pdc090401 – 6.4 university of windsor program development

of 24

PDC090401 – 6.4 University of Windsor

Program Development Committee 6.4: Bachelor of Engineering Arts in Management Engineering (IMSE) – New Program

Proposal (Form 2) Item for: Approval Forwarded by: PDC Subcommittee on Program/Course Changes MOTION: That the Bachelor of Engineering Arts in Management Engineering (BEAME) (Honours)

program be approved.* *Subject to Budget Committee approval of expenditures required. PDC Subcommittee Comments/Recommendations: Management engineering refers to ways of taking the disciplines and practices of engineering and

transferring them to the business management processes. Students who have completed the program will acquire a strong foundation in management engineering that

may qualify them for the pursuit of several graduate programs (i.e., MEng, MBA) and/or certifications issued by professional associations and organizations.

This program is not designed to be accredited by the Canadian Engineering Accreditation Board (CEAB). Graduates wishing to apply for professional engineering licensing would be required to successfully complete additional exams as set out by CEAB.

Such programs are common in the UK and US. The Subcommittee is supportive of this initiative. See attached.

Approvals Departmental (IMSE): February 26, 2009 Faculty Coordinating Council: March 9, 2009

PROGRAM DEVELOPMENT COMMITTEE NEW PROGRAM/MAJOR PROGRAM CHANGES

FORM 2

of 24

PART A: Basic Program Information FACULTY: Engineering AAU: Industrial and Manufacturing Systems Engineering Program Title: Management Engineering Name of Program as it Will Appear on the Diploma (e.g., Bachelor of Engineering Arts Honours in Management Engineering) [Please note that, for general degrees, the discipline is not included on diplomas.]

Bachelor of Engineering Arts in Management Engineering (Honours)

Proposed Year of Offering [Fall 2009]: Fall 2009 Mode of Study: Class room, lab instruction Planned Student Enrolment: 25 per year - 100 total in the program Normal Duration for Completion: 4 years B. Overall Program Plan Abstract/Summary of Proposal Please provide a brief statement about the direction, relevance, and importance of the new or revised program.

Management engineering, is not “engineering management” that has been around for several decades, rather, it refers to ways of taking the disciplines and practices of engineering and transferring them to the business management processes. It is a new field which will be very vital to future economic productivity and growth. The management engineering program will take practices that are standard in other more “visible” physical engineering fields (Mechanical, Industrial etc.,) such as the application of natural sciences, measurements, testing, feedback control loops, and risk mitigation) – and apply them appropriately to a business. The assumption underlying management engineering is that the organization can be modeled as interacting systems, with cause-and-effect chains. Management engineering tools are used to make the system visible so that managers can understand it and guide it better. This innovative interdisciplinary program aims to provide an educational option for students interested in the rich mixture of technology, management and communication skills. The students will have a solid foundation of university level mathematics, basic science, and engineering fundamentals. Once competence in the basic science and math fundamentals is established, to students will be exposed to the design process used within engineering. Learning to combine these fundamental concepts to solve some more complex situations requires much practice. A systems approach with integration of knowledge from several technical and professional areas will be emphasized. In addition to being exposed to engineering tools and methodologies, the students will be exposed to business, economics, communication, legal and societal challenges. A 40 course program is being proposed, 50% of these (twenty courses) are from Engineering. The forty course curriculum consists of:

• 5 courses in Mathematics, Statistics, and Natural Sciences • 4 courses in Business, including Management, Marketing, Accounting etc., • 11 courses in Arts/Humanities, including languages, Political Science, Psychology, Communications etc., • 20 courses in Engineering, the bulk of which is from the Department of Industrial and Manufacturing

Systems Engineering (IMSE). Students who have completed the program will acquire a strong foundation that may qualify, them, or provide advanced standing, for the pursuit of several graduate programs and/or certifications issued by professional associations and organizations. Starting F2009 an extra 25 students will join the Faculty of Engineering in this new innovative program. The total number of BEAME students by 2012 will be a steady state of about 85 students. With this, the number of undergraduate students in the Department of Industrial and Manufacturing Systems Engineering (IMSE) would have doubled as there are currently 86 undergraduate students in IMSE. In order to implement the program 2 new Faculty members would have to be hired by 2012. One in the 2010/11 academic year, and the other in 2011/12, which means that the 2 positions will be filled after the added student enrolment has been confirmed.


FORM 2

of 24

This Honours program should qualify for funding from the Ministry once submitted and approved. Given the existing deadlines, it is expected that the application would be in 2009 for approval in 2010. We would however like to start this Program, and admitting students for the Fall 2009 start. Academic Goal What is the overall aim of the proposed new program/program change? What will the new program/program change accomplish?

Mission Statement and Goals: The BEAME program educates students to become competent leaders capable of addressing today’s challenges, as well as anticipating and addressing future needs. Goals: • Provide advanced education to prepare graduates for a global future. • This includes cultural fluency and the comprehension of the impact of globalization. • Offer critical, trans-disciplinary perspectives into local and global issues of sustainability. • Technical, scientific and institutional strategies that foster sustainable development. • Learn structured approaches to address systems and systems integration issues, including design,

implementation, service and risk management elements. • Educate leaders who are critical thinkers engaged in ongoing inquiry and life-long learning.

Program Name and Degree Designation Are the proposed program name and degree designation appropriate to program content and consistent with current usage in the discipline? Explain.

Program Name: Management Engineering Degree: Bachelor of Engineering Arts in Management Engineering (BEAME) (Honours) There are 20 non-engineering and engineering courses in the Bachelor of Engineering Arts in Management Engineering (BEAME) (Honours) program with a significant amount of the courses to be taken from the Faculty of Arts and Social Sciences. This is not a modification of a traditional engineering program but a program that provides a balanced socio-technical education; hence, the designation “Bachelor of Engineering Arts in Management Engineering”. This program has been designed to help students meet a wide-ranging array of present and future social-technical challenges. These non-science courses provide a broad perspective on current scholarship and the diversity of human experience. The courses are also expected to enhance students' critical skills in reading, writing, thinking, communication and contribute to their preparation for post-university life. However, in addition to the humanities, and social-studies, we do expect all of our students to be conversant in the basic concepts of sciences, engineering sciences, to be computer literate and to have sufficient mathematical ability to handle upper-level courses. What this Bachelor ofvEngineering Arts in Management Engineering (BEAME) program provides for our students is a chance to explore ideas beyond the confines of science, mathematics and engineering. The BEAME program emphasizes breadth across engineering subjects and exposure to technology management and communication; consequently, it will provide the ability to solve management problems, by design, and by using social sciences and mathematical models. This program is not designed to be accredited by the Canadian Engineering Accreditation Board (CEAB). RELATIONSHIP OF GOALS AND OBJECTIVES TO UNIVERSITY AND OTHER PRIORITIES Area/Department’s Goals and Objectives How does the proposed new program/program change fit with the area/department’s overall goals and objectives?

The Industrial and Manufacturing Systems Engineering (IMSE) program is concerned with the entire system, and especially the role people play in such systems. The educational approach is, therefore, more multi-disciplinary and includes the study of human factors involved in industrial operations, and is not exclusive to the manufacturing environment. Understanding that the creative re-alignment of resources through innovation in research, technical development, application engineering, manufacturing quality, distribution effectiveness, and


FORM 2

of 24

the "generation" of new products and process ideas are often the driving force behind success in the global market. The unique features of the Industrial and Manufacturing Systems Engineering program provides a platform for graduates to effectively work in service organizations or governmental institutions as well as traditional engineering environments. Therefore, core elements of the Industrial and Manufacturing Systems Engineering program form the basis of this innovative interdisciplinary program to provide an educational option for students interested in the rich mixture of technology, management and communication skills. The introduction of new courses specific to the BEAME program such as ‘Design for Sustainability’ and Socio-Technical Design Theory and Applications are extensions to existing areas of study presently taught in the IMSE program, and of materials being offered in a new course being introduced in IMSE in Fall 2009: 91-201 Engineering Management and Globalization. Skills and knowledge acquired through the program will be applicable to a wide range of career opportunities in the broad and developing fields of engineering management, technical sales, and the growing field of service industries. In addition students may apply their knowledge to opportunities involving techniques in statistical analysis, analytical decision making, or issues related to manage operations and logistics, healthcare, manufacturing, financial services, telecommunications, consulting and government. Faculty Five Year Plan How does the proposed new program/program change fit with the Faculty’s overall goals and objectives as defined in its Five Year Plan?

The proposed program fits the overall goals of the Faculty, and was in fact part of the Budget Realignment strategic plan of the Faculty of Engineering for 2008-09, (BR08-ENG-04; IF08-ENG-03) University Strategic Plan How does the proposed new program/program change fit with the University’s overall goals and objectives as defined in “To Greater Heights”?

The proposed program fits the University’s overall goals and objectives as defined in “To Greater Heights”? DEMAND FOR THE NEW PROGRAM/PROGRAM CHANGE Student and Market Demand What tools and methodology were used to conduct the market assessment?

A thorough review was conducted for similar programs in the Unites States, Canada and Great Britain, and educational trends using the Organization for Economic Co-operation and Development data (2007) [OECD (2007) Education at a Glance]. In the United States, many universities have the Bachelor of Arts (BA) for all “academic” subjects including engineering. It is also interesting that at least two American Schools (Caltech and MIT) and four US service Academies award the Bachelor of Science (B.Sc.) for all subjects. Including e.g., Literature. In the UK (Oxford University, etc.) and elsewhere a BA in Engineering has been available for many years, including in “Engineering Management”, with a reported good placement record. In Canada, the first School currently considering a Bachelor of Arts in Engineering is York University. This has been recently approved by their Senate for a suite of Engineering specializations, currently “Management Engineering” is not included. The University of Waterloo has also recently started a B.A.Sc. in “Management Engineering” offered through the Department of Management Sciences, Faculty of Engineering. They were aiming for 60 students starting in Fall 2007, and in fact have accepted 85 (eighty-five) new students. In the table below, it can be seen that students enrolling in engineering in Canada is 8.6%, well under the OECD average enrolment of 12.2%; while the opposite trend is observed in enrolment in Social sciences, business, law and services: Canada’s enrolment in this subject matter is 40.1%, while the international OEDC average is 36.6%. This program is developed to bridge this gap between disciplines recognizing that the majority of students in Canada graduate from social sciences, business, law and services programs. The people who graduate from these programs are responsible for managing or developing tools and policies with respect to society, technology and systems, and yet have no formal engineering based training. It is well known that increasingly science and technology are totally embedded in society. Thus, students considering careers in business, law, or healthcare fields, including medicine, may find the BEAME program excellent preparation. Alternatively, the program could be followed by more intense specialization in a specific engineering field, or in teaching.


FORM 2

of 24

Table 1, developed from figures released by the Organisation for Economic Co-operation and Development (OECD, 2007),

Health and

welfare

Life sciences, physical sciences

& agriculture

Mathematics and

computer science

Humanities, arts and

education

Social sciences, business, law and services

Engineering, manufacturing

and construction

Unknown or

unspecified

Australia 13.2 6.1 8.3 22 43 7.2 n Austria 8.7 8.3 7.1 19.8 41.6 14.5 0.1 Belgium 13.2 10.4 4.5 24.4 36.5 10.9 0.2 Canada 10.5 7.1 5.4 28.2 40.1 8.6 n Czech Republic

6.7 7.9 3.7 28.3 34.5 16.3 2.5

Denmark 28.2 4.8 4.7 25.5 27.1 9.8 n Finland 19 5.6 5.5 19.9 28.8 21.3 n France 8.1 9.8 6.1 18.9 45.1 11.9 n Germany 13.1 9.8 7.6 22.3 31.3 15.9 n Greece 4.8 13.1 7.9 31.7 32.3 10.2 n Hungary 7.9 4 2.2 27.1 52.2 6.6 n Iceland 11.8 6.2 3.5 37 35.4 6.1 n Ireland 14.1 4.8 5.5 35.4 30.8 9.4 n Italy 14.3 6.4 2.5 23 38 15.1 0.7 Japan 6.5 7.9 4 23.5 38 20.1 n Korea 8.4 7.6 5 25.9 26.1 27.1 Mexico 8.4 4.8 8.5 16.1 46.8 14.3 1 Netherlands 17 4.9 4.3 24.9 40.5 8.4 n New Zealand 14.2 7.7 6.8 25.8 39.4 5.2 0.9 Norway 26.5 3.3 6 26.6 28.9 7.8 0.7 Poland 7.2 3.6 4.7 24.4 52.7 7.4 n Portugal 17.7 7.5 5.7 27.4 30.5 11.3 n Slovak Republic

10.8 8.9 4.3 21.5 36.8 17.6 n

Spain 14.6 7.6 5.1 22.9 35.4 14.3 0.1 Sweden 25.7 4.7 3.8 23.5 24.4 17.9 n Switzerland 8.2 9.8 4.3 20.8 42.6 14 0.3 Turkey 9.5 9.7 4 40 25 11.9 n United Kingdom

12 8.7 7.3 27.3 34.7 8.7 1.3

United States 9.3 6.1 4.3 28.6 45.3 6.3 n OECD average 12.7 7.4 5.4 25.3 36.6 12.2 0.4

Similar programs and their brief descriptions follow: Management Engineering in the University of Waterloo url: http://www.findoutmore.uwaterloo.ca/programs/full_description.php?program=Management%20Engineering

Management engineers work and consult in every industry, from manufacturing to telecommunications, banks to healthcare organizations. Our program will enable you to study the core subject areas required for an engineering degree while gaining the skills required to work with interdisciplinary groups of people. You'll also gain an understanding of analytical decision-making, efficient distribution of products and services, and applications of information technology that support decision-making. You'll graduate with an engineering degree: a Bachelor of Applied Science (BASc) in Management Engineering, and the background necessary to understand, design, and implement management systems that will improve efficiency in any organization.


FORM 2

of 24

Bachelor of Arts in Management at National University (California) url: http://www.nu.edu/OurPrograms/SchoolOfBusinessAndManagement/ManagementAndMarketing/Programs/BAManagement.html

The Bachelor of Arts in Management provides students a business-related degree with an emphasis on managing organizations and personnel in a multicultural and global setting. To achieve maximum flexibility, the major in management program minimizes prerequisites, enabling students to take the required courses in any sequence. Students are also offered several areas of concentration.

BS in Engineering Management at University of Illinois at Chicago url: http://www.uic.edu/ucat/catalog/EGMEENGR.shtml#j

The College of Engineering and the College of Business Administration offer a joint program in engineering management that allows students latitude to study in both the business administration and engineering disciplines. This program prepares students to begin careers that may lead to administrative, staff, or management positions in small technological engineering or manufacturing operations or positions as production supervisors, administration staff, or managers of departments in large technological organizations. The program also prepares students for careers in large non technological organizations such as banks, which may require a combination of engineering and management experiences.

Some other majors that have similarities with Engineering Management:

Illinois Institute of Technology, Bachelor of Science in Engineering Management http://www.iit.edu/~engmngt/index.html

Texas A & M University, Engineering Technology, Industrial distribution http://etidweb.tamu.edu/academics.php

Pennsylvania State University, Engineering Science http://bulletins.psu.edu/bulletins/bluebook/college_campus_details.cfm?id=27&program=e_sc.htm

University of California Berkeley, Engineering Science http://www.coe.berkeley.edu/departments/interdisciplinary-studies/undergraduate-programs/engineering-science.html

Stanford University, Management Science & Engineering http://www.stanford.edu/dept/MSandE/

Purdue University, Multidisciplinary Engineering http://admissions.purdue.edu/Majors_Programs/majors/engineering__multidi.html

The Chinese University of Hong Kong http://www.se.cuhk.edu.hk/programmes/ug_minor_structure.html#em

MIT, Management of Technology Program (graduate level) http://mitsloan.mit.edu/fellows/history-mot.php

Please provide quantitative evidence of student and market demand (e.g., responses/statistics from surveys, etc.).

The University of Waterloo have stated (in private conversations) that they have received many more applications the 85 they have admitted in the first year of the program. They however plan to admit only 65 to their program each year, although the demand is much greater. Please indicate the origin of student demand (% domestic and visa students). For graduate programs also indicate the undergraduate or master’s programs from which students would likely be drawn.

Origin: 70% domestic 30% foreign Domestic origin breakdown: • High school students • Transfer from other programs (Undeclared majors, general engineering students, business students) • Adults who have graduated from a college or university program, and wish to pursue a University degree

that combines technology and management aspects.


FORM 2

of 24

Notes: Approximately 60% of the students enrolled in the IMSE program are registered in the Business Minor option. The students have chosen this program because it combines an engineering platform with a business platform. It is felt that this trend should be leveraged to accommodate students that have interest in engineering, but are also have interests in business and social sciences. It also must be noted that approximately 70% of the students in the IMSE program have transferred into the program from within the University of Windsor or another university (75%), or are students that are pursuing a Bachelor’s degree after obtaining a degree at St. Clair College (25%). It is felt that this program would attract students with similar interests, but do not have the desire to pursue an engineering degree. Projected enrolment levels for the first 5 years of operation. (If the program is in operation, use actual and projected data.)

Year 1 Year 2 Year 3 Year 4 Year 5

10 20 25 30 30

Projected steady-state student enrolment per year: 1st Year 2nd Year 3rd Year 4th Year

25 25 25 25 Projected steady-state student enrolment overall: 85 students

Societal Need What tools and methodology were used to assess societal need?

We conducted extensive literature search and web surveys, as well as personal communication and discussions with PEO (professional Engineers Ontario) colleagues on the ARC (Academic Requirements Committee); discussion with the IE Program visitor during the recent CEAB Accreditation visit; other IE heads and colleagues in Canada, and potential employers. Please provide information on the dimension of the societal need for graduates of the new program/program change (e.g., socio-cultural, economic, scientific, or technological).

According to the Bureau of Labor Statistics (www.BLS.gov) shows an increase of 70 to 97 percent of growth in the next few years (2006-16) in employment related to Management, Scientific, and Technical Consulting Services.

• “This industry is the fastest growing and one of the highest paying. • Job competition will be keen; the most educated and experienced workers will have the best job

prospects. “ [http://www.bls.gov/oco/cg/cgs037.htm] A Statics Canada study concluded that:

“It is not just the prevalence of university graduates in a city that has a defining impact on the growth in employment, but their mix as well, according to a new study on the role of scientists and engineers in the process of job growth. The study finds that it is the broad set of university degree holders in a city that is consistently connected to job growth. However, the effectiveness of this group is enhanced when combined with a higher share of scientists and engineers — specialized workers who are directly involved in developing and implementing innovation.” The research paper "Cities and growth: The left brain of North American cities: Scientists and engineers and urban growth"

[http://www.statcan.gc.ca/daily-quotidien/080108/dq080108a-eng.htms.] The Bachelor’s of Engineering Arts in Management Engineering (BEAME) program is an innovative response to a long-standing need for students who anticipate being in a management role in a technical environment. An understanding of the technical elements, in combination with management proficiency will help these graduates deal with the challenges facing both industry and society today. Engineering managers occupy a unique position in their industry. They combine their management expertise with engineering knowledge to lead teams of specialists in highly technical tasks. Many engineering managers focus on product development, materials and information, management, processes, quality and reliability. However, addressing sustainability issues, rapid


FORM 2

of 24

technological changes, project management, environmental and energy management, crisis, emergency and risk management, and knowledge management issues requires a different set of tools in order to meet these new challenges. Management engineers must also possess strong communication skills so they can relate to their colleagues and subordinates. This must be extended to encompass multi-discipline and multi-cultural considerations. As globalization is the chief process driving our age, the integration of multiple disciplines and fostering learning of different cultures are as essential as understanding technological systems, human factors, and the business management practices. To meet the ongoing socio-technological challenges the specific curricular aims of the program are to provide a foundation in the following areas: • Foundation of university level mathematics, basic science, and engineering fundamentals • Systems analysis, engineering design, and project management tools and methodologies, • The theoretical, and experiential informed understanding of the practice of engineering and the culture of

management produced through technology and socio-economic models; and • The broader socio-cultural effects, including environmental aspects, implementation and public

communication and management. What is the geographic scope of the societal need for graduates of the new program/program change (e.g., local, regional, provincial, or national)?

The geographical scope is both national and international. Please provide information on the anticipated duration of, and trends in, societal need for graduates of the new program/program change.

In 1981, the Management of Technology Program was established by MIT (Massachusetts Institute of Technology). This has provided inspiration for nearly 250 similar programs around the globe, providing technical professionals with the core essentials of management. This concept of blending technology education with business and social sciences is presently being extended to the undergraduate level in several programs in the United States (as listed above), and is emerging as an educational path here in Ontario as shown by the program introduced by the University of Waterloo. It is anticipated that this program will grow, and will be emulated by other educational institutions, as socio-technical pressures will only increase in the future, and managers will need to acquire the skill sets and knowledge to effectively deal these issues. Were comments/letters obtained from a variety of potential employers who have seen the curriculum and commented on the need for graduates within their organization and, more broadly, in their field of endeavour?

___Yes [If yes, please append letters to this proposal.]

_x_No [If no, please provide an explanation below.]

Were comments/letters obtained from relevant professional societies and/or associations about the need for graduates based on a review of the curriculum?

_x__Yes [If yes, please append letters to this proposal.]

___No [If no, please provide an explanation below.]

Were industry employment surveys reviewed for evidence of societal need (indicating numbers of positions in the field, numbers of new positions anticipated in the field, number of positions in the field current being advertised, etc.)?

_x__Yes [If yes, please append surveys to this proposal.]

___No [If no, please provide an explanation below.]

Are there any statistics available on the number of Ontario students leaving the province to study in the same field elsewhere in Canada or abroad?

___Yes [If yes, please append statistics to this proposal.]

_x_No [If no, please provide an explanation below.]


FORM 2

of 24

Explanation: The comments obtained from professional organizations (PEO, SME, CIRP) are based on personal knowledge and on-going interaction. The review of the curriculum goals and objectives was informal, as well as the input from the IE Program Visitor during the recent CEAB (Canadian Engineering Accreditation Board). There is however significant government and professional societies reports indicating the importance of science and engineering in general and the coupling of these with social and business skills in particular. This is what this proposed program is capitalizing on, using the rigours of scientific and engineering methodologies and techniques, as well as new socio-technical approaches to problem solving.. In today’s global economy, engineers and managers are aggressively looking to optimize resources and reduce costs. Sustainable engineering, the global market and the multi-disciplinary approach to problem solving are part of today’s reality. The big picture ‘systems thinking’ and optimization approaches are a core element of the industrial engineering program. It must be noted that several students transition into management positions after getting an engineering degree, and typically these graduates do not have any background in systems thinking or optimization, and are unprepared to address business related challenges. The type of education proposed in this degree would be suitable in traditional manufacturing environments and service sectors, and fill an educational void between engineering, arts, and business programs at the undergraduate level. Service providers look to industrial engineers to improve the quality of life in areas such as Health Care, and to improve efficiencies diverse areas such as in banking systems, airport flow and routing, and global supply chain management. Risk management techniques are used in both the manufacturing and service sectors. Crisis and risk managers use sophisticated computer models and training scenarios to prevent or ‘manage’ catastrophes. A holistic view of the risks facing needs to be developed in order to be able to anticipate and manage crisis scenarios, which will be provided in this program. Government agencies and insurance companies employ skilled engineering managers to lead teams of researchers to fully understand weaknesses in construction, civil, and military programs. Sustainable engineering is required to ensure that solutions to environmental problems are economically viable and socially acceptable. Students will study modules on the subject and learn about the potential impact of product and process design choices on the environment and society as a whole. Applicants will consist of students interested in (i) the development of knowledge tools, and methods required to make decisions and to shape policies, (ii) design and configure organizational structures, (iii) to manage engineered systems, and (iv) solve operational problems in various fields, associate with the information-intensive, technology-based economy and will work in non-traditional engineering environments. The graduates can work and consult in every industry, from manufacturing to telecommunications, banks to healthcare organizations. Our programs will enable students to gain the skills required to work with interdisciplinary groups of people, and an understanding of analytical decision-making, efficient distribution of products and services, and applications of information technology that support decision-making, and provide the background necessary to understand, plan, and implement management systems that will improve efficiency in any organization.

List other similar programs being offered by other institutions in the Ontario university system. Resources to determine whether other similar programs are being offered in Ontario include www.electronicinfo.ca, www.electronicinfo.ca/einfo.php, and www.oraweb.aucc.ca/showdcu.html.

Similar programs in Canada: The first School currently considering a Bachelor of Arts in Engineering is York University. This has been recently approved by their Senate for a suite of Engineering specializations, currently “Management Engineering” is not included. The University of Waterloo - B.A.Sc. in “Management Engineering” offered through the Department of Management Sciences, Faculty of Engineering. They were aiming for 60 students starting in Fall 2007, and in fact have accepted 85 (eighty-five) new students.


FORM 2

of 24

Is the evidence of societal need and student demand for the proposed new program/program change sufficient to justify duplication where there are programs in the system that are the same or similar? How does this initiative differ from similar programs in the system? What are its innovative and distinguishing features?

This is a unique program, and has many distinguishing features, such as:

Exposure to key political science, ethics and logic courses Exposure to key general and industrial engineering courses, including several design courses Competence in another language, with an option to get a minor in Modern Languages Background in Business, with an option to acquire a minor in Business Administration Unique courses in the BEAME program to provide students with a foundation to meet challenges stressed in this document:

xx-200. Socio-Technical Design Theory and Applications xx-301. Industrial Globalization Competence xx-302. Service Eng. Mgt xx-401. Risk Eng. Mgt xx-402. Design for Sustainability

With proper positioning, this program will attract students who wish to be able to compete effectively in a variety of environments, and could provide a basis for a P.Eng. designation if the student takes an ancillary set of courses, or a prescribed PEO (Professional Engineers Ontario) set of exams. RESOURCES Please provide detailed information on the resources currently available, anticipated sources of new resources, reallocation of resources or cost-savings, and the additional resources required to run the proposed new program or program change. Incorporate new information or issues raised during or after the review of Form 1. [There is almost never a neutral resource impact of a proposal.] Note: The attached Budget Summary Sheet must also be completed and submitted as part of the complete new program/program change proposal.

Detailed below are the courses and the rationale behind the course selection for the different areas/departments that would teach courses for this new program. A 40 course program is being proposed, 50% of these (twenty courses) are from Engineering. The forty course curriculum consists of:

• 5 courses in Mathematics, Statistics, and Natural Sciences • 4 courses in Business, including Management, Marketing, Accounting etc., • 11 courses in Arts/Humanities, including languages, Political Science, Psychology, Communications etc., • 20 courses in Engineering,

o 6 general engineering courses (2 taught by IMSE faulty) o 8 from the Department of Industrial and Manufacturing Systems Engineering (IMSE), with one

option course. o Balance of courses are specific to the BEAME program

Math Courses The core math courses are foundation math courses, and consist of an introductory calculus course (62-130 – Elements of Calculus), and a linear algebra course common with the engineering program (62-126. Linear Algebra). If the students do not have the math background, there are introductory preparation courses that they can take, which will not count for credit.

Math courses: 62-126. Linear Algebra 62-130. Elements of Calculus

Preparatory math courses: 62-101. Access to Calculus 62-102. Access to Algebra 65-205. Statistics for the Sciences


FORM 2

of 24

Science Courses The student will take two basic introductory science courses in physics and chemistry (64-114 and 59-140 respectively). These courses familiarize the student to the applications of physics to everyday phenomena, and the basic concepts in chemistry. One other natural science course in the areas of physics, chemistry, and environmental studies must be taken from the following list. The students can extend their knowledge of basic physics and chemistry, or can take a course to acquaint them to environmental and earth sciences.

Basic science courses: 64-114. Physical Concepts and Numeracy I 59-140. General Chemistry I

Complementary Science Courses: 64-115. Physical Concepts and Numeracy II 59-141. General Chemistry II 59-201. Chemistry in the Marketplace 61-110. Natural Hazards and Disasters 61-111. Our Changing Earth 67-102. Atmosphere and Climate

English Courses Written communication skills are essential for future success. To support this objective, students will take two English courses, which are common with the 1st year Engineering program:

Written Communications Courses: 01-150. Foundations Academic Writing I 01-151. Foundations Academic Writing II

Arts and Humanities Courses To introduce the students to the legal system, government and business in Canada and the role of Canada to the world, the students must take two core humanities courses in the area of political science. The students are also required to take an introductory ethics course:

Political Science Courses: 45-214. Legal Process in Canada 45-323. Government and Business

Ethics Course: 34-221. Introduction to Ethics

In today’s global, multi-cultural technical and business environment, fluency in another language is a desirable asset; consequently, students in this program are expected to gain basic competence in another language. The modern languages program here at the University of Windsor provides several language courses in German, Italian, Spanish and French, and introductory courses in Arabic and Japanese. Students are expected to take (3) language courses, with at least one 2nd or 3rd course. Additional language courses are listed in the appendix.

Language Programs: German language courses (15-xxx ) Italian language courses (21-xxx) Spanish language courses (23-xxx) French language courses (29-xxx)

Of the remaining arts and humanities courses, (2) 2nd and 3rd year courses must be taken. The students shall choose the courses from the Faculty of Arts and Social Sciences (FASS) calendar. Recommended ‘Ethics’ courses are included in the Appendix. Also recommended is Remembering Canada in the Global Village (02-300), which is a distance education course.

For a minor in Modern Languages, the requirements are: • four language training courses in one language option area; • 07-137 (Intro to Germ./Ital./Span. Literature); • one culture or civilization course in the chosen language option area (German: 15-260 or 15-261; Italian:

21-260 or 21-261; Spanish: 23-260 or 23-261) Business Courses The students will take four business courses, three of which are common with the business courses taken within the IMSE program. The remaining course to be taken is the Fundamentals of Entrepreneurship. Acceptable substitutions for this is selected from a list of available courses. If the student wishes to take more business courses, in lieu of the courses offered in the FASS program, two courses can be exchanged.


FORM 2

of 24

Business Courses (common with IMSE curriculum): 75-100. Intro. to Business 71-243. Human Resource Mgt 74-231. Principles of Marketing

Suggested BEAME Business Course: 75-290. Fundamentals of Entrepreneurship

Additional Business Courses: 71-383. Managing in a Global Business Environment 75-391. New Venture Formation 75-393. International Business 75-397. The Law and Business Administration

Engineering Courses (6) courses are General Engineering courses (85-xxx), and (8) courses are IMSE courses (91-xxx), with one option selection. Two general engineering courses (85-222 and 85-313) are taught by IMSE faculty.

General Engineering Courses 85-133. Engineering and Design 85-232. Engineering Software Fundamentals 85-250. Engineering and the Environment 85-219. Introduction to Engineering. Materials 85-222. Treatment of Experimental Data 85-313. Engineering Economics

IMSE Engineering Courses 91-201. Engineering Management and Globalization 91-302. Health, Safety and Human Factors 91-311. Computer Aided Design and Computer Aided Manufacturing (option course) 91-312. Operations Research I 91-315. Product and Process Design 91-317. Systems Analysis and Design 91-422. Simulation of Industrial Systems 91-428. Facilities Design and Logistics

For the options listed here, following are recommended courses in the areas of Ethics, Business and Logic: Recommended Ethics courses:

34-224. Business Ethics 34-228. Technology, Human Values and the Environment

Recommended Business & Entrepreneurship: 71-383. Managing in a Global Business Environment 75-290. Fundamentals of Entrepreneurship 75-391. New Venture Formation 75-393. International Business 75-397. The Law and Business Administration

Recommended Logics courses: 24-210. Speech Communication to Inform 34-160. Reasoning Skills 34-261. Informal Logic: Argumentation 34-360. Argumentation Theory

Faculty and Staff What are the faculty and staff resources (including all faculty and staff from affected areas/departments) currently available and committed to actively support the initiative (e.g., administrative, teaching, supervision, etc.)?

For all courses except for the BEAME specific courses, there are available resources in the various disciplines. The BEAME program can start in F2009 with no additional faculty resources. RESOURCES AVAILABLE The available faculty expertise in several areas has been leveraged to provide a sound yet diversified program. It is anticipated that the enrolment into this small program will have a minimal impact in other affected areas as


FORM 2

of 24

the projected enrolment is approximately 25 students / year. Based on the following chart, which shows that the drop out values for the core program courses in the other areas are higher than the anticipated enrolment for the courses within the BEAME program, it is assumed that the impact of additional students enrolling into these courses would be minimal.

Course Number

5 yr Average

Enrolment

5 yr Average Dropout Comment

64-114. Physical Concepts and Numeracy I 105.4 51.8 Fall terms 59-140. General Chemistry I 796.4 304.6 Fall terms 01-150. Foundations Academic Writing I 858.4 224.2 Fall terms 01-151. Foundations Academic Writing I I N/A Too much variety - from 100 - 2000 62-126. Linear Algebra 108.8 54.4 Winter terms 62-130. Elements of Calculus 211.0 113.4 Winter terms 45-214. Legal Process in Canada 199.0 99.2 Not stable with respect to term offering45-323. Government and Business 98.4 38.8 Fall terms 75-100. Intro. to Business 497.6 220.4 Average of terms since Fall 2007 71-243. Human Resources Management 223.0 105.2 Winter terms 75-290. Fundamentals of Entrepreneurship 78.7 24.2 Winter terms 74-231. Principles of Marketing 316.7 119.7 Winter terms The enrolment in the general engineering courses is consistently 225 students (the spike is due to double cohort). Therefore the BEAME students will not impact resources levels for the general engineering courses in which they will participate.

Enrolment in Graphical Communications

050

100150200250300350400450

2000Winter

2001Winter

2002Winter

2003Winter

2004Winter

2005Winter

2006Winter

2007Winter

2008Winter

Year

# of

Stu

dent

s

Figure 1: Student registration levels for 85-130 (Graphical Communication)


FORM 2

of 24

Provide an assessment of faculty expertise available and committed to actively support the new program.

Faculty expertise available and committed to actively support the new program: The AAU council of the Department of Industrial and Manufacturing Systems faculty voted to unanimously support this proposal on 26 February 2009. Please note that provisions for its development and promotion were already approved by the UWBC in the last budget.

Other Resources What are the resources currently available and committed to actively support the initiative (including library, teaching and learning support, space, equipment, facilities, GA/TAs, etc.)?

The enrolment in the BEAME program is projected to mirror the present enrolment in the IMSE program. Consequently, additional GA/TA resources will not be required to support the BEAME students in the IMSE courses. Only the BEAME courses require GA/TA support. 1st year, no GA/TA resources required 2nd year: GA/TA resources required for xx-200 (Socio-Technical Design Theory and Applications). Existing GA/TA resources will be utilized for 91-201 (Engineering Management and Globalization). (1) BEAME GA/TA 3rd year: GA/TA resources for xx-301 (Industrial Globalization Competence) and xx-302 (Service Engineering). Existing GA/TA resources will be utilized for the 91-3xx IMSE courses.

(3) BEAME GA/TAs 4th year: GA/TA resources for 91-400 (Capstone Design Project terms 1 and 2), xx-401 (Risk Engineering and Management) and xx-402 (Design for Sustainability). Existing GA/TA resources will be utilized for the 91-4xx IMSE courses. (7) BEAME GA/TAs What are the student support services currently available and committed to actively support the initiative?

N/A Reliance on Resources from Another Area/Unit Will the new program rely on existing resources of another campus unit (e.g., courses in the calendar, equipment or facilities outside the proposer’s control or use of existing equipment within the proposer’s control with maintenance and upgrading requirements specified)? Please elaborate and provide relevant details.

This program relies extensively on existing resources, as it is designed to integrate engineering, math and science with the humanities and business aspects, as outlined above. Please see the above section for the de tailed description. Below is the courses sequence, with the associated discipline for each course. Fall Term TERM # 1 Lec Lab Wt Discipline Arts / Humanities course (Language based) 2 0 2 Arts 59-140. (General Chemistry I ) 3 3 4.5 Science 64-114. (Physical Concepts and Numeracy I) 3 0 3 Science 85-133. (Engineering and Design) 3 3 4.5 85 - Engg. 01-150. (Foundations Academic Writing I) 2 0 2 English Winter Term TERM # 2 Lec Lab Wt Discipline Arts / Humanities course (Language based) 2 0 2 Arts 62-130. (Elements of Calculus) 3 1 3.5 Math 62-126. (Linear Algebra) 3 1 3.5 Math 75-100. (Intro. to Business) 3 0 3 Business 01-151. (Foundations Academic Writing II) 2 0 2 English Fall Term TERM # 3 Lec Lab Wt Discipline 91-201. (Engineering Management and Globalization) 3 2 4 IMSE (new) 85-250. (Engineering and the Environment) 3 2 4 85 - Engg. 85-232. (Engineering Software Fundamentals) 3 2 4 85 - Engg. 34-221. (Introduction to Ethics) 2 0 2 Arts


FORM 2

of 24

Arts / Humanities course (Language based) 2 0 2 Arts Winter Term TERM # 4 Lec Lab Wt Discipline 85-219. (Introduction to Engineering Materials) 3 2 4 85 - Engg. 85-222. (Treatment of Experimental Data) 3 1.5 4 IMSE xx-200. (Socio-Technical Design Theory and Applications) 3 2 4 BEAME 45-211. (Legal Process in Canada) if available else FASS course 2 0 2 Pol. Science/Arts Science course 3 0 3 Science Fall Term TERM # 5 Lec Lab Wt Discipline 91-317. (Systems Analysis and Design) 3 2 4 IMSE 91-312. (Operations Research I) 3 2 4 IMSE 85-313. (Engineering Economics) 3 1.5 3.8 IMSE 91-315. (Product and Process Design) 3 2 4 IMSE 45-323. (Government and Business) 2 0 2 Pol. Science Winter Term TERM # 6 Lec Lab Wt Discipline 91-311. (Computer Aided Design and Computer Aided Manufacturing)OR xx-301. (Industrial Globalization Competence)

3 2 4 IMSE / BEAME

91-302. (Health, Safety & Human Factors) 3 2 4 IMSE xx-302. (Service Eng. Mgt) 3 2 4 BEAME 71-243. (Human Resource Mgt) 3 0 3 Business Arts / Humanities course 2 0 2 Arts Fall Term TERM # 7 Lec Lab Wt Discipline xx-400. (Capstone Design Project) 1 8 5 BEAME xx-401. (Risk Engineering Management) 3 2 4 BEAME 91-422. (Simulation of Industrial Sys) 3 2 4 IMSE 91-428. (Facilities Design and Logistics) 3 2 4 IMSE 45-211. (Legal Process in Canada) if available else FASS course 2 0 2 Pol. Science/Arts Winter Term TERM # 8 Lec Lab Wt Discipline xx-400. (Capstone Design Project) 1 8 5 BEAME Arts / Humanities course 2 0 2 Arts 75-290. (Fundamentals of Entrepreneurship) 2 0 2 Business xx-402. (Design for Sustainability) 3 2 4 BEAME 74-231. (Principles of Marketing) 3 0 3 Business P.S.: Students may substitute require courses with equivalent ones with the approval of the BEAME Program Director/ Coordinator. ANTICIPATED SOURCES OF NEW RESOURCES List all anticipated sources of new resources available from within the area/department or Faculty (external grants, donations, government grants, etc.)

No anticipated new resources are expected. REALLOCATION OF RESOURCES AND COST-SAVINGS In reviewing the resources required to run the proposed program/program change, what opportunities for internal reallocation of resources and cost-savings have been identified and pursued by the area/department?

This program has been developed in conjunction with the curriculum consolidation plan for the Department of Industrial and Manufacturing Systems Engineering (IMSE). 3 option based IMSE courses have been merged into other courses where there is overlap, and 7 BEAME specific courses are being introduced (note: one course is the Capstone project course, which continues through 2 terms). The net increase in teaching load is 4 courses.


FORM 2

of 24

ADDITIONAL RESOURCES REQUIRED Faculty What additional faculty resources (including faculty resources required by all affected areas/departments) are required to run the proposed program?

In order to implement the program 2 new Faculty members would have to be hired by 2012 for the IMSE department. One in the 2010/11 academic year, and the other in 2011/12, which means that the 2 positions will be filled after the added student enrolment has been confirmed. Based on analysis of the enrollment and drop out values for the non-engineering courses, it is anticipated that the enrolment of students in the BEAME will have a minimal impact on other areas. Staff What additional staff resources (including staff resources required by all affected areas/departments) are required to run the proposed program?

No additional staff is required for the IMSE department to support this program. Based on analysis of the enrollment and drop out values for the non-engineering courses, it is anticipated that the enrolment of students in the BEAME will have a minimal impact on other areas.


FORM 2

of 24

GA/TAs What additional GA/TA resources (including GA/TA resources required by all affected areas/departments) are required to run the proposed program?

7 additional GA/TA resources will be required to support the additional BEAME related courses. For the 8 IMSE courses, it is assumed that there will be only one GA/TA per IMSE 91-xxx course. Note: as the IMSE consolidated curriculum has reduced the offered courses by 3, the net increase in GA/TA support within the IMSE department will be 4 GA/TAs. Only if enrolment levels are higher than the projections will additional GA/TA resources be required to support separate BEAME sections in the IMSE courses. Library What additional library resources (including library resources required by all affected areas/departments) are required to run the proposed program?

No additional support is required. Teaching and Learning Support What additional teaching and learning support resources (including teaching and learning support resources required by all affected areas/departments) are required to run the proposed program?

No additional support is required. Student Support Services What additional student support services are required to run the proposed program?

No additional support is required. Space and Facilities What additional space and facility resources (including space and facilities resources required by all affected areas/departments) are required to run the proposed program?

No additional support is required. Equipment What additional equipment (including equipment resources required by all affected areas/departments) is required to run the proposed program?

No additional support is required. Consistency with Five Year Plan Are the resources requested consistent with the resources requested in, and the focus of, the area’s Faculty Five Year Plan?

Consistent, as discussed above. LEARNING OUTCOMES Program Learning Outcomes (see Appendix A for more on learning outcomes) At the end of this program, the successful student will know and be able to:

Characteristics of a University of Windsor Graduate

A U of Windsor graduate will have the ability to demonstrate:

(i) Apply the acquired knowledge of systems analysis, engineering design, and project management tools and methodologies to realistic problems;

(ii) Effectively generate viable solutions considering the societal impact across cultures and disciplines, as well as technological, and human factor related issues.

A. the acquisition, application and integration of knowledge


FORM 2

of 24

Program Learning Outcomes (see Appendix A for more on learning outcomes) At the end of this program, the successful student will know and be able to:

Characteristics of a University of Windsor Graduate

A U of Windsor graduate will have the ability to demonstrate:

(i) Identify core issues and constraints taking into account social, cultural and technical issues such as globalization and environmental impact concerns;

(ii) Conduct literature reviews and benchmark analyses; (iii) Synthesis findings in a complete, concise manner; (iv) Evaluate potential tools and methodologies in context with the

problem to be solved.

B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)

Use engineering design techniques, social science and mathematical models to comprehensively and systematically analyze, evaluate and solve open-ended design and management problems. This includes analyzing and assessing systems and systems implementation and integration issues, service and risk management elements.

C. critical thinking and problem-solving skills

(i) Represent concepts of basic and engineering sciences in a qualitative and quantitative manner;

(ii) Demonstrate computer literacy; (iii) See points (i ) and (iii) in item B; (iv) See points (ii) and (iii) in item F.

D. literacy and numeracy skills

(i) Identify the impact of globalization and the influence of cultures and societies in a design and management context;

(ii) Identify and manage risk; (iii) Apply standards and codes informed by an understanding

human factor issues and societal needs.

E. responsible behaviour to self, others and society

(i) Converse intelligently with experts in the field; (ii) Communicate their findings in both verbal and written

presentations for in-class projects and for their Capstone project course;

(iii) Express their challenges, methodologies and results to the community at large.

F. interpersonal and communications skills

Demonstrate task analysis and personal time management skills, and work effectively with external resources in order to lead projects to completion.

G. teamwork, and personal and group leadership skills

(i) Formulate and solve complex socio-economic problems respecting the constraints (cost, time, resources and so forth);

(ii) Adapt to volatile global challenges in the engineering-management sector.

H. creativity and aesthetic appreciation

Recognize the complexity of open-ended design problems and the constantly evolving societal and technical challenges.

I. the ability and desire for continuous learning


FORM 2

of 24

MONITORING AND EVALUATION How will the success of the program be monitored and evaluated? (include information to be gathered, method, criteria for evaluation, review process, and use of information to adjust activities/plan.) Enrolment rates Graduate placement

C. The Program Details Admission Requirements Please provide information on program specific admission requirements, selection criteria, arrangement for exemptions or special entry, credit transfer, etc.

OSS Diploma Admission Criteria: All programs require a minimum admission average which may change, depending on the number of applicants. The minimum average is 70%. The admission requirements for this program are equivalent to the Engineering or Business + Economics programs, in that ENG4U and one Grade 12 “U” Mathematics is required. MHF4U, SPH4U and MCV4U are strongly recommended, but is not necessary. The expected average of all the math and science courses, except for biology is (74%). Program Curriculum Structure/Program of Study Total courses: 40 courses are required as outlined below. Major requirements: 40 courses are required as outlined below. Other requirements: 40 courses are required as outlined below. A selected set of courses is listed Recommended options (if any): Minor in Modern Languages Minor in Business Administration Standing Required for Continuation in Program GPA requirements for continuation in the program: these should be in-line with the regulations for standing required for continuation in the program as set out in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars].

Students cannot fail any course more than twice or have a CGPA under 4.0 at any time, or they will be asked to withdraw from the program. Standing Required for Graduation Minimum GPA requirement to graduate in the program: these should be in-line with the regulations for standing required for continuation in the program as set out in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars].

Students require a minimum GPA of 5.0, and must have successfully passed all courses to graduate from this program. Program Sequencing Provide program sequencing for each year of the program. Please ensure that all pre-requisites are met in the sequencing.

In first year, the students take two each Math, Science, English (academic writing), and Arts/Humanities language courses of choice along with an Engineering and Design course (85-133) and an Introduction to Business course (75-100).


FORM 2

of 24

Fall Term TERM # 1 Lec Lab Wt Discipline Arts / Humanities course (Language based) 2 0 2 Arts 59-140. (General Chemistry I ) 3 3 4.5 Science 64-114. (Physical Concepts and Numeracy I) 3 0 3 Science 85-133. (Engineering and Design) 3 3 4.5 85 - Engg. 01-150. (Foundations Academic Writing I) 2 0 2 English Winter Term TERM # 2 0 Arts / Humanities course (Language based) 2 0 2 Arts 62-130. (Elements of Calculus) 3 1 3.5 Math 62-126. (Linear Algebra) 3 1 3.5 Math 75-100. (Intro. to Business) 3 0 3 Business 01-151. (Foundations Academic Writing II) 2 0 2 English In the 2nd year, the students take four General Engineering courses, and Arts/Humanities courses, one Political Science Course (if available), BEAME, IMSE and Science courses. It is expected that the student take a 2nd year language course in the Fall term. The student will also take an introductory ethics course. The Management and Globalization course (91-201) is a new IMSE course being introduced to both IMSE and MAME programs. Fall Term TERM # 3 Lec Lab Wt Discipline 91-201. (Engineering Management and Globalization) 3 2 4 IMSE (new) 85-250. (Engineering and the Environment) 3 2 4 85 - Engg. 85-232. (Engineering Software Fundamentals) 3 2 4 85 - Engg. 34-221. (Introduction to Ethics) 2 0 2 Arts Arts / Humanities course (Language based) 2 0 2 Arts Winter Term TERM # 4 Lec Lab Wt Discipline 85-219. (Introduction to Engineering Materials) 3 2 4 85 - Engg. 85-222. (Treatment of Experimental Data) 3 1.5 4 IMSE xx-200. (Socio-Technical Design Theory and Applications) 3 2 4 BEAME

45-211. (Legal Process in Canada) if available else FASS course 2 0 2 Pol. Science/ Arts

Science course 3 0 3 Science In the 3rd year, the students take several Industrial Engineering courses, and one each BEAME, Arts/Humanities, Political Science, and Business courses. Students are allowed an option: They may take a CAD/CAM course (91-311) or a Industrial Globalization Competence course (xx-301). This selection of courses introduces the students to design tools and methodologies, as well human element from a variety of perspectives. These courses will prepare the students for their 4th year design projects. Fall Term TERM # 5 Lec Lab Wt Discipline 91-317. (Systems Analysis and Design) 3 2 4 IMSE 91-312. (Operations Research I) 3 2 4 IMSE 85-313. (Engineering Economics) 3 1.5 3.8 IMSE 91-315. (Product and Process Design) 3 2 4 IMSE 45-323. (Government and Business) 2 0 2 Pol. Science Winter Term TERM # 6 Lec Lab Wt Discipline 91-311. (Computer Aided Design and Computer Aided Manufacturing) OR xx-301. (Industrial Globalization Competence)

3 2 4 IMSE/BEAME

91-302. (Health, Safety & Human Factors) 3 2 4 IMSE xx-302. (Service Eng. Mgt) 3 2 4 BEAME 71-243. (Human Resource Mgt) 3 0 3 Business Arts / Humanities course 2 0 2 Arts


FORM 2

of 24

In the final year, the students will participate in a Capstone project course similar to that taken by their Industrial Engineering peers. This is a two-term course, and it is expected that the students work in teams to solve relevant social-technical problems. They will also take the IE Simulation of Industrial Systems and Facilities and Material Handling courses. These courses are complemented with two BEAME courses, two Business courses and the final Arts/Humanities courses. Fall Term TERM # 7 Lec Lab Wt Discipline xx-400. (Capstone Design Project) 1 8 5 BEAME xx-401. (Risk Engineering Management) 3 2 4 BEAME 91-422. (Simulation of Industrial Sys) 3 2 4 IMSE 91-428. (Facilities Design and Logistics) 3 2 4 IMSE

45-211. (Legal Process in Canada) if available else FASS course 2 0 2 Pol. Science/ Arts

Winter Term TERM # 8 Lec Lab Wt Discipline xx-400. (Capstone Design Project) 1 8 5 BEAME Arts / Humanities course 2 0 2 Arts 75-290. (Fundamentals of Entrepreneurship) 2 0 2 Business xx-402. (Design for Sustainability) 3 2 4 BEAME 74-231. (Principles of Marketing) 3 0 3 Business P.S.: Students may substitute require courses with equivalent ones with the approval of the BEAME Program Director/ Coordinator. Student Workload Provide information on the expected workload per course credit (3.0) of a student enrolled in this new program/major program change.

Expected Workload per 3.0 Course Credit Average Time the Student is Expected to Devote to

Each Component Over the Course of the Program Lectures 3 Tutorials 2 (tutorials and labs) Practical experience Independent study 3 Reading and work for assessment, including meeting classmates for group work/project assignments (essays, papers, projects, laboratory work, etc.)

4 (Assignments, projects, …)

Studying for tests/examinations Other: [specify] How does the student workload for this program compare with other similar programs in the department/program area? We expect students to attend all classes and labs being offered and devote 7 hrs for each class outside of their classes on additional learning.


FORM 2

of 24

FINAL CHECKLIST FOR PROPOSERS Having completed the program/course change proposal form, please complete the following table by marking an “X” in the appropriate column.

PRIMARY CRITERIA

Yes

No

N/A

Does the program or course tie into the University’s Strategic Plan?

X

Is the program or course “Unique” in Ontario? In Canada? In North America?

X

Is there evidence that a market exists for this program or course (a) on-campus; and/or (b) off-campus?

X

Does this program or course have income potential? (How many students would it generate?)

X

Does this program or course address current issues? (e.g., double cohort, large-class problem, absence of upper-level on-line classes, etc.)

X

Are there U of W courses which have been developed for flexible learning indicating either (a) partial development already exists, or (b) a degree of expertise exists?

X

X

Are there departmental procedures in place for (a) course planning; (b) course development; and, (c) course delivery (Policy documents, Committees, Timelines, etc.)?

X X X

Is there evidence of support from the Dean(s), AAU Head(s)/Director(s)/Chair(s) for this program?

X

SECONDARY CRITERIA

Yes

No

N/A

Does the new program or course have partnership options (with other departments or faculties, or other universities)?

X

Does the new program or course allow for staggering options (e.g., every other year, or Windsor one year and another site the following year)?

X

X

Is the new program or course a complement to other Windsor flexible learning programs (will not interfere with other programs)?

X

Is the new program or course a complement to other Windsor on-campus programs (will not interfere with other programs)?

X

Does the department have the “critical mass” to undertake the program or course (a) sufficient interested and capable faculty; (b) academic support; and (c) TA/GA support?

X X X

Are additional resources required:


FORM 2

of 24

(a) faculty/staff/GA/TA; (b) equipment; (c) library; (d) IT support?

X X X X

Are there data on (a) incoming student demographics (profiles) that align with flexible learning (age, geographic location, employment, family responsibilities, etc.); and (b) technological profiles (hardware and software resources and skills)?

X

Does the department have a plan regarding (a) marketing flexible learning courses; (b) the timely appointment of instructors; (c) technical support (CFL, Tutorials, TA/GAs, staff contact person, etc.); (d) intra-departmental communications (committees, policies); and (e) inter-department communications (committees)?

X X X

X

X

Are there mechanisms and policies in place to address quality-control of (a) instruction; (b) materials (audio, video, PowerPoint, textual load, discussions and so on; and (c) learning (student assessment)?


FORM 2

of 24

Budget Summary Sheet

Amount Requested Yearly base expenditures Faculty Requests: One Faculty member starting F2010 $100,000. One Faculty member starting F2011 $100,000. Staff/Technician Requests: GA/TA Requests: The GAs are provided based on Grad.

Student enrolment in IMSE Facilities/Equipment: Other Operating Expenses (please specify): Total Yearly base expenses: $200,000.

One-Time Expenses Facilities: Equipment: Library Resources Requests: Promotion of the Program (already provided as part of the Budget Realignment strategic plan of the Faculty of Engineering for 2008-09, (BR08-ENG-04; IF08-ENG-03) Total One-time expenses

Total (One-time + Yearly base expenses):

Costs related to use of technology/Centre for Flexible Learning (CFL) resources:

Expected Revenue: Starting F2009 an extra 25 students will join the Faculty of Engineering in this new innovative program. The number will go up to 85 students by F2012, which represents additional revenue of $1,975,316.00.

pdc090401 – 6.4 university of windsor program development

Documents