the learner are clearly stated. 11.8 The self-introduction by the instructor is appropriate and is available online. 11.9 Learners are asked to introduce themselves to the class. 1

2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable. 32.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies. 32.3 All learning objectives or competencies are stated clearly and written from the learner’s perspective. 32.4 The relationship between learning objectives or competencies and course activities is clearly stated. 32.5 The learning objectives or competencies are suited to the level of the course. 3

3.1 The assessments measure the stated learning objectives or competencies. 33.2 The course grading policy is stated clearly. 33.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy. 33.4 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. 23.5 The course provides learners with multiple opportunities to track their learning progress. 2

4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies. 34.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. 34.3 All instructional materials used in the course are appropriately cited. 24.4 The instructional materials are current. 24.5 A variety of instructional materials is used in the course. 24.6 The distinction between required and optional materials is clearly explained. 1

5.1 The learning activities promote the achievement of the stated learning objectives or competencies. 35.2 Learning activities provide opportunities for interaction that support active learning. 35.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated. 35.4 The requirements for learner interaction are clearly stated. 2

6.1 The tools used in the course support the learning objectives and competencies. 36.2 Course tools promote learner engagement and active learning. 36.3 Technologies required in the course are readily obtainable. 26.4 The course technologies are current. 16.5 Links are provided to privacy policies for all external tools required in the course. 1

7.1 The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. 37.2 Course instructions articulate or link to the institution’s accessibility policies and services. 37.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help learners succeed in the course and how learners can obtain them. 27.4 Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and how learners can obtain them. 1

8.1 Course navigation facilitates ease of use. 38.2 Information is provided about the accessibility of all technologies required in the course. 38.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. 28.4 The course design facilitates readability. 28.5 Course multimedia facilitate ease of use. 2

© 2014 MarylandOnline, Inc. All rights reserved. This document may not be copied or duplicated without written permission of Quality Matters.Standards from the QM Higher Education Rubric, Fifth Edition 6/15


405

15.3.2 Course Standards – Criteria Checklist

The course standards checklist provided on the following pages provides guidance related to the design of virtual course shells by identifying items standard to all shells as well as items that faculty are responsible for creating.


406

Course Items:

Mandatory topic and content. Do not modify.

Mandatory topic, faculty writes content.

Not mandatory, topic can be removed if N/A.

Course Home Page: Start Here link. The link points to Course Information Module. X Course Outline widget is available The widget pulls directly from SIS. X Evaluation link X Course Information module includes: X Start Here module, includes: X Course Code, Course Name, Course Hours, School Name, Program Name, in the Description Text Box (In the News Widget for Faculty Version)

X

Course Start and End dates, Semester (e.g. F16) in the Description Text Box X Editing the “Meet Your Instructor” Page in Draft topic. X Welcome to the Course topic, including: X A more extensive welcome message X Course Outcomes X Instructional Plan topic ** Do not rely on the Instructional Plan to meet the QM criteria ** X

Instructional Plan download. X Meet Your Instructor topic, including: X

Biography X Image X

Instructor Contact Information: Course Mail X

Questions for the instructor discussion forum. X Succeeding in an Online Course topic, including: X

How is this course delivered? X How will I be evaluated in this course? (points to Evaluation at a Glance) X

What do I do if I need help? X Communication with instructor and other students - The requirements for communication and learner interaction are clearly stated, including, email, and other forms of communication (student and instructor; student and student).

X

How does group work take place? X How do I enroll in a group? X What are the expectations for written assignments? X

What can I except? X Succeeding in a Hybrid Course topic, including: X

How is this course delivered? X How will I be evaluated in this course? (points to Evaluation at a Glance) X

What do I do if I need help? X How do I communicate with the instructor and other students? - The requirements for communication and learner interaction are clearly stated, including, email, and other forms of communication (student and instructor; student and student).

X

What preparations is required for the classroom? X What is required for a lab? X How does group work take place? X How do I enroll in a group? X

Is attendance required for the classroom part of this course? X What are the expectations for written assignments X

What can I except? X


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Tools and Resources module, includes: X Navigating the Course topic. X

Skills, Technology and Resources topic. X Required skills X Technology X Required Resources X Supplementary Resources X

Online Discussion Boards topic, including: X Initial Post X

Starting a Thread X Response X

Replying to a Post X Discussion Board Etiquette X

Discussion Board Tips X College Services and Policies ** see Appendix A ** X

ePortfolio sub-module X

Evaluations module, includes: X Evaluations at a Glance topic X

Evaluations module lists all assessments: a) Discussion Topics b) Blog Topics c) Quiz d) Dropboxes

X

All graded activities; with instructions, due dates, evaluation method & value X

Sub-module for each evaluation category (e.g. Discussion Topics, Blog Topics, Quiz, Dropboxes)

X

Week 1 module, includes: X Student Introduction Forum discussion forum, including: X

Activity Instructions X


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Appendix A: College Policies and Services

Tools and Resources module, includes: X

Policies and Procedures X

1. Support Services a) eConestoga b) Testing Services https://www.conestogac.on.ca/testing-

services/ c) Financial Aid https://www.conestogac.on.ca/financial-services/ d) Registrar’s Office http://www.conestogac.on.ca/continuing-

education/how2reg.jsp e) Career Centre and Advising

https://www.conestogac.on.ca/caa/careercentre/

X https://share01.conestogac.on.ca/sites/educatio

nal-technology/edtech/SitePages/Student%20Reso

urces.aspx Academic and Support Services X

2. Learning Commons, includes: https://www.conestogac.on.ca/learning-commons/

a) APA a. Tutoring, Math Support

X

3. LRC, includes: https://www.conestogac.on.ca/lrc/ a) Access to library resources b) Research help

X

4. Virtual Learning Commons https://vlc.conestogac.on.ca/ a) Learning Profile Assessments b) Writing Centre – tutorials, using online writing lab and 1:1

support c) Citing sources and Referencing d) Computer Help e) Academic Counselling

X

5. Student Life https://www.conestogac.on.ca/student-life/ X

6. Orientation https://www.conestogac.on.ca/orientation/ X

7. Aboriginal Services https://www.conestogac.on.ca/aboriginal-services/ X

8. International Students https://www.conestogac.on.ca/international/ X

9. Student Alternate Format Request https://www.conestogac.on.ca/accessibility-services/accessibletext.jsp

X

Policies and Procedures X

10. Academic Policies, including: a) Evaluation of Student Learning Policy and Procedure

b) Academic Integrity c) Program Withdrawal and Refund Procedures d) Grading Procedure e) Academic Dispute Resolution and Appeal Procedure

X

11. Information Technology Policies, including: https://www.conestogac.on.ca/policies/it.jsp

a) Acceptable Use of Technology Procedure: ITs privacy policy on college technology Electronic Communication Confidential Information

X

12. Accessibility, including: https://www.conestogac.on.ca/accessibility-services/

X


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https://www.conestogac.on.ca/testing-services/

https://www.conestogac.on.ca/testing-services/

https://www.conestogac.on.ca/financial-services/

http://www.conestogac.on.ca/continuing-education/how2reg.jsp

http://www.conestogac.on.ca/continuing-education/how2reg.jsp

https://www.conestogac.on.ca/caa/careercentre/

https://www.conestogac.on.ca/learning-commons/

https://www.conestogac.on.ca/learning-commons/

https://www.conestogac.on.ca/lrc/

https://vlc.conestogac.on.ca/

https://www.conestogac.on.ca/student-life/

https://www.conestogac.on.ca/orientation/

https://www.conestogac.on.ca/aboriginal-services/

https://www.conestogac.on.ca/international/

https://www.conestogac.on.ca/accessibility-services/accessibletext.jsp

https://www.conestogac.on.ca/policies/academics.jsp

https://www.conestogac.on.ca/policies/it.jsp

https://www.conestogac.on.ca/accessibility-services/

a) Accessibility Policy For the Accessibility for Ontarians with Disabilities Act

b) Accessibility Procedure For the Accessibility for Ontarians with Disabilities Act

c) https://www.conestogac.on.ca/policies/accessibility.jsp 13. Student Affairs, including:

http://www.conestogac.on.ca/policies/students.jsp a) Student Code of Conduct b) Disruption of Service Policy Disruption of Service Policy (pdf) c) Disruption of Service Procedure Disruption of Service Procedure

(pdf d) Student Guide

http://www.conestogac.on.ca/admissions/studentguide.jsp e) Confidentiality

X

OntarioLearn X 1. Embanet (OntarioLearn) Support:

http://embanet.com/our-services/help-desk-and-technical-support X

2. OntarioLearn Academic Policies http://www.ontariolearn.com/Policy/Acad_Pol.html

X


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https://myconestoga.ca/c/document_library/get_file?uuid=c6dcdefc-5b63-4411-9026-e87bc27ad1b7&groupId=380413

https://myconestoga.ca/c/document_library/get_file?uuid=c6dcdefc-5b63-4411-9026-e87bc27ad1b7&groupId=380413

https://www.conestogac.on.ca/policies/accessibility.jsp

http://www.conestogac.on.ca/policies/students.jsp

https://myconestoga.ca/c/document_library/get_file?uuid=2b39e525-3e74-440f-818b-c270643d0dfd&groupId=380413

https://myconestoga.ca/c/document_library/get_file?uuid=a137c473-08ab-4949-8603-5694ee3d4493&groupId=380413

http://www.conestogac.on.ca/admissions/studentguide.jsp

http://www.ontariolearn.com/Policy/Acad_Pol.html

15.3.3 Quality Assurance Project Checklist

A quality assurance checklist as used by the OLC to ensure course alignment with the quality matters standards can be found on the following pages.


411

Course [Project] Name [add course number and name] Quality Assurance Checker Choose an item. Instructional Designer Choose an item. Developer Choose an item. Document Title and Version QA – Checklist Project (2016) Document Purpose Record and document whether quality standards are met or if there are deficiencies to be addressed. After final sign off, any

outstanding deficiencies will be noted in the final report to the project client. A schedule for project deficiencies that require OLC assistance will be negotiated between the Project Owner and OLC’s Project Manager.

Reference Documents are available at: https://share01.conestogac.on.ca/sites/educational-

technOLogy/pm/Master%20Template%20Documents/Forms/AllItems.aspx?RootFOLder=%2Fsites%2Feducational-technOLogy%2Fpm%2FMaster%20Template%20Documents%2FQuality%20Assurance%2FReference%20Documents&FOLderCTID=0x01200068CFCD7ECFA9714F97CB8213AA73AB4A&View=F60ED0C8-31DF-405F-AF95-C8F7244E295B

The QC was reviewed PRIMARILY in (check all that apply): PC MAC Student view Course Editor view Firefox IE Chrome Other: _________________ Spot Checks were also conducted in: PC MAC Student view Course Editor view Firefox IE Chrome Other: _________________ Meeting/Touchpoint required? Yes No Document Sign off Requirements QC first pass - [Click here to enter a date.] [Choose an item.] Developer second pass - [Click here to enter a date.] [Choose an item.] QC report to PM - Click here to enter a date. Reference Acronyms: QM – Quality Matters Standard CS – Course Standards Checklist (OLC) OL – OntarioLearn Standard ID – ID Checklist (OLC)

eMS – eConestoga Minimum Standard (OLC) Dev – Dev Checklist (OLC) SD – Standard Design Checklist


412

https://share01.conestogac.on.ca/sites/educational-technology/pm/Master%20Template%20Documents/Forms/AllItems.aspx?RootFolder=%2Fsites%2Feducational-technology%2Fpm%2FMaster%20Template%20Documents%2FQuality%20Assurance%2FReference%20Documents&FolderCTID=0x01200068CFCD7ECFA9714F97CB8213AA73AB4A&View=%7bF60ED0C8-31DF-405F-AF95-C8F7244E295B%7d




Line No.

Pass QC: Y, N, n/a

QA Recommendations: Developer Notes: Final Edits Done:

Course Overview and Introduction

1 A Start Here link is available on the Course Home Page. This link points to the Welcome to the Course topic in the Course Information module. [Reference: QM 1.1, OL, CS]

2 The Course Information module (the first module), includes all elements listed in Course Standards Reference Document. [Reference: QM 1.1 and 1.2, OL, CS]

3 The Course Outline appears in the Course Home Page Widget. [Reference: QM 1.5, 1.6, 2.1, 2.2, 2.3, 2.5, 3.1, and 4.6, OL, CS]

4 The Instructional Plan is present and completed by the SME. [Reference 1.1, 1.2, 2.1, 2.3, 3.1, and 3.2, CS]

5 The Instructor Introduction is appropriate and available. [Reference: QM 1.8, OL, CS]

6 Instructor’s plan for classroom response time and feedback for emails and assignments is clearly stated. [Reference: QM 1.8 and 5.3, CS]

7 Evaluations module, includes all elements listed in Course Standards Reference Document. [Reference: QM 3.2 and 3.3, OL, CS]

8 The requirements for communication and learner interaction are clearly stated, including etiquette expectations for discussions, email, and other forms of communication (student and instructor; student and student). [Reference: QM 1.2, 1.3, and 5.4, OL, CS]

9 The course provides guidelines on how to succeed as a student in the online environment, includes all elements listed in Course Standards Reference Document. [Reference: QM 1.3 and 1.7, OL, CS]


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Line No.

Pass QC: Y, N, n/a


10 The Student Introduction Forum instructions are clear. [Reference: QM 1.9, CS]

11 The Student Introduction Forum available in all courses. [Reference: QM 1.9, CS]

Learner Support and Technology

12 eConesetoga technical support access is available. [Reference: QM 7.1, CS]

13 The Tools and Resources sub-module provides links to Conestoga’s policies, as listed in the Course Standards Reference Document. [Reference: QM 1.3, 1.4, and 7.2, CS]

14 The Tools and Resources sub-module provides links to Conestoga’s student and academic support services and resources that can help learners succeed in the course, as listed in the Course Standards Reference Document. [Reference: QM 7.3 and 7.4, CS]

15 The course technologies are current. [Reference: QM 6.4, ID]

16 The tools used in the course are listed clearly with a brief description of purpose. [Reference: QM 6.1, CS]

17 Technologies required in the course are readily obtainable. [Reference: QM 6.3, CS]

18 Minimum technology requirements and minimum student technical skills are clearly stated and instructions for use provided. [Reference: QM 1.5, 1.7, and 6.3, ID, CS]

19 Links are provided to privacy policies for all external tools required in the course. [Reference: QM 6.5, CS]

20 Course tools promote learner engagement and active learning. [Reference: QM 6.2, ID]


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Line No.

Pass QC: Y, N, n/a


Learning Outcomes, Assessment and Measurement

21 Graded assignments are listed in the Evaluation module. [Reference: QM 1.2, 3.2, and 3.4, OL, ID]

22 The course grading policy is clear. [Reference: QM 3.2, ID]

23 Clear requirements are provided for minimal levels of student participation student interaction and how participation will be assessed. [Reference: QM 3.3 and 5.4, ID]

Nothing in the course yet

24 The relationship between learning outcomes and course assessments is clearly stated and assessments measure the stated learning outcomes. [Reference: QM 2.4 and 3.1, ID]

25 Assessment activities are sequenced, varied, and suited to the learner work being assessed. [Reference: QM 3.4, OL, ID]

26 Each graded assignment uses specific tools and descriptive criteria for the evaluation of learners’ work and how grades are calculated. (e.g matrix, rubrics, access to gradebook). [Reference: QM 3.1, 3.2, 3.3, and 3.5, OL, ID]

27 The course provides learners with multiple opportunities to track their learning progress with assessments and evaluations. [Reference: QM 3.4 and 3.5, ID]

28 Students are provided with feedback throughout the course. [Reference: QM 3.4, 3.5 and 5.3]

29 Informal or practice activities are included throughout the course. [Reference: QM 3.4]

30 Clear instructions are provided on how to complete assignments. [Reference: QM 3.3]

31 Clear instructions on how to submit assignments are provided. [no QM, OL]


415

Line No.

Pass QC: Y, N, n/a


Instructional Materials and Learning Activities

32 A variety of Instructional Material and Learning Activities are used to support comprehension of module learning outcomes and promote achievement of learning outcomes. [Reference: QM 4.1, 4.5 and 5.1, OL, ID]

33 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. [Reference: QM 4.2]

34 Learning activities provide opportunities for interaction that support active learning throughout the course. [Reference: QM 5.2, ID]

35 Course resources are clearly written and edited, and have a high production quality. [Reference: QM 8.4, 8.5 and No QM, OL, Dev]

36 Distinction between required and supplemental resources are clear and instructions on how to obtain the resources are clear. [Reference: QM 4.6, CS]

37 The instructional materials are current and relevant. [Reference: QM 4.4]

38 Copyright notice is present. [Reference: QM 6.5]

39 Acknowledgements (as needed) are listed. [Reference: No QM]

40 Resources and instructional materials used in the course are appropriately cited. [Reference: QM 4.3, Dev]

41 Facilitator notes are included that will provide guidance on how to facilitate course. [Reference: No QM]


416

Line No.

Pass QC: Y, N, n/a


Accessibility, Usability and Navigation

42 eConestoga navigation instructions are available and facilitate ease of use. [Reference: QM 1.1 and 8.1, OL, CS]

43 Nav bar lists only tools used in course. [Reference: QM 8.1]

44 Module and Topic titles reflect the nature of the content (assessment). [Reference: QM 8.1, OL]

45 Module topics are sequenced and structured in a way that is meaningful to the students. Numbering and titles are in logical order. [Reference: QM 8.1, OL]

46 Page by page (previous and next) navigation is available in eConestoga. [Reference: QM 8.1, OL, Dev]

47 The course design facilitates readability. [Reference: QM 8.4, Dev]

48 All content is free from mechanical errors. [Reference: No QM, OL, Dev]

49 Course multimedia facilitate ease of use. [Reference: QM 8.5, Dev]

50 Narrated animations are under user control (e.g. play, stop, pause). [Reference: QM 8.3 and 8.5, OL, Dev]

51 Content and media segmented into small clips to keep students engaged. [Reference: QM 6.2 and 8.5, Dev]

52 Web links are relevant. [Reference: QM 6.1, ID]


417

Line No.

Pass QC: Y, N, n/a


53 Web links are functional. [Reference: No QM, OL, Dev]

54 Web and content links are set to open in a new browser window. [Reference: QM 8.1, Dev]

55 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. [Reference: QM 8.3, AODA]

56 Content Layout meets requirements as listed in the AODA Reference Document. Topic 1 – Content Layout

• Text is coded in a logical linear reading order (use “drag select check” to see the order) • Sidebars are read at a logical point • When text is presented in columns, ensure that column headers are attached to the

text they describe • Cells in first row and first column of each table are defined with <th> tags instead of

<td>; this creates headers that JAWS can read more easily

57 Header requirements are followed as listed in the AODA Reference Document. Topic 2 – Headers

• Set using <h1>, <h2>, <h3>, etc. Not just big bold text. • Uses hierarchical organization:

<h1> <h2>

<h2>

<h3>

<h3>

<h3>

<h2>

<h3>

<h3>

<h2>


418

Line No.

Pass QC: Y, N, n/a


58 Contrast, text color, font size, and type are consistent throughout the course with proper headings and formats and meet requirements as listed in the AODA Reference Document. [Reference: QM 8.4, AODA] Topic 3 – Contrast

• Black text on white, or white text on black, is fine. • Light text on black, or dark text on white, is probably fine. • Coloured text on anything must be checked for contrast ratio using WebAIM

colour contrast checker • Any text that sits directly on top of an image must be checked in multiple spots to

determine whether any part of the image that touches the text has enough contrast-- test both the darkest and lightest colours that apply. If any check fails, recommend adding additional contrast with a text shadow or by sitting text on a flat colour box.

• We are obligated to meet AA contrast standards, but should try to meet AAA wherever possible as this is not terribly difficult to do.

• Thin text (paragraphs, non-bold headers) needs more contrast; fat text (bold words and bold headers) need less

59 Image layout meets requirements as listed in the AODA Reference Document. Topic 4 - Images

• No “images as text”. If an image can be reduced to selectable text, do so. • Detailed Alt text used when:

Information is contained in the image that is not present anywhere else in the text.

The image is a diagram, graph, or chart • Alt text left blank when:

Image is purely decorative (fancy line, background image, etc) Image is merely illustrative (paragraph about fire trucks with an

image of a fire truck to the right) • If any assessment or exercise is dependent on visual information (e.g., “label this

diagram”, “identify this image”, etc), either create the same activity as a text-only quiz, or create a different activity that meets the same learning outcome


419

http://webaim.org/resources/contrastchecker/



Line No.

Pass QC: Y, N, n/a


60 Video and audio clips meet requirements as listed in the AODA Reference Document. Transcriptions are provided on course narrated lectures, audios and videos. [Reference: QM 8.3, AODA] Topic 5 - Video/Audio

• Videos and audio have accurate captions • Video and audio have play/pause controls and ability to rewind • Long videos and audio recordings are broken into parts (no more than a few minutes

each) where possible

61 Accessibility requirements as listed in the AODA Reference Document are met. Topic 6 – Creating Accessible Word and PDF Documents Documents (Word or PDF) within eConestoga must meet the requirements listed at myConestoga here:https://share01.conestogac.on.ca/sites/accessibility/_layouts/15/start.aspx#/SitePages/Home.aspx

62 Clickable regions of image maps are clearly delineated. [Reference: OL]

63 The time to download media has been kept to a minimum. [Reference: OL]

64 Information is provided about the accessibility of all technologies required in the course and there is a link to the accessibility statement for each technology. [Reference: QM 8.2 and 8.3, Dev]

65 If synchronous activities are included, they are archived for students to review (e.g. Elluminate Live sessions, podcasts). [Reference: No QM and see 8.5, Dev]

66 Quality check done in different browsers, instructor view and student view. [Reference: No QM]


420

https://share01.conestogac.on.ca/sites/accessibility/_layouts/15/start.aspx#/SitePages/Home.aspx

https://share01.conestogac.on.ca/sites/accessibility/_layouts/15/start.aspx#/SitePages/Home.aspx

Course Structure and Design

67 Visual appearance to standards and includes all elements listed in Design Reference Document (SM). [Reference: QM8.1, Design Reference, Dev]

68 Brand appears on Course Home Page. [Reference: no QM, Dev]

69 The content utilizes all or most of eConestoga’s standard Module layout of: Introduction, Outcomes, Learning Activities, Post Assessment, and Summary. [Reference: 2.3, 2.4, and 8.1, OL, Dev]

70 EdTech’s eConestoga Student Survey (for Conestoga offerings). [Reference: no QM]

n/a

OntarioLearn

71 Course has been imported into OL Master. [Reference: no QM, Dev]

72 Conestoga - OntarioLearn Course Home Page has been set up and updated with current data. [Reference: no QM, OL, Dev]

73 A brief description of applicable OL policies and link to them has been added. [Reference: no QM, Dev]

74

Course Outline has been uploaded. [Reference: no QM, OL, Dev]

75 OntarioLearn Confidential Course Evaluation Survey has been added. [Reference: no QM, OL, Dev]

76 Developer has received OL check and has made the appropriate recommended changes. [Reference: no QM, Dev]


421

77 Embanet Technical Support Contact info is available. [Reference: no QM, Dev]

Other Items


422

15.4 Environmental Scan

The environmental scan conducted by Conestoga to inform development of the PSE program is provided on the following pages.


423

Conestoga College Institute of Technology and Advanced Learning

School of Engineering and Information Technology

Bachelor of Power Systems Engineering:

Environmental Scan

Table of Contents Glossary of Terms ......................................................................................................................................... 3

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

Program Description and Delivery Method ................................................................................................ 6

Enrolment .................................................................................................................................................. 7

Program Rationale ..................................................................................................................................... 7

The Case for Conestoga ........................................................................................................................... 8

Continuing Education .............................................................................................................................. 10

Proposed Location ................................................................................................................................... 10

Required Teaching Resources ................................................................................................................ 10

Student Experience ................................................................................................................................. 10

Environmental Scan .................................................................................................................................... 11

Occupations ............................................................................................................................................. 11

Labour Market Trends ............................................................................................................................. 12

Job Growth Forecast ............................................................................................................................... 12

Engineering Education - Job Mismatch (Skills Gap) ............................................................................... 17

Paradigm Shift in Electrical Power Generation, Distribution and Consumption ...................................... 19

Environmental Scan Tables ........................................................................................................................ 21

Table 1: Academic Comparisons ............................................................................................................ 21

Table 1a: - Conestoga (Proposed) ...................................................................................................... 21

Table 1b: Academic Comparisons - University of Toronto .................................................................. 25

Table 1c: Academic Comparisons – Ryerson University ..................................................................... 27

Table 1d: Academic Comparisons – Western University .................................................................... 30


424

Table 1e: Academic Comparisons - University of Waterloo ................................................................ 32

Table 1f: Academic Comparisons – University of Ontario Institute of Technology (UOIT) ................. 35

Table 1g: Academic Comparisons – Carleton University .................................................................... 38

Table 1h: Academic Comparisons – McMaster University and Mohawk College ............................... 41

Table 2: Academic Summary .................................................................................................................. 43

Table 3: Geographic/Demographic Summary ......................................................................................... 45

Table 4: Governmental Regulation/ Accreditation/ Recognition Summary ............................................. 47

Table 5: Economic/Social/Cultural Summary .......................................................................................... 48

Table 6: Technological Summary ............................................................................................................ 50


425

Glossary of Terms Contiguity: A boundary without any breaks or interruptions. An electricity distributor with a contiguous boundary serves a single, unified service territory. Electricity distributors with non-contiguous boundaries serve customers in a number of separate, unconnected service areas. Distribution: A distribution system carries electricity from the transmission system and delivers it to consumers. Typically, the network would include medium-voltage power lines, substations and pole-mounted transformers, low-voltage distribution wiring and electricity meters. Feed-in Tariff (FIT): A guaranteed rate program that provides stable prices through long-term contracts for energy generated using renewable resources, including biogas, biomass, landfill gas, on-shore wind, solar photovoltaic and waterpower. Greenhouse Gas (GHG): Gases that contribute to the capture of heat in the Earth’s atmosphere. Carbon dioxide is the most prominent GHG, in addition to natural sources it is released into the Earth’s atmosphere as a result of the burning of fossil fuels such as coal, oil or natural gas. Widely acknowledged as contributing to climate change. Intermittent Power Generation: Sources of electricity that produce power only during certain times such as wind and solar generators whose output depends on wind speed and solar intensity. Infrastructure Ontario (IO): A crown corporation wholly owned by the Province of Ontario, the remit of which includes the provision of financing for infrastructure purposes to municipalities and eligible public organizations. LDCs as municipal corporations are eligible to apply for an IO loan for capital expenditures. Kilowatt (kW): A standard quantity of power in a residential-size electricity system, equal to 1,000 watts (W). Ten 100-watt light bulbs operated together consume one kW of power. Kilowatt-hour (kWh): A standard unit of electrical energy in a residential-size system. One kWh (1,000 watt-hours) is the amount of electrical energy produced or consumed by a one-kilowatt unit during one hour. Ten 100-watt light bulbs, operated together for one hour, consume one kWh of energy. Local Distribution Company (LDC): An entity that owns a distribution system for the local delivery of energy (gas or electricity) to consumers. The focus of this report is solely electricity LDCs. Megawatt (MW): A unit of power equal to 1,000 kilowatts (kW) or one million watts (W). Megawatt-hour (MWh): A measure of the energy produced by a generating station over time: a one MW generator, operating for 24 hours, generates 24 MWh of energy (as does a 24 MW generator, operating for one hour). MicroFIT: Ontario residents are able to develop a very small or “micro” renewable electricity generation project (10 kilowatts or less in size) on their properties. Under the microFIT


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Program, they are paid a guaranteed price for all the electricity they produce for at least 20 years. Municipal Electricity Utility (MEU): An infrequently used term for a LDC which faded from usage after 1998, when MEU’s were converted into corporations under the OBCA. The term is still used in some legislation to describe LDCs. Ontario Power Authority (OPA): An Ontario government agency that assesses the long-term adequacy of electricity resources in Ontario, plans and procures electricity supply, and coordinates province-wide conservation efforts. Operations, Maintenance and Administration (OM&A): The cost of operating, maintaining and providing the back-office administration of a business. OM&A expenses typically include salaries and equipment required to provide regulated services and maintain a state of good repair. Payments in Lieu of Taxes (PILs): In Ontario, electricity utilities that are at least 90% publicly owned are exempt from corporate taxes. Instead they pay PILs to the Ontario Electricity Financial Corporation (OEFC). PILs which replicate federal and provincial corporate taxes and property taxes payable by private sector companies, are used to help pay down the stranded debt of the former Ontario Hydro. Peak Demand: Peak demand, peak load or on-peak are terms describing a period in which electricity is expected to be provided for a sustained period at a significantly higher than average supply level. Rate Setting: The OEB sets an LDC’s rates to enable the LDC to recover the forecasted costs which it will prudently incur to provide regulated services. Once every four years, an LDC undergoes a comprehensive Cost of Service (CoS) application where the OEB uses one year forecasted cost and revenue information submitted by the LDC to determine a base revenue requirement and the “base” rates that are set to recover that revenue requirement. In the intervening years, as part of the Incentive Regulation Mechanism (IRM) those base rates are adjusted annually according to an OEB-approved formula that includes components for inflation and the OEB’s expectations of efficiency and productivity gains. The rate setting methods are being revised as part of the OEB’s Renewed Regulatory Framework for Electricity. Rural or Remote Rate Protection (RRRP): Rural or Remote Rate Protection was established by the Ontario government to keep distribution rates in rural and remote parts of the province at levels similar to those paid by the rest of the province. The cost of the RRRP benefit is recovered through a regulated charge on all Ontario electricity customers approved by the OEB. In 2012, this charge was set at 0.11 ¢/kWh. Scale of Operations: The size of an LDC’s customer base and service area. A large utility has a larger scale of operations than a small one. Scope of Operations: The extent to which an LDC also owns and operates other utility-like services. An LDC that also provides natural gas and water and wastewater services has a larger scope of operations than a utility that restricts its operations to electricity distribution.


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Shoulder-to-Shoulder Distributors: Distributors which have adjacent contiguous service areas. See contiguity. Smart Grid: A Smart Grid delivers electricity from suppliers to consumers using digital technology with two-way communications to control appliances at consumers’ homes to save energy, reduce costs and increase reliability and transparency. Structure and Architecture: The existing configuration of transformer stations and distribution and transmission lines that provide the framework and skeleton of the province’s electricity system. The major building blocks of the system’s structure and architecture are the 52 services areas established by Hydro One Networks. Transmission: The movement or transfer of electricity over an interconnected group of lines and associated equipment between points of supply and points at which it is transformed for delivery to consumers, or is delivered to other, separate electric transmission systems. Transmission of electricity is done at high voltages; the energy is transformed to lower voltages for distribution over local distribution systems. Ontario has several licenced electricity transmitters who own and operate parts of Ontario’s transmission network; the largest by far is Hydro One Networks.


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Executive Summary

Proposed Program Title: Bachelor of Engineering - Power Systems Engineering

School: School of Engineering and Information Technology

School Contacts: Mitch Wawzonek, Monzur Kabir and Imam (Bobby) Al-Wazedi

Program Description and Delivery Method

The Conestoga College Institute of Technology and Advanced Learning - School of Engineering and Information Technology is proposing the development of a 4-year co-op Bachelor of Engineering - Power Systems Engineering (PSE) program.

This four-year Bachelor degree program is designed to meet the demand for engineers in rapidly evolving electrical power sector. This program provides a study of electrical power engineering, trans-disciplinary engineering of renewable energy generation, smart-grid and energy conservation technologies. The program provides a solid foundation in mathematics, science and engineering theory, and gradually builds practical and engineering design skills as well as full spectrum of employability skills through its project-based learning approach and co-operative education. This program adopts the project-based learning approach to develop practical and trans-disciplinary design skills – an approach that has been implemented and well received by Conestoga’s other degree programs. It is expected that graduates will be eligible for licensing as Professional Engineers, as the program will follow the established process of applying for Accreditation with the Canadian Engineering Accreditation Board (CEAB). Conestoga’s School of Engineering has considerable experience working with CEAB, and is confident that the PSE program will be able to demonstrate attainment of the necessary graduate attributes specified by CEAB. The curriculum focuses on the design, development and integration of power generation systems, transmission & distribution networks and complex electrical machines. Engineering topics include electrical theory, power electronics, electrical machines such as motors, generators and transformers, switch-gear & protection and renewable energy systems. Electrical safety and the growing importance of environmental and societal factors in relation to renewable energy are also included. The breadth study includes business, project management, group dynamics, communication skill and technical writing. The program will consist of eight academic semesters and three co-op work terms, in keeping with similar previously established Bachelor of Engineering degree programs at Conestoga. All


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academic delivery will occur at the Cambridge Campus, as the program will have a strong affinity with existing Engineering Degree programs as well as the Electrical Engineering Technology and Energy Systems Engineering Technology programs. Courses will be delivered using conventional classroom environments, together with lab-based courses where needed to provide solid knowledge of theory, and experience with hands-on applications of the theory.

Enrolment

The four year degree program will attract OSSD students with appropriate math, English and science backgrounds, with entrance requirements common to Conestoga’s other Engineering degrees. The enrolment capacity will initially be 30 students into first year, rising to 45 after a few years. Compared to large university engineering schools, the small class size and practical experience will be a significant attraction.

Within two years of start-up, there will be an opportunity for graduates from related Engineering Technology programs to bridge-in to the program. This would include Conestoga students graduating from Electrical Engineering Technology and Energy Systems Engineering Technology programs, who could apply for admission with advanced standing. Admitted students will complete a prescribed bridging program.

Program Rationale

The labour market study reveals a shortage of engineers in the power systems engineering sector, as detailed in the Labour Market Trends section. Projections indicate demand will increase: in addition to existing gaps, many engineers are close to retirement age and qualified replacements will be necessary to fill vacant positions.

Canada’s power distribution infrastructure is aging, and in need of significant upgrades. The current electrical distribution grid was designed many years ago to accommodate a few large sources of electrical power such as a hydroelectric power plant in Niagara, a large coal fired plant in Nanticoke and large nuclear plants. High-capacity long-distance transmission lines bring large amounts of power to regional power distribution authorities and are distributed regionally and locally as required. In recent years, much smaller connection lines from regional distributors have been connected to many “distributed generators” (of power) mostly photo voltaic and wind turbines which fall into the feed-in-tariff (FIT) and Micro-FIT category.

In recent years, much effort has been invested in improved energy conservation strategies, and alternate energy sources, many of which are renewable, and are sustainable for a long period of time. These include photovoltaic, solar, wind, geothermal, biomass, biogas, grey water heat recovery and micro-hydro. These are viable and widely available in most regions of Canada. This indicates the paradigm shift in power generation – from large and centralized to small and decentralized. The resulting technical challenges have been shifted towards these distributed generators, as their power generation characteristics are highly unpredictable and vary with time.


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At the same time, industrial and residential users of power have a varying load demand which has to be predicted correctly and matched to available generation. There are significant challenges in dealing with this varying demand, using widely distributed sizes and types generators. The complex generation scenario requires a re-engineered power grid, known as the “Smart Grid”.

From as early as 1847, extreme weather has impacted the earth’s telephone, telegraph and the electric-power grid systems. Extreme weather includes power blackouts caused by ice storms, solar radiation storms and geomagnetic storms. In addition, ionospheric disturbances, often associated with geomagnetic storms, can occur independently of other space weather types and create considerable difficulty to communications and global navigation system signals. For example in March 19891 geomagnetic storms collapsed the Hydro-Quebec power grid in approximately 90 seconds and left 9 million people without power. Newer and stronger energy storage techniques have the potential to overcome these power blackouts. Moreover, to receive weather forecasts, alerts and warnings to civil and commercial user communities, weather prediction centers will need appropriately educated and trained engineers. This proposed PSE program will adequately develop these skills which are given less importance in many other programs.

The academic environmental scan, as presented in the latter part of this document, reveals that traditional university engineering programs currently available appear to be less focused on producing electrical power “Systems” engineers. Instead, for the last 20 years, Electrical Engineering programs have been focusing more on the field of computer science and engineering than on power systems engineering. Along these lines, many of the programs’ names have been changed to Electrical and Computer Engineering. In more recent years there have been some initiatives taken by educational institutions, industries and utilities to catch up with the renewable energy initiatives, energy efficiency, and consequent smart-grid technologies. However, these recent initiatives appear to be insufficient.

A clear gap still exists in engineering education in this field of study. Traditional electrical engineering programs as well as these new programs will not be able to provide the whole ‘package’ of skills that the new-generation power systems require. “Systems” engineers are needed, who are not only experts in electrical engineering but also well versed in other engineering, science, environmental and societal aspects related to the electrical power system. To our best knowledge, the proposed PSE program is the only program in Ontario that will produce this type of job-ready graduate.

The Case for Conestoga

Conestoga College stands in an ideal position to address the progression of “smart” technologies in the field of electrical power systems. Conestoga can offer learning opportunities that will create power systems engineers ready to enter the field armed with

1 Mark H. MacAlester and William Murtagh, “Extreme Space Weather Impact: An Emergency Management Perspective,” Space Weather-The international Journal of Research and Applications, vol. 11, no. 03, pp. 8–14, 2014.


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knowledge and exposure to current industry practices. Key features of the program will include accredited engineering curriculum, project-based learning, small class sizes, professionally licensed faculty members with appropriate credentials, applied and experiential learning environments, regular exposure to new as well as commonly used technologies, and co-op work term opportunities. Rather than aiming to deliver content through purely academic exercises, students will be given the opportunities to explore real-world problems faced in electrical power systems engineering. Conestoga College has already established its reputation in embedding employable soft skills in its engineering curriculum. The proposed electrical power systems engineering program will uphold this reputation. A common complaint about students from traditional theoretical institutes who enter the workforce is that there is a considerable gap in working experience with industry practice and equipment use. This view was echoed in many authoritative market studies such as Engineers Canada2, Conference Board3 and Canadian Chamber of Commerce4, which clearly highlighted a mismatch between education and jobs. Conestoga prides itself in giving its students employable and practical skills to excel in their careers. This approach focusing on practical experience is benefitted by our geographic location. Conestoga, firmly planted in the Tech Triangle of Southwestern Ontario, is close to a number of industry leaders providing industrial manufacturing and process control and a number of utilities that are responsible for distributing electricity to more than 90,000 homes and businesses within the City of Kitchener, Waterloo and the Township of Wilmot. Conestoga also shares strong working relationships with many companies that work in this field, such as Stantec, Eramosa Engineering, Waterloo Hydro, Kitchener Hydro and Owens Corning. The proposed power systems engineering (PSE) degree will be built upon strength which already exists at Conestoga College:

1. Existing CEAB-accredited Mechanical Systems and Electronic Systems Engineering degree programs. Basic science and engineering courses can be shared among programs in order to reduce program delivery costs.

2. The applied learning diploma programs in Ontario college system in electrical engineering technology including renewable energy systems technology, mechanical engineering technology, robotics and automation, and manufacturing engineering technology. Conestoga is one of the largest deliverers in the Ontario college system for the electrician apprenticeship, and has an excellent power line technician program. The proposed PSE program can leverage these programs’ lab facilities and resources.

3. Smart grid technology requires very sophisticated optimization algorithms, based in the latest software applications. Conestoga has the software Engineering Technology

2 “Engineering Labour Market in Canada: Projections to 2020,” Final Report, Engineers Canada, October 2012. 3 “The Need to Make Skills Work The Cost of Ontario’s Skills Gap” Conference Board of Canada Report, June 2013 4 “Closing the Skills Gap: Mapping a Path for Small Business,” Canadian Chember of Commerce Report of the Symposium on Skills and Small Business, Toronto, November 2012.


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program with sophisticated educational resources which the PSE program can also utilize.

4. Finally, the engineering degree programs at Conestoga have been developed around the concept of project-based learning to provide students with a very experiential approach. The proposed PSE program will merge into this approach and consistently deliver quality graduates to the workforce.

Continuing Education

The establishment of Power Systems Engineering would enhance Conestoga’s ability to develop and deliver continuing education courses and participating as a member of Professional Engineers of Ontario. Graduates will be able to go on to Masters and PhD at University if they wish to become specialists in particular areas of Power Systems Engineering.

After completing their studies and some years of engineering work experience, graduates can become Engineers-in-Training, and ultimately professional engineers in Ontario. Ontario professional engineers are part of a community of more than 80,000 PEO licence and certificate holders committed to enhancing the quality of life, safety and well-being in the province. The P.Eng. designation represents high standards of engineering knowledge, experience and professionalism.

Proposed Location

The School of Engineering and Information Technology - Cambridge Campus is the proposed site for the delivery of this program.

Required Teaching Resources

Year 1 of delivery – 1 Full-time faculty

Year 2 of delivery – 3 Full-time faculty (2 new hires)

Year 3 of delivery – 5 Full-time faculty (2 new hires)

Student Experience

Three 14-week (minimum) co-op work terms will be required to graduate. The proposed time frame for the co-op experiences are in the second, third and fourth year of the program. The co-op program provides an opportunity for students to explore the wider range of positions available for graduates in the power systems generation transmission and distribution area.


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Environmental Scan Occupations

Some example job postings given below:

ENGINEER - EXTERNAL DEMAND COMPANY: Toronto Hydro LOCATION: Toronto, ON TYPE: Full-time DESCRIPTION: Toronto Hydro-Electric System Limited is proud to be named one of Greater Toronto’s Top Employers, one of Canada’s Greenest Employers and a Top Family Friendly employer. These awards speak to the organization’s efforts to attract and retain employees through a combination of benefits, positive working conditions and a culture that values team work, results and accountability. Toronto Hydro Corporation is a holding company, which wholly-owns two subsidiaries. Toronto Hydro-Electric System Limited, which distributes electricity and engages in Conservation and Demand Management (“CDM”) activities; and Toronto Hydro Energy Services Inc., which provides street lighting services. The principal business of the Corporation and its subsidiaries is the distribution of electricity by Toronto Hydro-Electric System Limited. Toronto Hydro-Electric System owns and operates an electricity distribution system, which delivers electricity to approximately 726,000 customers located in the City of Toronto. It is the largest municipal electricity distribution company in Canada and distributes approximately 19% of the electricity consumed in the Province of Ontario. Currently, Toronto Hydro has an opening for a: Engineer - External Demand The Engineer provides a wide range of engineering support services that will ensure technical soundness, reliability, safety and cost effectiveness of Toronto Hydro and it's electrical distribution power system. The Engineer demonstrates effective project management and process efficiencies; reviews, develops and/or presents business proposals, plans, designs, processes, operational procedures and practices, develops standards and specifications; participates in short and long range strategic planning; prepares engineering, technical or business reports and studies; performs analysis, testing and evaluations; provides timely technical support and consultation. CONTROL ROOM SUPERVISOR COMPANY: Toronto Hydro LOCATION: Toronto, ON TYPE: Full-time DESCRIPTION:


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Distribution Grid Operations is responsible for monitoring the activities of the electricity network, enabling access to authorized personnel and preventing interference to the network. The Control Room provides a 24 hour emergency and operations response for the electricity network and maintains the business safety and operational targets. In addition to these functions Distribution Grid Operations has responsibility for enabling increased synergies and efficiencies across the Division through Network data management and the delivery of Information and Communication Technology (ICT) projects in alignment with the Technology and Information Management Strategy (the IT Strategy).

Labour Market Trends

The proposed program is a new type of engineering specialization that focuses on electrical power ‘systems’, and not just electrical power. The closest fit national occupation category (NOC) for this program includes electrical and electronics engineers (NOC2133), other professional engineers (NOC2148), engineering managers (NOC 0211), power engineer (9241), and utility manager (0912). The graduates are expected to find engineering careers in a broad range of engineering fields, such as:

o Multiple types of power generation including renewable energy, transmission and distribution companies

o Heavy industries and mining o Companies involved in power systems design and installation for large buildings,

campuses, and industrial facilities o Electrical equipment and vehicle power system design, development and

manufacturing companies

Job Growth Forecast

• Engineering job growth (national)

Figure 1 shows a market study5, which is sponsored by Engineers Canada and provides an engineering job growth forecast (year 2011 to 2020) for different provinces. The graph shows a moderate growth in Ontario. Utilities and transportation are a strong source of employment in several provinces. The main drivers are major electricity projects that cover generation, transmission and distribution as well as renewable energy work in wind and solar.



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Figure 1: Engineering Employment Growth Expansion by Province 2011 to 2020


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Industry specific growth (Ontario):

Figure 2 shows the same market study (from Engineers Canada) which provides labour market growth forecast (year 2011 to 2020) for different Ontario industrial categories. The graph shows 10% growth in every sector and large growth in the engineering sector, where the graduates of this proposed PSE program may find job opportunities.

Figure 2: Employment Growth by Industry


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Table 1 provides a labour market growth forecast (year 2011 to 2020) for different industrial categories and provinces. The table reflects moderate to strong growth in Ontario in the sector of utilities, manufacturing and mining where the graduates of this proposed PSE program may find job opportunities.

Table 1: Employment Drivers

• Engineering discipline specific growth (Ontario):

Table 2 provides the labour market growth forecast (year 2011 to 2020) for different engineering disciplines in Ontario. The forecast, completed by Engineers Canada, depicts moderate growth in the electrical, electronics, and other engineering disciplines. The report indicates the following:

o The graduates in electrical and related areas have been in demand by international employers – local conditions understate market pressures.


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o Many engineers resident in Ontario are, for example, licensed in Saskatchewan; suggesting that Ontario consultants are active in the west and these jobs may appear as employment in either province.

Given the aforementioned restrictions to the rankings illustrated in Table 2, a higher market demand for Ontario engineers in electrical or related areas could be expected.

Table 2: Ontario Market Rankings

Graduates of the proposed PSE program may find jobs in other categories as well. For example, a job in a power generating station may be categorized as a mechanical engineer position, however a graduate of this program may be better suited for the position because of his/her system-level skill set.

• Replacement demand for engineering position (Ontario):

Engineers Canada market study shows that the average age of civil, electrical and mechanical engineers are 42, 41.9 and 41.9 respectively. Average ages of all other engineers are equal or below 36.5. It is projected that each year, from 2011 to 2020, 2.24% to 2.27% of electrical engineers will permanently retire, and 4.16% to 4.19% will move to limited retirement.


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Table 3 Engineering Labor Market Tracking System

Engineering Education - Job Mismatch (Skills Gap)

The above labour market growth projections provide only one side of the story. The same market study provided by Engineers Canada also clearly highlights engineering education-job mismatch: “There is an abundance of young engineering students enrolled in and completing engineering programs but lacking practical skills”. The possible extent of this gap is apparent in the 2006 census results showing only 49% of engineering graduates are employed in


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engineering and related occupations. A study6 of Ontario Society of Professional Engineers (OSPE) provides a comparison chart (Figure 3) to highlight this mismatch.

Figure 3 National Household Survey

One of the main reasons for the skills gap is the demand for job-ready graduates with sufficient practical and soft skills and shortage of the supply. An Engineers Canada study7 suggested that post-secondary programs should adapt to meet the specialized needs for employers in order to reduce the skills gap. The skills gap created by the education-job mismatch is worsened with the ongoing evolution of the field of engineering. Traditional engineering disciplines no longer encompass the skills required for relevant positions. This includes the electrical power sector, as presented in the next section. Employers, especially small and medium enterprises (SMEs), often cannot afford to hire many engineers to cover multi-disciplinary requirements. They regularly look for an engineer with multi-disciplinary skills. Existing university programs are seldom dynamic enough to meet the market demand, and the niche market is not big enough to encourage universities to develop new programs. A college degree program can fill the gap with lower cost. For more details, please refer to the section: ‘Case for Conestoga’.

6 Engineering Employment in Ontario: Research and Analysis, Ontario Society of Professional Engineers, May 2014. 7 “Engineering Labour Market in Canada: Projections to 2020,” Final Report, Engineers Canada, October 2012, http://www.engineerscanada.ca/sites/default/files/w_Engineering_Labour_Market_in_Canada_oct_2012.pdf


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Paradigm Shift in Electrical Power Generation, Distribution and Consumption

Electrical power generation, distribution and consumption are undergoing a paradigm shift due to the emergence of renewable energy, and peak demand reduction by energy conservation initiatives.

Ontario is one of the leading provinces in Canada aggressively moving towards green technologies. The Green Energy and Green Economy Act, 2009 (GEA), MicroFIT program, and Ontario Long-Term Energy Plan (LTEP) are examples of Ontario’s green energy initiatives. According to a study8 by the Canadian Center for Policy Alternatives, the goal of the Ontario government is to create 50,000 new green jobs. According to Ontario’s Long-Term Energy Plan9 about 20,000 MW of renewable energy will be online, representing about half of Ontario’s installed capacity, by year 2025.

Green energy features include:

• more geographically distributed, heterogeneous renewable energy sources, • widely varying plant capacity (from a few hundred kilowatts to hundreds of megawatts), • fluctuations in generated power depending on weather conditions and/or seasons and

great impact on ‘power quality’ • variations in voltage and current wave shape and supply frequency

These features prompted the paradigm shift from the conventional power grid to the more intelligent and dynamically controllable ‘smart-grid’. With the emergence of the smart-grid, power generation and distribution have become more flexible. For example, bidirectional power distribution has become possible, where a physical plant can be both a power consumer and a power generator.

According to Ontario’s Long-Term Energy Plan, the province has adopted a policy called “Conservation First”. Under this policy, the ‘demand-response’ program aims to reduce peak demand using a variety of new and innovative initiatives and technologies. One of the initiatives includes customers being able to download their own detailed energy usage with a simple click of a literal Green-Button10. It is expected that better consumer awareness of consumption patterns will encourage them to use energy efficient equipment and manage time of use. The province is aiming to use the demand response to meet 10% of peak demand by 2025. Moreover, the plan predicts 16% reduction in forecast gross demand of electricity by year 2032. In addition the policy is aiming towards improved energy storage technologies, where electric energy is stored in some form at low demands, and supplied at the peak.

8 “Climate Change and the Canadian Energy Sector”, Canadian Center for Policy Alternatives, October 2011, http://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2011/10/Climate%20Change%20and%20Energy%20Sector.pdf 9 “Ontario’s Long-Term Energy Plan”, 2013, http://www.energy.gov.on.ca/en/ltep/ 10 http://energy.gov/data/green-button


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http://www.energy.gov.on.ca/en/ltep/

All the above initiatives come with profound technological challenges and hence require new engineering knowledge and skills. The curriculum of the proposed PSE program will study the paradigm shift and incorporate relevant elements in order to meet the skill requirements which are crucial for graduate success.


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Environmental Scan Tables Table 1: Academic Comparisons

Table 1a: - Conestoga (Proposed)


Conestoga College, Kitchener, Ontario


Bachelor of Engineering: Power Systems Engineering


This four-year Bachelor degree program is designed to meet the demand for engineers in the rapidly evolving electrical power sector. This program provides a study of electrical power engineering, trans-disciplinary engineering of renewable energy generation, smart-grid and energy conservation technologies. The program provides a solid foundation in mathematics, science and engineering theory at the beginning, and gradually builds practical and engineering design skills as well as full spectrum of employability skills through its project-based learning approach and co-operative education. This program adopts the project-based learning approach to develop practical and trans-disciplinary design skills as well as to practice all the graduate attributes specified by CEAB (Canadian Engineering Accreditation Board). The curriculum focuses on the design, development and integration of power generation systems, transmission & distribution networks and complex electrical machines. Engineering topics include electrical theory, power electronics, electrical machines such as motors, generators and transformers, switch-gear & protection and renewable energy systems. Electrical safety and growing importance on environmental and societal factors in relation to renewable energy are also included. The breadth studies include business, project management, group dynamics, communication skill and technical writing.

Career Options: PSE graduates will be well prepared for a career in a broad range of engineering fields, such as: • power generation, transmission and distribution companies • heavy industry


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• companies involved in power systems design and development for large buildings, campuses, and industrial facilities

• electrical equipment and vehicle power system design, development and manufacturing companies

Common job titles include:

o Power System Engineer o Instrumentation and Controls Engineer o Electric Drive Design Engineer o QA test Engineer o Electro Mechanical Engineer

Emerging job title includes: o Traction Power Engineer o Equipment Power Engineer o Service engineer (Power systems) o Reliability Engineer11 o System Planning Engineer o Test Engineer o Protection and Control Engineer o Operations Engineer o Quality engineer


Initial capacity of 30, growing to 45

Estimated Enrolment Table (numbers include attrition and bridging)

Program Year

2017/18 2018/19 2019/20 2020/21 2021/22 2022/23

1 25 30 30 30 45 45

2 - 21 25 25 25 38

Bridge Intake (incl. in Year 3)

- - 5 5 10 10

3 - - 22 26 31 31

4 - - - 20 24 29

Total 25 51 77 101 115 143

11https://mondelez.taleo.net/careersection/mndlz_external_careersite_can/jobdetail.ftl?lang=en&job=1406440


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Regional, Provincial, National, International


Secondary schools, colleges and universities, and international students


Three four-month work terms, with a minimum of 420 hours each

Accredited/Certified Program:

Canadian Engineering Accreditation Board


Faculty graduated

- 5 full-time faculty at full roll-out (5 years)

- mix of Masters and Ph.D with industry and research experience

- P.Eng.

- Domestic or International


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from where?



• Ontario Secondary School Diploma (OSSD), or equivalent, OR 19 years of age or older

• A minimum of six (6) Grade 12 courses with a minimum cumulative average of 65%, including five (5) required U level courses and one additional U or M level course

• The following Grade 12 U courses are required: • English (ENG4U) • Chemistry (SCH4U) • Physics (SPH4U) • Calculus and Vectors (MCV4U) or equivalents


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Table 1b: Academic Comparisons - University of Toronto


University of Toronto – Toronto, Ontario http://www.ece.utoronto.ca/undergraduates/programs/



Electrical Engineering (Program Code: TE) Bachelor of Applied Science 4 year undergraduate engineering degree program


Program Outline The first two years of study provide the essential background in basic science and mathematics and also introduce important Electrical and Computer Engineering concepts, such as circuits, digital systems, electronics, and communication systems. These two years of study are identical for both the Electrical Engineering and Computer Engineering programs. In the third and fourth years, the curriculum allows flexibility in course selection, subject to program and accreditation requirements. There are a broad array of courses in six areas of study that would appeal to their individual strengths and interests. A number of streams or course packages (public profiles) have been developed by the CMC (Curriculum Matters Committee) members to serve as course selection examples. These can be used as inspiration developing more concrete decisions. Students are also free to use one of the public profiles as their template. The example course packages can be found on Magellan, an online program designed to help facilitate the course selection process.

Career Options: Electrical Engineer


Statistics provided by the University of Toronto do not specify enrolment and retention numbers specific to the Electrical Engineering program stream, but shows consistent growth in enrolment to Applied Science and Engineering (of which Electrical Engineering is a subset):

2002-03 Actual

2004-05 Actual

2012-13 Actual

2013-14 Actual

2014-15 Plan

3,848 4,056 4,820 4,899 5,041


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http://www.ece.utoronto.ca/undergraduates/programs/


Statistics provided by the University of Toronto do not specify geographic draw specific to the Electrical Engineering program stream, but general admission statistics suggest a domestic draw, primarily from the secondary school system. Overall international enrolment in 2013-14 was 15.2% (2,414 undergraduate students). In the same year, total international student intake increased by 10.2% in undergraduate admissions. The University of Toronto projects that the proportion of international students in undergraduate programs will increase to 17.5% by 2018-19, and will be driven primarily by higher international intake targets in various areas, including Applied Science and Engineering.


Secondary schools, postsecondary institutions, and foreign students. In 2013-14:

• 1.1% of undergraduate students came from studying at an Ontario College of Applied Arts and Technology,

• 6.5% of University of Toronto undergraduate students came from another Canadian university, CEGEP, or non-Ontario College,

• 15.2% were international students.


Unlike other schools which offer traditional co-op placements, at U of T Engineering students have the option of doing a 12 to 16 month long paid work placement, a four month summer internship, or both.




More than 60 faculty members. http://www.ece.utoronto.ca/faculty/directory/



The basic course requirements for all U of T undergraduate Engineering programs are: Grade 12 Physics, Chemistry, English, Advanced Functions and Calculus & Vectors, and one other grade 12 U or M course. Students with less than four years in an English-speaking country at the time of their high school graduation will be asked to provide proof of English proficiency. The average grade of the 2013-14 incoming Engineering class is 91.7% - a


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http://www.ece.utoronto.ca/faculty/directory/

higher average than over the previous three years.

Table 1c: Academic Comparisons – Ryerson University


Ryerson University – Toronto, Ontario



Electrical Engineering (Program code: SEJ)

4 year undergraduate engineering degree program


The first-year courses of the Electrical Engineering program provide the students with a solid foundation of science and engineering science fundamentals such as mathematics, physics, chemistry, computer science and the theory of electric circuits. The second year of the program introduces discrete mathematics, data structures and engineering algorithms, electrical networks, analog and digital electronic circuits and systems. In the third year of the Electrical Engineering program, the emphasis is shifted to advanced engineering science and engineering subjects such as electromagnetics, communication systems, control systems, signals & systems, microprocessors and advanced electronic circuits. The fourth year curriculum of the Electrical Engineering at Ryerson University provides students with a broad range of professional elective courses covering instrumentation, analog and digital integrated circuits, radio-frequency integrated circuits, VLSI design, optical and wireless communication systems, multimedia, control systems, power electronics, power systems, and electro-mechanic systems. Students can freely choose these courses based on their interest. Students also have the freedom to choose to be specialized in one of the following options: Energy option, Microsystems option, Multimedia option, and Robotics and Control option where students must take a set of required courses in order to have the chosen option stated in their official transcript. Energy option focuses on electrical power systems and power electronics. Microsystems option focuses sensors and transducers, integrated circuits, and embedded systems. Multimedia option deals with the theory and implementation of signal processing for digital images, audio, audio and multimedia. Robotics and Control option focuses on the design and implementation of modern control systems and its applications in robotics. During this final year of the program, every student must complete a mandatory group-based capstone design project.


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Career Options: The graduates of the Electrical Engineering program of Ryerson University are well prepared for an engineer career in a broad range of engineering fields such as instrumentation and controls engineers, integrated circuit design engineers, microelectronic systems design and test engineers, power system engineers, electric drive design engineers, embedded systems design engineers, communication systems engineers, and multimedia and digital signal processing engineers.


The Electrical Engineering Program Enrolment statistics are as follows: 2013-14 Years 1-4 (Fall 2013) Full-time Equivalent Students

Number of Students

% with Full-time Load

International Students

606 682 63.5% 42 The following table reflects the most recent retention data available at this time. Percentages show the number of students retained in the same program after year 1.

Fall 2008 Fall 2009 Fall 2010 Fall 2011 75.4 % 74.8 % 80.7% 78.3%


Geographical Draw for the Electrical Engineering Program in 2013-14 is as follows:

GTA (incl. Toronto)

Other Ontario

Other Provinces

International Not Available

613 20 3 42 4


Secondary school, postsecondary institutions, and foreign students. Gender and age enrolment statistics in 2013-14 for students in year 1 to 4 are as follows:

Gender Age Male Female 19 or

Younger 20-24 25-29 30 or

Older Mean Age

603 79 205 370 78 29 21.6


No co-op option



Number of Full-time/Part-time Faculty with Terminal



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Credentials:





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Table 1d: Academic Comparisons – Western University


Western University, London Ontario, Canada http://www.eng.uwo.ca/electrical/


Engineering (Major: Electrical Engineering ) Program code: EE 4 year undergraduate engineering degree program


Students of this program learn how to harness electrical energy for human benefit. Use of electrical energy is versatile and our program covers a broad range of applications including robots, computers, telecommunications, digital electronics, and electric motors, just to name a few. After the common first year, students pursue the next three years in Electrical Engineering. In fourth year, students may choose from a range of technical electives in the Electrical Engineering Option or they may choose to specialize in one of the following options: Wireless Communication Option Power Systems Option The world is looking to develop sustainable, environmentally friendly and diversified sources of electrical energy. There is also a significant demand in the power generation and distribution industry for renewal and expansion of technical personnel. This option offers students a solid background in design and the operation of conventional power systems, as well as insight into modern and alternative sources of electric power generation. The program offers the only program in Canada with courses in Power System Protection. Biomedical Signals and Systems Option



Western University has not provided enrolment and retention numbers specific to the Engineering: Electrical Engineering program, however general enrolment and retention numbers for all engineering programs are as follows:

Enrolment- (Fall 2012) - 1387 Retention rate (2012) - 92%

Geographic Draw (Regional,

Data unknown.


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Provincial, International):


Secondary School and Universities, and foreign students. Related 2012 enrolment statistics are as follows: Male students: 1126 (Engineering Programs) Female students:261 (Engineering Programs)


Our Internship and Summer Engineering Co-op programs provide students with opportunities to gain practical experience. The 12-to 16-month internship is available to students following their third year of study. Summer co-ops provide technical work experience during the summer months and are available to qualifying students at each level of undergraduate studies. Engineering students with practical experience are usually the first to secure employment following graduation.










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Table 1e: Academic Comparisons - University of Waterloo


University of Waterloo, Ontario, Canada http://www.eng.uwo.ca/electrical/


Electrical Engineering (Program code: WWF)


Electrical Engineers apply electronic and electromagnetic/optical design principles to design, build, and test analog or digital devices, circuits, and systems - for processing, communication, and storage of information; distribution, conversion, and storage of energy; and process automation or robotics. Application areas include communication, manufacturing, power and energy, health care, computing, security, entertainment, and many others. By their choice of elective courses, students may focus on the following broad domains: Systems for communication, control, or power. Digital hardware, software, and the computer as a component. Electronic, radio-frequency, or optical devices, circuits, and fabrication. The curriculum is designed to teach those fundamental physical and engineering sciences that form the basis of the work of electrical engineers. It consists of prescribed core courses complemented by five technical elective courses, two natural sciences elective courses, and four complementary studies elective courses. The normal recommended program involves a course load (excluding seminars and work reports) of five or six courses per term. Laboratory exercises are compulsory where they form part of a course. Approval from the Department is required for departures from this recommended program. Permission to carry more than the normal load in any one term is at the discretion of the Department and is dependent on both the student's previous term average and their cumulative average. Each cohort is a blend of electrical and computer engineering students and these students share all courses in the first three academic terms. The next three academic terms see two shared core courses, two program-specific courses, and an elective of each student's choice. The last two years see all electrical and computer engineering students merge again to take their chosen technical electives in each student's own personal areas of focus.

Career Options: The graduates of the Electrical Engineering program are well prepared for an engineer career in a broad range of engineering fields such as instrumentation and controls engineers, integrated circuit design engineers, microelectronic systems design and test engineers, power system engineers, electric drive


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design engineers, embedded systems design engineers, communication systems engineers, and multimedia and digital signal processing engineers.

JOB TITLE EMPLOYER

Product Engineer NVIDIA Corporation

Mixed Signal Layout Designer

PMC-Sierra Inc.

Software Quality Assurance. Analyst

ConceptWave Software Inc.

Math/Science Teacher Christian Alliance P.C . Lau Memorial International School

Electrical Staff Engineer Skyworks Solutions Inc.

Product Developer Christie Digital Systems Inc.

Protection & Control Officer Hydro One Inc.

Electrical Engineer PPG Canada Inc.

Asic Layout Engineer Advanced Micro Devices Inc.

Assistant Professor American University of Sharjah


The University of Waterloo has not provided enrolment and retention numbers specific to the Electrical Engineering program, however general enrolment numbers for all engineering programs are as follows:


Geographic Draw (Regional,

Data unknown.


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Provincial, International):


Secondary School and Universities, and foreign students. Related 2012 enrolment statistics are as follows: Male students (2012): 5273 (Engineering programs) Female students (2012): 1189 (Engineering programs)


Waterloo offers 6 four-month work term opportunities, with a four-year degree taking 5 calendar years due to the included work terms.








Ontario students: 6 Grade 12 U and/or M courses including Advanced Functions (minimum final grade of 70% is required) Calculus and Vectors (minimum final grade of 70% is required) Physics (minimum final grade of 70% is required) Chemistry (minimum final grade of 70% is required) English (ENG4U) (minimum final grade of 70% is required)


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Table 1f: Academic Comparisons – University of Ontario Institute of Technology (UOIT)


University of Ontario Institute of Technology (UOIT), Oshawa, Ontario, Canada Information collected from: http://uoit.ca/programs/energy-systems-and-nuclear-science/energy-systems-engineering.php



Bachelor of Engineering (Honours) Energy Systems Engineering

4 year undergraduate engineering degree program


Students in the Honours Bachelor of Engineering in Energy Systems Engineering program will learn the skills to design and develop tomorrow’s energy systems. This degree program is the first stand-alone program of its kind in Canada. The program was developed to meet the rapidly increasing demand for graduates with the knowledge and skills required to help Canada and the rest of the world meet the terms of the Kyoto agreement, while ensuring that the growing consumption of energy can be satisfied economically and with minimal impact on the environment. The curriculum provides students with an understanding of the principles and applications of the full range of energy systems and technologies, from traditional fossil-fuelled energy systems to alternative energy technologies. This includes the production, storage, distribution and utilization of energy.

Career Options:

Graduates will be well-prepared to work with systems that involve the generation, transmission or utilization of energy. Career opportunities are increasing for graduates in industry, government and non-government organizations. Graduates may also choose to start their own energy enterprise or pursue graduate studies.

Graduates will find employment and progress to positions of increasing responsibility in a range of technology- based companies and institutions, with a particular emphasis in energy systems and nuclear power related specialties.


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Enrolment and Retention Numbers: Students are not currently being admitted to this program.

Geographic Draw (Regional, Provincial, International): Data not available


Secondary school and universities, and foreign students.


Optional work placement opportunities will be available. A 12- to 16-month optional internship program is also available for students completing the second or third year of the program.

Accredited/Certified Program (by whom): Not yet accredited



• 11 plus 2 with cross-appointment plus 2 adjunct professors for the faculty of energy systems and nuclear science, which has total 7 different programs.

• Number of faculty members for this program is not yet found

Sources: http://uoit.ca/programs/energy-systems-and-nuclear-science/




Admission is competitive. The specific average or standing required for admission varies from year to year. Students are selected by taking into consideration a wide range of criteria including school marks, distribution of subjects taken, and performance in subjects relevant to the academic program. Possession of the minimum requirements does not guarantee acceptance. Preference will be given to applicants with the best qualifications. Current Ontario secondary school students must complete the Ontario Secondary School Diploma (OSSD) with six 4U or 4M credits including English (ENG4U) with a minimum average of 60 per cent, Advanced Functions (MHF4U), Calculus and Vectors (MCV4U), Chemistry (SCH4U), and Physics (SPH4U). In addition, a combined minimum 70 per cent average in math and science courses is required, with no grade below 60 per cent. All other applicants should refer to Section 4.5 of this


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calendar for the requirements for their specific category of admission.


>$4,500/term, assuming full course load, including incidental fees plus about $700 compulsory ancillary fees and $500 co-op fees



Number of awards and scholarships available (detail in http://safa.uoit.ca/scholarships-and-bursaries/index.php)

Both on-campus and off-campus housing


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http://safa.uoit.ca/scholarships-and-bursaries/index.php

Table 1g: Academic Comparisons – Carleton University


Carleton University, Ottawa Canada Information collected from: http://carleton.ca/mae/prospective-students/undergraduate/sustainable-and-renewable-energy/



Sustainable and Renewable Energy (Program code CEK)


Sustainable and Renewable Energy Engineering (SuRE) is a professional discipline concerned with the design, development, implementation, and improvement of the methods and systems used to generate and distribute energy from sustainable and renewable sources. The impact of existing patterns on global climate could well be the limiting factor to how long fossil fuels can continue to serve a significant fraction of society’s energy needs. It makes eminent sense, therefore, to make every effort to conserve non-renewable fuels for use by future generations and to control the global greenhouse effects. This has motivated the search for effective engineering technologies to decrease energy use, enhance the efficiency of energy utilization associated with fossil fuels and to change to renewable sources of energy such as solar, wind, tidal wave, biomass, hydroelectric, and geothermal energy. The SuRE program is designed to educate engineers to have the technical and analytical skills for designing, building, and operating sustainable and reliable energy systems that link generation, distribution, and end use in an environmentally efficient way. Students in the program will learn how to apply quantitative analytical and design skills to solve problems in sustainable energy systems to construct new components and systems for energy applications. The SuRE program includes a combination of course work in mathematics, natural and life sciences,


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applied engineering science and design, and non-technical elective courses. The program offers two streams: • Stream A: Smart Technologies for Power Generation and

Distribution • Stream B: Efficient Energy Generation and Conversion

Career Options:

As a graduate of this program, a student could find employment in power plant utilities, construction industry, manufacturers of materials and equipment for renewable energy projects, hybrid vehicle design industry, and service industries specializing in enhancing energy efficiency.


Carleton University has not provided enrolment and retention numbers specific to the Sustainable and Renewable Energy program, however general enrolment numbers for all engineering programs are as follows:



Data unknown


Secondary school and universities, foreign students and from work force.


This program offers co-op option, which consists of 3 work-terms in between 3rd year first and second academic terms.



Accredited by CEAB (Canadian Engineering Accreditation Board)



More than 50 faculty members including professor emeriti and adjunct professors for mechanical and aerospace engineering department. This program has 4 undergraduate and graduate programs. It is not known how many full-time equivalent faculty members are involved in this program.


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• OSSD with six Grade 12 courses at the 4U or 4M level (prerequisite courses must be at the 4U level)

• Grade 12 English 4U is recommended for all degrees • Grade 12 4U/4M credits for co-op work experience will

not be considered as part of the six courses • Students are expected to present a minimum

percentage grade and prerequisite average depending on the program for which they apply. For engineering the minimum cut-off range is 75% to 85%

• Required courses for engineering are: o Advanced Functions o Chemistry o Physics o One credit from Calculus and Vectors, Biology, or

Earth and Space Science *Calculus and Vectors recommended



> $5,000 per term (other compulsory expenses except coop fee included)

Coop fee is about $1,000 per term (minimum 3 coop terms for coop option


• Entrance scholarship for marks 80% or more • a number of ‘prestige scholarships’



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Table 1h: Academic Comparisons – McMaster University and Mohawk College


McMaster University and Mohawk College, Hamilton, Ontario, Canada Information collected from: http://mybtechdegree.ca/energy.html http://future.mcmaster.ca/programs/btech/#overview



Bachelor of Technology

Energy Engineering Technologies


This is a “diploma to degree” program, which is tailor-made for college graduates wishing to upgrade their education and further their careers. All eligible program entrants receive two years worth of advanced credit from their previously completed college diploma or university degree. A flexible evening and weekend schedule runs for twelve months of the year, giving students the option to work full- time while completing the program. Those not working full-time may take up to six courses per term. This program is for learning power quality, protection, and control, energy management, and renewable energy technologies such as bio-mass, fuel-cells, geothermal, solar, and wind from both technical and managerial points of view. Seventeen core technical courses cover advanced math, electricity and electronics, control theory, thermal fluids, as well as power generation, distribution, quality, protection, and maintenance. Seven management courses complement your studies.

Career Options:

Graduates are ideal candidates for engineering, project management, and supervisory roles that require a technical background. They work in the energy utility industry, for renewable energy integrators, for governmental bodies at all levels, and in the energy product manufacturing industry.

Enrolment and Retention Numbers: Target annual enrolment – 250 (all streams of the


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http://mybtechdegree.ca/energy.html

Bachelor of Technology combined, in which Energy Engineering Technologies is a subset)

Retention rate - Unknown


Data unknown.


College and workforce with college degree and foreign trained post-secondary graduates.


All students are required to complete 12 months of relevant work experience as part of the program. One four month work term is completed after the second year of study, and one eight month term is completed in the third year of study.

Wage rates for most co-ops are between $15 - $22/ hour.

Accredited/Certified Program (by whom): Not Accredited – not an Engineering program



McMaster electrical and computer engineering, the department has 33 full-time faculty members, 17 adjunct members and 8 associate members.

Credentials: Unknown




This program considers students who have completed an advanced level (three-year) technology diploma in related technology field, and obtained a minimum cumulative GPA of 75%. If the cumulative average of between 70 and 74.9%, they can still have chance but requires to discuss the alternate pathway that may be open to for the applicant.

Applicants with educational backgrounds equivalent to those completing advance level college diplomas, including internationally educated applicants, will be considered on an individual basis and are encouraged to apply.

Tuition, Incidental and Program Fees: The cost per 3 unit course is approximately $709. For six courses per term may cost about $4,000.



Award & scholarship: Not found (probably none)

Housing: On campus and off-campus


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Table 2: Academic Summary


Bachelor of Engineering - Power Systems Engineering Specialization in systems engineering for generation, transmission and distribution of electrical energy including renewable energy.

List of College and University Comparable Programs:

University of Toronto – Electrical Engineering Ryerson University - Electrical Engineering University of Western Ontario – Engineering (specialization in Electrical Engineering) University of Waterloo – Electrical Engineering University of Ontario Institute of Technology – Energy Systems Engineering Carleton University – Sustainable and Renewable Energy McMaster-Mohawk – Bachelor of Technology

Key Similarities:

• All programs (except 2-year MacMaster-Mohawk B.Tech) offer eight academic terms

• Some programs offer co-op work terms option • Math, Science, and foundational electrical engineering courses are

comparable • Some offer a few comparable upper-year courses in the field of electrical

power engineering. • All programs have comparable admission requirements (except

MacMaster-Mohawk B.Tech.)

Key Differences:

• The proposed PSE programs is a “Systems Engineering” program, the comparators are not

• The proposed PSE program is based on project based learning, the comparators are not

• The proposed PSE program has significant emphasis on soft skills including business, group dynamics, and communications

• The proposed PSE program is co-op mandatory, whereas most comparators are co-op optional (University of Waterloo is also mandatory)

Overall Rationale for offering/continuing to offer this program:

This degree will be built upon much strength which already exists at Conestoga College.

1. Existing accredited Mechanical Systems and Electronic Systems Engineering degree programs. Basic science and engineering courses can be shared among programs in order to reduce program delivery costs

2. The applied learning diploma programs in Ontario college system in


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electrical engineering technology including renewable energy systems technology, mechanical engineering technology, robotics and automation, and manufacturing engineering technology. Conestoga is one of the largest deliverers in the Ontario college system for the electrician apprenticeship, and has an excellent power line technician program. The proposed PSE program can leverage these programs’ lab facilities and resources.

3. Smart Grids require very sophisticated optimization algorithms, based in the latest software applications. Conestoga has the Software Engineering Technology program with sophisticated educational resources which the PSE program can also utilize.

4. Finally, the engineering degree programs at Conestoga have been developed around the concept of project-based learning to provide students with a very experiential approach. The proposed PSE program will merge into this approach and consistently deliver quality graduates to the workforce.


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Table 3: Geographic/Demographic Summary



Community Profile:

Ontario Rate of Population Growth: the annual rate of growth of Ontario’s population is projected to increase gradually in the short term, rising from 1.0% in 2008-09 to reach 1.2% by 2012-13. Over the second half of the projection period, population growth is projected to slow gradually. Immigration: net migration is projected to account for 68% of all population growth in the province over the 2008-2036 period, with natural increase accounting for the remaining 32 per cent. Kitchener-Waterloo Region Faster Rate of Population Growth: Between 2001 and 2006, the Kitchener Census Metropolitan Area (CMA) was the third fastest growing CMA (8.9%) behind Oshawa (11.6%) and Toronto (9.2%). The City of Guelph also experienced a rate of growth (8.3%) much higher than the Province (6.6%). Size of Urban Area: The Kitchener Urban Area ranked as the fourth largest urban area in Ontario in 2006. The City of Guelph was also in the top ten largest Urban Areas. Lower Median Age: As of 2006, the Kitchener CMA and the City of Guelph had a lower median age than the Province with Kitchener possessing the 3rd youngest median age of all major Canadian urban areas. Also, the percentage of the population in the 20-29 year range was higher than that of the Province for both the Kitchener CMA and the City of Guelph. Level of Post-Secondary Education Attainment: Within the Kitchener CMA, the percentage of the population with no post-secondary education was higher than the Province. However, in Guelph, the percentage of the population with no post-secondary education was slightly lower than the Province.

Immigration Patterns:

2006 Census – 105,375 immigrants living in region (473,260 total population), accounting for 22.3% of population.


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Immigrant growth has been 13.6%, twice the rate of non-immigrants.

Foreign Workers:

Kitchener CMA: 755 (2011)12

International Students:

University of Waterloo – 4747 (2012/13)13 Wilfrid Laurier University – 331 (2011/12)14 Conestoga College – 800 (2012/13)15 Foreign Students Entering Kitchener Urban Area (2012) – 1,56816

Workforce Education Levels:

2006 Census – 288,410 living in region with at least Certificate, Diploma or Degree (380,990 people total, aged 15 years+) 75.7%

Current Trends in Staffing Patterns and Changes in Occupations:

Job Openings from Expansion and Replacement Demand by Skill Level, 2011-2020 (estimated 6.5 million job openings over next 10 years):17 Management – 10.8% Skill Level A (University Education) – 21.3% Skill Level B (College Education) – 34.4% Skill Level C (High School) – 24.9% Skill Level D (On-the-job Training) 8.6%

Availability of Full-Time, Part-time or Volunteer Workforce

Annual Labour Force Statistics (2012)18 Ontario Population 15+ (‘000): 11,069.7 Labour Force (‘000): 7,357.2 Employment (‘000): 6,783.7

12 http://www.hrsdc.gc.ca/eng/jobs/foreign_workers/lmo_statistics/annual2011.shtml 13 https://uwaterloo.ca/performance-indicators/2013-performance-indicators/students/percent-international 14 http://cudo.ouac.on.ca/api/get-data.php?table=4&univ=33&year=2011&header=1 15 http://www.conestogac.on.ca/international/ 16 http://www.cic.gc.ca/english/resources/statistics/facts2012/temporary/15.asp 17 http://www23.hrsdc.gc.ca/[email protected]?lid=16%20&fid=1&lang=en 18 http://www.hrsdc.gc.ca/eng/jobs/lmi/publications/e-scan/on/mar2013.shtml


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http://www.hrsdc.gc.ca/eng/jobs/foreign_workers/lmo_statistics/annual2011.shtml

https://uwaterloo.ca/performance-indicators/2013-performance-indicators/students/percent-international

http://cudo.ouac.on.ca/api/get-data.php?table=4&univ=33&year=2011&header=1

http://www.conestogac.on.ca/international/

http://www.cic.gc.ca/english/resources/statistics/facts2012/temporary/15.asp

http://www23.hrsdc.gc.ca/[email protected]?lid=16%20&fid=1&lang=en

http://www.hrsdc.gc.ca/eng/jobs/lmi/publications/e-scan/on/mar2013.shtml

Table 4: Governmental Regulation/ Accreditation/ Recognition Summary



Federal and Provincial Regulations:

Professional Engineers Ontario (other province and territories have their own regulation)

Changes in Rules and Regulations I.e. degrees or accreditation now required for an industry/career:

Canadian Engineering Accreditation Board (CEAB) accreditation – expected 2020

Certification Requirements:

Curriculum design must meet accreditation criteria

Industry Recognition:

• CEAB accreditation for PSE program will be recognized by the industry as educational requirement for an engineering position

• Some job positions require engineering license (PEO for Ontario)


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Table 5: Economic/Social/Cultural Summary


Bachelor of Engineering - Power System Engineering

Unemployment Rates (General and Regional):

Ontario (March 2013): 7.8%19 Kitchener CMA (October 2013): 6.8%20

Available and Qualified Labour Pools:

Ontario Labour Force (‘000): 7,357.221 Kitchener CMA Labour Force (October 2013) (‘000): 311.722

Future Investments in Ontario:

The Long-Term Energy Plan (LTEP) is designed to balance the following five principles: cost-effectiveness, reliability, clean energy, community engagement and an emphasis on conservation and demand management1. The Ministry of Energy is trying to put conservation first in their planning. This will require trained engineers who can redesign cost effective solutions to reduce power consumption in small, medium and large sized business. Solutions include LED lightening, occupancy control, use of VFD’s, Hydronic Balancing etc. Moreover, Ontario power generation authority will produce cleaner, renewable electricity by adding generating units thereby increasing the capacity.

Emerging Occupations and Competencies:

The emerging occupations include23: 1. Power system Engineer 2. Traction power Engineer 3. Equipment power Engineer 4. Service engineer (Power systems) 5. Reliability Engineer24 6. Control and Instrument Engineer 7. System Planning Engineer 8. Electro Mechanical Engineer

19 http://www.hrsdc.gc.ca/eng/jobs/lmi/publications/e-scan/on/mar2013.shtml 20 http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/lfss03g-eng.htm 21 See note 6. 22 See note 8. 23 http://www.wowjobs.ca/BrowseResults.aspx?q=Power+Engineer&s=r&l=Toronto%2c+ON 24https://mondelez.taleo.net/careersection/mndlz_external_careersite_can/jobdetail.ftl?lang=en&job=1406440


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http://www.hrsdc.gc.ca/eng/jobs/lmi/publications/e-scan/on/mar2013.shtml

http://www.statcan.gc.ca/tables-tableaux/sum-som/l01/cst01/lfss03g-eng.htm

9. QA test Engineer 10. Test Engineer 11. Protection and control Engineer 12. Operations Engineer 13. Quality Engineer


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Table 6: Technological Summary



Emerging Trends in New Technology:

Providing electricity to millions of homes and business is not a single project, but a series of integrated initiatives by a variety of organizations that work together. Some organizations generate electric power by hydro, wind, nuclear and solar. Some distribute and meter this power to homes and business and provide a balance between the generation and the consumption. PSE degree will be an appropriate program to meet the different demands for these organizations.

Types of Skills Needed for New Technology:

Engineering students will require an investigative mind, good analytical design and critical thinking skills, and ability to assess impacts of engineering on society and environment.


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15.5 Library Resources 15.5.1 Online and On-Site Library Resources by Subject Books and Media The following counts were generated using a search of the library’s catalogue by both title and subject for the specified keyword. Current # of Book/E-Book Holdings: Current # of Media Resources: 416 Power Systems* 5 Power Systems 58 Energy Conservation 2 Energy Conservation 25 Energy Consumption 1 Energy Distribution 29 Energy Distribution 9 Energy Production 169 Energy Policy 8 Renewable Energy 146 Energy Management 3 Geothermal Energy 45 Energy Production 2 Hydroelectric Energy 152 Renewable Energy 4 Nuclear Energy 36 Smart Grid 8 Solar Energy 10 Geothermal Energy 5 Wind Energy 38 Hydroelectric Energy 94 Nuclear Energy 54 Solar Energy 81 Wind Energy *In each instance, the search included both the terms Energy and Power. Journals and Magazines As a whole, the library’s collection of databases includes content from a total of 317 periodicals classified under the subject of “Power and Energy”, and 1,193 periodicals classified as “Engineering”, including 17 classified as “Power Engineering” and 10 classified under “Electric Light and Power”. Among these are the following publications specific to power systems: Active Journal/Magazine Subscriptions Title Full text options Computer Applications in Power Online Electric Perspectives Online Energy for Sustainable Development Online Energy materials : materials science & engineering for energy systems

Online

Energy Systems Online IEEE Power and Energy Magazine Online IEEE Transactions on Applied Superconductivity Online IEEE Transactions on Energy Conversion Online IEEE Transactions on Power Delivery Online


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Title Full text options IEEE Transactions on Power Systems Online IEEE Transactions on Smart Grid Online IEEE Transactions on Sustainable Energy Online Journal of Resources, Energy, and Development

Online

Journal of Energy Engineering Online Modern Power Systems Online Power Engineering Review Online 15.5.2 Ontario Community College Libraries Resource Sharing - Direct Borrowing Agreement Principles of Agreement A college staff, faculty or student may borrow in person from any Ontario College of Applied Arts and Technology Library with the following provisions: 1. Each borrower is responsible for the safe return or replacement of material borrowed or for any charges incurred. 2. Only circulating material as defined by the lending library may be borrowed. 3. Only college staff, faculty and students who are currently employed or registered are eligible to request a Direct Borrower’s card. Policies and Procedures Proof of Registration The prospective borrower must have a current identification card that has been issued to the borrower by the home college. The borrower must present this card to the circulation desk at the lending library for validation and fill out any registration forms to establish a local address. Collateral identification and/or a refundable deposit may be required. If no expiry date is shown on the home college ID, the lending library may request verification of current status. Length of Loan The initial loan period and any subsequent renewals are at the discretion of the lending library. Fines and Overdue Borrowers will be responsible for all fines incurred. The lending library may request the assistance of the home library with overdue items and fine collection. Borrowing privileges at the home library may be suspended until the obligations of the lending library have been met. Other penalties such as withholding of marks may be applied by the home library. Damaged and Lost Library Materials Borrowers are responsible for all material borrowed in their name. Lost items must be reported promptly to the lending library’s circulation department. Borrowers who lose


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or fail to return library materials will be charged with replacement costs as determined by the lending library. The borrower may also be invoiced by the lending library for library materials that were returned in a damaged condition. Sanctions The lending library may withdraw borrowing privileges for any borrower who abuses the provisions of the Direct Borrowing Agreement. All Ontario Colleges of Applied Arts and Technology Libraries are participating in the Direct Borrowing Agreement as of September, 2007.


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Section 16: Policies

Conestoga’s policies and procedures on file with PEQAB are current.


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